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Grade 11-12 Curriculum Handbook: IB Diploma Programme
Grade 11-12 Curriculum Handbook: IB Diploma Programme
Curriculum Handbook
IB Diploma Programme
VISION
“Our learning community will be an inspirational role model
for a better world”
KNOWLEDGEABLE CARING
We develop and use conceptual understanding, exploring We show empathy, compassion and respect.
knowledge across a range of disciplines. We engage with We have a commitment to service, and we act to make a
issues and ideas that have local and global significance. positive difference in the lives of others and in the world
around us.
THINKERS
We use critical and creative thinking skills to analyse and RISK-TAKERS
take responsible action on complex problems. We exercise We approach uncertainty with forethought and determination;
initiative in making reasoned, ethical decisions. we work independently and cooperatively to explore new
ideas and innovative strategies. We are resourceful and
COMMUNICATORS resilient in the face of challenges and change.
We express ourselves confidently and creatively in more than
one language and in many ways. BALANCED
We collaborate effectively, listening carefully to the We understand the importance of balancing different
perspectives of other individuals and groups. aspects of our lives—intellectual, physical, and emotional—
to achieve well-being or ourselves and others. We recognize
PRINCIPLED our interdependence with other people and with the world
in which we live.
We act with integrity and honesty, with a strong sense of
fairness and justice, and with respect for the dignity and
rights of people everywhere. REFLECTIVE
We take responsibility for our actions and their consequences. 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.
Levels of award
From the May 2015 examination session
Language A- Literature
Course content: Language A - Literature
Available in Vietnamese, Korean and English
Literature HL
This 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 SL
This 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.
Individual oral commentary (10 minutes) 15% Individual oral commentary and 15%
Students give an oral commentary and discussion (20 minutes)
answer subsequent questions on an extract Formal oral commentary on poetry studied
from a work studied in Part 2. (poetry/ in Part 2 with subsequent questions (10
prose)(30 marks) minutes) followed by a discussion based on
one of the other Part 2 works (10 minutes).
Individual oral presentation (10-15 (30 marks)
minutes) 15%
The presentation is based on works studied Individual oral presentation (10-15 15%
in Part 4. It is internally assessed and minutes)
externally moderated through the Part 2 The presentation is based on works studied
internal assessment task. (30 marks) in Part 4. It is internally assessed and
externally moderated through the Part 2
internal assessment task. (30 marks)
Paper 1: Textual analysis (1 ½ hours) 25% Paper 1: Textual analysis (2 hours) 25%
The paper consists of two unseen texts. The paper consists of two pairs of unseen
Students write an analysis of one the these texts. Students write a comparative analysis
texts (20 marks). of one pair of texts (20 marks).
Additional support
The school recommends an hour of tutoring per week, Collaboration with tutors
depending on the ability level of the student. If the student
has not had any Language A tuition for an extended period After parents have identified the tutor, the self-taught
of time, then more tuition time maybe necessary. Students coordinator will contact him/her to provide course
are expected to be literate in the language upon starting documentation, deadlines, resources and advice. The tutor
the course as the main focus of the course is literature, not must provide the coordinator with information regarding the
language acquisition. If both the tutor and the student(s) student’s effort, progress and performance. The coordinator
are available during the school day the school may provide will incorporate the tutor’s comments into the Language A
a classroom for them to meet in person or online (e.g. via academic report issued by the school.
Skype).
Bilingual Diploma
Language B
Language B courses provide students with a high degree of
proficiency in their chosen language and further develop
their understanding of different cultures and ways of life of
the languages studied.
Course content
Paper 1 (1 ½ hours): Receptive skills 25% Paper 1 (1 ½ hours): Receptive skills 25%
Text handling exercises on four written texts, Text handling exercises on five written
based on the core. texts, based on the core.
Paper 2 (1 ½ hours): Written productive 25% Paper 2 (1 ½ hours): Written productive 25%
skills skills
One writing exercise of 250-400 words from a Two compulsory writing exercises:
choice of five, based on the options. • Section A: One task of 250-400 words,
based on the options, to be selected
from a choice of five.
• Section B: Response of 150-250 words
to a stimulus text, based on the core.
Internally assessed by the teacher and Internally assessed by the teacher and
externally moderated by the IB. externally moderated by the IB.
Individual oral (8-10 minutes) 20% Individual oral (8-10 minutes) 20%
Based on the options: 15 minutes of Based on the options: 15 minutes of
preparation time and a 10-minute preparation time and a 10- minute
(maximum) presentation and discussion (maximum) presentation and discussion
with the teacher. with the teacher.
10% 10%
Interactive oral activity Interactive oral activity
Based on the core: Three classroom Based on the core: Three classroom
activities assessed by the teacher. activities assessed by the teacher.
Options are French, Spanish and Mandarin. Written assignment (2 hours): Receptive 20%
and written productive skills
Course content A piece of writing, 200-300 words, in the
target language carried out in class under
The emphasis is on practical utility and communication. teacher supervision. (20 marks)
Students will acquire the vocabulary and grammatical
Internal assessment (10 minutes): 35%
structures they need to use in everyday social interactions
Interactive skills
and situations. The course aims to develop a variety of
linguistic skills and basic awareness of cultures.
Individual oral (25 marks)
Three-part oral internally assessed by the
Students study three themes:
teacher and externally moderated by the IB
1. Individual and society
towards the end of the course.
2. Leisure and work
Part 1: Presentation of visual stimulus (from a
3. Urban and rural environment
choice of two) by the student.
Part 2: Follow-up questions on the visual
Skills developed
stimulus.
Part 3: General conversation including at least
The Language ab initio course aims to develop the following
two questions on the written assignment.
skills:
• Listening: understanding straightforward conversations Please note: Mandarin is currently offered as a Pamoja course
and the overall idea of a presentation which is online. There is an additional cost involved in taking
• Reading: understanding straightforward information this course
and skimming to extract key points and ideas in texts
• Writing: conveying information clearly, organizing
ideas, giving details and opinions and using language
appropriate to purpose and audience
• Speaking: participating in spontaneous conversations,
giving information and opinions clearly in brief structured
presentations.
All Group 3 IBDP courses are ab initio, which means you may
start the course without having studied it before.
Economics
Economics is essentially about the concept of scarcity and
the problem of resource allocation. It is used to understand
many real world problems, such as international trade and
development. Throughout the course students will gain
an understanding of the trade-offs between equity and
efficiency while studying the role of the free market and
government in today’s mixed market economies. In addition
to learning to understand and apply current economic theory
and concepts, students will also develop the skills needed
to evaluate the ability of economic theory to explain the
complexities of economies and the outcomes of decisions
made by consumers, producers, banks and governments.
Course content
• Introduction to Economics
• Microeconomics: markets, theory of the firm (HL only) Skills developed
and market failure
• Macroeconomics: measuring the economy, introduction The course will:
to development, macro models and policies,
unemployment, inflation and distribution of income • Provide students with a core knowledge of economics
• International economics: reasons for trade, protectionism, • Encourage students to think critically
economic integration, World Trade Organisation, balance • Promote an awareness and understanding of
of payments and exchange rates internationalism
• Development economics: sources, consequences, • Encourage students’ development as independent
barriers and strategies for growth and/or development. learners
• enable students to recognize their own tendencies for
bias.
Enable students to develop the capacity to think critically A background in business is helpful in a wide variety of
Enhance the student’s ability to make considered decisions disciplines. However, it is also very useful in the study of
Enable students to appreciate the pace, nature and law, international studies, political sciences, a wide range of
significance of change. business-related courses, and certain engineering courses.
Skills developed
The biologist’s realm is the Earth’s surface and those thin layers SL and HL courses share the core syllabus:
above and below it in which organisms grow, reproduce and • Statistical analysis
die. • Cells
• The chemistry of life
People develop an interest in biology for all sorts of reasons. • Genetics
The workings of the human body are of immediate relevance • Ecology and evolution
and many biological matters are topical and receive media • Human health and physiology.
coverage. Environmental issues are always in the news, as are
medical matters and biotechnology. Biologists are involved in Additional subjects:
the study of life at all levels, and the application of knowledge • Nucleic acids and proteins
in a wide range of contexts. • Cell respiration and photosynthesis
• Plant science
This course covers a broad range of topics. The themes • Genetics
of structure and function, universality versus diversity, • Human health and physiology.
equilibrium within systems, and evolution underpin all
topics. The first year includes cells, biochemistry, genetics,
respiration, photosynthesis and plant science, ecology and
evolution. The second year deals primarily with human health
and physiology, including the reproductive, circulatory,
respiratory, digestive, excretory, nervous and muscular
systems. There is a large practical component involved in the
programme.
Assessment HL
Options
SL and HL students will study options to be chosen by the Assessment Component Weighting
teacher from the following topics:
Paper 1 ( 1 hour) 20%
40 multiple-choice questions (+/- 15
Options SL
common to SL plus about five more on the
• Human nutrition and health
core and about 20 more on the AHL)
• Physiology of exercise
• Cells and energy.
Paper 2 (2 ¼ hours) 36%
• Section A: one data-based question 18%
Options SL and HL
and several short answer questions on
• Evolution
the core (all compulsory)
• Neurobiology and behavior
• Section B: two extended-response 18%
• Microbes and biotechnology
questions on the core and the AHL
• Ecology and conservation.
(from a choice of four)
Options HL
Paper 3 (1 ¼ hours) 20%
• Further human physiology.
Several short answer questions and one
extended-response question in each of the
Skills developed
two options (all compulsory).
The internal assessment component
Practical skills (experimental design, data collection and
comprises experimental work and fieldwork
processing, concluding and evaluating)
done during the course, the biology fieldtrip
Data analysis
and the Group 4 Project. This constitutes
Internationalism and Theory of Knowledge aspect of Biology
a minimum time devoted to the practical
Presentation skills.
course of 40 hours for SL and 60 hours for
HL.
Course content
Assessment HL
Assessment Component Weighting
Skills developed
Skills developed
There are three Mathematics courses being offered, designed Skills developed
to meet the needs of students with differing abilities and
different requirements for higher education. All mathematics courses seek to develop the following skills
at the appropriate level for that course:
Parents are advised to consider the options carefully, along
with their child. The most appropriate IBDP mathematics • Manipulative algebraic skills
course will depend on which country, which university and • Facility with mathematical software and technology via
which courses the student is contemplating. A number of the graphic display calculator
countries, and some universities in certain countries, restrict • Discrimination between methods of solution to a given
entry to courses based on the level of mathematics studied problem in order to determine the most efficient
in the IBDP. • Applicability of the subject to other disciplines.
Skills developed
Theatre
This is a dynamic and stimulating course that looks at all
aspects of theatre. It is essentially a practical subject in that
all theory is investigated by practical engagement. This active
nature of the course makes it both exciting and challenging.
Theatre students soon develop a passion and an intense
commitment to the course, a commitment that brings both
academic rewards and a sense of achievement.
Through the course students develop their independent
learning skills through research, critical thinking and
analytical skills through a study of practitioners and theorists,
collaboration, negotiation and confidence skills through
group devising and presentations, cultural awareness
empathy through study of world theatre.
Skills developed
Course content
Course content
The coursework components, performance and composition
are developed continuously through Grades 11 and 12,
culminating in the final submission of portfolios in February
of Grade 12.
HL only
• Solo performance: vocal or instrumental (20 minutes)
• Composition: three compositions to be notated and
recorded
External assessment (75 teaching 50% External assessment (90 teaching 50%
hours) hours)
The following new matrix will be adopted from the May 2015 session.
ToK/EE A B C D E
A 3 3 2 2
Failing condition
B 3 2 2 1
C 2 2 1 0
D 2 1 0 0
E Failing condition
Up to three additional IBDP points are awarded according to Changes from the curent matrix
the quality of the combined standard of a student’s TOK and B+C combination now results in 2 additional points
Extended Essay. TOK and Extended Essay are each awarded a (previously 1 point)
grade from A to E, and additional points are calculated from A+E combination now results in zero points and a failing
the matrix above. condition (previously 1 point)