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AMERICAN INTERNATIONAL SCHOOL CAIROInternational Baccalaureate 2014 – 2016IB Mission StatementThe 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.Authorization and recognition Only schools officially authorized by the IB may offer the Diploma Programme and register candidates for an IB examination session. There are over 2,450 IB World Schools offering the Diploma Programme in more than 140 countries. The IB has shown that students are well prepared for university work and the Diploma Programme has earned a reputation for rigorous assessment, giving IB diploma holders access to the world’s leading universities. These include institutions such as Cambridge, Harvard, Heidelberg, McGill, MIT, Oxford, Princeton, Rotterdam Erasmus, Sorbonne, UBC and Yale.Contact detailsDiploma coordinatorMme Pascale IgounetPO Box 8090MasakenNasr CityCairoEgypt11371Contact by emailpigounet@Phone (20) 2 617 4001 ext. 1156The IB Diploma Programme at AIS = Active Immersive School3270250677545000What is the Diploma Programme?The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme, has gained recognition and respect from the world’s leading universities.The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they:develop physically, intellectually, emotionally and ethicallyacquire breadth and depth of knowledge and understanding, studying courses from 6 subject groupsdevelop the skills and a positive attitude toward learning that will prepare them for higher educationstudy at least two languages and increase understanding of cultures, including their ownmake connections across traditional academic disciplines and explore the nature of knowledge through the programme’s unique theory of knowledge courseundertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essayenhance their personal and interpersonal development through creativity, action and serviceThe curriculum contains six subject groups together with the DP core: creativity, action, service (CAS); the extended essay (EE); and theory of knowledge (TOK). This is illustrated by the below Diploma Programme model.Choosing subjects for a diplomaSelecting subjects from groups 1 to 6When selecting subjects for a diploma:at least three and not more than four subjects must be offered at higher level (HL) and the others at standard level (SL)one subject must be selected from each of groups 1 to 5a mathematics subject must be selected from group 5the sixth subject may be selected from group 6 or from groups 2, 3 or 4.Exceptions and prohibitions ExceptionsA candidate may offer a second group 1 subject instead of a group 2 subject.Instead of a group 6 subject a candidate may offer an additional subject chosen from groups 3 or 4ProhibitionsNo candidate may count towards the diploma:the same subject twice, regardless of whether higher level or standard levelthe same language for group 1 and group 2, or within group 1 or group 2 (for example, Arabic A literature and Arabic B)any two of mathematics HL, mathematics SL and mathematical studies SLThe bilingual diplomaA bilingual diploma will be awarded to a successful candidate who fulfills one the following criteria: completion of two languages selected from group 1 with the award of a grade 3 or higher in bothSubject groups1 - Studies in Languages and Literature2 - Language acquisition3 - Individuals and Societies4 - Experimental sciences and Computer Science5 – Mathematical 6 – The ArtsThe Diploma Programme coreThe core of the curriculum model consists of three elements.Extended essayThe extended essay extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest related to one of the student's six Diploma Programme (DP) subjects/disciplines. The world studies extended essay provides students with the opportunity to carry out an in-depth interdisciplinary study of an issue of contemporary global significance, utilizing two IB diploma disciplines. Both types of extended essay (single-disciplinary and interdisciplinary essays) are intended to promote high-level research and writing skills, intellectual discovery and creativity expected at university. They provide students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject or issue chosen. This leads to a major piece of formally presented, structured writing in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject. It is recommended that students follow the completion of the written essay with a short, concluding interview - viva voce - with the supervisor. In countries where interviews are required prior to acceptance for employment or for a place at university, the extended essay has proved to be a valuable stimulus for discussion.Theory of knowledge (TOK)TOK plays a special role in the Diploma Programme by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know.The fundamental question of TOK is “how do we know that?” Students are encouraged to think about how knowledge is arrived at in different disciplines, what the disciplines have in common and the differences between the disciplinary. TOK therefore both supports and is supported by the study of other DP subjects, as students are required to explore knowledge questions against the backdrop of their experiences in their other DP subjects. Discussion and critical reflection form the backbone of the TOK course, centering around discussions of questions such as:what counts as evidence for X?what makes a good explanation in subject Y?how do we judge which is the best model of Z?how can we be sure of W?what does theory T mean in the real world?how do we know whether it is right to do S?Through discussions of these types of questions students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives. The TOK course is assessed through an oral presentation and a 1600 word essay. The TOK presentation assesses the ability of the student to apply TOK thinking to a real-life situation, while the TOK essay takes a more conceptual starting point; for example asking students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used.TOK is a demanding and challenging course, but one which plays a crucial role in effectively preparing students for the complex and rapidly changing world they will encounter both during their DP experience and beyond.Creativity, Action, Service (CAS)CAS - Creativity - Action - Service at the heart of the Diploma Programme. CAS enables students to live the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. CAS is organized around the three strands of Creativity, Action and Service defined as:Creativity - arts and other experiences that involve creative thinkingAction - physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma ProgrammeService - an unpaid and voluntary exchange that has a learning benefit for the student. Students develop skills and attitudes through a variety of individual and group activities that provide students with opportunities to express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. Students are also required to undertake a CAS Project that challenges students to show initiative, demonstrate perseverance, and develop skills such as those of collaboration, problem solving, and decision making.The school and students must give CAS as much importance as any other element of the Diploma Programme and ensure sufficient time is allocated for engagement in the CAS programme. Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, students reflect on their CAS experiences and provide evidence of achieving the eight learning outcomes.258445-563880The IBO Learner ProfileInquirersWe 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 analyze 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 for ourselves and others. We recognize our interdependence with other people and with the world in which we live.Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.Subject groupsGroup 1 – Studies in Languages and Literature Language A: Literature – English - ArabicLanguage A: Language and Literature – English - ArabicIt is a requirement of the programme that students study at least one subject from Group 1.In Group 1, students will study literature, including selections of literature in translation, and may choose to combine this with language, depending on their choice of course. Students will choose to study their group 1 subject(s) in a language in which they are academically competent.In studying the Group 1 courses, students are able to develop:? a personal appreciation of language and literature ? skills in literary criticism ? an understanding of the formal, stylistic and aesthetic qualities of texts ? strong powers of expression, both written and oral ? an appreciation of cultural differences in perspective The range of texts studied in Language A courses is broad, and students grow to appreciate a language’s complexity, wealth and subtleties in a variety of contexts. A specific aim is to engender a lifelong interest in literature and a love for the elegance and richness of human expression.Language A: Literature (SL/HL) The Language A: Literature course introduces students to the analysis of literary texts. It is the course, which is delivered in many mother tongues, and may be studied in any language with a sufficiently developed written literature.The course is organized into four parts, each focused on a group of literary works. Together, the four parts of the course add up to a comprehensive exploration of literature from a variety of cultures, genres and periods. Students learn to appreciate the artistry of literature, and develop the ability to reflect critically on their reading, presenting literary analysis powerfully through both oral and written communication. Key features of the curriculum and assessment modelsAvailable at higher and standard levelsHigher level study requires a minimum of 240 class hours, while standard level study requires a minimum of 150 class hoursStudents study 13 works at higher level and 10 works at standard level from a representative selection of genres, periods and placesStudents develop the ability to engage in close, detailed analysis of literary works, building understanding of the techniques involved in literary criticismThe study of literary works in context is emphasized, and through the study of literature in translation the student is challenged to reflect on the role of cultural assumptions in interpretationStudents are assessed through a combination of formal examinations, written coursework and oral activitiesThe formal examination comprises two essay papers, one requiring the analysis of a passage of unseen literary text, and the other a response to a question based on the works studied Students also produce a written assignment based on the works studied in translation, and perform two oral activities presenting their analysis of works read Language A: Language and Literature (SL/HL) The Language A: Language and Literature course introduces the critical study and interpretation of written and spoken texts from a wide range of literary and non-literary genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The course is organized into four parts, each focused on the study of either literary or non-literary texts. Together, the four parts of the course allow the student to explore the Language A in question through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy.Key features of the curriculum and assessment models Available at higher and standard levelsHigher level study requires a minimum of 240 class hours, while standard level study requires a minimum of 150 class hoursStudents study 6 works at higher level and 4 works at standard level from a representative selection of genres, periods and placesStudents develop the techniques needed for the critical analysis of communication, becoming alert to interactions between text, audience and purposeAn understanding of how language, culture and context determine the construction of meaning is developed through the exploration of a wide variety of texts, some of which are studied in translationStudents are assessed through a combination of formal examinations, written coursework and oral activitiesThe formal examination comprises two essay papers, one requiring the analysis of unseen literary and non-literary texts, and the other a response to a question based on the literary works studiedStudents also produce written tasks in a variety of genres, and perform two oral activities presenting their analysis of works readGroup 2 – Language acquisition It is a requirement of the programme that students study at least one subject from group 2.The main emphasis of the modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language.Modern Languages French or Spanish ab initio courses are for beginners (that is, students who have little or no previous experience of learning the language they have chosen). These courses are only available at standard level. French or Arabic B courses are intended for students who have had some experience of learning the language (from four to six years). They may be studied at either higher level or standard level. Group 3 – Individuals and societies 0000Students are required to choose one subject from each of the six academic areas, including one from Individuals and societies. They can choose a second subject from each academic area except the arts. Subjects available:Business Management (last assessment November 2015)The IB Diploma Programme business and management course is a rigorous and dynamic. The course explores how business decision-making processes impact on and are affected by internal and external environments. It is perfectly placed as a group 3 subject since it is the study of both the way in which individuals and groups interact in an organization and of the transformation of resources. The Diploma Programme business and management course is designed to develop an understanding of business theory, as well as an ability to apply business principles, practices and skills. As a course it aims to encourage a holistic view of the world of business by promoting an awareness of social, cultural and ethical factors in the actions of organizations and individuals in those organizations.Developing international mindedness and an awareness of different cultural perspectives is at the heart of the course – enabling students to think critically and appreciate the nature and significance of change in a local, regional and global context.Business management syllabus outlineThe curriculum model for Diploma Programme business and management is a core curriculum for higher level (HL) and standard level (SL) students consisting of five topics with common content and learning outcomes. In addition to the core, HL students are expected to complete extension areas of study, in all five topics, adding both breadth and depth to the course. HL students also study one extension topic (topic 6 – business strategy).TopicContentBusiness organization and environmentNature of business activityTypes of organizationOrganizational objectivesStakeholdersExternal environmentOrganizational planning toolsGrowth and evolutionChange and the management of change (HL only)GlobalizationHuman resourcesHuman resource planningOrganizational structureCommunication Leadership and managementMotivation Organizational and corporate cultures (HL only)Employer and employee relations (HL only)Crisis management and contingency planning (HL only)Accounts and financeSources of financeInvestment appraisalWorking capitalBudgetingFinal accountsRatio analysisMarketingThe role of marketingMarketing planningProductPricePromotionPlace (distribution)International marketingE-commerceOperations managementProduction methodsCosts and revenuesBreak-even analysisQuality assuranceLocationInnovation (HL only)Production and planningProject management (HL only)Business strategy (HL only)Stage 1: Strategic analysisStage 2: Strategic choiceStage 3: Strategic implementation Key features of the curriculum and assessment modelsThe course is available at HL and SL.The minimum prescribed number of hours is 240 for HL and 150 for SL.Students are assessed both internally and externally.External assessment for HL and SL students consists of two written examination papers. Paper one is based on a pre-seen case study issued in advance and Paper two consists of structured questions based on stimulus material.Internal assessment for HL students is a research project and for SL students a written commentary. These are internally marked by subject teachers and then externally moderated by IB examiners.Business management (first teaching September 2014)The 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 analyze, 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.The course covers the key characteristics of business organization and environment and the business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment. The conceptual learning is firmly anchored in business management theories, tools and techniques and placed in the context of real world examples and case studies. The course encourages the appreciation of ethical concerns at both a local and global level. It aims to develop relevant and transferable skills, including 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 analysis.The aims of the business management course at HL and SL are to:encourage a holistic view of the world of businessempower students to think critically and strategically about individual and organizational behaviorpromote the importance of exploring business issues from different cultural perspectivesenable the student to appreciate the nature and significance of change in a local, regional and global contextpromote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organizationsdevelop an understanding of the importance of innovation in a business environment.Syllabus outlineUnit 1: Business organization and environment1.1 Introduction to business management1.2 Types of organizations1.3 Organizational objectives1.4 Stakeholders1.5 External environment1.6 Growth and evolution1.7 Organizational planning tools (HL only)Unit 2: Human resource management2.1 Functions and evolution of human resource management2.2 Organizational structure2.3 Leadership and management2.4 Motivation2.5 Organizational (corporate) culture (HL only)2.6 Industrial/employee relations (HL only)Unit 3: Finance and accounts3.1 Sources of finance3.2 Costs and revenues3.3 Break-even analysis3.4 Final accounts (some HL only)3.5 Profitability and liquidity ratio analysis3.6 Efficiency ratio analysis (HL only)3.7 Cash flow3.8 Investment appraisal (some HL only)3.9 Budgets (HL only)Unit 4: Marketing4.1 The role of marketing4.2 Marketing planning (including introduction to the four Ps)4.3 Sales forecasting 4.4 Market research4.5 The four Ps (product, price, promotion, place)4.6 The extended marketing mix of seven Ps (HL only)4.7 International marketing (HL only)4.8 E-commerceUnit 5: Operations management5.1 The role of operations management5.2 Production methods5.3 Lean production and quality management (HL only)5.4 Location5.5 Production planning (HL only)5.6 Research and development (HL only)5.7 Crisis management and contingency planning (HL only)Key features of the assessment modelExternal assessment for HL and SL students consists of two written examination papers. Paper one is based on a pre-seen case study issued in advance, and paper two consists of structured questions based on stimulus material and an extended response question that assesses students’ understanding of the key concepts of the course. Internal assessment for HL students is a research project and for SL students a written commentary. In both tasks, students study real world business organizations. These are internally marked by subject teachers and then externally moderated by IB examiners. EconomicsThe 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 dynamic social science, economics uses scientific methodologies that include quantitative and qualitative elements.The 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.At both standard level and higher level, candidates are required to study four topics: microeconomics, macroeconomics, international economics and development economics with some sub-topics within these reserved solely for higher level. These sections are assessed by two examinations at standard level and three examinations at higher level.In addition to the examinations, candidates must submit an internal assessment. Both standard level and higher level economics students must produce a portfolio of three commentaries based on articles from published news media.HistoryHistory is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present.The Diploma Programme history course aims to promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations. It also helps students to gain a better understanding of the present through critical reflection upon the past. It is hoped that many students who follow the course will become fascinated with the discipline, developing a lasting interest in it whether or not they continue to study it formally.Students and teachers have a choice of two routes through the Diploma Programme history course. The route one history course explores the main developments in the history of Europe and the Islamic world from 500 to 1570, while the route two history course focuses on 20th century world history. Whichever route is selected the course provides both structure and flexibility, fostering an understanding of major historical events in a global context. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions.History is available at both Standard Level (SL) and Higher Level (HL). Route Two Summary20th century world history—prescribed subjects (one to be studied)1. Peacemaking, peacekeeping—international relations 1918–362. The Arab–Israeli conflict 1945–793. Communism in crisis 1976–89SL and HL20th century world history—topics (two to be studied)1. Causes, practices and effects of wars2. Democratic states—challenges and responses3. Origins and development of authoritarian and single-party states4. Nationalist and independence movements in Africa and Asia and post-1945 Central and Eastern European states5. The Cold WarSL and HLHigher Level options (one to be studied)1. Aspects of the history of Africa2. Aspects of the history of the Americas3. Aspects of the history of Asia and Oceania4. Aspects of the history of Europe and the Middle EastHL onlyInternal assessment(Routes one and two)Historical investigation SL and HLPsychologyThe IB Diploma Programme psychology course is the systematic study of behaviour and mental processes. Since the psychology course examines the interaction of biological, cognitive and sociocultural influences on human behaviour, it is well placed in group 3, individuals and societies. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. This will allow them to have a greater understanding of themselves and appreciate the diversity of human behaviour. The holistic approach reflected in the curriculum, which sees biological, cognitive and sociocultural analysis being taught in an integrated way ensures that students are able to develop an understanding of what all humans share, as well as the immense diversity of influences on human behaviour and mental processes. The ethical concerns raised by the methodology and application of psychological research are also key considerations of the IB psychology course.Psychology syllabus outlineThe Diploma Programme psychology course is designed to allow for in-depth analysis, evaluation and consolidation of learning. The overall aim of the course is to give students a deeper understanding of the nature and scope of psychology. Teachers are encouraged to find ways of delivering the course that are most relevant to their students’ interests and to the school’s resources. This course should be taught in an integrated way, as the different parts of the syllabus complement each other. This will allow students to make comparisons and evaluate different psychological theories and arguments.Syllabus componentTeaching hoursSLHLPart one: CoreSL and HLThe biological level of analysisThe cognitive level of analysisThe sociocultural level of analysis9090Part Two: OptionsSL and HLAbnormal psychologyDevelopmental psychologyHealth psychologyPsychology of human relationshipsSport psychology3060Part Three: Qualitative research methodologyHL onlyQualitative research in psychology50Part Four: Simple experimental studySL and HLIntroduction to experimental research methodology3040Total teaching hours150240RequirementsStandard levelAll three compulsory levels of analysisOne option from a choice of fiveOne simple experimental study.Higher levelAll three compulsory levels of analysisTwo options from a choice of fiveQualitative research methodologyOne simple experimental study.Key features of the curriculum and assessment modelsThe course is available at higher level (HL) and standard level (SL).The minimum prescribed number of hours is 240 for HL and 150 for SL.Students are assessed both internally and externally.External assessment for SL students consists of two written papers. For HL students there are three written papers.Internal assessment for SL and HL students is to write a report of a simple experimental study conducted by the student. This is internally marked by subject teachers and then externally moderated by IB examiners.Global Politics The IB Diploma Programme global politics course is an exciting addition to group three. The course explores fundamental political concepts such as power, liberty and equality, in a range of contexts and at a variety of levels. It allows students to develop an understanding of the local, national, international and global dimensions of political activity, as well as allowing them the opportunity to explore political issues affecting their own lives. Global politics is a dynamic and stimulating subject which draws on a variety of disciplines in the social sciences and humanities. The pilot course has been developed in collaboration with educators and consultants with diverse experience and expertise, and has also drawn inspiration from the success of existing politics focused school based syllabuses. The global politics course helps students to understand abstract political concepts by grounding them in real world examples and case studies. The course also invites comparison between such examples and case studies to ensure a transnational perspective. Developing international mindedness and an awareness of multiple perspectives is at the heart of this course. It encourages dialogue and debate, nurturing the capacity to interpret competing and contestable claims.All standard level and higher level students complete a common core entitled "People, Power and Politics". This consists of four core units:Power, sovereignty and international relations Human rights DevelopmentPeace and conflict Higher level students also examine two contemporary global political challenges, through a case studies approach. The internal assessment exercise for this course provides an opportunity for students to undertake an engagement activity, and then to submit a written report summarising their investigation. Examples of engagement activities include interviewing a member of a local NGO or community group, conducting an investigation into the food miles of products at a local store, or taking part in an event such as a Model United Nations. Group 4 – Sciences It is a requirement of the programme that students study at least one subject from group 4.Four subjects are available:biologycomputer science(standard level only)chemistryphysicsAll of these subjects may be studied at higher level, except computer science. BiologyThrough studying biology, students should become aware of how scientists work and communicate with each other. In all group 4 subjects there is an emphasis on a practical approach through experimental work. The group 4 project (which all science students must undertake), mirrors the work of real scientists by encouraging collaboration between schools across the regions. Past experience shows that students will be able to study a group 4 subject at standard level (SL) successfully with no background in, or previous knowledge of science. For most students considering the study of a group 4 subject at higher level (HL) however, some previous exposure to the specific subject would be necessary. Other national science qualifications or a school-based science course would also be suitable preparation for study of a group 4 subject at HL. A biology students’ approach to study should be characterized by the specific IB learner profile attributes – inquirers, thinkers and communicators. The biology course is organized by topics, SL students study six topics and HL students study a further five, with some of these taking the first six topics to greater depth. In addition to this, both SL and HL students study two out of a choice of seven (at SL) or five (at HL) option topics. There are four basic biological concepts that run throughout: Structure and function; this relationship is probably one of the most important in a study of biology and operates at all levels of complexity. Students should appreciate that structures permit some functions while, at the same time, limiting others. Universality versus diversity; at the factual level, it soon becomes obvious to students that some molecules (for example, enzymes, amino acids, nucleic acids and ATP) are ubiquitous and so are processes and structures. However, these universal features exist in a biological world of enormous diversity. Species exist in a range of habitats and show adaptations that relate structure to function. At another level, students can grasp the idea of a living world in which universality means that a diverse range of organisms (including ourselves) are connected and interdependent. Equilibrium within systems; checks and balances exist both within living organisms and within ecosystems. The state of dynamic equilibrium is essential for the continuity of life. Evolution; the concept of evolution draws together the other themes. It can be regarded as change leading to diversity within constraints and this leads to adaptations of structure and function. These four concepts serve as themes that unify the various topics that make up the three sections of the course: the core, the additional higher level (AHL) material and the options.The order in which the syllabus is arranged is not the order in which it should be taught and it is up to individual teachers to decide on an arrangement that suits their circumstances. Option material may be taught within the core or the AHL material, if desired.The power of scientific knowledge to transform societies is unparalleled. It has the potential to produce great universal benefits or to reinforce inequalities and cause harm to people and the environment. In line with the IB mission statement, group 4 students need to be aware of the moral responsibility of scientists to ensure that scientific knowledge and data are available to all countries on an equitable basis and that they have the scientific capacity to use this for developing sustainable societies. Key features of the curriculum and assessment modelsAvailable at both SL and HLThe minimum prescribed number of hours is 150 for SL and 240 for HLBiology students at SL and HL undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. While the skills and activities related to biology are common to both SL and HL students, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth. An experimental approach to the course delivery is emphasised. Students are assessed both externally and internallyThe external assessment of biology consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 has two sections; section A contains one data-based question and several short-answer questions on the core (and AHL material at HL) which are all compulsory. Paper 2, section B consists of one extended-response question on the core from a choice of three at SL and two extended-response questions on the core and the AHL from a choice of four at HL. Paper 3 consists of several compulsory short-answer questions in each of the two options studied. In addition, at HL there is one extended-response question in each of the two options studied. Internal assessment accounts for 24% of the final assessment and consists of the interdisciplinary group 4 project and a mixture of both short-term and long-term investigations. The internal assessment allows students to demonstrate not only their scientific knowledge but also personal skills and manipulative skills. Student work is internally assessed by the teacher and externally moderated by the IB. Chemistry Through studying chemistry, students should become aware of how scientists work and communicate with each other. In all of the group 4 subjects there is an emphasis on a practical approach through experimental work. Past experience shows that students will be able to study a group 4 subject at standard level (SL) successfully with no background in, or previous knowledge of science. A chemistry students’ approach to study should be characterized by the specific IB learner profile attributes – inquirers, thinkers and communicators. The chemistry course is organized by topics, with SL students having to study eleven topics and higher level (HL) students having to investigate nine of these topics to a greater depth. Both SL and HL students are responsible for covering two of seven option topics. The power of scientific knowledge to transform societies is unparalleled. It has the potential to produce great universal benefits or to reinforce inequalities and cause harm to people and the environment. In line with the IB mission statement, group 4 students need to be aware of the moral responsibility of scientists to ensure that scientific knowledge and data are available to all countries on an equitable basis and that they have the scientific capacity to use this for developing sustainable societies.Key features of the curriculum and assessment modelsAvailable at both standard level (SL) and higher level (HL)The minimum prescribed number of hours is 150 for SL and 240 for HLWhile the skills and activities related to chemistry are common to both SL and HL students, students at HL are required to study some topics in greater depth and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth. An experimental approach to the course delivery is emphasized. Students are assessed both externally and internallyExternal assessment consists of three written papers and provides opportunities for students to display their scientific understanding through the application, use, analysis and evaluation of scientific facts, concepts, methods, techniques and explanations.Internal assessment accounts for 24% of the final assessment and consists of an interdisciplinary project, a mixture of both short- and long-term practicals/investigations/labs and subject-specific projects. The internal assessment allows students to demonstrate not only their scientific knowledge but also personal skills and manipulative skills. PhysicsThrough studying physics, students should become aware of how scientists work and communicate with each other. The scientific processes carried out by the most eminent scientists in the past are the same ones followed by working physicists today and, crucially, are also accessible to students in schools. In all group 4 subjects there is an emphasis on a practical approach through experimental work. The group 4 project (which all science students must undertake) mirrors the work of real scientists by encouraging collaboration between schools across the regions.The power of scientific knowledge to transform societies is unparalleled. It has the potential to produce great universal benefits or to reinforce inequalities and cause harm to people and the environment. In line with the IB mission statement, group 4 students need to be aware of the moral responsibility of scientists to ensure that scientific knowledge and data are available to all countries on an equitable basis and that they have the scientific capacity to use this for developing sustainable societies.The physics course is organized by topics; SL students study eight topics and HL students study a further six. In addition to this, both SL and HL students study two out of a choice of seven (at SL) or six (at HL) option topics. The order in which the syllabus is arranged is not the order in which it must be taught and it is up to individual teachers to decide on an arrangement that suits their circumstances. Option material may be taught within the core or the AHL material, if desired.Past experience shows that students will be able to study a group 4 subject at standard level (SL) successfully with no background in, or previous knowledge of science. For most students considering the study of a group 4 subject at higher level (HL) however, some previous exposure to the specific subject would be necessary. Other national science qualifications or a school-based science course would also have a suitable background for studying a group 4 subject at HL. A physics students’ approach to study should be characterized by the specific IB learner profile attributes of inquirer, thinker, and communicator. Key features of the curriculum and assessment models Available at both SL and HL The minimum prescribed number of hours is 150 for SL and 240 for HL Physics students at SL and HL undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. While the skills and activities related to physics are common to both SL and HL students, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth. An experimental approach to the course delivery is emphasized. Students are assessed both externally and internally The external assessment of physics consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 has two sections; section A contains one data-based question and several short-answer questions on the core (and Additional Higher Level (AHL) material at HL) which are all compulsory. Section B consists of one extended-response question on the core from a choice of three at SL, and two extended-response questions on the core and the AHL from a choice of four at HL. Paper 3 consists of several compulsory short-answer questions in each of the two options studied. In addition, at HL there is one extended-response question in each of the two options studied. Internal assessment accounts for 24% of the final assessment and consists of the interdisciplinary group 4 project and a mixture of both short-term and long-term investigations. The internal assessment allows students to demonstrate not only their scientific knowledge but also personal skills and manipulative skills. Student work is internally assessed by the teacher and externally moderated by the puter sciencePast experience shows that students will be able to study computer science at SL successfully with no background in, or previous knowledge of, computer science. Their approach to study, characterized by specific IB learner profile attributes—inquirers, thinkers and communicators—will be significant puter science previously formed an option in group 5 of the Diploma Programme curriculum but now lies within group 4. As such, it is regarded as an experimental science, alongside biology, chemistry and physics. This group change is significant as it means DP students can now select computer science as their group 4 subject rather than having to select it in addition to mathematics as was previously the case. The IB computer science course is a rigorous and practical problem-solving discipline. Features and benefits of the curriculum and assessment of are as follows:FeaturesBenefitsOne course level is offered; standard puter science candidates are not limited by a defined study level so can opt for this course in the same way as their other putational thinking lies at the heart of the course and is integrated with other topics. This will be supported by practical activities including programming.Candidates will learn programming skills as a critical element of developing higher-level skills applicable to virtually all fields of study.Four course options are available; databases, modelling and simulation, web science, object oriented programming These options will allow a particular subject of interest to be studied as defined by the subject teacherAlgorithmic thinking will only be externally assessed at the level of pseudo-code. This means the external assessment will focus on the student’s algorithmic thinking, not on their mastery of the syntax of a particular programming language.Practical programming experience will be an essential element of developing higher-level thinking skills; this may be assessed as a part of the internal assessment. There is no designated language.This allows teachers to select the programming language(s) which they feel are most appropriate for teaching the practical elements of the courseSyllabus content will be reviewed regularlyThis will ensure course content remains currentThe internal assessment has changed from a being based on a Java-related task to a more open problem-solving exercise.This will expand the choice of programming languages and better support the development of learners who match the IB learner profile All computer science students will work with other students of group 4 subjects (physics, chemistry, biology and design technology).Collaborative working will be emphasized through combined activity with like-minded students.Group 5 – Mathematics It is a requirement of the programme that students study at least one course in mathematics.Three courses in mathematics are available:mathematical studies standard levelmathematics SL mathematics higher levelThese three courses serve to accommodate the range of needs, interests and abilities of students, and to fulfill the requirements of various university and career aspirations.The aims of these courses are to enable students to:develop mathematical knowledge, concepts and principlesdevelop logical, critical and creative thinkingemploy and refine their powers of abstraction and generalization.Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.About Mathematics What is IB Mathematics?IB Mathematics HL is a course for students with a good background in mathematics and strong analytical and technical skills. Most students will be expecting to include mathematics in their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. The course is also for students who have a strong interest in mathematics and enjoy meeting its challenges. What topics does IB Mathematics cover?The core topics of the class are: Algebra Functions and Equations Trigonometry Calculus Vectors Probability StatisticsMathematics HL - This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.Mathematics SL - This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. It is expected that the majority of these students will need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.Mathematical studies SL is a standard level course taught at the same standard as the mathematics SL course. It is designed for students with varied mathematical backgrounds and abilities. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the mathematical studies course in their future studies. Mathematical studies SL has an emphasis on applications of mathematics. It includes an individual project, an extended piece of work based on personal research, involving the collection, analysis and evaluation of data.Group 6 – The arts It is a requirement of the programme that students choose one subject from each of the academic areas 1 – 5. The subjects in group 6 allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres. In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence. A visual art is available to students at higher level or standard level.Assessment Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners. The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points. Assessment is criterion-related, which means student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations. The range of scores that students have attained remains statistically stable, and universities value the rigour and consistency of Diploma.AIS Academic honestyImproving Achievement is Easier When You Start with the Right Tools ................
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