GROUP 1: STUDIES IN - GD Goenka World School



CONTENTSS. No.DetailsPage no Welcome Note2 Vision & Mission of GDGWS, IB’s Mission3 The IB Diploma Programme4 IB Learner profile5 IBDP Curriculum6 IB Student Subject choice –May 20217 IBDP at GDGWS8 Group wise subject details Group 1: Language A-Literature, Language and Literature9-14 Group 2: Language acquisition14-16 Group 3: Individuals & Societies16-26 Group 4: Sciences26-32 Group 5: Mathematics32-34 Group 6: The Arts35-39 Core component of IBDP- TOK40-41 Core component of IBDP- CAS41-42 Core component of IBDP- EE 42-43 Assessment of core components44 Assessment44 IB Diploma Grade Points Difference between IB diploma and IB Courses Award of the IB diploma44-45 Career Advisory at GDGWS 45-46 Counseling and LSU Academic counseling46-47Code of Conduct47 Honour code48IB course work deadlines49Sources50Welcome to IB Diploma ProgrammeGD Goenka World School, GurugramThe purpose of this handbook is to help answer questions students and parents may have about the IB Diploma Programme, and help our students to make the right subject choices. This handbook outlines the curriculum of the IB Diploma Programme and the wide range of support systems available to you at GDGWS. The handbook contains important information that will help you to understand the subject choices offered and the skills students attain by studying different subjects and the assessments in each subject. Besides the information contained in this handbook, students are encouraged to discuss the IB Diploma Programme with the Diploma Programme coordinator and their teachers. Furthermore, we ask students to discuss academic pathways with their parents and to actively seek the advice and insight from both our Career advisory department and our IB Diploma Coordinator. Our Grade 11 and 12 students are our student ambassadors. Therefore, as you embark on your IB studies we encourage you to excel in academics, actively participate and involve in a range of activities beyond the taught curriculum, forge lifelong friendships that will endure and have a successful IB journey! Dr Manisha Mehta Dr Neeta Bali IB DP Coordinator Director Principal OUR VISION Learning is enabling the individual to utilize his/ her potential to its fullest. Without education, the development of the human mind is incomplete.At G. D. Goenka World School, we provide an environment and curriculum where children can explore and develop every facet of theirs, enabling them to realize their true potential. This, coupled with a state-of- the-art technology, a highly qualified, thoroughly trained and concerned faculty, a plethora of activities for students to engage in -all provide an environment that’s both therapeutic and beautiful.As children go about discovering themselves, they also discover extraordinary roots, because another objective of the G. D. Goenka School is to ensure that the wards of NRIs and Persons of Indian origin abroad get an opportunity to reconnect with the culture and values that form the backbone of every Indian’s existence.To achieve these objectives, this unique educational institution seeks to blend the beauty of traditional cultural values with the latest in teaching aids and methodology to optimize learning, open young minds and empower young people to become global citizens who stand tall and live with courage and conviction, carving a niche for themselves wherever they go.OUR MISSIONIn a safe, peaceful, disciplined and intellectually -challenging environment, all GDGWS students shall have ample opportunity to:Fulfil their academy, cultural, sporting and social potentialAcquire skills of curiosity, collaboration, reflection, integrity, self-discipline, diligence and independence Maintain openness of mind, dignity of conduct and mutual respect in the face of racial, economic, cultural, religious and linguistic diversity.Develop socially responsible and responsive global citizens.IB MISSION The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.IB MISSION The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.IB MISSION The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.IB MISSION The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME?“Life in the 21st century, in an interconnected, globalized world, requires critical thinking skills and a sense of international mindedness, both of which International Baccalaureate Diploma Programme (IBDP) students learn and understand.”- IBOThe International Baccalaureate Diploma Programme (IB DP) was established in Geneva in 1968 to provide an international, and internationally recognized, university-entrance qualification for students studying outside of their home country. The IB’s goal is to provide students with the values and opportunities that will enable them to develop sound judgments make wise choices, and respect others in the global community. The IB Programme equips students with the skills and attitudes necessary for success in higher education and employment. Today the IBDP has expanded, so has its reputation for excellence; the IB DP is now recognized in almost every country in the world as a one of the pre-eminent pre-university qualifications.The IB Diploma Program is an academically challenging program of education that prepares students for success at University and life beyond.The IB Diploma Programme is a two-year (Grades 11-12, or ages 16-19) international curriculum that allows students to fulfill the requirements for university entrance of their national or state education systems. Internationally mobile students are able to transfer into the IB Diploma Programme from other IB World schools, as well as from other school systems.We offer a bridge Programme when a student starts IB diploma so as to have a smooth transition other school national boards systems like CBSE and ICSE. The vertical planning in our school however results in a seamless transition of the IGCSE students in the IB Diploma. A pioneer, day boarding cum residential IB School, GD Goenka World School (GDGWS), established in 2003,?takes the onus of laying foundation and preparing enterprising students as global citizens.?We enrolled the first batch of students in the year 2005 and the 2018 batch is our 13th?graduating batch. The campus is designed to offer privacy and independence as well as the opportunity to be part of a vibrant multi-cultural community, represented by students from around the country and the world! GDGWS has been consistently bringing out good results and our students have been placed in courses of their choice in Universities across the globe including Indian universities.IB Recognition Worldwide and in IndiaHigher education institutions around the world admit students based on their IB Credentials and 150 countries worldwide recognize the IB Diploma. It has also been recognized by the Association of Indian Universities (AIU) as an entry qualification to all universities in India. Since Jun 2016 the AIU also accepts IB DP Course as an entry qualification to Indian universities. The IBO issues a document detailing percentage equivalency along with a transcript of results especially for Indian universities. Visit for more details. Students of our school have got admissions in different reputed universities in India and abroad.IB LEARNER PROFILEThe aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The IB learner profile represents 10 attributes valued by the IB and GDGWS. As IB learners we strive to be:INQUIRERSWe nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.KNOWLEDGEABLEWe develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.THINKERSWe use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical MUNICATORSWe express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.PRINCIPLEDWe act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.OPEN-MINDEDWe critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.CARINGWe show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.RISK-TAKERSWe approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.BALANCEDWe understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional— to achieve well-being or ourselves and others. We recognize our interdependence with other people and with the world in which we live.REFLECTIVEWe thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.THE IB DP CURRICULUM Subjects Offered Group 1 – Studies in language and literatureEnglish Language and Literature, Hindi LiteratureGroup 2 – Language acquisitionLanguage B: French, English,?Spanish, Hindi and GermanLanguage?ab initio:?French,?Spanish Group 3 – Individuals and societiesHistory, Psychology, Economics, Business Management and Information Technology in a Global SocietyGroup 4 – SciencesBiology, Chemistry, Physics, Computer Science & Environment Systems & SocietyGroup 5 – MathematicsMath Analysis and approaches HL and SLMath Application and interpretation HL and SLGroup 6 – The artsVisual arts TheatreThe curriculum is modeled below with six academic areas surrounding the three core requirements. Subject ChoiceIB Diploma Programme students study six subjects and the IB Core –Three subjects at Higher LevelThree subjects at Standard LevelIB Core comprising of Extended Essay (EE), Theory of Knowledge (TOK )and Creativity Activity and Service (CAS)The students choose one subject from each of groups 1 to 5, thus ensuring breadth of experiences in Languages, Social studies, Sciences and Mathematics. The sixth subject may be an Arts subject chosen from group 6, or the student may choose another subject from groups 3 or 4.In addition, the Programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.Creativity, Action, Service (CAS) – It’s an integral part of the Programme, which emphasizes individual social responsibility and a commitment to improving the world in which we live. CAS focuses on experiential learning and encourages students to gain real-life experience beyond the classroom. Theory of Knowledge (TOK) – It’s an internally and externally assessed interdisciplinary component, which is designed to explore and critically examine different concepts of knowledge found in various subjects and culture. It encourages curiosity, inquiry and critical thinking about knowledge itself and help students make sense of what they learn and encounter in school and the world around them.The Core Extended Essay (EE) – an externally assessed, independent research assignment of 4,000 words in one of the six subject areas. The EE is an in-depth investigation through which the student can specialize in a certain subject area and become familiar with the level of research and writing expectations of a university level education. IB STUDENT SUBJECT CHOICE –May 2021 SESSIONS.NoGroupSubjectsHLSLIStudies in language and literatureEnglish A Literature and LanguageHindi A LiteratureIILanguage AcquisitionEnglish BHindi BFrench ab initioFrench BSpanish ab initioSpanish BGerman BIIIIndividuals & SocietiesBusiness ManagementEconomicsITGSPsychologyHistoryIVSciencesBiologyChemistryPhysicsEnvironmental system and societyComputer ScienceVMathematics Mathematics AA / AI HL*Mathematics AA / AI SL **VIThe ArtsVisual artsTheatre1374775-59309002038985-59309002708275-5930900 Key: Shaded subject levels are not offered.Language Requirement Ab initio is for a beginner who has little or no previous experience of the languageLang B (SL) is for a language learner who has 2-4 years’ experience of the target language IB Diploma program requirement:6 IB subjects + TOK + Extended Essay + CAS.3 HL subjects, 3 SL subjects.IB Course requirement:Minimum 5 Subjects + CAS (Subjects can be at any level)For admission in Indian Universities 6 IB subjects (3 HL subjects, 3 SL subjects) (Association of Indian University requirements)Candidate may opt for Extended Essay and/or TOKCourse subjects will be decided only after consultation with the CoordinatorNote: The combinations are dependent on student enrollment in subject areas. The minimum enrollment required to offer a subject is 10. Kindly have an alternative. Subject availability is also dependent on the Time Table and class strength.Math HL- Offered to candidates who have achieved a minimum of 85% in their IGCSE or equivalent examinationMath SL - Offered to candidates who have achieved a minimum of 65% in their IGCSE or equivalent examination# Last date for any change in subject combination is 16th of August 2019 #THE IB DIPLOMA PROGRAMME AT GDGWSThe IB Diploma Programme at GDGWS builds on our CLS (Cambridge Lower Secondary) and IGCSE Curriculum, a broad yet demanding course of study in Grades 6-10 (ages 11-16). Entry RequirementsTo be eligible for the IB DP, GDGWS students should have passed the grade 10 from IGCSE or national board (CBSE/ICSE/State boards).For a higher Level course, a student must have studied the subject in Grade 10 and gained at least grade 5 in MYP or grade B in IGCSE or equivalent. In order to ensure access to an IB Diploma standard level course, a student must have gained at least a 3 grade in MYP or F grade in IGCSE in grade 10. The IB recommends a minimum of 240 hours of instructional time for HL courses and 150 hours for SL courses. HL courses have greater breadth as well as depth in the curriculum.External applicants are assessed individually. There are no universal, formal entry requirements; however, in order to have access to instruction and to the course materials, it is a pre-requisite that a student has competent English skills — speaking, listening, reading and writing. If a student does not have sufficient English skills, then we may recommend that that s/he takes a summer English language course before enrolling in the IB Programme in Grade 11.COURSE SELECTIONGDGWS offers the IB Diploma for grade 11 and 12. The discussions in the family about future career options should be initiated early by consulting the list of subjects offered by GDGWS.There are a number of factors that influence career choice viz. Interest, ability, personality and future career choice. Career Counseling is a process which helps you understand what you want the world of work and then based on that you make career, educational, and life decisions. We also facilitate the Personality aptitude tests for students by Cogito, through which parents can know the natural inclinations of their children, their basic nature helping in choosing the right choice of subjects.Students should become familiar with the specific requirements of the universities in the countries to which they intend to apply as different universities in different countries have different entrance requirements. It is very important that students are aware that specific subjects or combinations of subjects could be required (or excluded) by the country or university of your choice. Information about universities around the world is available from GDGWS career advisory department.It is strongly recommended that students spend as much time as possible discussing their options with as many people as possible, including parents and teachers. Decisions made at this stage in a student’s education could affect the rest of their lives, so it is vital that choices are made only after full research and consultation.SUBJECT DETAILS GROUP 1: STUDIES IN LANGUAGE AND LITERATUREGroup 1 courses meet the requirements of students whose Language A is their strongest language, while taking into account that many students have complex language profiles and maybe be bi- or tri-lingual. While the courses are different, they both develop understanding about language and literature and are designed to support future study by developing language skills.The aims of all subjects in studies in language and literature are to enable students to:Engage with a range of texts, in a variety of media and forms, from different periods, styles, and culturesDevelop skills in listening, speaking, reading, writing, viewing, presenting and performingDevelop skills in interpretation, analysis and evaluationDevelop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meaningsDevelop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues and an appreciation of how they contribute to diverse responses and open up multiple meaningsDevelop an understanding of the relationships between studies in language and literature and other disciplinesCommunicate and collaborate in a confident and creative wayFoster a lifelong interest in and enjoyment of language and literature. LANGUAGE A- LITERATURECourse content: Language A - LiteratureAvailable in: Hindi Literature HL/SLLiterature HLThis course is designed for the student with a definite inclination towards the study of literature and who may intend to continue such studies beyond the Diploma level. The course focuses on in-depth literary analysis and appreciation in both oral and written capacity. Students will be required to write essays, conduct independent research and participate in informal and formal orals for internal and external assessment. The total number of texts studied over the two years is 13, including 3 World Literature works, which are read in translation.Literature SLThis course is designed for students who desire some enrichment in the study of literature, but who may not have such a definite inclination towards the study of literature, or who may be considering options for such study beyond the Diploma level. Most of the course is studied along with HL students to the same depth. The courses differ in the numbers of texts covered and the types of assessment. This course will appeal to those who enjoy literary study, but who also wish to pursue other subject areas at HL instead. The total number of texts studied is 10, including 3 World Literature works, which are read in translation.Works readSLHLWorks in translation written by authors on the Prescribed reading listStudy of a minimum of three worksStudy of a minimum of four worksWorks originally written in the language studied, by authors on the Prescribed reading listStudy of a minimum of four worksStudy of a minimum of five worksFree choice worksStudy of two works freely chosenStudy of four works freely chosenTotal works studied913External assessmentSLHLPaper 1: Guided literary analysisA guided analysis of a previously unseen literary extract or text from a choice of twoTwo guided analyses of previously unseen literary extracts or textsHL essayAn essay of 1,200–1,500 words exploring a line of inquiry in connection with a studied literary text or workLANGUAGE A –LITERATURE ASSESSMENTAssessment SLAssessment HLAssessment ComponentWeightingAssessment ComponentWeightingExternal assessment (3 hours)Paper 1: Guided literary analysis (1 hour 15 minutes)The paper consists of two passages, from two different literary forms, each accompanied by a question. Students choose one passage and write an analysis of it. (20 marks)Paper 2 Comparative essay (1 hour 45 minutes)The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (30 marks)Internal assessmentIndividual oral (SSST variant)This component consists of an individual oral that is externally assessed by the IB.Individual oral (15 minutes)Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 15 minutes to the following prompt:Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks)70%35%?????35%?????????30%??????External assessment (4 hours)Paper 1: Guided literary analysis (2 hours 15 minutes)The paper consists of two literary passages, from two different literary forms, each accompanied by a question. Students write an analysis of each of the passages. (40 marks) Paper 2 Comparative essay (1 hour 45 minutes)The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (30 marks) Higher level (HL) essayStudents submit an essay on one literary text or work studied during the course. (20 marks)The essay must be 1,200–1,500 words in length. Internal assessmentThis component consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course.Individual oral (15 minutes)Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks)80%35% 25% 20% 20% Individual oral (SSST variant)This component consists of an individual oral that is externally assessed by the IB.Individual oral (15 minutes)Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 15 minutes to the following prompt:Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks)Skills DevelopedLanguage skillsAlthough language A: literature is not a language acquisition course, it nevertheless provides an opportunity for students to develop and refine their language skills. In particular, they are expected to develop the ability to express their ideas in clear, unambiguous language, paying attention to appropriate style and register. Furthermore, they are expected to structure their ideas coherently and effectively, and to acquire vocabulary appropriate to formal expression and literary analysis. Critical approaches As part of developing independent literary judgment, students need to have some knowledge of the methodology involved in studying literature. Teaching critical perspectives is an inherent part of the course, and differing critical views of a given text may be highlighted in order to give students a broader understanding of the possible readings of a work. The explicit teaching of critical perspectives does not need to entail a detailed study of schools of theory—rather, it may involve a heightened or more explicit attempt on the teacher’s part to ask students to consider the types of questions we ask about literature. Literary conventions The term “literary conventions”, as used in this guide, can be interpreted in the broadest sense as the characteristics of a literary genre, such as dialogue or speeches in plays, metre and rhyme in verse or foreshadowing and flashbacks in prose fiction. Visual skills Viewing is part of a general multimodal literacy. Written text is often found in combination with still images, moving images and sound. As students become adept at the other literacy skills of reading, writing, listening and speaking, it is essential that they develop skills in understanding and interpreting the visual images used in conjunction with these skills. Considerations of visual analysis feature as a specific part of the course where the study of topics such as graphic writing or film and literature are encouraged. In addition, moving images in the form of film are frequently used as part of literature teaching.Language A - Language and Literature (HL/SL)OVERVIEW OF THE SUBJECT COURSE English A: Language and Literature HLThis course requires students to be either native or very near native speakers of English in terms of both their oral and written skills, and will appeal to students who may be less inclined towards a course focused solely on literary study. Students study six literary works in addition to exploring various aspects of Language in Cultural Context and Language and Mass Communication. A range of oral, written and visual materials is studied from a variety of non-literary sources, genres and media. Students will be required to write essays for both internal and external assessment, conduct independent research and participate in informal and formal oral and written critiques.English A: Language and Literature SLThis course requires students to be either native or very near native speakers of English in terms of both their oral and written skills and will appeal to students who may be less inclined towards a course focused solely on literary study. Students study four literary works in addition to exploring various aspects of Language in Cultural Context and Language and Mass Communication. A range of oral, written and visual materials is studied from a variety of non-literary sources, genres and media. Students will be required to write essays for both internal and external assessment, conduct independent research and participate in informal and formal oral and written critiques.COURSE CONTENTThe study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. A key aim of this course is to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. The course also aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The language A: Language and Literature course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important to IB Diploma Programme students because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.Works readSLHLWorks in translation written by authors on the Prescribed reading listStudy of a minimum of one workStudy of a minimum of two worksWorks originally written in the language studied, by authors on the Prescribed reading listStudy of a minimum of one workStudy of a minimum of two worksFree choice worksStudy of two works freely chosenStudy of two works freely chosenTotal works studied46External assessmentSLHLPaper 1: Guided textual analysisA guided analysis of a previously unseen non-literary extract or text from a choice of twoTwo guided analyses of previously unseen non-literary extracts or textsHL essayA 1200-1500 word essay exploring a line of inquiry in connection with a studied text or workAssessment component SLWeightingAssessment component HLWeightingExternal assessment (3 hours)Paper 1: Guided textual analysis (1 hour 15 minutes)The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students choose one passage and write an analysis of it. (20 marks)70%35%External assessment (4 hours)Paper 1: Guided textual analysis (2 hours 15 minutes)The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students write an analysis of each of the passages. (40 marks)80%35%Paper 2: Comparative essay (1 hour 45 minutes)The paper consists of four general questions. In response to one question students write a comparative essay based on two works studied in the course. (30 marks)35%Paper 2: Comparative essay (1 hour 45 minutes)The paper consists of four general questions. In response to one question students write a comparative essay based on two works studied in the course. (30 marks)HL essayStudents submit an essay on one non-literary text or a collection of non-literary texts by one same author, or a literary text or work studied during the course. (20 marks)The essay must be 1,200-1,500 words in length.25%20%Internal assessment This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.Individual oral (15 minutes)Supported by an extract from one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied. (40 marks)30% Internal assessment: Individual oral (15 minutes)This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.Individual oral (15 minutes)Supported by an extract from both one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks)20% Skills Developed: Ability to express ideas clearly and with fluency orally and in writingAbility to substantiate and justify ideas with relevant examplesAbility to evaluate conflicting viewpointsUnderstanding of the ways cultural values are expressed in textsUnderstanding of text structures, style and the writer’s techniqueAbility to compare and contrast the form, style and content of textsUnderstanding of individual literary works as representatives of genre and period.GROUP 2: LANGUAGE ACQUISITIONOffered in English B HL/SL / Spanish B SL/ German B SL/ French B SL/ Hindi B HL/SL Language B is a Language acquisition course designed for students with some previous experience of the target language. In this, students further develop their ability to communicate in the target language through study of language, theme and texts. Students develop their receptive, productive and interactive skills. . A range of oral, written and visual materials is studied from a various sources, genres and media.Language B Course at HL levelAT HL, students are expected to extend the range and complexity of the language they use and understand in order to communicate. They continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyze and evaluate arguments on a variety of topics relating to course content and the target language culture.Language B Course at SL levelSkills Developed – SL:Receptive Skills: Students understand a range of written and spoken authentic personal, professional and mass media texts on topics of interest. They understand description of events, feelings and wishes; they understand comparisons and recognize a straightforward linear argument. They use context to deduce the meaning of sentences and unknown words and phrases.Productive skills: Students write texts for a variety of purposes and make oral presentations on topics of interest. They write descriptive texts of personal correspondence, they make comparisons, narrate stories, provide detailed accounts and express their thoughts and opinions on abstract or cultural topics.Interactive skills: Students initiate, maintain the flow of conversations and discussions. They express and respond to opinions and feelings on a variety of topics. They use and understand clear speech on a variety of topics relating to course content and the culture(s) of the target language. Students use a variety of strategies to negotiate meaning and foster communication. Skills Developed- HL: Receptive Skills: Students understand and evaluate a wide variety of written and spoken authentic personal, professional and mass media texts on topics of interest. They analyze arguments, distinguishing main points from relevant supporting details and explanations. They use a variety of strategies to deduce meaning. ?Productive skills: Students present and develop their ideas and opinions on a variety of topics, both orally and in writing. They construct and support arguments with explanation and examples. They speak and write at length, and with purpose in order to meet a wide range of communicative needs; describing, narrating, comparing, explaining, evaluating.Interactive skills: Students initiate, maintain and close oral exchanges, displaying some ability to make adjustments in style or emphasis. They use a variety of strategies to maintain the flow of conversations and discussions on a variety of topics relating to course content and the culture of the target language. Students are adept in negotiating meaning and fostering communicationGROUP 2 ASSESSMENTSLANGUAGE B HL/SL22860014605301942514605Ab Initio LanguageSpanish Ab Initio SL /French Ab Initio SLLanguage ab initio is a language acquisition course designed for students with no prior experience of the target language, or for those students with very limited previous exposure. It should be noted that language ab initio is offered at SL only.In the language ab initio course, students develop the ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.The study of language requires careful attention to forms, structures, functions and conceptual understandings of language. Knowledge of vocabulary and grammar—the what of language—is reinforced and extended by understanding the why and how of language: audience, context, purpose, meaning.Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts for audiences, contexts and purposes associated with academic and personal interests. For the development of receptive skills, language ab initio students must study authentic texts that explore the culture(s) of the target language.A key aim of the language ab initio course is to develop international-mindedness through the study of language, culture, and ideas and issues of global significance. Explicit links to TOK strengthen the ability to communicate in the target language by increasing students’ self-awareness as inquirers in their own language learning process. As appropriate to the level of the course, communication skills are reinforced through the other categories of approaches to learning skills: thinking, research, social and self-management skills.Assessment Spanish Ab Initio SL/French Ab Initio SLWeightingExternal assessment (2 hours 45 minutes)Paper 1 (1 hour)Productive skills—writing (30 marks)Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions.?Paper 2 (1 hour 45 minutes)Receptive skills—separate sections for listening and reading (65 marks)Listening comprehension (45 minutes) (25 marks)Reading comprehension (1 hour) (40 marks)Comprehension exercises on three audio passages and three written texts, drawn from all five themes.75%25%?????50%Internal assessmentThis component is internally assessed by the teacher and externally moderated bythe IB at the end of the course.Individual oral assessmentA conversation with the teacher, based on a visual stimulus and at least one additional course theme. (30 marks)25%GROUP 3: INDIVIDUALS AND SOCIETIESAll Group 3 IBDP courses are ab initio, which means you may start the course without having studied it before.ECONOMICS HL/SLEconomics is a dynamic social science. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum – rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values.The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.SL and HL students of economics are presented with a common syllabus, with an HL extension in some topics. The syllabus for both SL and HL students requires the development of certain skills and techniques, attributes and knowledge.While the skills and activity of studying economics are common to both SL and HL students, the HL student is required to acquire further body of knowledge – including the ability to analyse, synthesise and evaluate that knowledge – and to develop quantitative skills in order to explain and analyse economic relationships. Course content? Introduction to Economics: scarcity, choice, economics a social science, modelling the economy? Microeconomics: demand and supply, market equilibrium, critique of the maximizing behaviour of consumers and producers, market failure and role of government in microeconomics? Macroeconomics: measuring the economy, introduction to development, macro models and policies, unemployment, inflation and distribution of income?The global economy: reasons for trade, protectionism, economic integration, World Trade Organization, balance of payments and exchange rates, sustainable development, measuring development, barriers to economic growth and/or economic development, economic growth and/or economic development strategiesSkills developedThe course will:? Provide students with a core knowledge of economics? Encourage students to think critically? Promote an awareness and understanding of international mindednessAssessmentsHigher LevelStandard LevelExternalPaper 1 Extended Response 20%Paper 2 Data Response 30%Paper 3 A Policy Paper- HL Extension 30%Paper 1 Extended Response 30%Paper 2 Data Response 40%Internal3 Commentaries 20%3 commentaries 30%HISTORY HL/SLOverview History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the Past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing Opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.The IB Diploma Programme (DP) history course is a world history course based on a comparative and multi perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.COURSE CONTENTThe difference between the history course at SL and the course at HL can be summarized as follows:SL and HL - One prescribed subject and two world history topics HL Only- One regional topic around the world (Options - 1 History of Africa & Middle East; 2. History of Americas; 3. History of Asia & Oceania; 4.History of Europe)Historical Investigation -One topic of investigation for Hl and SL HISTORY ASSESSMENT 29432254064013716040640BUSINESS MANAGEMENT HL/SLOverviewBusiness management studies business functions, management processes and decision-making in contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by factors internal and external to an organization, and how these decisions impact upon its stakeholders, both internally and externally. Business management also explores how individuals and groups interact within an organization, how they may be successfully managed and how they can ethically optimize the use of resources in a world with increasing scarcity and concern for sustainability. Business management is, therefore, perfectly placed within the individuals and societies subject area: aiming to develop in students an appreciation both for our individuality and our collective purposes. The Diploma Programme business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate. Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing and operations management.Course contentUnit 1: Business organization and environmentIt covers traditional business areas such as the different types of organization, economies of scale and contemporary topics such as the features of social enterprises, the nature of business activity in the quaternary sector and the distinction between entrepreneurship and intrapreneurship. Application of fundamental strategy models and evaluation of specific tools like fishbone diagrams, decision-trees and force field analysis are also covered. Unit 2: Human resource managementIt covers how businesses recruit, organize, develop and lead their arguably most important resource—their people, what motivates individuals to perform well at work. The unit looks at how structural changes and changes in the business environment or in key people impact on human resource management.Unit 3: Finance and accountsIt covers the finance and accounts through both quantitative and qualitative methods, how businesses represent themselves numerically through accounts and how to construct basic balance sheets and profit and loss accounts. Unit 4: Marketing It covers the marketing mix of the four Ps—the essential ingredients of marketing planning: product, price, promotion and place (distribution). At HL, this model is expanded to the seven Ps: students also explore how people, processes and physical evidence can be applied to the marketing of services. HL students also examine international marketing in greater depth.Unit 5: Operations managementIt covers how organizations manage their operations, whether in terms of achieving an optimal cost– quality ratio or the shortest supply chain; using the most ethical means or the latest innovative techniques; or applying the highest levels of quality assurance.Skills DevelopedThe course encourages the appreciation of ethical concerns, as well as issues of corporate social responsibility (CSR), at both a local and global level. Through the study of topics such as human resource management, organizational growth and business strategy, the course aims to develop transferable skills relevant to today’s students. These include the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation. The course also develops subject-specific skills, such as financial analysisSubject Levels offered- Higher Level and Standard Level BM Assessment outline SLAssessment component WeightingExternal assessment (3 hours) Paper 1 (1 hour and 15 minutes) Based on a case study issued in advance, with additional unseen material for section B. Assessment objectives 1, 2, 3, 4 (40 marks) Section A Syllabus content: Units 1–5 Students answer two of three structured questions based on the pre-seen case study. (10 marks per question) Section B Syllabus content: Units 1–5 Students answer one compulsory structured question primarily based on the additional stimulus material. (20 marks) ?Paper 2 (1 hour and 45 minutes) Assessment objectives 1, 2, 3, 4 (50 marks) Section A Syllabus content: Units 1–5 Students answer one of two structured questions based on stimulus material with a quantitative focus. (10 marks) Section B Syllabus content: Units 1–5 Students answer one of three structured questions based on stimulus material. (20 marks) Section C Syllabus content: Units 1–5 Students answer one of three extended response questions primarily based on two concepts that underpin the course. (20 marks). Internal assessment (15 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Written commentary Students produce a written commentary based on three to five supporting documents about a real issue or problem facing a particular organization. Maximum 1500 words. (25 marks) 75% ?30% ????????????45%????25%BM Assessment outline—HLAssessment component WeightingExternal assessment (4 hours and 30 minutes) Paper 1 (2 hour and 15 minutes) Based on a case study issued in advance, with additional unseen material for sections B and C. Assessment objectives 1, 2, 3, 4 (60 marks) Section A Syllabus content: Units 1–5 including HL extension topics Students answer two of three structured questions based on the pre-seen case study. (10 marks per question) Section B Syllabus content: Units 1–5 including HL extension topics . Students answer one compulsory structured question primarily based on the additional stimulus material. (20 marks) Section C Students answer one compulsory extended response question primarily based on the additional stimulus material. (20 marks) ?Paper 2 (2 hour and 15 minutes) Assessment objectives 1, 2, 3, 4 (70 marks)Section A Syllabus content: Units 1–5 including HL extension topics Students answer one of two structured questions based on stimulus material with a quantitative focus. (10 marks) Section B Syllabus content: Units 1–5 including HL extension topics Students answer two of three structured questions based on stimulus material. (20 marks per question) Section C Students answer one of three extended response questions primarily based on two concepts that underpin the course. (20 marks) Internal assessment (30 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Research project Students’ research and report on an issue facing an organization or a decision to be made by an organization (or several organizations). Maximum 2000 words. (25 marks) 75% 35% ??????????????40%???????25%PSYCHOLOGY HL/SLOverviewPsychology is the rigorous and systematic study of mental processes and behaviour. It is a complex subject which draws on concepts, methods and understandings from a number of different disciplines. There is no single approach that would describe or explain mental processes and behaviour on its own as human beings are complex animals, with highly developed frontal lobes, cognitive abilities, evolved social structures and cultures. The study of behaviour and mental processes requires a multidisciplinary approach and the use of a variety of research techniques whilst recognising that behaviour is not a static phenomenon, it is adaptive, and as the world, societies and challenges facing societies change, so does behaviour.Approaches to understanding behaviourAt the core of the DP psychology course is an introduction to three different approaches to understanding behaviour:biological approach to understanding behaviour cognitive approach to understanding behaviour sociocultural approach to understanding behaviourThe contribution and the interaction of the three approaches can be best understood through the options. There are four options in the course. They focus on areas of applied psychology:abnormal psychology developmental psychologyhealth psychology psychology of human relationshipsThe options provide an opportunity to take what is learned from the study of the approaches to psychology and put it into the context of specific lines of inquiry, broaden students’ experience of the discipline and develop the students’ critical inquiry skills.Skills DevelopedAs with other areas of knowledge, there are a variety of ways of gaining knowledge in the Psychology, including observation and experimentation, inductive and deductive reasoning, and the collection of evidence. Having followed a course of study in Psychology, students should be able to reflect critically on the various ways of knowing and on the methods used in the social sciences, and in so doing become inquiring, knowledgeable and caring young individuals, as described in the IB learner profile.By the end of the psychology course at SL or at HL, students will be expected to demonstrate the following use of skills appropriate to psychology:Demonstrate the acquisition of skills required for experimental design, data collection and presentation, data analysis and the evaluation of a simple experiment while demonstrating ethical practice. Work in a group to design a method for a simple experimental investigation, organize the investigation and record the required data for a simple experiment. Write a report of a simple experiment.Distinction between SL and HLThere are three main distinctions between this course at SL and at HL.The following extensions to the core approaches are studied at HL only: The role of animal research in understanding human behaviour cognitive processing in the digital world the influence of globalization on individual attitudes, identities and behaviour. This differentiation is reflected in paper 1 section B of the external assessment. SL students are required to study one option while HL students study two options. This differentiation is reflected in paper 2 of the external assessment.Both SL and HL students will be expected to show their understanding of approaches to research in the internal assessment and for criterion D (critical thinking) in paper 1 section B and paper 2 responses. Additionally, HL students will be directly assessed on their understanding of approaches to research in paper 3 of the external assessment. This will cover both qualitative and quantitative research methods. PSYCHOLOGY ASSESSMENTSLAssessment component WeightingExternal assessment (3 hours) Paper 1 (2 hours) Section A: Three short-answer questions on the core approaches to psychology (27 marks) Section B: One essay from a choice of three on the biological, cognitive and sociocultural approaches to behaviour (22 marks) (Total 49 marks)75%50%Paper 2 (1 hour) One question from a choice of three on one option (22 marks)25%Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Experimental study A report on an experimental study undertaken by the student (22 marks)25% HLAssessment component WeightingExternal assessment (5 hours) Paper 1 (2 hours) Section A: Three short-answer questions on the core approaches to psychology (27 marks) Section B: One essay from a choice of three on the biological, cognitive and sociocultural approaches to behaviour. One, two or all of the essays will reference the additional HL topic (22 marks) (Total 49 marks)80%40%Paper 2 (2 hours) Two questions; one from a choice of three on each of two options (Total 44 marks)20%Paper 3 (1 hour) Three short-answer questions from a list of six static questions on approaches to research (24 marks)20%Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Experimental study A report on an experimental study undertaken by the student (22 marks)20%INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY (ITGS) HL/SLOVERVIEW The ITGS course is the study and evaluation of the impacts of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the access and use of digitized information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts.COURSE CONTENTAt either level (SL or HL) the ITGS course consists of three compulsory interconnected strands that reflect the integrated nature of the course.? Strand 1: Social and ethical significanceA study of various issues including privacy, security, digital citizenship and the digital divide? Strand 2: Application to specified scenariosA study of areas including such areas as business & employment, education and training, home & leisure and politics & government.? Strand 3: IT systemsAs study of such IT system as hardware, networks, databases, digital media and project managementThe Project (HS and SL)The application of skills and knowledge to develop an original IT product for a specified client.The Case Study( HL only)An extension for the HL student which is a detailed study of a specific scenario. In the past it has been such subjects like tele medicine in remote areas; e-commerce.Skills DevelopedEnables the student to evaluate social and ethical considerations arising from the widespread use of IT by individuals, families, communities, organizations and societies at the local and global levelDevelops the student’s understanding of the capabilities of current and emerging IT systems and to evaluate their impact on a range of stakeholdersEnables students to apply their knowledge of existing IT systems to various scenarios and to make informed judgments about the effects of IT developments on themEncourages students to use their knowledge of IT systems and practical IT skills to justify IT solutions for a specified client or end-user.?ITGS ASSESSMENTAssessment SLAssessment ComponentWeightingPaper 1- Structured paper that accesses in an integrated way of all three strands of the syllabus40%Paper 2This paper consists of one unseen article. Students are required to write a response to this article.30%IAThe development of an original IT product for a specified client.30%Assessment HLAssessment ComponentWeightingPaper 1Structured paper that accesses in an integrated way of all three strands of the syllabus.Paper 2This paper consists of one unseen article. Students are required to write a response to this article.Paper 3Pre Seen Case study IAThe development of an original IT product for a specified client.?35%20%25%20%GROUP 4 – SCIENCESExperimental sciences include the physics, chemistry, biology, and environmental Systems and societies (ESS-although it is inter disciplinary and also falls under Group 3). Through studying biology, chemistry or physics, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes these subjects.Group 4 Experimental sciences student can opt for one or a combination of subjects under it. Physics, Chemistry and Biology is offered both at HL & SL levels while ESS is only offered at SL level. Students opting for Physics, Chemistry and Biology have to study the core & AHL levels curriculum, carry out Individual Investigation and complete mandatory 10 hours for Group 4 Project.Physics, Chemistry & Biology HL/SLSKILLS DEVELOPED: Demonstrate knowledge and understanding of: Facts, concepts and terminology Methodologies and techniques Communicating scientific information. Apply: Facts, concepts and terminology Methodologies and techniques Methods of communicating scientific information. Formulate, analyse and evaluate: Hypotheses, research questions and predictions Methodologies and techniques Primary and secondary data Scientific explanations. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.SUBJECT LEVELS OFFERED: SL and HLDistinction between SL and HL Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitude.While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth, as mentioned below: (to be pasted in word)?BIOLOGY SYLLABUS OUTLINECore Cell BiologyMolecular BiologyGenetics Ecology Evolution and Bio-diversityHuman PhysiologyAdditional higher level (AHL) Nucleic acids Metabolism, cell respiration and photosynthesis Plant biology Genetics and evolution Animal physiology Option A. Neurobiology and behaviour B. Biotechnology and bioinformatics C. Ecology and conservation D. Human physiology CHEMISTRY SYLLABUS OUTLINECore Stoichiometric relationships Atomic structure Periodicity Chemical structure and bonding Energetics/thermochemistry Chemical kinetics Equilibrium Acids and bases Redox processes Organic chemistry Measurement and data processingAdditional higher level (AHL) Atomic structure The periodic table—the transition metals Chemical structure and bondingEnergetics/thermochemistry Chemical kinetics Equilibrium Acids and bases Redox processes Organic chemistry Measurement and analysis Option A. Materials B. Biochemistry C. Energy D. Medicinal chemistry PHYSICS SYLLABUS OUTLINECoreMeasurements and uncertaintiesMechanicsThermal physicsWavesElectricity and magnetismCircular motion and gravitationAtomic, nuclear and particle physicsEnergy productionAdditional higher level (AHL)Wave phenomenaFieldsElectromagnetic inductionQuantum and nuclear physicsOptionA. Relativity B. Engineering physicsC. Imaging D. AstrophysicsBIOLOGY/PHYSICS/ CHEMISTRY ASSESSMENTAssessment SL Assessment ComponentWeightingPaper 1 (3/4 Hours)30 Multiple-choice questions on the coreNo Calculator allowed20 %Paper 2 (1 1/4 Hours)Short answer and extended response questions on the core and AHL material Use of calculator is permitted 40 %Paper 3(1 Hour)Paper will have questions on Core ,AHL and option materialSec A: One data response question and several short answer questions on experimental work Sec B : Short answer and extended response questions from one option Use of calculator is permitted 20 %Internal AssessmentIndividual investigation20 %Assessment HL Assessment ComponentWeightingPaper 1 (1 Hour)40 Multiple-choice questions on the coreNo Calculator allowed 20 %Paper 2 (2 1/4 Hours)Short answer and extended response questions on the core and AHL material Use of calculator is permitted 36 %Paper 3(1 1/4 Hour)Paper will have questions on Core ,AHL and option materialSec A: One data response question and several short answer questions on experimental work Sec B : Short answer and extended response questions from one option Use of calculator is permitted 24%Internal AssessmentIndividual investigation 20 %Practical scheme of work Practical activities /Lab work (SL- 40 h /HL – 60h)Individual investigation (internal assessment–IA) Group 4 projectENVIRONMENTAL SYSTEMS & SOCIETIES SLESS is an interdisciplinary group 3 and 4 course that is offered only at standard level (SL). As an interdisciplinary course, ESS is designed to combine the methodology, techniques and knowledge associated with group 4 (sciences) with those associated with group 3 (individuals and societies). Because it is an interdisciplinary course, students can study ESS and have it count as either a group 3 or a group 4 course, or as both. If students choose the latter option, this leaves the opportunity to study an additional subject from any other group, including an additional group 3 or group 4 subject.Skills developed: ESSThese objectives reflect how the aims of the ESS course will be assessed. It is the intention of this course that students, in the context of environmental systems and related issues, are able to fulfill the following assessment objectives.1. Demonstrate knowledge and understanding of relevant:Facts and conceptsMethodologies and techniquesValues and attitudes.2. Apply this knowledge and understanding in the analysis of:Explanations, concepts and theoriesData and modelsCase studies in unfamiliar contextsArguments and value systems.3. Evaluate, justify and synthesize, as appropriate:explanations, theories and modelsarguments and proposed solutionsmethods of fieldwork and investigationcultural viewpoints and value systems4. Engage with investigations of environmental and societal issues at the local and global level through:Evaluating the political, economic and social contexts of issuesSelecting and applying the appropriate research and practical skills necessary to carry out investigationsSuggesting collaborative and innovative solutions that demonstrate awareness and respect for the cultural differences and value systems of others.ENVIRONMENTAL SYSTEMS & SOCIETIES ASSESSMENTAssessment SL Assessment ComponentWeightingPaper 1 (Case Study)25%Paper 2(Short answers and structured essays)50%Internal Assessment(Individual Investigation)25%COMPUTER SCIENCE (CS)Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. Diploma Programme computer science students become aware of how computer scientists work and communicate with each other and with other stakeholders in the successful development and implementation of IT solutions. While the methodology used to solve problems in computer science may take a wide variety of forms, the group 4 computer science course emphasizes the need for both a theoretical and practical approach.Course Content: ?The topics that are studied in Core Content, including some practical work, are:? Topic 1: System fundamentals ? Topic 2: Computer organization ? Topic 3: Networks ? Topic 4: Computational thinking, problem-solving and programming ?HL extensionThe topics that are studied, including some practical work, are:? Topic 5: Abstract data structures ? Topic 6: Resource management ? Topic 7: Control OptionSL/HL coreHL extensionStudents study one of the following options:Option A: DatabasesOption B: Modelling and simulationOption C: Web scienceOption D: Object-oriented programming (OOP)34767672845270CS ASSESSMENT 22860095630GROUP 5: MATHEMATICSMATHEMATICS HL/SLCONTENT:TOPIC-1: Number and AlgebraTOPIC-2: FunctionsTOPIC-3: Geometry and TrigonometryTOPIC-4: Probability and StatisticsTOPIC-5: CalculusMathematics: Applications and Interpretation (AI)This course is designed for students who enjoy describing the real world and solving practical problems using mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics.This course is offered at Higher Level and Standard Level.MATHEMATICS: APPLICATIONS AND INTERPRETATION ASSESSMENT39414130490032240481305000Mathematics: Analysis and Approaches (AA)This course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology.This course is offered at Higher Level and Standard Level.MATHEMATICS: ANALYSIS AND APPROACHES ASSESSMENT 33344071379600 GROUP 6 : THE ARTSGroup 6 courses meet the requirements of student’s passion of art or design. Developing their visual arts language, practical skills, method and visual arts context through the process of learning and producing art or designed work. While the subject is based on practical skills as well as documentation of visual arts, students are supposed to develop their art skills, art language and presentation of artwork.0-10040620THEATRE HL/SLOVERVIEWTheatre is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively. Skills developedDuring the course students:? Perform before an audience? Crew a production? Experience what the chief artists and craftsmen in the theatre do? Investigate performance theory and forms of theatre other than the Western model? Work in an ensemble? Write and direct a piece of theatre? Research world theatre traditions? Learn to communicate effectively using signs and symbols other than the spoken word? See and review a number of live professional productions study the subject from an international perspective in terms of texts and traditions? Learn presentation skills? Learn collaboration and negotiation skillsCOURSE CONTENTTHEATRE HLThis course requires students to have a keen interest in the field of Theatre. This subject comes without a prescribed syllabus and entails a detailed research on theatre theorists, various international theatre traditions, along with understanding the perception of directors and embodying their vision. Acting is not the only fundamental in this subject. Before one begins to explore the realm of acting, their foundation on the subject itself, and the various theories that go along with it have to be well researched upon. This helps them formulate a strong and sensible understanding about the work, theoretically and practically.THEATRE SL:The major difference in SL is the eradication of theatre theorists and their theories. SL provides a brief overview about the subject and students get a basic understanding of theatre traditions, a director’s perspective, and some basic acting skills. This would be a good option for someone who needs to gauge a basic understanding of the subject and take it further sometime in the future.THEATRE ASSESSMENT Assessment SLAssessment ComponentWeightingTask 1: Director’s notebook (External)Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience.Task 2: Research presentation (External)Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied. Task 3: Collaborative project (Internal)Students at SL and HL collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice. 35%30%35%Assessment HLAssessment ComponentWeightingTask 1: Solo theatre piece (External)Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of their theory and create and present a solo theatre piece (4–8 minutes) based on this aspect(s) of theory. Task 2: Director’s notebook (External)Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience.Task 3: Research presentation (External)Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied. Task 4: Collaborative project (Internal)Students at SL and HL collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice.35%20%20%25%VISUAL ARTSOverviewVisual Arts meet the requirements of student’s passion of art or design. Developing their visual arts language, practical skills, method and visual arts context through the process of learning and producing art or designed work. While the subject is based on practical skills as well as documentation of visual arts, students are supposed to develop their art skills, art language and presentation of art work.COURSE CONTENT??Visual Arts HL & SL:This course requires students to submit 3 different components of visual arts. Assessment is based on submission of required components.Visual Arts AssessmentAssessment ComponentHLAssessment ComponentSLWeightingCOMPARATIVE STUDYCOMPARATIVE STUDY20%PROCESS PORTFOLIOPROCESS PORTFOLIO40%EXHIBITION (IA)EXHIBITION (IA)40%Skills Developed: Ability to express ideas clearly and with fluency orally and in writingAbility to substantiate and justify ideas with relevant examplesAbility to evaluate conflicting viewpointsUnderstanding of the ways cultural values are expressed through visual and text.Understanding of art making processes and techniquesAbility to compare and contrast the form, style and content of artworkVISUAL ARTS ASSESSMENT SLVISUAL ARTS ASSESSMENT HLCORE COMPONENTS OF IBDPTHEORY OF KNOWLWDGE (TOK)TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element which all Diploma Programme students undertake. TOK is designed to apply a set of conceptual tools to concrete situations encountered in the student’s Diploma Programme subjects and in the wider world outside school.The TOK course examines how we know what we claim to know. It does this by encouraging students to analyze knowledge claims and explore knowledge questions. A knowledge claim is the assertion that “I/we know X” or “I/we know how to Y”, or a statement about knowledge; a knowledge question is an open question about knowledge.TOK course identifies eight specific ways of knowing (WOKs). They are language, sense perception, emotion, reason, imagination, faith, intuition, and memory. Students must explore a range of ways of knowing, and it is suggested that studying four of these eight in depth would be appropriate.Areas of knowledge (AOKs) are specific branches of knowledge, each of which can be seen to have a distinct nature and different methods of gaining knowledge. TOK distinguishes between eight areas of knowledge. They are mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge systems, and indigenous knowledge systems. Students must explore a range of areas of knowledge, and it is suggested that studying six of these eight would be appropriate. TOK plays a special role in the Diploma Programme by providing an opportunity for students to reflect on the nature of knowledge. The raw material of TOK is knowledge itself. Students think about how knowledge is arrived at in the various disciplines, what the disciplines have in common and the differences between them. The fundamental question of TOK is “how do we know that?” At the centre of the course is the idea of knowledge questions.TOK is a course in critical thinking but it is one that is specifically geared to an approach to knowledge that is mindful of the interconnectedness of the modern world. “Critical” in this context implies an analytical approach prepared to test the support for knowledge claims, aware of its own weaknesses, conscious of its perspectives and open to alternative ways of answering knowledge questions. It is a demanding course but one that is an essential component not only of the Diploma Programme but of lifelong learning.TOK ASSESSMENTThere are two assessment tasks in the TOK course: an essay and a presentation. The essay is externally assessed by the IB, and must be on any one of the six prescribed titles issued by the IB for each examination session. The maximum word limit for the essay is 1,600 words. The presentation can be done individually or in a group, with a maximum group size of three. Approximately 10 minutes per presenter should be allowed, up to a maximum of approximately 30 minutes per group. Before the presentation each student must complete and submit a presentation planning document (TK/ PPD) available in the Handbook of procedures for the Diploma Programme. The TK/PPD is internally assessed alongside the presentation itself, and the form is used for external moderation.Assessment TOK Assessment ComponentWeightingInternal Assessment (TK/PPD-500 words) TOK Presentation33%External Assessment (TOK Essay-1600 words)67%TOK needs to be integrated in each of the DP subject taught through knowledge claims. First order claims that are made within particular areas of knowledge or by individual knower's about the world. It is the job of TOK to examine the basis for these first-order claims, these are subject specific. Claims that are made about knowledge. These are the second-order claims made in TOK that are justified using the tools of TOK which usually involve an examination of the nature of knowledge. The student develops presentation skills, communication skills, research skills, time management skills and collaborative skills besides developing critical thinking, inquiring skills and analytical skills. They develop the skills of independent research that will be expected at university. In TOK, student make connections across subjects to create products or solutions. This will allow students to make links between ways of knowing and areas of knowledgeThe critical thinking skills will help students in TOK understand that there are different ways of thinking about knowledge claims. The student is asked to question and challenge information and arguments. Active reflection on one’s own perspectives is an important attribute of a TOK student. CREATIVITY, ACTION AND SERVICE (CAS)Creativity, Action, Service (CAS) is at the heart of the Diploma Programme (DP). It is one of the three essential elements in every student’s DP experience. It involves students in a range of activities alongside their academic studies throughout the DP. The three strands of CAS are characterized as follows:Creativity: arts and other experiences that involve creative thinking.Action: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.Service: an unpaid and voluntary exchange that has a learning benefit. In Grades 11 – 12, students must choose to participate in a minimum of one UNIS SERVICE LEARNING (SL) activity, one ACTION activity, and one CREATIVITY activity, and continue their activities for the duration of the CAS Programme.Students will complete the requirement for DP IB CAS by attending the meetings of their activity groups, participating in the visits, trips and major events associated with their activities during the CAS Programme. To satisfy the requirements of the CAS Programme, students are required to demonstrate that they have met 7 key learning outcomes over a period of 18 months. In order to demonstrate the outcomes, students are required to submit reflections as part of a CAS journal, complete a CAS project, and attend three compulsory interviews with the CAS Coordinator at GDGWS during the CAS DP. Not all CAS experiences lead to a CAS learning outcome. Students provide the school with evidence in their CAS portfolio of having achieved each learning outcome at least once through their CAS Programme. Commonly, the evidence of achieving the seven CAS learning outcomes is found in students’ reflectionsSample projects Creativity: A student group plans, designs and creates a mural.Activity: Students organize and participate in a sports team including training sessions and matches against other teams.Service: Students set up and conduct tutoring for people in need.Service and activity: Students plan and participate in the planting and maintenance of a garden with members of the local community.Creativity, activity and service: Students rehearse and perform a dance production for a community retirement homeThe CAS activities and services can be done by the students outside the school on their own also. Though GDGWS provides the students with various in house opportunities. The following activities help them to engage in and complete the CAS requirements:SAP (Student activity program) students choose one activity out of Interact Club & IAYP Public Speaking/TED club, Cyber Club (IT Club), Creative Hands (Art Club), Shadows (Drama Club), Mellifluous Melodies (Music Club), MUN, Nimble Feet (Dance club) and Chess Club The final showcase of their learning during the activity classes is portrayed at the end of each semester adding to their creativity component. Various sports choices are given to the students from which they can choose Table Tennis, Squash, Yoga & Aerobics, Gym, Basketball, Soccer, Horse Riding, Cricket, Volleyball, TennisAs part of the services component the school gives them a prospect of participating in social services through Interact Club, Vivo health care program and students are taken to the neighboring village schools where our students teach the under privileged. CAS trips are regularly organized by the school which adds value to their intercultural and action component. To keep the parents updated with the CAS activities, the students reflect about the events in a monthly magazine, ‘CAS MAX’.THE EXTENDED ESSAY (EE)The EE is an in-depth study of a limited topic within a subject. Its purpose is to provide a student 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 IB guidelines. Students are required to devote 40+ hours to the essay over the course of twelve months. The Extended Essay is:Compulsory for all Diploma Programme students.Externally assessed and, in combination with the grade for Theory of Knowledge, contributes up to three points to the total score for the IB diploma.A piece of independent research/investigation on a topic chosen by the student in cooperation with a supervisor in the school.Chosen from the list of approved Diploma Programme subjects, published in the Vade MecumPresented as a formal work of research of 4,000 words.The result of approximately 40 hours of work by the student concluded with a short interview, or viva voce, with the teacher mentor.Assessment of Core Components of IBDPASSESSMENTSchool Session/Assessment proceduresThe school’s academic session will start in April and end in March of the following year. There will be two semesters, one ending in October and the other in March. During a semester, there will be two rounds of Class Tests for each subject and an end semester exam. Report cards will be issued twice during a year.NB: GD Goenka World School believes that regular assessments are an integral part of the education process. The Class tests (CTs), formative assessments and end-semester exams must be taken very seriously by all the students. Unless there is a medical emergency (medical certificate required), there will be no retakes for any CTs. The table below shows the assessment details during the academic year.?IB DIPLOMA GRADE POINTSAll IB DP courses (HL and SL) are graded on a 7-point scale as under:7: Excellent 6: Very good 5: Good4: Satisfactory 3: Mediocre 2: Poor 1: Very PoorThe IB Diploma is out of a total of 45 points. 7 maximum points for each subject x 6subjects = 42Additional points for (CAS and TOK)= 3Total = 45 Opting for IB Certificate/CoursesSome students may feel that their needs are not best met by the IB Diploma, and may choose to organize their program in a different way. There may be situations where IB Diploma is either not required by a student’s university of choice or in the country where the student intends to study further. In such cases, a student may opt for IB courses. A student may choose fewer than three higher level subjects, or all six subjects at standard level, or even select a combination of subjects that does not meet the requirements for the IB Diploma though for admission to Indian Universities the requirement is 3 subjects at HL and 3 at SL level with a minimum score of 24 grade point achieved. Further guidance on the IB Courses may be sought from the IB diploma Coordinator.Award of the IB DiplomaThe award of the IB Diploma is at the discretion of the IB. Usually, over 90% of our students each year take the IB Diploma, and the recent pass rate at GDGWS has been higher than the average rate worldwide. To be a successful IB Diploma student, it is necessary to be punctual both to classes and to school, have an excellent attendance record, complete work on time and maintain an appropriate standard. In all courses, students must complete mandatory coursework assignments called Internal Assessment (IA); typically this coursework amounts to 25% of the final grade for each course, although in some cases it may be higher or lower. The key to do well in the IA is follow the guidance given by the teachers and meet submission dates as per the IB deadlines calendar.In general, in order to receive the IB Diploma, a student will have to score at least 4 points in each subject, or 24 points or more in total. The full criteria for passing the IB DP are set out below and students need to be aware that a score of 24 points will not always guarantee a pass.The IB Diploma will be awarded to a candidate whose total score is 24 and above points, provided all the following requirements have been met:Numeric grades have been awarded in all six subjects registered for the IB Diploma;All CAS requirements have been met;Grades A (highest) to D have been awarded for both Theory of Knowledge and an Extended EssayThere is no grade 1 in any subject;There is no grade 2 at higher level;There is no more than one grade 2 at standard level;Overall, there are no more than three grade 3s or below;At least 12 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 16 points at higher level);At least 9 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 6 points at standard level);The final award committee has not judged the candidate to be guilty of malpractice. CAREER ADVISORY AT GDGWSGDGWS offers a comprehensive set of career services. We provide guidance for university admission (university selection, application, essay writing, TOEFL, IELTS, SAT and other entrance examinations) through its career counseling centre. It helps students evaluate their abilities, interests, talents and personality in order to develop realistic academic and career goals. Students are also supported to identify their subjects for further studies through interviews, counseling sessions and interest and aptitude assessment tests. The academic counseling centre also invites representatives of different universities to hold seminars for the students and parents. To achieve this goal the Careers Office continuously works with students and their parents/guardians to design an academic plan that advances personal goals, and satisfies rigorous graduation requirements.What is University & Career Counseling?University & Careers Counseling is a specialized form of counseling that entails advising, guidance & assistance in exploring the many University and Career options available to students. It includes IB & IGCSE course selection, information pertaining to summer enrichment programs, TOEFL/IELTS, transcripts, letters of recommendation and administering of SAT, tests.With a huge bank of readily available career resources, the Career Office offers Academic and Career Counseling, working in collaboration with other members of the academic staff to help students understand their potential, overcome obstacles and makes important decisions to achieve their goals.Identifying the Aptitude, Personality and Interest (API) of the child is the key. His/ Her comfort in particular subjects at grade 9 and 10 level and further at grade 11 & 12 level shall help us understand his/her aptitude. By aligning these three aspects, we can help him/her choose the right stream. Cogito Hub In House Career consultants have been working closely in the areas of student career journeys by conducting psychometric testing (API).GD Goenka World School PSAT / SAT / ACT In House Test Preparation by Wisdom Mart is one of the leading service providers for education overseas.Career guidance starts in Grade 9 as children are given exposure to a variety of different careers and job profiles, helping them to ignite their interest and awareness about the world of careers that awaits them.At the next stage, Grade 10, students become more aware of their aptitude, interests and skills. This becomes an important factor when deciding which subjects to take in Grade 11, in many ways impacting the pursuit of careers even after College. Encouraging an understanding of the impact of the IGCSE exams, we emphasize how these grades play a major role in admissions to university. Grades 11 and 12 are the most crucial years of higher study. Students prepare and appear for external tests such as the SAT, TOEFL and IELTs, enabling them to get admissions in universities. The Careers Office introduces them to representatives from a large number of universities.While workshops are held to apprise students of application procedures, requirements and deadlines, senior students are encouraged to research universities on their own about, keeping track of test scores and activities, sports and community service requirements etc. for specific courses they want to pursue. Students are also helped in the admission process.University Placements University of Bradford, Hong Kong, Toronto, Sheffield, Boston, Urbana Champaign, British Columbia, and Glasgow are examples of renowned universities which have opened doors for our budding aspirants. Narsee Monjee IMS Banglore, Gargi College, St Stephen’s, JMC, SRCC, DTU, GD Goenka and Ashoka University in India have accepted our students as all universities in India readily acknowledge IB scores for admissions. Past year results and a list of alumni placements can be looked at our school website viz. AND LEARNING SUPPORT UNIT (LSU)The LSU department in GD Goenka World School assists students with different learning abilities and students with diagnosed Learning Difficulties. Support is provided for students struggling with reading, writing, comprehension, and arithmetic. The LSU department follows a Referral System as per the following steps:A teacher or a parent may refer the student to the School Counsellor suspecting a learning difficulty in the student.An internal assessment will be conducted by the counsellor and the Special Needs Educator for a period of one month to understand the level of difficulty in the student. If a learning difficulty is identified, the LSU department will request for an External Psycho Educational Assessment with Standard Scores to confirm the Learning Difficulty. A suitable intervention program will be constructed for the student once the Clinical Assessment report is received. ?Types of Support provided by the LSU department:An Individualized Educational Plan will be constructed by the LSU department annually and updated twice a year to assess the development of the students’ progress. Individual support sessions will be organized for the student in the area of difficulty; Example: Reading support for students with Dyslexia.Extra Support Classes will be organized with the respective subject teachers if required by the student.The LSU educators incorporate interactive reading and writing activities using special tools such as worksheets, flashcards, digital reading tools and apps. Sessions are given individually and in groups are also held to improve listening skills and communication.Classroom Arrangements to assist the student will be organizedInclusion Arrangements will be organized by the LSU department in all Internal Exams and Assessments held during the academic year.Counselling: Emotional and Motivational counselling will be provided for the student to manage his feelings, Counseling will be provided to the parents on how to motivate and support the student at home, Time- Management sessions will be available for all students and Workshops on Time Management and Stress Management will be conducted for all students in the IBDP program. Counselling DepartmentCounselling Department works together with the LSU department to provide the required support for all students who may require some assistance in both academics and in managing personal challenges while in school. Together with academic support, GDGWS also provides support to students to manage their emotions, relationships with friends and family, time management and overall development of personality by the School Counsellor. Workshops on time management, managing emotions, building and maintaining healthy relationships, good touch and bad touch are also held semester wise. Monthly sessions with the students living in the boarding are also done to help students manage their emotions being away from their loved ones. Students are referrers to the School counsellor by teachers, parents and other students. Students are also free to walk-in to speak to the counsellor and are rest assured all that is shared with the counsellor is confidential.CODE OF CONDUCT FOR STUDENTSPunctuality: Students should be present in school by 8.20 am, failing which they will have to seek permission from the Head of Program to attend classes. If a student comes late to school for three consecutive days, the parents will be apprised of the situation, and the student maybe prohibited from attending classes for a period of time. As a rule, students are not allowed to leave early except under special circumstances. Should a student wish to leave early, s/he will be required to bring an exit pass, signed by a parent, to be approved by the Director Principal. Attendance: Regular attendance is a must for all students. A minimum of 80% attendance is required by a student to sit the semester exams. If a student is absent, the form tutor teacher needs to be informed in the morning via email or through a phone call. Leave of Absence: Outside the vacation period, students are not granted leave except under special circumstances to be explained by the parent through a note to the Head of Program. Repeated absence without leave or unexplained absence for more than 6 consecutive days will render the student liable to have his/her name struck off the rolls. A student who has been suffering from any contagious disease will be allowed to attend classes only after producing a certificate from the medical practitioner that s/he is free from infection. It will be the student’s responsibility to complete the work done in class during his/her absence.Academic Honesty: Following are some of the school’s guidelines regarding academic honesty:Plagiarism is a very serious offense in any school, even here. If a student takes material from a friend, or the internet, a library or anywhere else, signs his name to it and hands it in to a teacher, they are guilty of theft. Plagiarism implies theft of another person’s intellectual property, the result of their mental labor. The first time this is discovered, the student will be warned and will fail the exam or assessment concerned. If this happens again, it will result in suspension from school. The school takes a strict stand against copying/cheating during exams. If any student is caught cheating during an exam, they will not be allowed to continue to write the exam.Illegal practices such as forging of documents or signatures will not be tolerated.Cheating etc during Board Exams will cause the Exam Board to refuse to issue a diploma. Note : Students are required to sign an ‘Honour Code’ as provided on Page 91-92 which is then duly countersigned by either of the parents and then submitted to the form tutor at the beginning of the session. HONOUR CODEEach student of GDGWS who enrolls for the IBDP is expected to be demonstrating high standards of honesty and integrity.When the students sign the GDGWS honour code they understand the expectations from them in school and academics. They would also agree to abide by the student policies and seek credit for only what is their own.IB DP students at GDG World School are honour-bound and so will abstain from the violations including, but not limited to the following:Cheating Submitting somebody else’s work as his/her own Submitting same work for two internal assessmentsDownload/Copy content of the papers from internetPlagiarizingViewing websites that allows one to be academically dishonestUsing an electronic device or cell phone during examFollowing are the school’s guidelines regarding honour code which will have to be signed as an agreement.Plagiarism is a very serious offense in the school. If a student borrows material from a friend, or the internet, a library or anywhere else, signs his name to it and hands it in to a teacher, they are guilty of theft. Plagiarism implies theft of another person’s intellectual property, the result of their mental labour. The first time this is discovered, the student will be warned and asked to take the exam or assessment again. If this is repeated, he will be awarded ZERO for that exam or assessment.If it happens for the third time, the parents would be called and will result in suspension from school for three days. The school takes a strict stand against copying/cheating during exams. If any student is caught cheating during an exam, he will not be allowed to continue to write the exam and ZERO marks will be awarded. Illegal practices such as forging of documents or signatures will not be tolerated. If it is observed and detected, the matter will be decided by the Disciplinary committeeThere is a zero tolerance on Cheating/Malpractices during the Board Exams. If this is reported by the invigilator, the matter is brought to the notice of IB. If it is detected by the evaluation committee, it will cause the Exam Board to refuse the issue of IB Diploma/Certificate. Use of Electronic gadgets like mobile phone, smart watches etc. are strictly prohibited during the exams. If a student is found in possession of any such device during the exam, ZERO marks will be awarded for the same.AGREEMENT (sign and return to school)Name of Student (Please Print):_______________________________Signature of Student:_______________________________________I understand the honour code and promise to abide. Signature of Parent(s):________________________________________________IB COURSEWORK DEADLINES?All assignments that are due as per the IBDP deadlines calendar are to be submitted by the IB DP students on time. Please note that final deadlines (day/month) will be confirmed closer to the date by the subject teachers and communicated to the students and parents through emails. It is the student’s responsibility to ensure that s/he makes a careful note of the due date for each assignment—for written work and oral presentations—and presents this work on time.?IB Diploma deadlines and interim submission dates are sent by email to the student and parents. The school will not accept that a student has not been informed of IB coursework deadlines.?Students who anticipate having difficulty meeting a deadline must see the teacher well before the due date to discuss strategies which will allow them to meet their commitments. Students with an absence for the day that an assignment was due must hand in the assignment by email where possible, or on their return. They are also responsible for finding out what new assignments there may be and when they are due.?IBDP DEADLINES Class of 2021GroupSubjectDeadline dateGroup 1Hindi A/ Eng AEssay submissionIndividual Oral Dec2020Dec 2020Group 2 Eng/ Spanish/ French/ German/ HindiIndividual oral assessment Dec 2020Group 3Eco/ / Hist /BM/ PsychologyITGS : IA Final Submission Jan 2021 / Jan 2021/Nov 2020/ Dec2020Dec 2020Group 4Bio/ Chem /Phy/ ESSIndividual Investigation- final draft submissionComputer Science- final draft submissionJan /Feb 2021Feb2021Group 5Maths - IA submissionDec2020Group 6Theatre?: IA and EA Final submission Visual Arts: IA and EA submissionFeb2021 Feb 2021CoreTOK Final presentation TOK Essay final draft submissionCAS PortfolioSep 2020Nov 2020 Dec 2020Final submission of EENov 2020NB. Failure to meet a coursework deadline will result in that student being suspended from class until the assignment is complete.SOURCES For further information on the IB Diploma Programme, visit: en/programmes/diploma-programme/Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: more on how the DP prepares students for success at university, visit: en/university-admission ................
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