Post on 26-Nov-2021
CHOITHRAM
INTERNATIONALIBDPDIARY2018-20
CHOITHRAM INTERNATIONAL 2018 - 20
2
MESSAGEFROMTHEHOS
DearStudents
AwarmandheartfeltwelcometoyoufortheDiplomaProgramme2018-2020atChoithram
International
Educationas I firmlybelieve isnotmerely fillingupof themindwith factsbuta journey
towardslearningwhichneverendsIfyoualldevelopapassionforlearningyouwillnever
cease togrowMoreoverat theonsetofyour journey letmetellyounot tobeafraidof
errorsforasJamesJoycehassaidldquoAmanrsquoserrorsarehisportalsofdiscoveryrdquo
TheonlyadviceIwouldgiveistobeopentonewideasexperiencesanddirectionsforyou
neverknowwhatmightpiqueyourinterestHopeyourexperienceherewillbechallenging
rewardingandenjoyable
Welcometothisamazingcommunity
DilipVasu
CHOITHRAM INTERNATIONAL 2018 - 20
3
OURVISIONldquoTobeacentreofacademicexcellenceandnurtureyounglearnersintoresilientoptimistic
andresponsiblecitizensoftheworldrdquo
SCHOOLMISSIONSTATEMENTldquoChoithram International through itsholistic education aims tonurture lifelong learners
who will become responsible compassionate open-minded individuals keen on accepting
thedifferences in theworldandstriving tocreateaglobalcommunitygrounded inethics
andvaluesrdquo
ABOUTTHESCHOOLThe Choithram Group gets its name from Late Mr Choithram
Pagarani whose son Late Mr Thakurdas Pagarani founded the
groupin1944DubaibasedfamilyscionMrLTPagaranicurrently
heads the Group as its Chairman while itrsquos Trusts in India are
headedbyMrSatishPMotianiastheManagingTrustee
Choithram International is one of the many ventures of The
Choithram Group which brings International Education
ProgrammestothedoorstepofpeopleofIndoreandMP
ACCREDITATIONTheschoolisthefirstIBWorldSchoolinMadhyaPradeshTheschoolregistrationNumberis
002328
CHOITHRAM INTERNATIONAL 2018 - 20
4
THEINTERNATIONALBACCALAUREATE(IB)The IB is a non-profit organization established in 1963 with its headquarters in Geneva
Switzerland and the examination office in Cardiff Wales In addition there are regional
officesandrepresentativesaroundtheworldTheIBpublicwebsitewwwiboorghasdetails
onthevariousIBprogrammesandservices
IBMISSIONSTATEMENTTheInternationalBaccalaureateOrganizationaimstodevelopinquiringknowledgeableand
caring young people who help to create a better and more peaceful world through
intercultural understanding and respect To this end the IB works with schools
governments and international organizations to develop challenging programmes of
international education and rigorous assessment These programmes encourage students
across theworld to become active compassionate and lifelong learnerswho understand
thatotherpeoplewiththeirdifferencescanalsoberight
CHOITHRAM INTERNATIONAL 2018 - 20
5
IBLEARNERPROFILEInquirersTheydeveloptheirnaturalcuriosityTheyacquiretheskillsnecessarytoconductinquiryandresearchandshowindependence in learningTheyactivelyenjoy learningandthisloveoflearningwillbesustainedthroughouttheirlivesKnowledgeable They explore concepts ideas and issues that have local and globalsignificance In so doing they acquire in-depth knowledge and develop understandingacrossabroadandbalancedrangeofdisciplinesThinkers They exercise initiative in applying thinking skills critically and creatively torecognizeandapproachcomplexproblemsandmakereasonedethicaldecisionsCommunicators They understand and express ideas and information confidently andcreatively inmore than one language and in a variety ofmodes of communication TheyworkeffectivelyandwillinglyincollaborationwithothersPrincipledTheyactwithintegrityandhonestywithastrongsenseoffairnessjusticeandrespect forthedignityof the individualgroupsandcommunitiesTheytakeresponsibilityfortheirownactionsandtheconsequencesthataccompanythemOpen-mindedTheyunderstandandappreciate theirownculturesandpersonalhistoriesand are open to the perspectives values and traditions of other individuals andcommunitiesTheyareaccustomedtoseekingandevaluatingarangeofpointsofviewandarewillingtogrowfromtheexperienceCaring They show empathy compassion and respect towards the needs and feelings ofothersTheyhaveapersonalcommitmenttoserviceandacttomakeapositivedifferencetothelivesofothersandtotheenvironmentRisk-takers They approach unfamiliar situations and uncertainty with courage andforethoughtandhavetheindependenceofspirittoexplorenewrolesideasandstrategiesTheyarebraveandarticulateindefendingtheirbeliefsBalancedTheyunderstandthe importanceof intellectualphysicalandemotionalbalancetoachievepersonalwell-beingforthemselvesandothersReflectiveTheygive thoughtfulconsideration to theirown learningandexperienceTheyareabletoassessandunderstandtheirstrengthsandlimitations inordertosupporttheirlearningandpersonaldevelopment httpswwwiboorgglobalassetspublicationsrecognitionlearnerprofile-enpdf
CHOITHRAM INTERNATIONAL 2018 - 20
6
SCHOOLTIMINGSGrade11and12 MondaytoFriday800amto310pm
Saturday[1stand3rdSaturdayofthemonth] 800amto1100am(ForStudents)
Saturday[1stand3rdSaturdayofthemonth] 800amto200pm(ForTeachers)
WintertimingsareasperCollectorrsquosorderinIndoreThedatesarecommunicated
totheentireschoolcommunitybyemail
VISITINGHOURSPrincipal Alldaysbypriorappointmentsonly
230to330MondaytoFriday(forstudents)
Coordinator 200pm-300pmonMondayandWednesday
Teachers 1100amto130pmon1stand3rdSaturday
CHOITHRAM INTERNATIONAL 2018 - 20
7
REFLECTIONBYALUMNII started studying in Choithram Internationalwhen Iwas in 1st grade and I
cannotrememberthelasttimethatIdidnotfeelproudofthefactthatIwas
studying inan IB schoolNowthat this journey isabout tocome toanend I
have the realization of the various areas I grew and excelled in It was a
revelationmy entire thought process has changed and I have reached great
heightsanddevelopedasan individualbynow IBhastaughtmethereal life
application of theoretical knowledge and I no longer question that how is
bookishknowledgeeverusefulforusNotonlydidInurturemyskillsbutalso
developed various abilities I wasnt even aware of At each point of time I
question things and do not settle until I find answers to it thanks to TOK I
unravelledvariousaspectsof lifeThanks toEE Iwasable to finishwritinga
4000-wordessayononeof thebiggestmultinational companies in theworld
withresearchinganalyzingandsolvinghugeproblemsthatthefirmislikelyto
encounter
There are so many skills that will help me forever in life such as time-
management social service collaborative skills which will help me at every
pointinmyfuturebeitadecadefromnoworthelaterpartofmylifeIhave
broadenedmyvision to keephighaims acceptpeople theway theyareand
nowknowthedifferencebetweenrightandwrongonlybecauseofthe12years
ofeducationinthisprestigiousinstitutioncalledChoithramInternational
ThankstomyalmamaterIamwhatIamtodayAndwhereverIgoIshallever
remainindebtedtoyouChoithramInternational
MerciBeaucoup
ndashPrachiJain(AlumniIBDP)
CHOITHRAM INTERNATIONAL 2018 - 20
8
THEIBDIPLOMAPROGRAMME
OverviewofDiplomaProgramme
TheInternationalBaccalaureatereg(IB)DiplomaProgramme(DP)isforstudentsaged16-19
ResearchsuggeststhattherearemanybenefitstochoosingtheDPTheProgrammeaimsto
develop students who have excellent breadth and depth of knowledge ndash students who
flourish physically intellectually emotionally and ethically The DP curriculum has six
subjectgroupsandtheDPcorecomprisingtheoryofknowledge(TOK)creativityactivity
service(CAS)andtheextendedessayThroughtheDPcorestudentsreflectonthenature
ofknowledgecompleteindependentresearchandundertakeaprojectthatofteninvolves
community service The International Baccalaureatereg (IB) assesses studentwork as direct
evidenceofachievementagainstthestatedgoalsoftheDiplomaProgramme(DP)courses
CHOITHRAM INTERNATIONAL 2018 - 20
9
ELIGIBILITYFORFULLDIPLOMATheDiplomaProgrammeatChoithramInternationalisavailabletoallcandidateswho
Are able to cope with the demanding schedule of rigorous courses offered by the
Programmes
Arewillingtodeveloptimemanagementskillsandappropriatestudyhabits
Haveabroadercanvastoacceptinternationalperspectivesandopinions
Are ready to go through brainstorming sessions which instill critical and creative
thinking
AdmissiontotheIBDiplomaProgrammeinChoithramInternationalisgovernedbythe
followingcriteriabasedonClassX(MYPIGCSECBSE)resultsofthecandidateEligibility
toopt foraHigherorStandard level in theDiplomasubjectwill solelydependon the
levelsorgradesachievedineachsubjectbythecandidateinthepassingexamination
MYP-Minimumlevel4inallsubjects
- AboveLevel4 HL - Level4 SL- Belowlevel4 NoAdmission
IGCSE-Minimum5Cs- AboveC HL - C SL - BelowC NoAdmission
CBSE-Minimum8CGPAinallsubjects- Above8 HL- 8 SL- Below8 NoAdmission
CHOITHRAM INTERNATIONAL 2018 - 20
10
DIPLOMAPROGRAMME
SUBJECTSOFFEREDATCHOITHRAMINTERNATIONALInCI the curriculum inDP1andDP2 isdesignedby teachers following the IBDPaimsand
objectivesTeachersdesignthecurriculumbybackwardplanningfromDP2andalsotaking
into consideration the global requirements The subjects offered at CI fall into 6 groups
whichare
Group1 EnglishALangandLitHLSLHindiALitHLSL
Group2 Hindi LanguageBHLSL EnglishBHLSL French LanguageBHLSL and
FrenchBabinitio
Group3 (IndividualsampSocieties)EconomicsHLSLBusinessManagementHLSL
Information Technology in a Global Society(ITGS) HLSL History HLSL
PsychologyHLSLEnvironmentalSystemsandSocietiesSL
Group4 (Sciences)BiologyHLSLChemistryHLSLPhysicsHLSLEnvironmental
SystemsandSocietiesSLComputerScienceHLSL
Group5 MathematicsHLSLStudies
Group6 (ArtsandElectives)VisualArtsHLSL
Thestudentshavetwooptionsforsubjectchoice
Option1 Thestudentcanselectonesubjectfromeachofthesixgroupsorselect
the6thsubjectfromGroup3OrGroup4
Option2 StudentswhoaspireforMedicalorEngineeringfieldshavetooptforall
the three sciences fromGroup4 These studentswill have to study 7
subjects
SubjectclustersofferedatCI
Cluster1ndashBiologyBusinessManagementHistory
Cluster2ndashPhysicsVisualArts
Cluster3ndashChemistryESSComputerScience
CHOITHRAM INTERNATIONAL 2018 - 20
11
Thecore
CreativityActionService Studentscompleteaprojectrelatedtothesethreeconcepts
ExtendedEssay Anindependentself-directedpieceofresearchfinishingwith
a4000-wordpaper
TheoryofKnowledge Studentsreflectonthenatureofknowledgeandonhowwe
knowwhatweclaimtoknow
Theavailabilityofsubjectchoicesforthestudentswillbebasedonthepreviousacademic
recordandtheirfutureprospects
Itisarulethatoncethesubjectchoiceshavebeenmadewiththediscretionofthestudent
andtheparentsnochangeswillbeacceptedSpecialcaseswillbeentertainedbytheDP
coordinatorandtheHeadoftheschool
UNIVERSITYRECOGNITIONTheIBdiplomaiswidelyrecognizedbytheworldrsquosleadinguniversities
TheIBworkscloselywithuniversitiesinallregionsoftheworldtogainrecognitionfortheIB
diploma To aid this process university admissions officers and governmentofficialshave
directonlineaccesstoallsyllabiandrecentexaminations
To assist IB diploma students inmaking appropriate subject choices the school conducts
plannedPsychometricteststoidentifythefieldsofstudentsrsquoaptitudeTheschoolconnects
itsstudentstoIBStudentRegistryofferedbytheIBasastrongdatabasecontainingdetails
of universities around the world together with up-to-date information about their
requirementsforadmission IBStudentRegistryhelpsstudentstoshowcasetheirportfolio
includingCASExtendedessayandother IBexperiences therebyopeningdoors fordirect
communication with other IB students and the admission officers of various universities
across theglobe It is the studentsrsquo responsibility tobuild theirownprofile toattract the
attentionofuniversitiesthatinterestthem
CHOITHRAM INTERNATIONAL 2018 - 20
12
Theschoolregularlyconductsscheduledsessionswithparentsandstudentsforgenerating
awareness about studying abroad and in India University visits are arranged and all
necessaryhelp is furnished to the studentsatappropriate time tohelp in theiruniversity
applicationsbasedontheirPredictedGrades
TheAllIndiaUniversity(AIU)alsoratesIBDiplomaProgrammeatparwithclassXIICBSEor
ICSEIBissuesmarksheetsinadditiontotheirgradessoastomaketheadmissionprocess
inanyIndianUniversitystraightforwardandtrouble-freeTheminimumrequirementforthe
AIUcertificationistohave3HLand3SLsubjectswithascoreofminimum24pointsinthe
IBDPfinalexamination
UniversityampCareerGuidanceSchoolCalendarforDPBatch2018-20
Dates ActionsYearI130818-180818 FirstStudent-CounsellorMeeting030918-140918 Parent-CounsellorMeeting(DiscussCollegeMajor)11118-311218 TakeTestsIELTSSATACT300119 StatementofPurpose300119 RequestforLOR040219-140219 Student ampParent-Counsellor Meeting( First discussion on short
listingofuniversitiesaspercareergoals)Mayrsquo2019 APExamSATsubjecttestSATimprovementYearIIDates Actions10819-090819 Student-Counsellor Meeting ( Preparation of final list of college
majorsandcolleges)160819-230819 Parent-CounsellorMeeting300819 StatementofPurpose100919 Essaywritingbasedonprompts300819 RequestforLOR14919ndash220919 StudentampParent-CounsellorMeeting200919 CollectLORfromTeachers251019 CollectPredictedGradesforEarlyApplications301119 CollectPredictedGradesforRegularAdmission71219 PrepareApplicationDocuments(RegularAdmissions)091219-161219 RegisterampApply(UKUSAAustraliaCanadaJulyintake200120 ApplyIrelandColleges
CHOITHRAM INTERNATIONAL 2018 - 20
13
CORECOMPONENTSTOK(THEORYOFKNOWLEDGE)
Theoryofknowledge(TOK)isassessedthroughanoralpresentationanda1600word
essay
TOK aims to make students aware of the interpretative nature of knowledge including
personalideologicalbiasesndashwhetherthesebiasesareretainedrevisedorrejectedItoffers
studentsandtheirteacherstheopportunityto
reflectcriticallyondiversewaysofknowingandonareasofknowledge
considertheroleandnatureofknowledgeintheirowncultureintheculturesof
othersandinthewiderworld
InadditionTOKpromptsstudentsto
beawareofthemselvesasthinkersencouragingthemtobecomemoreacquainted
withthecomplexityofknowledge
recognizetheneedtoactresponsiblyinanincreasinglyinterconnectedbut
uncertainworld
TOKalsoprovidescoherence for thestudentby linkingacademicsubjectareasaswellas
transcendingthemItthereforedemonstratesthewaysinwhichthestudentcanapplytheir
knowledgewithgreaterawarenessandcredibility
EE(EXTENDEDESSAY)
TheExtendedEssay(EE)isapieceofpersonalresearchofabout4000wordssupervisedbya
teacheratChoithram International inaccordancewith theguidelinespublishedby the IB
The EEmust be done in one of the DP subjectsmustmeet the assessment criteria and
followsubject-specificdetailsAllExtendedEssaysareexternallygradedonascalefrom0to
34ThesupervisorsubmitsapredictedgradeforthestudentrsquosEEtotheIB
CHOITHRAM INTERNATIONAL 2018 - 20
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CAS(CREATIVITYACTIVITYSERVICE)
CASrequiresstudentstotakepartinarangeofactivitiesandprojectsTheseshouldalways
involve
realpurposefulactivitieswithsignificantoutcomes
personalchallenge
thoughtfulconsiderationsuchasplanningreviewingprogressreporting
reflectiononoutcomesandpersonallearning
TheIBdoesnrsquotprescribespecificprojectsoractivitiestostudents
HowevertheIBdoesrecommendthatstudentstakepartinatleastoneproject
involvingteamworkAllstudentsshouldbeinvolvedinactivitiestheyrsquoveinitiated
themselves
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUPWISESUBJECTDETAILS
GROUP1ENGLISHA-LANGUAGEANDLITERATUREPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ENGLISH ATCHOITHRAMINTERNATIONALINDOREThe IBDP English Curriculum is designed for students who have experience of using the
languageofthecourseinanacademiccontextThelanguagebackgroundofsuchstudents
howeverislikelytovaryconsiderablymdashfrommonolingualstudentstostudentswithmore
complex language profiles The study of texts both literary and non-literary provides a
focus for developing an understanding of how language works to create meanings in a
cultureaswellas inparticulartextsAlltextsmaybeunderstoodaccordingtotheirform
content purpose and audience and through the social historical cultural andworkplace
contexts that produce and value themResponding to andproducing texts promotes an
understandingofhowlanguagesustainsorchallengeswaysofthinkingandbeing
TofulfilltherequirementsoftheIBDiplomaProgrammeallstudentsmuststudyaGroup1
subjectselectedfromoneofthethreecoursesOnepathtoabilingualdiplomaistotake
twoGroup1courseseachinadifferentlanguageinanycombinationofthethreecourses
offered Both the Language A Literature course and the Language A Language and
LiteraturecourseareofferedatSLandHL
Group1coursesaredesignedtosupportfutureacademicstudybydevelopingahighsocial
aesthetic and cultural literacy as well as effective communication skills While there is
significantdifferenceinthetextspresentedforstudyinthethreecoursestheywillclearly
overlapsomewhatThereisnoaimforeachcoursetodefinecompletelyseparateterritory
Insteadthemaindifferenceliesinthedifferentareasoffocuseachtakes
IntheLanguageALiteraturecoursefocusisdirectedtowardsdevelopinganunderstanding
of the techniques involved in literary criticism and promoting the ability to form
independent literary judgments The focus of the Language A Language and Literature
course is directed towards developing and understanding the constructed nature of
meaningsgeneratedbylanguageandthefunctionofcontextinthisprocessLiteratureand
CHOITHRAM INTERNATIONAL 2018 - 20
16
performanceallowsstudentstocombineliteraryanalysiswiththeinvestigationoftherole
ofperformanceinourunderstandingofdramaticliterature
Aims
TheaimsofLanguageALiteratureandLanguageALanguageandLiteratureatSLandHL
areto
1 introducestudentstoarangeoftextsfromdifferentperiodsstylesandgenres
2 develop in students the ability to engage in close detailed analysis of individual texts
andmakerelevantconnections
3 developthestudentsrsquopowersofexpressionbothinoralandwrittencommunication
4 encourage students to recognize the importance of the contexts in which texts are
writtenandreceived
5 encouragethroughthestudyoftextsanappreciationofthedifferentperspectivesof
peoplefromotherculturesandhowtheseperspectivesconstructmeaning
6 encouragestudentstoappreciatetheformalstylisticandaestheticqualitiesoftexts
7 promoteinstudentsanenjoymentofandlifelonginterestinlanguageandliterature
8 developinstudentsanunderstandingofhowlanguagecultureandcontextdetermine
thewaysinwhichmeaningisconstructedintexts
9 encourage students to think critically about the different interactions between text
audienceandpurpose
Objectives
There are four assessment objectives at SL and at HL for the Language A Language and
Literaturecourse
1 Knowledgeandunderstanding
Demonstrateknowledgeandunderstandingofarangeoftexts
Demonstrateanunderstandingoftheuseoflanguagestructuretechniqueandstyle
Demonstrate a critical understanding of the various ways in which the reader
constructsmeaningandofhowcontextinfluencesthisconstructedmeaning
Demonstrateanunderstandingofhowdifferentperspectivesinfluencethereading
ofatext
CHOITHRAM INTERNATIONAL 2018 - 20
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2 Applicationandanalysis
Demonstrateanabilitytochooseatexttypeappropriatetothepurposerequired
Demonstrateanabilitytouseterminologyrelevanttothevarioustexttypesstudied
Demonstrateanabilitytoanalysetheeffectsof languagestructuretechniqueand
styleonthereader
Demonstrate an awareness of theways inwhich the production and reception of
textscontributetotheirmeanings
Demonstrateanabilitytosubstantiateandjustifyideaswithrelevantexamples
3 Synthesisandevaluation
Demonstrateanability tocompareandcontrast the formalelementscontentand
contextoftexts
Discussthedifferentways inwhich languageandimagemaybeused inarangeof
texts
Demonstrateanabilitytoevaluateconflictingviewpointswithinandaboutatext
AtHLonlyProduceacriticalresponseevaluatingsomeaspectsoftextcontextand
meaning
4 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandwithfluencyinbothwrittenand
oralcommunication
Demonstrateanabilitytousetheoralandwrittenformsofthelanguageinarange
ofstylesregistersandsituations
Demonstrateanabilitytodiscussandanalysetextsinafocusedandlogicalmanner
AtHLonlyDemonstrateanabilitytowriteabalancedcomparativeanalysis
CHOITHRAM INTERNATIONAL 2018 - 20
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Literaryworkschosenforeachofpartoftheprogramme
LanguageALanguageandLiterature
Higherlevel Standardlevel
Part1
LanguageinCulturalContext
GENDER GENDER
LANGUAGEANDCOMMUNITIES LANGUAGEANDCOMMUNITIES
TRANSLATION TRANSLATION
Part2
LanguageampMassCommunication
STEREOTYPES STEREOTYPES
USEOFPERSUASIVELANGUAGE USEOFPERSUASIVELANGUAGE
LANGUAGEANDTEXTUALBIAS LANGUAGEANDTEXTUALBIAS
Part3
LiteratureTextsampContexts
THEGREATGATSBYndashFSCOTTFITZGERALD THEGREATGATSBYndashFSCOTTFITZGERALD
REDOLEANDERSndashRABINDRANATHTAGORE REDOLEANDERSndashRABINDRANATHTAGORE
AMERICANAH-CHIMAMANDANGOZIADICHIE
Part4
LiteratureCriticalStudy
OTHELLOTHEMOOROFVENICE OTHELLOTHEMOOROFVENICE
SELECTEDPOETRYndashJOHNKEATS SELECTEDPOETRYndashJOHNKEATS
HEARTOFDARKNESS-JOSEPHCONRAD
CHOITHRAM INTERNATIONAL 2018 - 20
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AssessmentObjectivesInPractice
CHOITHRAM INTERNATIONAL 2018 - 20
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CHOITHRAM INTERNATIONAL 2018 - 20
21
SYLLABUSOUTLINE
Year PartofSyllabus Content
SemI
PART-1LanguageinCulturalContextPart4CriticalStudy
Part1GenderEvolutionofEnglishLanguageSapirWhorfHypothesisMeghanMarklersquosSpeechatUNWomenHeForSheCampaignBlogson-LanguageshapesgenderInclusiveLanguageCartoonsbyLizaDonnellyTedTalkbyChimamandaNgoziAdichieMagazineCoversSlamPoetryCommunity-NationalismCatalonianConfusionImaginedCommunitiesSchoolrsquosLanguagePolicyRiverofBloodSpeechLanguageVariationRegionalismColonialMentalityAAEDialectSociolectIdiolectTranslation-BloginterviewExcerptsfromADollrsquosHouseDonQuixotePersepolisPart4CriticalStudySLOthelloTheMoorofVenicePoemsbyJohnKeatsHLOthelloTheMoorofVenicePoemsbyJohnKeatsHeartofDarkness
SemII
Part1LanguageinCulturalContextTranslationPart4CriticalStudyPart2MassCommunication
Part1TranslationPart4CriticalStudySLPoemsbyJohnKeatsHLPoemsbyJohnKeatsPart2MassCommunicationTermsrelatedtomassmediaTextualBiasVideoimagesmagazinecoversnewsarticleSpanishAmericanWarTETOffensivecartoonsUseofPersuasiveLanguageAtticusFinchClosingArgumentinlsquoToKillaMockingBirdrsquoAdvertisementsSpeeches-QueenElizabethITilburySpeechIHaveAdream-MartinLutherKingJr
CHOITHRAM INTERNATIONAL 2018 - 20
22
MahatmaGandhi-OneWorldSquealerrsquosSpeechinAnimalFarmStereotypes-GenderandEthnicityCartoonsComicStripsAdvertisementsVideoGamesTweetsTedTalkVideos
SemIII Part3TextsandContexts
SL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanah
SemIV Part2LanguageampMassCommunication
Part3TextsandContextsSL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanahRevision
IBInternalandexternalassessmentrequirementstobecompletedduringthecourse
Brieflyexplainhowandwhenyouwillworkonthem Includethedatewhenyouwill first
introduce the internal andexternal assessment requirementswhen theywill bedue
andhowstudentswillbepreparedtocompletethem
FOA1amp2ndashConceptanddemandsoftheFOAtobeintroducedintheISemesterThefirst
FOAwillbecompletedbyendofSemISecondwillbecompletedinSemII
WT12amp3ndashConceptanddemandsoftheWTtobeintroducedintheISemesterFirstWT
SubmissionwillbedueinSemITheremaining2WTswillbesubmittedinSemII
IOCndashTheIOCwillbeintroducedinSemIThedetailsprocessmockandthefinalIOCwill
beheldinSemII
CHOITHRAM INTERNATIONAL 2018 - 20
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AssessmentsinLanguageALanguageandLiterature(SLampHL)
ASSESSMENTOUTLINEndashSL Weighting
Externalassessment(3hours)Paper1Textualanalysis(1hour30minutes)ThepaperconsistsoftwounseentextsStudentswriteananalysisofoneofthesetexts(20marks)Paper2Essay(1hour30minutes)Inresponsetooneofsixquestionsstudentswriteanessaybasedonboththeliterarytextsstudiedinpart3ThequestionsarethesameatHLbuttheassessmentcriteriaaredifferent(25marks)WrittentaskStudentsproduceatleastthreewrittentasksbasedonmaterialstudiedinthecourseStudentssubmitonewrittentaskforexternalassessment(20marks)Thistaskmustbe800ndash1000wordsinlengthplusarationaleof200ndash300words
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
24
ASSESSMENTOUTLINEndashHL Weighting
Externalassessment(4hours)Paper1Comparativetextualanalysis(2hours)ThepaperconsistsoftwopairsofunseentextsStudentswriteacomparativeanalysisofonepairoftexts(20marks)Paper2Essay(2hours)Inresponsetooneofsixquestionsstudentswriteanessaybasedonatleasttwooftheliterarytextsstudiedinpart3ThequestionsarethesameatSLbuttheassessmentcriteriaaredifferent(25marks)WrittentasksStudentsproduceatleastfourwrittentasksbasedonmaterialstudiedinthecourseStudentssubmittwoofthesetasksforexternalassessment(20marksforeachtask)OneofthetaskssubmittedmustbeacriticalresponsetooneoftheprescribedquestionsfortheHLadditionalstudyEachtaskmustbe800ndash1000wordsinlengthtask1shouldbeaccompaniedbyarationaleof200ndash300wordswhiletask2shouldbeaccompaniedbyashortoutline
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
25
GROUP1HINDIA-LITERATURE
Assessmentobjectivesinpractice
TherearethreeassessmentobjectivesatSLandatHLforthelanguageAliteraturecourse
1 Knowledgeandunderstanding
Demonstrate knowledge and understanding of individual literary works as
representativesoftheirgenreandperiodandtherelationshipsbetweenthem
Demonstrateanunderstandingofthewaysinwhichculturalvaluesareexpressedin
literature
Demonstrateawarenessofthesignificanceofthecontextinwhichaworkiswritten
andreceivedSubstantiateandjustifyideaswithrelevantexamples
2 Analysissynthesisandevaluation
Demonstrate an ability to analyse language structure technique and style and
evaluatetheireffectsonthereader
Demonstrateanability toengage in independent literarycriticismonboth familiar
andunfamiliarliterarytexts
Showan ability to examine anddiscuss in depth the effects of literary techniques
andtheconnectionsbetweenstyleandmeaning(HLonly)
3 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandfluentlyinbothwrittenandoral
communicationwithaneffectivechoiceofregisterandstyle
Demonstrateacommandof terminologyandconceptsappropriate to thestudyof
literature
Demonstrateanabilitytoexpresswell-organizedoralandwrittenarguments
Demonstrate an ability towrite a sustained and detailed literary commentary (HL
only)
CHOITHRAM INTERNATIONAL 2018 - 20
26
The literary works chosen for each of part of the LanguageA Literatureprogramme
Partofthecourse
SL HL
Part1workintranslation
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)list
1रोमयो-जलयटशसपीयर(नाटक)2अतनचख़वक9लघकथाए
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)listStudyofthreeworksintranslationfromthePLTlist1रोमयो-जलयटशसपीयर(नाटक)
2अतनचख़वक9लघकथाए3टगौरकाकAवतासBह(गीताजलD)
Part2Detailedstudy
StudyoftwoworkseachofadifferentgenrechosenfromthisPLA3चEगFत(नाटक)जयशकरGसाद
4अIहJयाबाई(उपNयास)वदावनलालवमाP
Studyofthreeworkseachofadifferentgenre(oneofwhichmustbepoetry)chosenfromthisPLA4चEगFत(नाटक)जयशकरGसाद5अIहJयाबाई(उपNयास)वदावनलालवमाP6नागाजPन(कAवता)
Part3Literarygenres
StudyofthreeworksofthesamegenrechosenfromthisPLA
5 आपकाबटD(उपNयास)मNनभडारD6 सखदा(उपNयास)जनNEजन
7साराआकाश(उपNयास)राजNEयादव
StudyoffourworksofthesamegenrechosenfromthisPLA7आपकाबटD(उपNयास)मNनभडारD8सखदा(उपNयास)जनNEजन9साराआकाश(उपNयास)राजNEयादव10गबन(उपNयास)Gमचद
Part4Options
Studyofthreeworksfreelychosen Studyofthreeworksfreelychosen
8कबीरदोहऔरसाWखया9लघकथाए-खलDलिजYान10ठलपरIहमालय(या[ासमरण)धमPवीरभारती
11कबीरदोहऔरसाWखया12लघकथाए-खलDलिजYान13ठलपरIहमालय(या[ासमरण)धमPवीरभारती
CHOITHRAM INTERNATIONAL 2018 - 20
27
SYLLABUSOUTLINE
Year PartofSyllabus Content
Year1
Part4ndashOptions
Kabir
ShortstoriesofKhalilGibran
TheleparHimalaya-DharmveerBharti
FINALIndividualOralPresentationPART4WORKS
Part2ndashDetailedStudy
Chandragupt(Play)-JaishankarPrasad
Ahilyabai(Novel)-VrindavanlalVerma
Poetry-Nagarjun
FINALIndividualOralCommentaryPART2WORKS
Year2
Part1ndashworkintranslation
RomeoJuliet(Play)Shakespeare
Shortstories-AntonChekhov
Geetanjali-RavindranathTagore
FINALWrittenAssignmentPART1WORKS
PART3-LiteraryGenre
AapkaBanti(Novel)MannuBhandari
SaaraAakash(Novel)-RajendraYadav
Sukhada(Novel)ndashJainendaraJain
Gaban(Novel)-Premchand(HLOnly)
Paper2BasedonPart3Works
IBInternalAssessmentrequirementstobecompletedduringtheCourse
IOPndashConceptanddemandsoftheIOPtobeintroducedandcompletedinSemI
IOCndashTheIOCwillbeintroducedbrieflyinSemIandwillbebasedbroadlyonthedemands
ofIOCTheFinalIOCwillbetakeninSemII
WAndashConceptanddemandsof theWAtobe introduced inSemIIWASubmissionwillbe
dueinSemIII
CHOITHRAM INTERNATIONAL 2018 - 20
28
GROUP2HINDIBPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HINDI AT
CHOITHRAMINTERNATIONALINDORE
HindiLanguagehasbeenoneofthemostpopularIndianlanguagesamongstudentsandthis
course emphasizes the development of the four skills ndash listening speaking reading and
writingListeningasaskillcanbedevelopedthroughTVRadioProgrammesandrecorded
CD Speaking can be developed through elocution debates skit enactment Reading can
develop through activities like newspaper magazines reading and different story books
Writing skills are developed through essay report writing letter writing and creativity
writing
TheHindiBcourserequiresstudentstohavesomeknowledgeofandexperiencewiththe
languageStudentsareexpectedtohavelinguisticskillsandtounderstandanduselanguage
insophisticatedwaysForexamplestudentsmustbeabletodiscussabstractconceptsand
ideasinthetargetlanguage
This course encourages students to broaden their knowledge of literature and culture of
differentstatesofIndia
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Developinternational-mindednessthroughthestudyof languagesculturesandideas
andissuesofglobalsignificance
2 Enable students to communicate in the language they have studied in a range of
contextsandforavarietyofpurposes
3 Encouragethroughthestudyoftextsandthroughsocialinteractionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4 Develop studentsrsquo understanding of the relationship between the languages and
cultureswithwhichtheyarefamiliar
5 Developstudentsrsquoawarenessofthe importanceof languageinrelationtootherareas
ofknowledge
CHOITHRAM INTERNATIONAL 2018 - 20
29
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and
creative-thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8 Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrateability
to
1 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
2 Understand and use language appropriate to a range of interpersonal andor
interculturalcontextsandaudiences
3 Understandanduse language toexpressand respond toa rangeof ideaswith fluency
andaccuracy
4 Identifyorganizeandpresentideasonarangeoftopics
5 Understandanalyseandreflectuponarangeofwrittenaudiovisualandaudio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
30
SYLLABUSOUTLINE
Year
Themes ThemeName ThemeTopics
SemI Theme1 Identities
bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
SemII Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
SemIII Theme4 Socialorganization
JourneytoFrenchspeakingcountries
Everycountryanditssymbolstraditionsandidentity
Forabetterworld
IntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
SemIV Theme5 Sharingtheplanet
BlueplanetGreenplanet
PlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetry
EqualityFraternity
Thesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
31
ASSESSMENTS
The students will be evaluated based on their performances on tests debates oral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
CHOITHRAM INTERNATIONAL 2018 - 20
32
HindiBSL
HindiBHL
CHOITHRAM INTERNATIONAL 2018 - 20
33
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
34
GROUP2FRENCHB
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN FRENCH AT
CHOITHRAMINTERNATIONALINDORE
Inthemodernworldofsocialpoliticalindustrialmaterialisticscientificandtechnological
advancementandgiventhattheworld isbecomingaglobalvillageduetothewondersof
the telecommunication and information technology and the increased tourism the
knowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglishFrench isoneof themostwidelycommunicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganisationssuch
asUnitedNationsOrganisationEuropeanUnionWorldTradeOrganisationWorldHealth
OrganisationandInternationalBaccalaureateOrganisationFrenchisalsosynonymouswith
internationalhotel industryandworldtourismwithParis_thecapitalofFranceasonethe
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognisedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
35
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
1 AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrate
abilityto
2 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
3 Understandanduselanguageappropriatetoarangeofinterpersonalandorintercultural
contextsandaudiences
4 Understandanduselanguagetoexpressandrespondtoarangeofideaswithfluencyand
accuracy
5 Identifyorganizeandpresentideasonarangeoftopics
6 Understand analyse and reflect upon a range ofwritten audio visual and audio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
36
SYLLABUSOUTLINE
Year Themes ThemeName ThemeTopics
Year1 Theme1 Identities bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
Year2 Theme4 Socialorganization
JourneytoFrenchspeakingcountriesEverycountryanditssymbolstraditionsandidentityForabetterworldIntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
Theme5 Sharingtheplanet BlueplanetGreenplanetPlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetryEqualityFraternityThesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
37
ASSESSMENTS
Thestudentswillbeevaluatedbasedontheirperformancesontestsdebatesoral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
FrenchBSL
CHOITHRAM INTERNATIONAL 2018 - 20
38
FrenchBHL
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
39
GROUP2FRENCHABINITIO
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINFRENCHABINITIO
ATCHOITHRAMINTERNATIONALINDORE
In todayrsquos modern world of social political industrial materialistic scientific and
technologicaladvancementandgiventhattheworldisbecomingaglobalvillageduetothe
wondersofthetelecommunicationandinformationtechnologyandtheincreasedtourism
theknowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglish French isoneof themostwidely communicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganizationssuch
asUnitedNationsOrganizationEuropeanUnionWorldTradeOrganizationWorldHealth
OrganizationandInternationalBaccalaureateOrganizationFrenchisalsosynonymouswith
internationalhotel industryandworld tourismwithParis thecapitalofFranceasone the
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognizedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
40
Aims
ThefollowingaimsarecommontobothlanguageabinitioandlanguageB
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7Providestudentswithabasis for furtherstudyworkand leisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
TherearefiveassessmentobjectivesforthelanguageabinitiocourseStudentswillbe
assessedontheirabilityto
1Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyof
purposes
2Understandanduselanguageappropriatetoarangeofinterpersonalandor
interculturalcontextsandaudiences
3Understandanduselanguagetoexpressandrespondtoarangeofideaswith
fluencyandaccuracy
4Identifyorganizeandpresentideasonarangeoftopics
5 Understand analyse and reflect upon a range of written audio visual and
audio-visualtexts
CHOITHRAM INTERNATIONAL 2018 - 20
41
SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI
Unit1 Identities 11Personalattributes
12Personalrelationships
13Eatinganddrinking
14Physicalwellbeing
Unit2 Experiences 21Dailyroutine
22Leisure
23Holidays
24Festivalsandcelebrations
SemII
Unit3 Humaningenuity 31Transport
32Entertainment
33Media
34Technology
SemIII
Unit4 Socialorganization 41Neighbourhood
42Education
43Theworkplace
44Socialissues
SemIV
Unit5 Sharingtheplanet 51Climate
52Physicalgeography
53Theenvironment
54Globalissues
AssessmentsinFrench
The students will be evaluated based on their performances on tests oral
presentationsdiscussionsListeningReadingandWritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
CHOITHRAM INTERNATIONAL 2018 - 20
42
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassing
grade)
Grades will be calculated mathematically based on raw scores which will be
convertedintopercentagesthatwillthenreflecttheirperformanceinthefollowing
categories
Externalassessment(2hours45minutes) 75
Paper1(1hour) 25
Productiveskillsmdashwriting(30marks)
Twowrittentasksof70ndash150wordseachfromachoiceofthreetaskschoosinga
texttypeforeachtaskfromamongthoselistedintheexaminationinstructions
Paper2(1hour45minutes) 50
Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
Comprehensionexercisesonthreeaudiopassagesandthreewrittentextsdrawn
fromallfivethemes
Internalassessment
25 Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedby
theIBattheendofthecourse
Individualoralassessment
Aconversationwiththeteacherbasedonavisualstimulusandatleastoneadditional
coursetheme(30marks)
Materials
ThebasiccoursematerialfortheFrenchabinitiocourse
- ibook
- PanoramaFrancophone1amp2
- Additionalmaterialsfromaselectionoftextbooksmagazinesandinternetsources
willcomplementthearticlesandexercisesfoundinthesetextsStudentsmustbring
theirtextbookandnotebooktoclasseachday
CHOITHRAM INTERNATIONAL 2018 - 20
43
ElementsoftheFinalExam
ExternalAssessment 75
Paper1Productiveskillsmdashwriting(30marks)25
Paper2Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)50
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
InternalassessmentOralcomponent25
Table2InternalassessmentsspannedthroughoutthetwoyearprogrammeExamination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOralPresentationPresentation(VisualStimulus)
25
SemesterIIExamination IndividualOralPresentationPresentationandFollow-updiscussion
25
SemesterIIIExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
SemesterIVExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
CHOITHRAM INTERNATIONAL 2018 - 20
44
GROUP3ECONOMICSPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN
ECONOMICSATCHOITHRAMINTERNATIONALINDORE
Economics isadynamic social science formingpartofgroup3mdashindividualsandsocieties
The studyof economics is essentially aboutdealingwith scarcity resource allocation and
themethodsandprocessesbywhichchoicesaremade in thepursuitofsatisfyinghuman
wantsAsasocialscienceeconomicsusesscientificmethodologiesthatincludequantitative
andqualitativeelements
The IB Diploma Programme economics course emphasizes on 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
variablesaffectingcountriesgovernmentsandsocietiesTheseeconomictheoriesarenot
tobestudied inavacuummdashrather theyaretobeappliedtoreal-world issuesProminent
among these issues are fluctuations in economic activity international trade economic
developmentandenvironmentalsustainability
The ethical dimensions involved in the application of economic theories and policies
permeatethroughouttheeconomicscourseasstudentsarerequiredtoconsiderandreflect
on human end-goals and values The economics course encourages students to develop
international perspectives fosters a concern for global issues and raises studentsrsquo
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
degreeofpersonal commitment in trying to resolve these issuesappreciatingour shared
responsibilityascitizensofanincreasinglyinterdependentworld
CHOITHRAM INTERNATIONAL 2018 - 20
45
Aims
TheaimsofEconomicsasGroup3subjectisasfollows
1 encourage the systematic and critical study of human experience and behaviour
physical economic and social environments and thehistory anddevelopmentof social
andculturalinstitutions
2 develop in the student the capacity to identify to analyse critically and to evaluate
theories concepts and arguments about the nature and activities of the individual and
society
3enablethestudenttocollectdescribeandanalysedatausedinstudiesofsocietytotest
hypothesesandtointerpretcomplexdataandsourcematerial
4promotetheappreciationofthewayinwhichlearningisrelevantbothtotheculturein
whichthestudentlivesandtothecultureofothersocieties
5developanawarenessinthestudentthathumanattitudesandbeliefsarewidelydiverse
andthatthestudyofsocietyrequiresanappreciationofsuchdiversity
6 enable the student to recognize that the content andmethodologiesof the subjects in
group3arecontestableandthattheirstudyrequiresthetoleranceofuncertainty
7developanunderstandingofmicroeconomicandmacroeconomictheoriesandconcepts
andtheirreal-worldapplication
8 develop an appreciation of the impact on individuals and societies of economic
interactionsbetweennations
9developanawarenessofdevelopmentissuesfacingnationsastheyundergotheprocess
ofchange
Assessmentobjectives
Therearefourassessmentobjectives(AOs)fortheSLandHLeconomicscourseHaving
followedthe
EconomicscourseatSLorHLstudentswillbeexpectedtodothefollowing
1Demonstrateknowledgeandunderstandingofspecifiedcontent
ndashndashDemonstrateknowledgeandunderstandingofthecommonSLHLsyllabus
ndashndashDemonstrateknowledgeandunderstandingofcurrenteconomicissuesanddata
ndashndashAtHLonlyDemonstrateknowledgeandunderstandingofthehigherlevelextension
topics
CHOITHRAM INTERNATIONAL 2018 - 20
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2Demonstrateapplicationandanalysisofknowledgeandunderstanding
ndashndashApplyeconomicconceptsandtheoriestoreal-worldsituations
ndashndashIdentifyandinterpreteconomicdata
ndashndashDemonstratetheextenttowhicheconomicinformationisusedeffectivelyinparticular
contexts
ndashndashAtHLonlyDemonstrateapplicationandanalysisoftheextensiontopics
3Demonstratesynthesisandevaluation
ndashndashExamineeconomicconceptsandtheories
ndashndashUseeconomicconceptsandexamplestoconstructandpresentanargument
ndashndashDiscussandevaluateeconomicinformationandtheories
ndashndashAtHLonlyDemonstrateeconomicsynthesisandevaluationoftheextensiontopics
4Selectuseandapplyavarietyofappropriateskillsandtechniques
ndashndashProducewell-structuredwrittenmaterialusingappropriateeconomicterminology
withinspecifiedtimelimits
ndashndashUsecorrectlylabelleddiagramstohelpexplaineconomicconceptsandtheories
ndashndashSelectinterpretandanalyseappropriateextractsfromthenewsmedia
ndashndashInterpretappropriatedatasets
ndashndashAtHLonlyUsequantitativetechniquestoidentifyexplainandanalyseeconomic
relationships
CHOITHRAM INTERNATIONAL 2018 - 20
47
SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI Unit1 Microeconomics TheFoundationsofEconomicsMarketsDemandandSupplyTheroleofthepricemechanismMarketEfficiencyElasticityMarketFailureGovernmentInterventionTheoryofthefirm
SemII Unit2 MicroeconomicsMacroeconomics
MarketstructuresThelevelofoveralleconomicactivityAggregatedemandandaggregatesupplyMacroeconomicobjectivesFiscalPolicyMonetaryPolicySupplySidePolicies
SemIII Unit3 InternationalEconomics
InternationaltradeandprotectionExchangerateBalanceOfpaymentsTermsoftradeEconomicsIntegration
SemIV Unit4 DevelopmentalEconomics
DevelopmentalEconomicsMeasuringdevelopmentTheroleofdomesticfactorsTheroleofinternationaltradeTheroleofforeigndirectinvestment(FDI)TherolesofforeignaidandmultilateraldevelopmentassistanceTheroleofinternationaldebtThebalancebetweenmarketsandintervention
CHOITHRAM INTERNATIONAL 2018 - 20
48
AssessmentsinEconomics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bullconstructinganalysingandevaluating
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate for effective problem-solving and the manipulative skills necessary for
completingInternalAssessmentswithacademichonesty
Studentsrsquo success in theEconomics standard levelandhigher level course ismeasuredby
combiningtheirgradesonexternalandinternalassessment
In Economics the students achieve a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessment ineconomicsconsistsoftwoexaminationpapersatSLandthree
examinationpapersatHLthatareexternallysetandexternallymoderated
PapercomponentforSL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage40)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
40)
Assessmentobjectives1234SyllabusContentndashSection3and4
PapercomponentforHL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage30)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
30)
Assessmentobjectives1234SyllabusContentndashSection3and4
CHOITHRAM INTERNATIONAL 2018 - 20
49
Paper3(1hour)HLextensionpaper(50marks)(Weightage20)Syllabuscontentincluding
HL extension material sections 1 to 4mdashmicroeconomics macroeconomics international
economicsdevelopmenteconomics
Assessmentobjectives12and4
GDCsarepermittedforpaperthreeforHLstudentsonly
Thesearedesignedtoallowstudentstodemonstratetheircompetenciesinrelationtothe
economicsassessmentobjectivesandspecificpartsoftheeconomicssyllabusnamelythe
commontopicsandtheHLextensionmaterialAllquestionsontheexaminationpaperswill
bebasedonthetopicsinthisguide
IncommonwithallexaminationpapersstudentsatSLandHLaregivenfiveminutesof
readingtimebeforetheybeginansweringthepapers
InternalAssessments(20teachinghours)
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
the end of the course Students produce a portfolio of three commentaries based on
differentsectionsofthesyllabusandonpublishedextractsfromthenewsmediaMaximum
750wordsx3(45marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPEconomicsguide
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent ()Weightage
SemesterIExamination Writtenassignment 20
SemesterIIExamination WrittenCommentaryinMicroeconomics 20
SemesterIIIExamination WrittenCommentaryinMacroeconomics 20
SemesterIVExamination WrittenCommentaryinInternationalTrade 20
CHOITHRAM INTERNATIONAL 2018 - 20
50
GROUP3BUSINESSMANAGEMENT
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN BUSINESS AND
MANAGEMENTATCHOITHRAMINTERNATIONALINDORE
Businessmanagement is a rigorous challenging and dynamic discipline in the individuals
andsocietiessubjectgroupTheroleofbusinessesasdistinctfromotherorganizationsand
actors inasociety is toproduceandsellgoodsandservicesthatmeethumanneedsand
wants by organizing resources Profit-making risk-taking and operating in a competitive
environmentcharacterizemostbusinessorganizations
Business management studies business functions management processes and decision-
making in contemporary contexts of strategic uncertainty It examines how business
decisionsareinfluencedbyfactorsinternalandexternaltoanorganizationandhowthese
decisions impact upon its stakeholders both internally and externally Business
managementalsoexploreshowindividualsandgroupsinteractwithinanorganizationhow
theymaybesuccessfullymanagedandhowtheycanethicallyoptimizetheuseofresources
inaworldwithincreasingscarcityandconcernforsustainabilityBusinessmanagementis
therefore perfectly placed within the individuals and societies subject area aiming to
developinstudentsanappreciationbothforourindividualityandourcollectivepurposes
Aims
TheaimsofBusinessandManagementcourseathigherlevelandstandardlevelareto
1 Encourageaholisticviewoftheworldofbusiness
2 Empowerstudentstothinkcriticallyandstrategicallyaboutindividualandorganizational
behaviour
3 Promotetheimportanceofexploringbusinessissuesfromdifferentculturalperspectives
4 Enablethestudenttoappreciatethenatureandsignificanceofchangeinalocalregional
andglobalcontext
5 Promoteawarenessoftheimportanceofenvironmentalsocialandethicalfactorsinthe
actionsofindividualsandorganizations
6 Developanunderstandingoftheimportanceofinnovationinabusinessenvironment
CHOITHRAM INTERNATIONAL 2018 - 20
51
AssessmentObjectives
By the end of the business management course students are expected to reach the
followingassessmentobjectives
AO1Demonstrateknowledgeandunderstandingof
The businessmanagement tools techniques and theories specified in the syllabus
content
Thesixconceptsthatunderpinthesubject
Real-worldbusinessproblemsissuesanddecisions
TheHLextensiontopics(HLonly)
AO2Demonstrateapplicationandanalysisof
Knowledgeandskillstoavarietyofreal-worldandfictionalbusinesssituations
Businessdecisionsbyexplainingtheissue(s)atstakeselectingandinterpretingdata
andapplyingappropriatetoolstechniquestheoriesandconcepts
TheHLextensiontopics(HLonly)
AO3Demonstratesynthesisandevaluationof
Businessstrategiesandpracticesshowingevidenceofcriticalthinking
Businessdecisionsformulatingrecommendations
TheHLextensiontopics(HLonly)
AO4Demonstrateavarietyofappropriateskillsto
Producewell-structuredwrittenmaterialusingbusinessterminology
Selectandusequantitativeandqualitativebusinesstoolstechniquesandmethods
Selectandusebusinessmaterialfromarangeofprimaryandsecondarysources
CHOITHRAM INTERNATIONAL 2018 - 20
52
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
Business
Organisation
and
Environment
11Introductiontobusinessmanagement12Typesoforganizations13Organizationalobjectives14Stakeholders15Externalenvironment16Growthandevolution17Organizationalplanningtools(HLonly)
Unit4 Marketing
41Theroleofmarketing42Marketingplanning(includingintroductiontothefourPs)43Salesforecasting(HLonly)44Marketresearch45ThefourPs(productpricepromotionplace)
SemII
Unit4 Marketing46TheextendedmarketingmixofsevenPs(HLonly)47Internationalmarketing(HLonly)48E-commerce
Unit3 Finance
31Sourcesoffinance32Costsandrevenues33Break-evenanalysis34Finalaccounts(someHLonly)35Profitabilityandliquidityratioanalysis36Efficiencyratioanalysis(HLonly)
SemIII Unit3 Finance37Cashflow38Investmentappraisal(someHLonly)39Budgets(HLonly)
Unit5Operations
Management
51Theroleofoperationsmanagement52Productionmethods53Leanproductionandqualitymanagement(HLonly)54Location55Productionplanning(HLonly)56Researchanddevelopment(HLonly)57Crisismanagementandcontingencyplanning(HLonly)
SemIV Unit2Humanresource
Management
21 Functions and evolution of human resourcemanagement22Organizationalstructure23Leadershipandmanagement24Motivation25Organizational(corporate)culture(HLonly)26Industrialemployeerelations(HLonly)
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AssessmentsinBusinessandManagement
StudentsrsquosuccessintheBusinessandManagementstandardlevelandhigherlevelcourseis
measuredbycombiningtheirgradesonexternalandinternalassessment
Externalassessment
TheexternalassessmentoftheDiplomaProgrammebusinessmanagementcourseconsists
of twoexaminationpapersat SLandatHL thatareexternally setandexternallymarked
Theyaredesignedtoallowstudentstodemonstratetheircompetencies inrelationtothe
businessmanagementassessmentobjectivesTheexternalcomponentscontribute75to
thefinalassessmentatbothSLandHL
Internalassessment
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourseTheexternalcomponentscontribute25tothefinalassessmentat
bothSLandHL
SLWrittencommentary
Studentsproduceawrittencommentarybasedonthreetofivesupportingdocuments
aboutarealissueorproblemfacingaparticularorganizationMaximum1500words(25
marks)
HLResearchproject
Studentsresearchandreportonanissuefacinganorganizationoradecisiontobemadeby
anorganization(orseveralorganizations)Maximum2000words(25marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPBampMguide
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GROUP3INFORMATIONTECHNOLOGYINAGLOBALSOCIETY(ITGS)
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ITGS AT
CHOITHRAMINTERNATIONALINDORE
TheIBDiplomaProgrammeinformationtechnology inaglobalsociety(ITGS)course isthe
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
informationatthelocalandgloballevel
ITGS provides a framework for the student to make informed judgments and decisions
abouttheuseofITwithinsocialcontexts
Although ITGS shares methods of critical investigation and analysis with other social
sciences it also considers social and ethical considerations that are common to other
subjects in group 3 Students come into contactwith IT on a daily basis because it is so
pervasive in theworld inwhichwe live This increasinglywidespread use of IT inevitably
raises importantquestionswithregardto thesocialandethicalconsiderations thatshape
oursocietytodayITGSoffersanopportunityforasystematicstudyoftheseconsiderations
whoserangeissuchthattheyfalloutsidethescopeofanyothersinglediscipline
Aims
Theaimsoftheinformationtechnologyinaglobalsociety(ITGS)courseatSLandHLareto
1 Enablethestudenttoevaluatesocialandethicalconsiderationsarisingfromthe
widespreaduseofITbyindividualsfamiliescommunitiesorganizationsand
societiesatthelocalandgloballevel
2 DevelopthestudentrsquosunderstandingofthecapabilitiesofcurrentandemergingIT
systemsandtoevaluatetheirimpactonarangeofstakeholders
3 EnablestudentstoapplytheirknowledgeofexistingITsystemstovariousscenarios
andtomakeinformedjudgmentsabouttheeffectsofITdevelopmentsonthem
4 EncouragestudentstousetheirknowledgeofITsystemsandpracticalITskillsto
justifyITsolutionsforaspecifiedclientorend-user
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Objectives
The assessment objectives for ITGS reflect those parts of the aims that will be formally
assessedeither internallyorexternallyTheseassessmentswill centreupon thenatureof
individualsandsocietiesand ITsystems It is the intentionofthesecoursesthatstudents
areabletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingof
bullawarenessofITapplicationsanddevelopmentsinspecifiedscenarios
bullawarenessofthesocialandethicalsignificanceofspecifiedITapplicationsand
developments
bulltechnicalknowledgeofITGSterminologyconceptsandtoolsandITSystems
bulltopicsrelatedtotheannuallyissuedcasestudy(HLpaper3only)
2 Applyandanalyze
bulltheimpactsofITapplicationsanddevelopmentsinspecifiedscenarios
bullthesocialandethicalsignificanceofspecifiedITapplicationsanddevelopments
bullITknowledgeandmakeconnectionsbetweenspecificscenarios
bulltechnicalknowledgeofITsystemsacquiredthroughindependentresearchto
providesupportingevidenceinpossibledecisionsrelatingtofuturecoursesof
actionrelatedtotheannuallyissuedcasestudy(HLpaper3only)
3 Synthesizeevaluateformulateandjustify
bulllocalandglobalimpactsofspecifiedITdevelopmentsthroughindividually
researchedstudies
bullsolutioninvolvingITtoaspecifiedproblemusingknowledgeofITsystems
bullsocialandethicalimplicationsofspecifiedITpoliciesanddevelopments
bulljustifypossiblestrategiccoursesofactionrelatedtotheannuallyissuedcasestudy
(HLpaper3only)
4 DemonstratetheappropriateusageofITGSskillsofprojectmanagementwithusageof
ITtoolsandtheproductdevelopmentlifecycle(PDLC)tocreateanoriginalproductwith
evidencesforconsultationwithaclientinthedevelopmentofawell-organizedproduct
toresolveaspecificissue
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SYLLABUSOUTLINE
Semester Unit UnitTitle
SemI
Unit1 OverviewofITGSand3Strands
Unit5 HealthEducationandTraining
Unit9 InternetMultimediadigitalmediaAI
SemII
Unit3 DatabasesandSpreadsheetsIntroductiontoprojectmanagement
Unit4 Roboticsartificialintelligenceandexpertsystems
Unit6 BusinessandEmployment
SemIII
Unit7 ModelingandsimulationPersonalandpubliccommunications
Unit8 ITsystemsinorganizations
Unit2 HardwareSoftwareNetworks
SemIVUnit10 EnvironmentPoliticsandGovernment
Unit11 Homeandleisure
AssessmentsinITGS
Theassessmentsaimtotestallstudentsrsquoknowledgeandunderstandingofkeyconcepts
through
DemonstrationofandetailedawarenessandknowledgeofITapplicationsdevelopment
anditssocialandethicalsignificanceinspecifiedscenarioswithdetailedknowledge
DemonstrationofdetailedtechnicalknowledgeofITGSterminologyconceptsandtools
anddetailedtechnicalknowledgeofITsystems
Explanation of detailed impacts of IT applications and developments in specified
scenarios
Analysis of detailed social and ethical significance of specified IT applications and
developments
Evaluation of detailed local and global impacts of specified IT developments through
individuallyresearchedstudies
EvaluationofdetailedsolutioninvolvingITtoaspecifiedproblemusingknowledgeofIT
systems
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Demonstration of detailed social and ethical implications of specified IT policies and
developments
DemonstrationofdetailedevidenceofprojectmanagementPDLCandappropriatetool
inthedevelopmentofawell-organizedproducttoresolveaspecificissue
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofstructuredquestionsthatassessinanintegratedwaythethreestrands
ofthesyllabus
Paper2consistsofThispaperconsistsofoneunseenarticle
Paper3consistsofbasedonapre-seencasestudy(forHLonly)
DurationofpapervariesfromSLtoHLlevelampfrompapercomponent
Internalassessment
Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedbythe
IBattheendofthecourse
Project
ThedevelopmentofanoriginalITproductforaspecifiedclientStudentsmustproduce
bullacoverpageusingprescribedformat
bullanoriginalITproduct
bulldocumentationsupportingtheproduct(wordlimit2000words)
InternalassessmentisanintegralpartofthecourseandiscompulsoryforbothSLandHL
studentsItenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge
andtopursuetheirpersonalinterestswithoutthetimelimitationsandotherconstraints
thatareassociatedwithwrittenexaminationsThe internalassessmentshouldasfaras
possible bewoven intonormal classroom teachingover a periodof timeandnot be a
shortintensiveactivityinthecourseorafterthecoursehasbeentaught
The internal assessment requirements at SL and at HL are the same However it
contributes to a different percentage of the overall mark Students are required to
produce a project that consists of a cover page the product (IT solution) and
documentationThefocusoftheITGSprojectisonprovidinganoriginalITsolutionfora
client The internal assessment component as well as being interesting practical and
productiveformsanimportantpartoftheassessmentoftheITGScourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
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GROUP3PSYCHOLOGYPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINPSYCHOLOGYAT
CHOITHRAMINTERNATIONALINDORE
Psychologyistherigorousandsystematicstudyofmentalprocessesandbehaviour It isa
complexsubjectwhichdrawsonconceptsmethodsandunderstandingsfromanumberof
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 involved social structures and cultures The
studyofbehaviourandmentalprocessesrequiresamultidisciplinaryapproachandtheuse
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
changesodoesbehaviour
AtthecoreoftheDPpsychologycourseisanintroductiontothreedifferentapproachesto
understandingbehaviour
bull biologicalapproachtounderstandingbehavior
bull cognitiveapproachtounderstandingbehavior
bull socioculturalapproachtounderstandingbehaviour
Theknowledgeconceptstheoriesandresearchthathavedevelopedtheunderstandingin
thesefieldswillbestudiedandcriticallyevaluatedtoanswersomeofthequestionsbeing
askedbypsychologiststodayFurthermoretheinteractionoftheseapproachestostudying
psychologywillformthebasisofaholisticandintegratedapproachtounderstanding
mentalprocessesandbehaviourasacomplexdynamicphenomenonallowingstudentsto
appreciatethediversityaswellasthecommonalitybetweentheirownbehaviourandthat
ofothersThecontributionandtheinteractionofthethreeapproachescanbebest
understoodthroughtheoptionsTherearefouroptionsinthecourseTheyfocusonareas
ofappliedpsychology
bull abnormalpsychology
bull developmentalpsychology
bull healthpsychology
bull psychologyofrelationships
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59
The options provide an opportunity to take what is learned from the study of the
approaches topsychologyandput it into the contextof specific linesof inquiry broaden
studentsrsquo experience of the discipline and develop the studentsrsquo critical inquiry skills
Surrounding theapproachesand theoptionsare theoverarching themesof researchand
ethicsAconsiderationofbothisparamounttothenatureofthesubjectPsychologists
employarangeofresearchmethodsbothqualitativeandquantitativeinordertotesttheir
observations and hypotheses As a part of the core syllabus DP psychology promotes an
understandingofthevariousapproachestoresearchandhowtheyhavebeenusedinorder
tocriticallyreflectontheevidenceaswellasassistinthedesignimplementationanalysis
andevaluationofthestudentsrsquoowninvestigationsPsychologystudieshumanbeingsandas
such it is paramount that the ethical implications in any line of investigation and at all
pointsinthecoursearefullyexploredandunderstoodtoensurethatethicalguidelinesare
followedatalltimes
DistinctionbetweenSLandHL
TherearethreemaindistinctionsbetweenthiscourseatSLandatHL
1ThefollowingextensionstothecoreapproachesarestudiedatHLonly
- theroleofanimalresearchinunderstandinghumanbehaviour
- cognitiveprocessinginthedigitalworld
- theinfluenceofglobalizationonindividualattitudesidentitiesandbehaviour
Thisdifferentiationisreflectedinpaper1sectionBoftheexternalassessment
2SLstudentsarerequiredtostudyoneoptionwhileHLstudentsstudytwooptionsThis
differentiationisreflectedinpaper2oftheexternalassessment
3BothSLandHLstudentswillbeexpectedtoshowtheirunderstandingofapproachesto
researchintheinternalassessmentandforcriterionD(criticalthinking)inpaper1sectionB
and paper 2 responses Additionally HL students will be directly assessed on their
understandingof approaches to research in paper 3 of the external assessment Thiswill
coverbothqualitativeandquantitativeresearchmethods
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Aims
1 develop an understanding of the biological cognitive and sociocultural factors
affectingmentalprocessesandbehaviour
2 applyanunderstandingofthebiologicalcognitiveandsocioculturalfactorsaffecting
mentalprocessesandbehaviourtoatleastoneappliedareaofstudy
3 understanddiversemethodsofinquiry
4 understand the importanceof ethical practice in psychological research in general
andobserveethicalpracticeintheirowninquiries
5 ensurethatethicalpracticesareupheldinallpsychologicalinquiryanddiscussion
6 developanawarenessofhowpsychologicalresearchcanbeappliedtoaddressreal-
worldproblemsandpromotepositivechange
Assessmentobjectives
By the end of the psychology course at SL or at HL students will be expected to
demonstratethefollowing
1Knowledgeandcomprehensionofspecifiedcontent
bull Demonstrateknowledgeandcomprehensionofkeytermsandconceptsin
psychology
bull Demonstrateknowledgeandcomprehensionofarangeofpsychologicaltheories
andresearchstudies
bull Demonstrateknowledgeandcomprehensionofthebiologicalcognitiveand
socioculturalapproachestomentalprocessesandbehavior
bull Demonstrateknowledgeandcomprehensionofresearchmethodsusedin
psychologyApplicationandanalysis
2Applicationandanalysis
bull Demonstrateanabilitytouseexamplesofpsychologicalresearchandpsychological
conceptstoformulateanargumentinresponsetoaspecificquestion
bull Demonstrateapplicationandanalysisofarangeofpsychologicaltheoriesand
researchstudies
bull Demonstrateapplicationandanalysisoftheknowledgerelevanttoareasofapplied
psychology
CHOITHRAM INTERNATIONAL 2018 - 20
61
bull AtHLonlyanalysequalitativeandquantitativeresearchinpsychology
3Synthesisandevaluation
Evaluatethecontributionofpsychologicaltheoriestounderstandinghuman
psychology
Evaluatethecontributionofresearchtounderstandinghumanpsychology
Evaluatethecontributionofthetheoriesandresearchinareasofapplied
psychology
AtHLonlyevaluateresearchscenariosfromamethodologicalandethical
perspective
4Selectionanduseofskillsappropriatetopsychology
Demonstratetheacquisitionofskillsrequiredforexperimentaldesigndatacollectionand
presentationdataanalysisandtheevaluationofasimpleexperimentwhiledemonstrating
ethicalpractice
Work in a group to design a method for a simple experimental investigation
organizetheinvestigationandrecordtherequireddataforasimpleexperiment
Writeareportofasimpleexperiment
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Syllabus
The recommended teaching time is 240 hours to complete HL courses and 150 hours to
complete SL courses as stated in thedocumentGeneral regulationsDiplomaProgramme
(article82)
SyllabusContent-
The approaches to understanding behaviour are laid out in topics The content for each
topic is detailed in the middle column with explanatory notes in the dropdown boxes
Guidance for the content is in the dropdown boxes in the right-hand column The
approaches to behaviour are compulsory for SL and HL students (except for the HL
extension which is for HL students only) The core will be assessed in paper 1 of the
external assessment but it also forms the foundation for teaching and learning in the
optionsTheapproachestoresearchareforbothSLandHLstudentsTheyareorganizedto
reflect the considerationsmadewhen reading or preparing a piece of research Only HL
studentswillbeformallyassessedontheapproachestoresearchinpaper3
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Biologicalapproachtounderstandingbehaviour
The biological approach to understanding behaviour is largely an investigation into
correlationsDoareasof thebraincorrelatewithbehaviourWhenchanges takeplace in
the brain do changes take place in behaviour or is the reverse the case Could an
individualrsquosbehaviourbepredictedfromtheirgenesIshumanbehavioursubjecttonatural
selection The relationship between biology and behaviour is a complex one of mutual
causality The technology available to investigate this relationship is becoming evermore
sophisticated while the ethics of this line of inquiry are increasingly an area for public
debate
Thebiologicalapproachtobehaviourlooksat
thebrainandbehaviour(SLandHL)
hormonesandbehaviour(SLandHL)
geneticsandbehaviour(SLandHL)
theroleofanimalresearchinunderstandinghumanbehavior(HLonly)
Relevanttoallthetopicsare
the contribution of research methods used in the biological approach to
understandinghumanbehaviour
ethical considerations in the investigation of the biological approach to
understandinghumanbehaviour
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SYLLABUSOUTLINE
Semester Unit UnitTitletopic
SemI Biologicallevelofanalysis
Physiologyandbehaviourgeneticsandbehaviouranintegrativelookatbehaviour
Cognitivelevelofanalysis
Cognitiveprocessescognitionandemotionanintegrativelookathappiness
Socioculturallevelofanalysis
Socioculturalcognitionsocialandculturalnormsanintegrativeapproachtoprejudiceanddiscrimination
SemII Simpleexperimentalstudy
TheuseofexperimentsinpsychologyoverviewofexperimentalvariablesdifferentkindsofexperimentsCorrelationalstudiesNonexperimentalmethodsinterviewsandcasestudies
Any1optionfromthe2options-1 Abnormal
psychology2 Developmental
psychology
SemIII Any1optionfromthe2options-1Psychologyofrelationships2HealthPsychology
2OptionalforHLstudents
SemIV Qualitativeresearchmethodology
TheoryandpracticeinterviewscasestudiesandobservationsSimpleexperimentalstudy
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65
ExternalassessmentcriteriamdashSL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessayfromachoiceofthreeTheessayismarkedout
of22marksAO3command termswillbeused in theessayquestionsTheessayswillbe
assessedusingtherubricbelow
Paper2
Paper2consistsofoneessayquestionfortheoptionstudiedEachoptionwillhaveachoice
of threeessaysAllessayswilluseanAO3commandtermTheessay ismarkedoutof22
marks
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
ExternalassessmentcriteriamdashHL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessay fromachoiceof threeOne twoorallof the
essayswill reference the additional HL topic The essay ismarked out of 22marks AO3
commandtermswillbeusedintheessayquestionsTheessayswillbeassessedusingthe
rubricbelow
CHOITHRAM INTERNATIONAL 2018 - 20
66
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
Paper3Paper3assessestheapproachestoresearchinpsychologyThepaperconsistsofaresearch
scenariofollowedbythreeshortanswerquestionsforatotalof24marksThequestionswill
beassessedusingananalyticalmarkscheme
Internalassessment
The internal assessment requirements at SL and at HL are the same Students will
investigateapublishedstudy theoryormodel relevant to their learning inpsychologyby
conductinganexperimentalinvestigationandreportingthefindingsTherequirementswill
beexplainedinmoredetailintheinternalassessmentdetails
InternalassessmentcriteriaSLandHL
TheassessmentoftheinternalassessmenttaskisthesameforbothSLandHLstudentsand
usesthefollowingrubric
Introduction Exploration Analysis Evaluation Total
6 4 6 6 20
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67
GROUP3HISTORY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HISTORY AT
CHOITHRAMINTERNATIONALINDORE
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
historicalconceptssuchaschangecausationandsignificance
History is an exploratory subject that fosters a sense of inquiry It is also an interpretive
disciplineallowingopportunityforengagementwithmultipleperspectivesandapluralityof
opinionsStudyinghistorydevelopsanunderstandingofthepastwhichleadstoadeeper
understandingofthenatureofhumansandoftheworldtoday
The IB Diploma Programme (DP) history course is a world history course based on a
comparativeandmulti-perspectiveapproachtohistoryItinvolvesthestudyofavarietyof
typesofhistoryincludingpoliticaleconomicsocialandculturalandprovidesabalanceof
structureandflexibilityThecourseemphasizestheimportanceofencouragingstudentsto
thinkhistoricallyandtodevelophistoricalskillsaswellasgainingfactualknowledgeItputs
apremiumondevelopingtheskillsofcriticalthinkingandondevelopinganunderstanding
of multiple interpretations of history In this way the course involves a challenging and
demandingcriticalexplorationofthepast
There are six key concepts that have particular prominence throughout the DP history
course ChangeContinuityCausationConsequenceSignificancePerspectives
AIMS
TheaimsofthehistorycourseatSLandHLareto
1 developanunderstandingofandcontinuinginterestinthepast
2 encourage students to engage with multiple perspectives and to appreciate thecomplexnatureofhistoricalconceptsissueseventsanddevelopments
3 promoteinternational-mindednessthroughthestudyofhistoryfrommorethanoneregionoftheworld
CHOITHRAM INTERNATIONAL 2018 - 20
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4 develop an understanding of history as a discipline and to develop historical
consciousnessincludingasenseofchronologyandcontextandanunderstandingof
differenthistoricalperspectives
5 developkeyhistoricalskillsincludingengagingeffectivelywithsources
6 increase studentsrsquo understanding of themselves and of contemporary society by
encouragingreflectiononthepast
OBJECTIVES
Assessmentobjective1Knowledgeandunderstanding
bull Demonstratedetailedrelevantandaccuratehistoricalknowledge
bull Demonstrateunderstandingofhistoricalconceptsandcontext
bull Demonstrateunderstandingofhistoricalsources(Internalassessmentandpaper1)
Assessmentobjective2Applicationandanalysis
bull Formulateclearandcoherentarguments
bull Userelevanthistoricalknowledgetoeffectivelysupportanalysis
bull Analyseandinterpretavarietyofsources(Internalassessmentandpaper1)
Assessmentobjective3Synthesisandevaluation
bull Integrateevidenceandanalysistoproduceacoherentresponse
bull Evaluatedifferentperspectivesonhistoricalissuesandeventsandintegratethis
evaluationeffectivelyintoaresponse
bull Evaluatesourcesashistoricalevidencerecognizingtheirvalueandlimitations
(Internalassessmentandpaper1)
bull Synthesizeinformationfromaselectionofrelevantsources(Internalassessment
andpaper1)
Assessmentobjective4Useandapplicationofappropriateskills
bull Structureanddevelopfocusedessaysthatrespondeffectivelytothedemandsofa
question
bull Reflectonthemethodsusedbyandchallengesfacingthehistorian(Internal
assessment)
bull Formulateanappropriatefocusedquestiontoguideahistoricalinquiry(Internal
assessment)
CHOITHRAM INTERNATIONAL 2018 - 20
69
bull Demonstrateevidenceofresearchskillsorganizationreferencingandselectionof
appropriatesources(Internalassessment)
SYLLABUS
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70
SYLLABUSOUTLINE
Semester UnitTitle UnitContent
SemI PrescribedSubject3TheMovetoGlobalWarCasestudy1JapaneseexpansioninEastAsia(1931ndash1941
bull The impact of Japanese nationalism and militarism onforeignpolicybull Japanese domestic issues political and economic issuesandtheirimpactonforeignrelationsbullPoliticalinstabilityinChinaEventsbull Japanese invasion of Manchuria and northern China(1931)bullSino-JapaneseWar(1937ndash1941)bull The Three PowerTripartite Pact the outbreak of warPearlHarbor(1941)ResponsesbullLeagueofNationsandtheLyttonreportbull Political developmentswithin Chinamdashthe SecondUnitedFrontbull International response including US initiatives andincreasingtensionsbetweentheUSandJapan
SemII WordHistoryTopic10AuthoritarianStates(20thCentury)
Emergenceofauthoritarianstatesbull Conditions in which authoritarian states emergedeconomic factors social division impact ofwarweaknessofpoliticalsystembull Methods used to establish authoritarian statespersuasionandcoercion the roleof leaders ideology theuseofforcepropagandaConsolidationandmaintenanceofpowerbull Useoflegalmethodsuseofforcecharismatic
leadershipdisseminationofpropagandabull Natureextentandtreatmentofoppositionbull Theimpactofthesuccessandorfailureofforeign
policyonthemaintenanceofpowerAimsandresultsofpoliciesbull Aimsandimpactofdomesticeconomicpolitical
culturalandsocialpoliciesbull Theimpactofpoliciesonwomenandminoritiesbull Authoritariancontrolandtheextenttowhichitwas
achievedExamplesofCountriesandLeadersbull Europe-Germany-HitlerAsiaandOceania-China-Mao
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SemIII Worldhistorytopic12TheColdWarSuperpowertensionsandrivalries(20thcentury)
Rivalrymistrustandaccordbull The breakdown of the Grand Alliance and the
emergence of superpower rivalry in Europe and Asia(1943ndash1949) role of ideology fear and aggressioneconomicinterestsacomparisonoftherolesoftheUSandtheUSSR
bull TheUSUSSRandChinamdashsuperpower relations (1947ndash1979) containment peaceful co-existence Sino-SovietandSino-USrelationsdetente
bull Confrontationandreconciliationreasonsfortheendofthe Cold War (19801991) ideological challenges anddissenteconomicproblemsarmsrace
Leadersandnationsbull Theimpactoftwoleaderseachchosenfromadifferent
regiononthecourseanddevelopmentoftheColdWarbull The economic social and cultural impact of the Cold
War on two countries each chosen from a differentregion
ColdWarCrisesbull ColdWarcrisescasestudiesdetailedstudyofanytwo
ColdWarcrisesfromdifferentregionsexaminationandcomparisonofthecausesimpactandsignificanceofthetwocrises
ExampleofLeadersTrumanandStalinExampleofcrisisTheAmericasCubanMissileCrisis1962EuropeBerlinWall1958-1961
SemIV Casestudy2GermanandItalianexpansion(1933ndash1940)
CausesofexpansionbullImpactoffascismandNazismontheforeignpoliciesofItalyandGermanybullImpactofdomesticeconomicissuesontheforeignpoliciesofItalyandGermanybullChangingdiplomaticalignmentsinEuropetheendofcollectivesecurityappeasementEventsbullGermanchallengestothepost-warsettlements(1933ndash1938)bullItalianexpansionAbyssinia(1935ndash1936)AlbaniaentryintotheSecondWorldWar
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72
AssessmentsinHistory-SL
AssessmentComponent Weightings
Externalassessment(2hours30minutes)
Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessayquestions
ontwodifferenttopics(30marks)
75
30
45
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
25
CHOITHRAM INTERNATIONAL 2018 - 20
73
AssessmentsinHistory-HL
Assessmentcomponent Weighting
Externalassessment(5hours)Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessay
questionsontwodifferenttopics(30marks)
Paper3(2hours30minutes)
SeparatepapersforeachofthefourregionaloptionsFortheselected
regionanswerthreeessayquestions(45marks)
80
20
25
35
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
20
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74
Externalassessmentdetails
Paper1(SLandHL)
Duration1hourWeighting30SL20HL
Paper 1 is a source-based examination paper based on the prescribed subjects Each
prescribedsubjectconsistsof twospecifiedcasestudiesand ineachexaminationsession
thepaperwill focusononeof the twocasestudiesspecified foreachprescribedsubject
ThepaperwillcontainfoursourcesforeachprescribedsubjectSourceswillbeprimaryora
mixtureofprimaryandsecondaryandmaybewrittenpictorialordiagrammaticThepaper
willconsistoffourquestionsforeachprescribedsubjectandstudentsmustanswerallfour
questionsfromtheirchosenprescribedsubjectSomequestionswillbeansweredusingonly
evidencefromoneormoreofthesourcesasindicatedInotherquestionsstudentswillbe
askedtousetheirownknowledgeoftheprescribedsubjectaswellasevidencecontainedin
thesources
FirstquestionpartAThisquestionwilltestunderstandingofoneofthesources3marks
FirstquestionpartBThisquestionwilltestunderstandingofoneofthesources2marks
Secondquestion
Thisquestionwillaskstudentstoanalysethevalueand
limitationsofoneofthesourcesIntheiranalysisofvalue
andlimitationsstudentsshouldrefertotheorigin
purposeandcontentofthespecifiedsource
4marks
Thirdquestion
Thisquestionwillaskstudentstocompareandcontrast
whattwoofthesourcesrevealtoahistorianstudyingthe
particularaspectoftheprescribedsubject
6marks
Fourthquestion
Thiswillbeanevaluativequestionthatasksstudentsto
drawonboththesourcesandtheirownknowledgein
theirevaluation
9marks
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75
Themaximummarkforthispaperis24Thepaperismarkedusingapaper-specific
markschemeexceptforthefinalquestionforeachprescribedsubjectwhichismarked
usingthegenericmarkbandsthatfollowinadditiontoapaper-specificmarkscheme
Paper2(SLandHL)
Duration1hour30minutesWeighting45SL25HLPaper2isanessaypaperbasedonthe12worldhistorytopics
Thepaperconsistsof twoquestions foreachof the12topicsStudentsmustanswertwo
questionseachselectedfromadifferenttopicSomecomparativequestionsonthispaper
require that examples be drawn frommore than one regionWhen theword ldquoregionrdquo is
usedinapaper2questionitreferstooneofthefourregionaloptionsdefinedbytheworld
mapintheintroductiontotheworldhistorytopicsintheldquoWorldhistorytopicsrdquosection
Themaximummarkforthispaperis30Thepaperismarkedusinggenericmarkbandsanda
paper-specificmarkscheme
Paper3(HLonly)
Duration2hours30minutesWeighting35
Each of the four HL regional options has a separate examination paper Students are
registeredforoneofthesepapers
The paper 3 examination paper for each regional option will consist of 36 questions
consisting of two essay questions on each of the 18 sections specified for the regional
option Students must answer any three questions Questions that refer to specific
countries eventsorpeopleare restricted to those listed in the syllabusdescriptions The
maximummark for this paper is 45 Thepaper ismarkedusing genericmarkbands anda
paper-specificmarkscheme
CHOITHRAM INTERNATIONAL 2018 - 20
76
InternalassessmentdetailsmdashSLandHL
Historicalinvestigation
Duration20hours
Weighting25SL20HL
StudentsatbothSLandHLarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoiceThehistoricalinvestigationismadeofupthreesections
1Identificationandevaluationofsources
2Investigation
3Reflection
Studentshaveafreechoiceoftopicfortheirhistoricalinvestigationmdashthetopicneednotbe
relatedtothesyllabusandstudentsareencouragedtousetheirowninitiativewhen
decidingonatopicHoweverthetopicmustbehistoricalandthereforecannotbeonan
eventthathashappenedinthelast10years
Wordlimit
The word limit for the historical investigation is 2200 words A bibliography and clear
referencingofallsourcesmustbeincludedintheinvestigationbutarenotincludedinthe
overallwordcount
Belowaresuggestedwordallocationsforeachsectionofthehistoricalinvestigation
Section Suggestedword
allocation
Associated
assessmentcriteria
Marks
1Identificationand
evaluationofsources
500 AIdentificationand
evaluationofsources
6
2Investigation 1300 BInvestigation 15
3Reflection 400 CReflection 4
Bibliography Notapplicable Notapplicable Notapplicable
Total(maximumwordlimit) 2200words Total25
CHOITHRAM INTERNATIONAL 2018 - 20
77
GROUP4PHYSICS
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
Thewholeofphysicsmayberegardedasexpertise inproblemsolvingandthemannerin
whichphysicistssolveproblemsbyproposingandprovingnumericalmodelsofphenomena
and calculating their consequences has been widely copied in many practical fields For
instancephysicsliesattheheartofalmostallnewtechnologiesoperationalresearchand
information theory were largely invented by physicists physics has often led major
developmentsinbothmathematicsandcomputingandphysicistsareinstrongdemandin
many fields including defense research the electronics and computer industries and the
city precisely because of the problem-solving skills that they possess In our physics
courses analytical and problem-solving skills are central to all lectures practicals
supervisionsexamplesclassesprojectworkandtheexaminationsParticularskillsofwide
applicabilityincludetrainingindevelopingmodelsofphenomenamathematicalanalysisof
models ability to think in graphical terms ability to think in approximate terms when
appropriate ability in the design of devices computing skills at a deep level ability in
statisticalanalysisandcriticalabilityincludingcriticalanalysisofdataandawillingnessto
questionfundamentals
Aims
Theaimsofphysicscourseathigherlevelandstandardlevelareto
1provideopportunities forscientificstudyandcreativitywithinaglobalcontext thatwill
stimulateandchallengestudents
2 provide a body of knowledge methods and techniques that characterize science and
technology
3 enable students to apply and use a body of knowledgemethods and techniques that
characterizescienceandtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
CHOITHRAM INTERNATIONAL 2018 - 20
78
6developexperimentalandinvestigativescientificskills
7developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsinthe
studyofscience
8raiseawarenessofthemoralethicalsocialeconomicandenvironmentalimplicationsof
usingscienceandtechnology
9developanappreciationof thepossibilitiesand limitationsassociatedwith scienceand
scientists
10encourageanunderstandingoftherelationshipsbetweenscientificdisciplinesandthe
overarchingnatureofthescientificmethod
Objectives
Theassessmentobjectives forphysics reflect thosepartsof theaimsthatwillbe formally
assessed either internally or externally These assessments will based on the nature of
science It is the intention of these courses that students are able to fulfill the following
assessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
CHOITHRAM INTERNATIONAL 2018 - 20
79
PastexperienceshowsthatstudentswillbeabletostudyDPPhysicsatSLsuccessfullywith
nobackgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterized
bythespecificIBlearnerprofileattributesmdashinquirersthinkersandcommunicatorsmdashwillbe
significant here However for most students considering the study physics at HL some
previousexposuretothesubjectwouldbenecessary
SYLLABUSOUTLINE
Semester Unit UnitName
SemI
Unit1 Measurementsanduncertainties
Unit2 Mechanics
Unit6 Circularmotionandgravitation
Unit3 Thermalphysics
SemII Unit5 Electricityandmagnetism
Unit11 Electromagneticinduction(AHL)
Unit4 Waves
Unit9 Wavephenomena(AHL)
SemIII Unit10 Fields(AHL)
OptionC Imaging
Unit6 Atomicnuclearandparticlephysics
Unit12 Quantumandnuclearphysics(AHL)
SemIV Unit7 Energyproduction
Assessmentsinphysics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bull constructing analysing and evaluating scientific hypotheses research questions and
predictionsscientificmethodsandtechniquesandscientificexplanations
CHOITHRAM INTERNATIONAL 2018 - 20
80
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate foreffectivescientific investigationandproblem-solvingandthemanipulative
skillsnecessarytocarryoutscientificinvestigationswithprecisionandsafety
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedatthe
end of the two year programme through external examinations Internal Assessment
includingtheGroup4project
The Diploma Programme primarily focuses on formal assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
InPhysicsthestudentsachievedanumericgrade(1-7)onascaleof7pointthroughexternal
andinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
PhysicsSL
Paper1
Duration34hourWeighting20Marks30
30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration11frasl4hoursWeighting40Marks50
Short-answerandextended-responsequestionsoncorematerial
Thequestionsonpaper2testassessmentobjectives12and3
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Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration1hourWeighting20Marks35
ThispaperwillhavequestionsoncoreandSLoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
PhysicsHL
Paper1
Duration1hourWeighting20Marks40
40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwithSL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration21frasl4hoursWeighting36Marks95
Short-answerandextended-responsequestionsonthecoreandAHLmaterial
Thequestionsonpaper2testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration11frasl4hoursWeighting24Marks45
ThispaperwillhavequestionsoncoreAHLandoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
CHOITHRAM INTERNATIONAL 2018 - 20
82
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3and4
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
CHOITHRAM INTERNATIONAL 2018 - 20
83
GROUP4CHEMISTRY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
IBDPChemistrygivesthestudentsanextensiveandinclusiveexperienceintheexperimental
subject of Chemistry a science based on the use of the scientific method to answer
questions about the composition structure and properties of all the things around us
Beginning with the simple atoms and molecules and gradually moving towards complex
reactions and their mechanisms students will require using textbooks laboratory
experimentscurrentworldwideliteraturecomputersimulationsvariouswebsourcesand
scientificjournalstoacquiretheskillstoobjectivelyaccessandpossiblycontributetosolve
someofambiguityinthephysicalthingsinourenvironmentThroughthisinquirystudents
willbecomeawareof latest inventions inchemistryandtheirapplicationsandtheireffect
onourday-to-daylivesandseehowchemistryhasaffectedthequalityoflifetoday
Thecoursewillalsofosterastrongsenseofinterdisciplinaryandinternationalmindedness
inordertounderstandthedevelopmentofvariousconceptsinchemistryandtheinfluence
ofchemistryonothersubjectsIBDPchemistrywouldalsoreinforceuseofvariousICTtools
andenablecommunicationandcooperationamongststudents in their scientificquests to
better prepare them to be the future members of the greater international scientific
community
Throughtheknowledgeofchemistrystudentswillbeabletogainawarenessaboutvarious
disposabletechniquesofchemicalssoastominimizedamagetotheenvironmentandalso
learnhowtodealsafelywiththechemicals
CHOITHRAM INTERNATIONAL 2018 - 20
84
Aims
TheaimsofIBChemistryareto
providestudentswithopportunities forscientificstudyandcreativitytohelpthem
critically analyze evaluate and synthesize scientific information that they study in
thecourseandinthemedia
provideabodyofknowledgeinthecontentareaofChemistrytoenablestudentsto
seetheredundancyandrepeatedapplicationofconceptsthatarecommonthreads
inallmatter
developexperimentalandinvestigativescientificskills
providetheopportunityforstudentstoskillfullyperformlaboratoryexperimentation
using the scientific method including stating a problem forming a hypothesis
testing the hypothesis under controlled conditions collecting data and drawing
conclusionsuponwhichtheycanvalidatemodifyorrefutethehypothesis
provide opportunities for students to see the advantages of cooperation and
collaborationamongsttheircolleaguesduringscientificinvestigation
introducestudentstothemostrecenttechniquesandmethodsusedininvestigative
scienceandtechnologyundercontrolledlaboratoryconditions
tomakestudentsaware thatwhat is truedoesnotbeginandendwithscience
butthatscienceisanevolvingprocessthatstrivestogetclosertothetruth
raise an awareness of the moral ethical social economic and environmental
implicationsofusingscientifictechnology
provide valid information to students that shows the interrelatedness of all
disciplines of sciencewith one another in order that they become aware that no
sciencedisciplinestandsalone
Objectives
Theassessmentobjectivesforbiologychemistryandphysicsreflectthosepartsoftheaims
thatwillbeformallyassessedeitherinternallyorexternallyTheseassessmentswillcentre
upon the nature of science It is the intention of these courses that students are able to
fulfillthefollowingassessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
CHOITHRAM INTERNATIONAL 2018 - 20
85
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
SYLLABUS
Semester Unit UnitName UnitTopics
SemISemII
Unit1 Stoichiometricrelationships 1
Unit2 AtomicStructure 313
Unit3 Periodicity 414
Unit4 Chemicalbondandstructure 717
Unit5 Thermochemistry 919
Unit6 ChemicalKinetics 1121
SemIIISemIV
Unit7 Chemicalequilibrium 212
Unit8 Measuringanddataprocessing 12
Unit9 Redoxprocesses 515
Unit10 AcidsandBases 818
Unit11 Organicchemistry 1020
Unit12 Option 616
CHOITHRAM INTERNATIONAL 2018 - 20
86
ASSESSMENTS
AssessmentsinChemistry
AssessmentsarethesoulandreflectionofdegreeoflearningbystudentsTheassessment
marks will be communicated to the students IBDP coordinator parents Scheduled
formativeassessmentswillbeconductedinvariousformslikequizzeswrittentestsgroup
discussionspresentationreportwritingonavisittoanindustryorafieldtripetc
As a part of summative assessments written examinations will be conducted for the
students For this purposenearly 50questionswill be taken frompast year papers and
remainingwouldbeframedbythesubjectteachermatchingthepatternsandstandardsof
IBDPexaminationpapers
DuringInternalAssessments(IA)varioustypesoflabsfromdifferenttopicsandsub-topics
wouldbeconductedMostoftheassessmentswouldbemarkedbymewhereassomewill
beevaluatedbypeergroupaswellbythesubjectteacher
ExternalassessmentdetailsmdashSL
Paper1
Duration34hourWeighting20Marks30
bull 30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration11frasl4hoursWeighting40Marks50
bull Short-answerandextended-responsequestionsoncorematerial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration1hourWeighting20Marks35
bull ThispaperwillhavequestionsoncoreandSLoptionmaterial
CHOITHRAM INTERNATIONAL 2018 - 20
87
Section A one data-based question and several short-answer questions on
experimentalwork
SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
ExternalassessmentdetailsmdashHL
Paper1
Duration1hourWeighting20Marks40
bull 40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwith
SL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration21frasl4hoursWeighting36Marks95
bull Short-answerandextended-responsequestionsonthecoreandAHLmaterial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration11frasl4hoursWeighting24Marks45
bull ThispaperwillhavequestionsoncoreAHLandoptionmaterial
bull Section A one data-based question and several short-answer questions on
experimentalwork
bull SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
CHOITHRAM INTERNATIONAL 2018 - 20
88
Internal Assessments (IA) Internal assessmentswill be extended over the period of two
years The labs aredesigned in such away that they cover concepts fromvarious topics
Thatwill help students understand topics in a betterway Labswill be framed in such a
manner so that students develop all necessary experimental skillswhich are required for
meetingnecessarycriteriaforthefinalinvestigationHoweverstudentswillbeencouraged
todevelopvariousmanipulativeskillsthroughtheirlabs
Atotalof40hourslabforHLand20hourslabforSLstudentshavebeenplannedSomeof
thelabswouldbedoneinagroupoftwoThiswouldhelpstudentstodevelopsharingand
communicate with each other better and respect each otherrsquos view The completion of
Internals would be done as per the schedule ascertained by the school There may be
occasionswherebytheinternalswouldbemoderatedbythesciencedepartmentteachers
toenhancelsquolearningbysharingrsquopracticeandalsotocreatemoretransparencyinwork
Besides a 10 hours of investigationwould be planned towards the beginning of the 3rd
termand thenecessary skills required for the samewouldbedeveloped through various
labshands-onactivitiesanddemonstrations
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesamplabreportwithtwocriteriaexplorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
CHOITHRAM INTERNATIONAL 2018 - 20
89
GROUP4BIOLOGYIntroduction
Biology isadiversescienceembracingahugebodyof informationabout livingorganisms
This course isdesigned toallow students todevelopa limitedamountofdetailed factual
knowledgewhilstgainingabroadunderstandingofkeybiologicalprinciples
Biologists attempt to understand the living world at all levels using many different
approachesand techniquesAtoneendof thescale is thecell itsmolecularconstruction
and complexmetabolic reactions At the other endof the scale biologists investigate the
interactionsthatmakewholeecosystemsfunction
Manyareasofresearchinbiologyareextremelychallengingandmanydiscoveriesremainto
bemade
Biology is still a young science and great progress is expected in the 21st century This
progress is sorely needed at a timewhen the growing human population is placing ever
greaterpressureonfoodsuppliesandonthehabitatsofotherspeciesand isthreatening
theveryplanetweoccupy
AtChoithramInternationalthecoursewillutilizeavarietyofteachingandlearningstyles
Byitsverynaturebiologylendsitselftoanexperimentalapproachandthiswillbereflected
throughoutthecourseWeprovideafavorablelearningatmospheretoouryounglearners
sothatstudenttakeschargeoftheirownlearningthroughguidedlaboratoryinvestigations
iTunesCoursesprojectworkproblemsolvingmethodampthroughperiodicalsearches
CHOITHRAM INTERNATIONAL 2018 - 20
90
Aims
1appreciatescientificstudyandcreativitywithinaglobalcontextthroughstimulatingand
challengingopportunities
2 acquire a body of knowledge methods and techniques that characterize science and
technology
3applyanduseabodyofknowledgemethodsand techniques that characterize science
andtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5developacriticalawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
6 develop experimental and investigative scientific skills including the use of current
technologies
7developandapply21stcenturycommunicationskillsinthestudyofscience
8becomecriticallyawareasglobalcitizensoftheethicalimplicationsofusingscienceand
technology
9developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology
10 develop anunderstandingof the relationships between scientific disciplines and their
influenceonotherareasofknowledge
Objectives
Itistheintentionofthesecoursesthatstudentsareabletofulfilthefollowingassessment
objectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
CHOITHRAM INTERNATIONAL 2018 - 20
91
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4Demonstratetheappropriateresearchexperimentalandpersonalskillsnecessaryto
carryoutinsightfulandethicalinvestigations
Pastexperienceshows that studentswillbeable to studyagroup4 sciencesubjectatSL
successfullywithnobackground in or previous knowledgeof science Their approach to
learningcharacterizedbytheIBlearnerprofileattributeswillbesignificanthere
Howeverformoststudentsconsideringthestudyofagroup4subjectatHLwhilethereis
no intention to restrict access to group 4 subjects some previous exposure to formal
scienceeducationwouldbenecessarySpecifictopicdetailsarenotspecifiedbutstudents
who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent
nationalsciencequalificationoraschool-basedsciencecoursewouldbewellpreparedfor
anHLsubject
CHOITHRAM INTERNATIONAL 2018 - 20
92
SYLLABUSOUTLINE
Semester Topicstobecovered
SemI
Topic1Cellbiology11Introductiontocells12Ultrastructureofcells13Membranestructure14Membranetransport15Theoriginofcells16CelldivisionTopic2Molecularbiology21Moleculestometabolism22Water23Carbohydratesandlipids24Proteins25Enzymes26StructureofDNAandRNA27DNAreplicationtranscriptionandtranslation
Topic7Nucleicacids71DNAstructureandreplication72Transcriptionandgeneexpression73TranslationTopic8Metabolismcellrespirationandphotosynthesis81Metabolism28Cellrespiration82Cellrespiration
SemII
29Photosynthesis83Photosynthesis
Topic3Genetics31Genes32Chromosomes33Meiosis34Inheritance35GeneticmodificationandbiotechnologyTopic10Geneticsandevolution101Meiosis102Inheritance103GenepoolsandspeciationTopic4Ecology41Speciescommunitiesandecosystems42Energyflow43Carboncycling44Climatechange
CHOITHRAM INTERNATIONAL 2018 - 20
93
Topic611ampOptionDHumanphysiology
61DigestionandabsorptionD1HumannutritionD2DigestionD3Functionsoftheliver62ThebloodsystemD4TheheartIA
SemIII
Topic611ampOptionDHumanphysiology64GasexchangeD6Transportofrespiratorygases65Neuronsandsynapses66HormoneshomeostasisandreproductionD5Hormonesandmetabolism112Movement63Defenceagainstinfectiousdisease111Antibodyproductionandvaccination
SemIV
113Thekidneyandosmoregulation114SexualreproductionTopic9Plantbiology91Transportinthexylemofplants92Transportinthephloemofplants93Growthinplants94ReproductioninplantsTopic5Evolutionandbiodiversity51Evidenceforevolution52Naturalselection53Classificationofbiodiversity54Cladistics
AssessmentinBiology
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
CHOITHRAM INTERNATIONAL 2018 - 20
94
In Biology the students achieved a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofmultiplechoicequestionsfromcoreampAHL
Paper2consistsofdatabasedshort-answerandextended-responsequestionsoncoreand
AHLmaterial
Paper 3 consists of short-answer and extended-response questions from one optionamp
questionbasedonexperimentalskillsfromcore
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2amp3
DurationofpapervariesfromSLtoHLlevelandfrompapercomponent
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3 and 4 The new assessment model uses five criteria to assess the final report of the
individualinvestigationwiththefollowingrawmarksandweightingsassigned
Personalengagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
CHOITHRAM INTERNATIONAL 2018 - 20
95
Table2Internalassessmentsspannedthroughoutthetwo-yearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria
explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
CHOITHRAM INTERNATIONAL 2018 - 20
96
GROUP3ANDGROUP4ESSPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINESSATCHOITHRAM
INTERNATIONALINDORE
ESSisaninterdisciplinarygroup3and4coursethatisofferedonlyatstandardlevel(SL)As
an interdisciplinary course ESS is designed to combine themethodology techniques and
knowledge associated with group 4 (sciences) with those associated with group 3
(individualsandsocieties)Becauseit isaninterdisciplinarycoursestudentscanstudyESS
andhaveitcountaseitheragroup3oragroup4courseorasbothIfstudentschoosethe
latter option this leaves the opportunity to study an additional subject from any other
groupincludinganadditionalgroup3orgroup4subjectESSisacomplexcourserequiring
adiversesetofskillsfromitsstudentsItisfirmlygroundedinbothascientificexploration
ofenvironmentalsystemsintheirstructureandfunctionandintheexplorationofcultural
economicethicalpoliticalandsocial interactionsofsocietieswiththeenvironmentAsa
resultofstudyingthiscoursestudentswillbecomeequippedwiththeabilitytorecognize
and evaluate the impact of our complex system of societies on the natural world The
interdisciplinarynatureofthecourserequiresabroadskillsetfromstudentsandincludes
the ability to perform research and investigations and to participate in philosophical
discussion The course requires a systems approach to environmental understanding and
problem-solvingandpromotesholisticthinkingaboutenvironmentalissuesItisrecognized
that to understand the environmental issues of the 21st century and suggest suitable
management solutions both thehumanandenvironmental aspectsmust beunderstood
Studentsshouldbeencouragedtodevelopsolutionsfromapersonaltoacommunityandto
a global scaleThrough the exploration of cause and effect the course investigates how
values interact with choices and actions resulting in a range of environmental impacts
Studentsdevelopanunderstanding that theconnectionsbetweenenvironmental systems
and societies are diverse varied and dynamic The complexity of these interactions
challenges those working towards understanding the actions required for effective
guardianshipoftheplanetandsustainableandequitableuseofsharedresources
CHOITHRAM INTERNATIONAL 2018 - 20
97
AIMS
ThesystemsapproachprovidesthecoremethodologyofthiscourseItisamplifiedbyother
sources such as economic historical cultural socio-political and scientific to provide a
holisticperspectiveonenvironmentalissues
TheaimsoftheEnvironmentalSystemsandSocietiescourseareto
1 acquiretheknowledgeandunderstandingsofenvironmentalsystemsatavarietyof
scales
2 apply the knowledge methodologies and skills to analyse environmental systems
andissuesatavarietyofscales
3 appreciate the dynamic interconnectedness between environmental systems and
societies
4 valuethecombinationofpersonallocalandglobalperspectivesinmakinginformed
decisionsandtakingresponsibleactionsonenvironmentalissues
5 be critically aware that resources are finite and that these could be inequitably
distributed and exploited and thatmanagement of these inequities is the key to
sustainability
6 developawarenessofthediversityofenvironmentalvaluesystems
7 develop critical awareness that environmental problemsare caused and solvedby
decisions made by individuals and societies that are based on different areas of
knowledge
8 engagewiththecontroversiesthatsurroundavarietyofenvironmentalissues
9 createinnovativesolutionstoenvironmentalissuesbyengagingactivelyinlocaland
globalcontexts
OBJECTIVES
TheseobjectivesreflecthowtheaimsoftheESScoursewillbeassessedItistheintention
ofthiscoursethatstudentsinthecontextofenvironmentalsystemsandrelatedissuesare
abletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingofrelevant
bull factsandconcepts
bull methodologiesandtechniques
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bull valuesandattitudes
2 Applythisknowledgeandunderstandingintheanalysisof
bull explanationsconceptsandtheories
bull dataandmodels
bull casestudiesinunfamiliarcontexts
bull argumentsandvaluesystems
3 Evaluatejustifyandsynthesizeasappropriate
bull explanationstheoriesandmodels
bull argumentsandproposedsolutions
bull methodsoffieldworkandinvestigation
bull culturalviewpointsandvaluesystems
4 Engage with investigations of environmental and societal issues at the local and
globallevelthrough
bull evaluatingthepoliticaleconomicandsocialcontextsofissues
bull selecting and applying the appropriate research and practical skills
necessarytocarryoutinvestigations
bull suggesting collaborative and innovative solutions that demonstrate
awareness and respect for the cultural differences and value systems of
others
PastexperienceshowsthatstudentswillbeabletostudyDPESSatSLsuccessfullywithno
backgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterizedby
the specific IB learner profile attributesmdashinquirers thinkers and communicatorsmdashwill be
significanthere
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1Foundationsofenvironmentalsystemsandsocieties
11Environmentalvaluesystems
12Systemsandmodels
13Energyandequilibria
14Sustainability
15Humansandpollution
Unit2 Ecosystemsandecology
21Speciesandpopulations
22Communitiesandecosystems
23Flowsofenergyandmatter
24Biomeszonationandsuccession
25Investigatingecosystems
Unit3 Biodiversityandconservation
31Anintroductiontobiodiversity
32Originsofbiodiversity
33Threatstobiodiversity
34Conservationofbiodiversity
SemII
Unit4Waterandaquaticfoodproductionsystemsandsocieties
41Introductiontowatersystems
42Accesstofreshwater
43Aquaticfoodproductionsystems
44Waterpollution
Unit5
Soilsystemsandterrestrialfoodproductionsystemsandsocieties
51Introductiontosoilsystems
52Terrestrialfoodproductionsystemsandfoodchoices
53Soildegradationandconservation
SemIII Unit6 Atmosphericsystemsandsocieties 61Introductiontotheatmosphere
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62Stratosphericozone
63Photochemicalsmog
64Aciddeposition
Unit7 Climatechangeandenergyproduction 71Energychoicesandsecurity
72Climatechangemdashcausesandimpacts
73Climatechangemdashmitigationandadaptation
SemIV Unit8 Humansystemsandresourceuse 81Humanpopulationdynamics
82Resourceuseinsociety
83Soliddomesticwaste
84Humanpopulationcarryingcapacity
ASSESSMENTOUTLINE
IBASSESSMENTS
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)The Diploma Programme primarily focuses on summative assessment
designed to record student achievement at or towards the end of the course of study
However many of the assessment instruments can also be used formatively during the
courseofteachingandlearningInESSthestudentsachieveanumericgrade(1-7)onascale
of7pointthroughexternalandinternalassessment
AssessmentComponent Weighting Duration
Paper1ndashCaseStudy35marks
25 1hour
Paper2ndashShortanswersandstructuredessays65marks
50 2hours
InternalAssessmentndashIndividualinvestigation30marks
25 10hours
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EXTERNALASSESSMENT
Twodifferentmethodsareusedtoassessstudents
bullDetailedmarkschemesspecifictoeachexaminationpaper
bullMarkbands
The markbands are related to the assessment objectives and the grade descriptors
establishedfortheenvironmentalsystemsandsocietiescourseThegradedescriptorsare
availableontheonlinecurriculumcentreanddescribetheextenttowhichtheassessment
objectives should be met for each grade level The markschemes are specific to each
examination
Theexternalassessmentincludestwopaperswhosecombinedweightageis75forSLThe
remaining comes from the internal assessments which are internally marked by the
teachersandmoderatedbytheIBexaminers
Paper1-consistsofcasestudyStudentswillbeprovidedwitharangeofdatainavariety
of forms relating to a specific case study Students are required to make reasoned and
balancedjudgmentsbyanalyzingthisdata
Paper2-consistsofsections-AandBInsectionAshortanswerquestionsandinsectionB
essaytypequestions
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2
INTERNALASSESSMENT
The internal assessment includes25 Internal assessment inenvironmental systemsand
societiescomprisesaseriesofpracticalandfieldworkactivitiesthatareundertakenaspart
ofthepracticalschemeofworkTheinternalassessmentmodeladdressesobjectives6and
7inparticularbutalsoobjectives1to5ofthecourseobjectives
Table1Theperformanceininternalassessmentisjudgedagainstfourassessmentcriteria
Identifyingthecontext
Planning ResultsAnalysisandConclusion
DiscussionandEvaluation
Applications Communication Total
6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)
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TABLE2INTERNALASSESSMENTSSPANNEDTHROUGHOUTTHETWOYEARPROGRAMME
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesexperiments 20
SemesterIIExamination InvestigationReportPlanning 20
SemesterIIIExamination InvestigationRACandDEV 20
SemesterIVExamination AllInvestigationReportswithallCriteria
20
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GROUP4COMPUTERSCIENCE
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN COMPUTER SCIENCE AT
CHOITHRAMINTERNATIONALINDORE
ComputerScienceisanacademicdisciplinethatisdevelopingatanextraordinaryspeedIts
scopeand influence isnowbeing felt inall areasof lifeGraduatesof the futurewill find
employmentopportunities intraditionalareassuchas industrycommerceeducationand
financial services aswell as in new areas such as film television and the entertainment
industry in general electronic publishing health care and all aspects of the rapidly
expandingcommunicationindustrythatisbasedontheInternet
The aims of all our programmes are that you get a sound understanding of the
fundamentals of Computer Science that you have the opportunity to develop a deeper
knowledge of certain topics which are of particular interest to you and that you gain
considerable practical experience of developing computer systems Additionally the
programmes have been designed so that you can develop your personal and
communicationskillsanddevelopanawarenessofthebusinessenvironment
Aims
1 Theaimsofcomputersciencecourseathigherlevelandstandardlevelareto
2 provide opportunities for study and creativity within a global context that will
stimulate and challenge students developing the skills necessary for independent
andlifelonglearning
3 provideabodyofknowledgemethodsandtechniquesthatcharacterizecomputer
science
4 enablestudentstoapplyanduseabodyofknowledgemethodsandtechniquesthat
characterizecomputerscience
5 demonstrate initiative in applying thinking skills critical to identify and resolve
complexproblems
6 engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationinresolvingcomplexproblems
7 develop logical and critical thinking as well as experimental investigative and
problem-solvingskills
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8 developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsin
the study of computer science to communicate information confidently and
effectively
9 raise awareness of the moral ethical social economic and environmental
implicationsofusingscienceandtechnology
10 develop an appreciation of the possibilities and limitations associated with
continueddevelopmentsinITsystemsandcomputerscience
1 encourage anunderstandingof the relationshipsbetween scientific disciplines and
theoverarchingnatureofthescientificmethod
Objectives
It is the intention of the Diploma Programme computer science course that students
achievethefollowingobjectives
1Knowandunderstand
a relevantfactsandconcepts
b appropriatemethodsandtechniques
c computerscienceterminology
d methodsofpresentinginformation
2Applyanduse
a relevantfactsandconcepts
b relevantdesignmethodsandtechniques
c terminologytocommunicateeffectively
d appropriatecommunicationmethodstopresentinformation
3Constructanalyseevaluateandformulate
a successcriteriasolutionspecificationsincludingtaskoutlinesdesignsandtestplans
b appropriatetechniqueswithinaspecifiedsolution
4Demonstratethepersonalskillsofcooperationandperseveranceaswellasappropriate
technicalskillsforeffectiveproblem-solvingindevelopingaspecifiedproduct
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1
ComputerOrganization
Computerarchitecture Secondarymemory Operatingsystemsand
applicationsystems Binaryrepresentation Simplelogicgates
Unit2
Computationalthinkingproblem-solvingandprogramming
Thinkingprocedurally Thinkinglogically Thinkingahead Thinkingconcurrently Thinkingabstractly Connectingcomputational
thinkingandprogramdesign Introductiontoprogramming Useofprogramminglanguages
SemII
Unit3 SystemFundamentals
Planningandsysteminstallation Userfocus Systembackup Softwaredeployment Systemdesignbasics Componentsofacomputer
system Systemdesignandanalysis Humaninteractionwiththe
system
Unit4 Abstractdatastructures
Thinkingrecursively Abstractdatastructures Linkedlists Trees Applications
Unit5 Options-PartOneDatabase
ModellingandSimulation
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WebScience
ObjectOrientedProgramming
SemIII
Unit5 Options-PartTwo
Database
ModellingandSimulation
WebScience
ObjectOrientedProgramming
Unit6 Networks Networkfundamentals Datatransmission Wirelessnetworking
SemIV
Unit7 ResourceManagement
Systemresources Roleoftheoperatingsystem
Unit8 Control Centralizedcontrolsystems Distributedsystems
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
Studentsrsquo success in the computer science standard level and higher level course is
measuredbycombiningtheirgradesonexternalandinternalassessment
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ExternalAssessment
Theexternalassessment includesthreepaperswhosecombinedweightage is80forHL
and70forSLTheremainingcomes fromthe internalassessmentswhichare internally
markedbytheteachersandmoderatedbytheIBexaminers
Paper1consistsofshortanswerquestionsandstructuredquestions
Paper2consistsofquestionsinrelationtotheoptionchosenand
Paper3consistsofquestionsbasedonpre-seencasestudyproducedannuallybytheIB
Theuseofcalculatorsisnotpermittedinanycomputerscienceexamination
InternalAssessment
The internal assessment requirements at SL and at HL are the same However these
requirements contribute to a different percentage of the overall mark Students are
required to produce a solution that consists of a cover page the product and the
documentation The focus of the solution is on providing either an original product or
additionalfunctionalitytoanexistingproductforaclient
The internal assessment component (solution) aswell as being practical and productive
formsanimportantpartoftheassessmentofthecomputersciencecourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Criteria Planning SolutionOverview
Development FunctionalityandProductivityofproduct
Evaluation TotalMarks
(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)
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The IA collected in IV Term Examination will be the Final IA to be sent to IB formoderation
Examination InternalAssessmentComponent
Weightage(HL) Weightage(SL)
SemesterIExamination ReportonCriteriaAPlanning
20 30
SemesterIIExamination CriteriaBSolutionOverview
20 30
SemesterIIIExamination CriteriaCDevelopmentCriteriaDFunctionalityandProductivityofproduct
20 30
SemesterIVExamination CriteriaEEvaluation 20 30
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THEGROUP4PROJECTThe group 4 project is a collaborative activity where students from different group 4
subjects work together on a scientific or technological topic allowing for concepts and
perceptions from across the disciplines to be shared The project can be practically or
theoreticallybasedCollaborationbetweenschools indifferentregions isencouragedThe
10hoursallocatedtothegroup4projectwhicharepartoftheteachingtimesetasidefor
IAcanbedividedintothreestagesplanningactionandevaluation
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GROUP5MATHHL
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN MATH HL AT
CHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINESemester Unit UnitName UnitTopics
SemI
Unit1 Algebra SequencesandseriesBinomialTheoremMathematicalInductionLogarithmandExponentialMathematicalInductionComplexNumbers
Unit2 Functions DomainandRangeInverseFunctionsCompositefunctionsInverseFunctionsTransformationFunction
SemII Unit3 Trigonometry bullRadianMeasurebullNonrightangledtrigonometrybullTrigonometricgraphsandfunctionsbullTrigonometricequationsandidentities
Unit4 DifferentialCalculus
bullMeaningofderivativedifferentiationusingfirstprinciplebulldifferentiationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullconceptoftangentnormalmaximaandminimabullApplicationofderivativebullKinematics
Semr3 Unit4(Contd)
IntegralCalculus
bullMeaningofAntiderivativebullIntegrationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullSubstitutionMethod
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bullIntegrationofproductoftwofunctionsbullKinematicsbullAreaandVolumeofafunction
Unit5 Statistics bullFrequencyDistributionbullProbabilitybullDiscreteRandomVariablebullContinuousrandomvariablebullBinomialDistributionbullPoissonDistributionbullNormalDistribution
Unit6 Vectors bullMeaningofVectorsbullConceptofaddingvectorsusingtrianglelawbullVectorequationofalineandplanebullIntersectionoftwolinesbullIntersectionofalineandplanebullApplicationofvectors
Sem4 OptionalPaper
Statistics LinearcombinationofindependentrandomvariablesSamplingDiscreteandcontinuousprobabilitydistributionsCumulativeprobabilitydistributionsProbabilitygeneratingfunctionssamplingDistributiontestingofhypothesisBivariatedata
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AssessmentsinMATHSHL
Externalassessment5hrs80
Writtenpapers
Paper12hrs30
Nocalculatorallowed(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper22hrs30
Graphicdisplaycalculator(GDC)required(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper31hr20
Graphicdisplaycalculator(GDC)required(50Marks)
Extended-responsequestionsbasedmainlyonthesyllabusoptions
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsHLisanindividualexploration
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GROUP5MATHSLIntroduction
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1 Algebra 11sequenceandseries
12Binomialtheorem
13exponentsandlogarithm
SemIandII Unit2
Functionsandequations 21Conceptoffunctions
22Graphsoffunctions
23transformationoffunctions
24Quadraticfunctions
25reciprocalfunctions
26Exponentialfunctions
27solvingequations
28Applicationsofgraphingskillsandequationsolving
SemII Unit3
Circularfunctionsandtrigonometry
31Thecircle
32Unitcirclesineandcosinefunctions
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33Pythagoreananddoubleangleproperties
34Circularfunctions
35Solvingtrigonometricequations
36Solutionoftriangles
SemIII Unit4 Vectors 41Vectorasdisplacementinplane
42Scalarproduct
43Vectorequations
44Distinguishingbetweencoincidentandparallel
lines
SemIIIandIV
Unit5 Statisticsandprobability
51Conceptsofpopulationsamplerandomsamplediscreteandcontinuousdata
52Statisticalmeasuresandtheirinterpretations
53Cumulativefrequencycumulativefrequencygraphs
54Linearcorrelationofbivariatedata
55Conceptsoftrialoutcomeequallylikelyoutcomessamplespace(U)andevent
56Combinedevents
57Conceptofdiscreterandomvariablesandtheirprobabilitydistributions
58Binomialdistribution
59Normaldistributionsandcurves
Unit6 Calculus Informalideasoflimitandconvergence Differentiationofpolynomialexponential
logarithmicandtrigonometricfunctions Derivativeinterpretedasgradientfunctionand
asrateofchange Tangentsandnormalsandtheirequations Thechainruleforcompositefunctions Theproductandquotientrules Thesecondderivative LocalmaximumandminimumpointsTesting
formaximumorminimum Pointsofinflexionwithzeroandnon-zero
gradients
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Graphicalbehaviouroffunctions Optimization Indefiniteintegrationasanti-differentiation Integrationbyinspectionorsubstitution Anti-differentiationwithaboundarycondition
todeterminetheconstantterm Definiteintegralsbothanalyticallyandusing
technology Areasundercurves(betweenthecurveandthe
x-axis) Areasbetweencurves Volumesofrevolutionaboutthex-axis Kinematicproblemsinvolvingdisplacements
velocityvandaccelerationa
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AssessmentsinMathematicsSL
Assessmentoutline
ForMathematicsSL
Externalassessment3hrs80
Writtenpapers
Paper11frac12hrs40
Nocalculatorallowed(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper21frac12hrs40
Graphicdisplaycalculator(GDC)required(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsSLisanindividualexploration
Thisisapieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics(20
marks)
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GROUP5MATHSTUDIESSL
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINMATHSTUDIESSL
ATCHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstractsystemofideasorasausefultool
For many people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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122
Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
ObjectivesProblem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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123
3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontext sketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
NumbersandAlgebra
11NumbersApproximationsandEstimations
12PairofLinearequationsandquadraticequations
13Conversionofunitsandcurrency
14SequencesandSeries(APandGP)
15CompoundInterestandannualDepreciation
Unit2 DescriptiveStatistics
21ClassificationofDiscreteandContinuousdata
22Groupedfrequencydata
23Pictorialrepresentationofdata
24Measureofcentraltendencies
25MeasureofDispersion
Unit3LogicSetsandProbability
31LogicConnectorsandTruthtables
32BasicsettheoryandVenndiagrams
33ProbabilityandExpectedvalue
34Probabilityofcombinedeventstreediagramsandconditionalprobability
SemII Unit4GeometryandTrigonometry
51Equationoflinein2DslopeinterceptsandpointofIntersection
52Trigonometricratiosanglesofelevationanddepression
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53SineruleCosineruleandareaoftriangle
54Geometryof3dimensionalsolidfigureslikecuboidrightprismpyramidcylinderconesphereandhemisphere
55VolumesandSurfaceareasofsolidfigures
SemIII
Unit5
StatisticalApplications
41NormalDistributionInversenormalcalculations
42ConceptofCorrelationScatterdiagramandproductmomentcorrelation
43Regressionlineanditsuseinprediction
44TheChi-squaretestofindependencenullhypothesisdegreesoffreedomp-valuesandexpectedfrequencies
Unit6 64DrawingaccurategraphsandusingGDCtosolveequationsinvolvingcombinationoffunctions
SemIV Unit7IntroductiontoDifferentialCalculus
71ConceptofthederivativeasarateofchangeTangenttoacurve
72Diffoffunctionax^nandequationofthetangentatagivenpoint
73IncreasinganddecreasingfunctionsStationarypointsLocalmaximumandminimumpoints
74Optimizationproblems
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AssessmentsinMathematicalStudiesSL
Externalassessment3hrs80
Writtenpapers
Paper11hr30mins40
15compulsoryshort-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Paper21hr30mins40
6compulsoryextended-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Internalassessment20
ProjectTheprojectisanindividualpieceofworkinvolvingthecollectionofinformationor
thegenerationofmeasurementsandtheanalysisandevaluationoftheinformationor
measurements
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GROUP6VISUALARTS
Introduction
VisualartisanintegralpartofdaytodaylifeItrangesfromtraditionalformsembeddedin
localandwidercommunitiessocietiesandculturestothevariedanddivergentpractices
associatedwithnewemergingandcontemporaryformsofvisuallanguage
WeatChoithramInternationalcelebratevisualartsnotonlyinthewaywecreateimages
andobjectsbutalsointhewayweappreciateenjoyrespectandrespondtothepractices
ofart-makingbyothersfromaroundtheworld
Visual arts course encourages students to challenge their own creative and cultural
expectationsandboundaries It isa thought-provokingcourse inwhichstudentsdevelop
analyticalskillsinproblem-solvinganddivergentthinkingwhileworkingtowardstechnical
proficiencyandconfidenceasart-makersThecourseisdesignedforstudentswhoaspire
to study visual arts in higher education as well as for those who are seeking lifelong
enrichmentthroughvisualarts
AIMS
Theaimsoftheartssubjectsaretoenablestudentsto
1Enjoylifelongengagementwiththearts
2Becomeinformedreflectiveandcriticalpractitionersinthearts
3Understandthedynamicandchangingnatureofthearts
4Exploreandvaluethediversityoftheartsacrosstimeplaceandcultures
5Expressideaswithconfidenceandcompetence
6Developperceptualandanalyticalskills
InadditiontheaimsoftheVisualartscourseatSLandHLaretoenablestudentsto
7Makeartworkthatisinfluencedbypersonalandculturalcontexts
8Becomeinformedandcriticalobserversandmakersofvisualcultureandmedia
9Developskillstechniquesandprocessesinordertocommunicateconceptsandideas
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OBJECTIVES
HavingfollowedthevisualartscourseatSLorHLstudentswillbeexpectedto
Assessmentobjective1demonstrateknowledgeandunderstandingofspecifiedcontent
aIdentifyvariouscontextsinwhichthevisualartscanbecreatedandpresented
b Describe artwork from differing contexts and identify the ideas conventions and
techniquesemployedbytheart-makers
cRecognizetheskillstechniquesmediaformsandprocessesassociatedwiththevisual
arts
dPresentworkusingappropriatevisualartslanguageasappropriatetointentions
Assessment objective 2 demonstrate application and analysis of knowledge and
understanding
aExpressconceptsideasandmeaningthroughvisualcommunication
bAnalyseartworksfromavarietyofdifferentcontexts
c Apply knowledge andunderstandingof skills techniquesmedia forms andprocesses
relatedtoartmaking
Assessmentobjective3demonstratesynthesisandevaluation
aCriticallyanalyseanddiscussartworkscreatedbythemselvesandothersandarticulate
aninformedpersonalresponse
b Formulate personal intentions for theplanning development andmakingof artworks
thatconsiderhowmeaningcanbeconveyedtoanaudience
c Demonstrate the use of critical reflection to highlight success and failure in order to
progresswork
d Evaluate how andwhy art-making evolves and justify the choicesmade in their own
visualpractice
Assessment objective 4 select use and apply a variety of appropriate skills and
techniques
aExperimentwithdifferentmediamaterialsandtechniquesinart-making
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bMakeappropriatechoicesintheselectionofimagesmediamaterialsandtechniquesin
art-making
cDemonstratetechnicalproficiencyintheuseandapplicationofskillstechniquesmedia
imagesformsandprocesses
dProduceabodyofresolvedandunresolvedartworksasappropriatetointentions
SYLLABUSOUTLINE
Semester UnitName UnitTopics
SemI
Formalanalysis-ElementsofartPrinciplesofdesignExplorationofthedevelopmentofart-makingskillsandtechniquesExperimentswithmediaandtechnologiesandpersonalreflectionsInvestigationofownartdevelopmentinthecontextofrelatedartgenresDetailedevaluationsandcriticalanalysisArt-makingforms-experiencesinmediaandtechniques(includingtwo-dimensionalformsthree-dimensionalformsandlens-basedelectronicandscreen-basedforms)withparticularreferencetothehistoricaldevelopmentofprocessesandtechniquesanddifferentculturalandtraditionalusesoftheseTwo-dimensionalformsDrawingsuchascharcoalpencilinkcollagePaintingsuchasacrylicoilwatercolourmurals
SemII
Comparativeanalysisoftheworksofartistsfromaperiodofarthistoryorartmovement Introductiontotheuseofthevisualartsjournalasarecordofindividualinquiryandinvestigation with particular emphasis on how toappropriatelycitesourcesArthistorymdashanoverviewofdevelopmentsandmovementsfrom earliest times to the present day Introduction to arangeofmodels for analysing critiquing interpreting anddeconstructing artworks offering opportunities forstudents to engage with these and become familiar with
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themArtcriticismorrespondingtoartwithreferencetovariouscultural contexts differing art forms and artists learningspecialist art vocabulary and terms through the use of aglossaryTechnical instruction and demonstrations in the use ofparticular media (such as oil painting ink drawing claymodellingdigital techniquesandsoon)withreferencetoparticular artists Investigation of the historical andtechnological changes and developments of particularmediaandtechniquesClasstheorylessons(suchascolourtheoryhistoryofpigmentsandsoon)
SemIII
Introduction of 3D Three-dimensional Forms Claymodelling such as hand built forms thrown vesselsmould-made objects Constructed sculpture such asassemblage paper glass etc Designed objects such asmodels interior design jewellery Site specificephemeralsuchaslandartinstallationFamiliarization with various art genres styles regionalschoolsandassociationsArtcriticismorrespondingtoartbullinvestigatingthehistoricalandtechnologicalchangesanddevelopments of particular media and techniques bullassociated relevant class theory lessons (such as colourtheoryhistoryofpigmentsandsoon)Communicating through visual and written meansProducingabodyofartworkthroughaprocessofreflectionand evaluation showing a synthesis of skill media andconcept
SemIV
Introduction of Lens-based electronic and screen-basedforms - photography Presentation of resolved works forexhibitionwithexplanationCuratorialpractices- throughvisits togalleriesandartistsrsquostudios reviewing catalogues for local exhibitionspresentations by visiting artists and exploration ofalternative display spaces The study of artist statementsand accepted conventions for titling and annotatingexhibitedworksExhibition of studentsrsquo own work supported byappropriateartiststatementswithattentiontodisplayand
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labelling Individual drafting and redrafting of artiststatementsofintentionStudioworkinthelightofstudentrsquosowndevelopingartiststatementsPresentationtechniqueswhichincluderefiningpersonal statements matting mounts layout andproducingexhibitiontextArt criticism or responding to art via various modelsIndividualpresentationsExhibition text - compilation ofwrittenmaterial studentsidentify contextualize and justify their selections forexhibition
HLstudentsshouldasaminimumexperienceworkingwithatleastthreeart-makingforms
selected fromaminimumof twocolumnsof the tablebelowTheexamplesgivenare for
guidanceonlyandarenotintendedtorepresentadefinitivelist
SYLLABUSOUTLINE
Two-dimensionalforms Three-dimensionalforms Lens-based electronicandscreen-basedforms
bull Drawing such ascharcoal pencil inkcollage
bull Painting such as acrylicoilwatercolourmurals
bull Printmaking such asrelief intaglioplanographicchinecolleacute
bull Graphics such asillustration and designgraphicnovelstoryboard
Carved sculpture such as carvedwoodstoneblock
bullModelled sculpture such as waxpolymerclays
bull Constructed sculpture such asassemblagebricolagewoodplasticpaperglass
bull Cast sculpture such as plasterwax bronze paper plastic glass bullCeramics such as hand built formsthrownvesselsmould-madeobjects
bullDesigned objects such asmodelsinteriordesignjewellery
bull Site specificephemeral such aslandartinstallationperformanceart
bull Textiles such as fibre weavingconstructedtextiles
Time-based andsequential art such asstop-motion digitalanimationvideoartbullLensmedia such as analogue(wet) photography digitalphotographymontage
bullLens-lessmedia suchasphotogramrayographscenography pinholephotography cyanotypesaltedpaper
bull Digitalscreen basedsuch as vector graphicssoftware developedpainting design andillustration
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ExternalassessmentcriteriamdashSLandHL
Part1ComparativestudySummary
Weighting20
Students are required toanalyseand compareartworks objectsor artifactsbydifferent
artists This independent critical and contextual investigation should explore artworks
objectsandartifactsfromdifferingculturalcontexts
Students select artworks objects and artifacts for comparison from differing cultural
contextsthatmayhavebeenproducedacrossanyoftheart-makingformsandthathold
individualresonanceforthestudentandhaverelevancetotheirownartmakingpractice
ThisisofparticularimportancetoHLstudents
StudentsatbothSLandHLmustexamineandcompareatleastthreepiecesatleasttwo
ofwhichshouldbebydifferentartists
Students use research and inquiry skills to investigate and interpret the selected pieces
usingbothvisualandwrittenformsofnotationStudentsmustsupporttheirinterpretation
withreferencestosoundandreliablesources
Candidates are required to submit the list of sources used and in-text referencing is
requiredthroughoutthecomparativestudy
Part1Comparativestudy Marks Total
A Identificationandanalysisofformalqualities 6 30
B Analysisandunderstandingoffunctionandpurpose 6
C Analysisandevaluationofculturalsignificance 6
D Makingcomparisonsandconnections 6
E Presentationandsubject-specificlanguage 6
F (HLonly)Makingconnectionstoownart-makingpractice 12 42
FormalrequirementsofthetaskmdashSL
bullSLstudentssubmit10ndash15screenswhichexamineandcompareat leastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullSLstudentssubmitalistofsourcesused
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FormalrequirementsofthetaskmdashHL
bullHLstudentssubmit10ndash15screenswhichexamineandcompareatleastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullHLstudentssubmit3ndash5additionalscreenswhichanalysetheextenttowhichtheirwork
andpracticeshavebeeninfluencedbytheartandartistsexamined
bullHLstudentssubmitalistofsourcesused
ExternalassessmenttasksmdashSLandHL
Part2Processportfolio
Weighting40
Students at SL and HL submit carefully selected materials which demonstrate their
experimentation exploration manipulation and refinement of a variety of visual arts
activities during the two-year course The selected process portfolio work should show
evidence of their technical accomplishment during the visual arts course and an
understanding of the use of materials ideas and practices appropriate to visual
communication
Thework selected for submission should showhow studentshaveexploredandworked
withavarietyoftechniqueseffectsandprocessesinordertoextendtheirart-makingskills
base
Part2Processportfolio SLmarks
SLtotal
HLmarks
HLtotal
A Skillstechniquesandprocesses 12 34 12 34
B Criticalinvestigation 6 6
C Communicationofideasandintentions 6 6
D Reviewingrefiningandreflecting 6 6
E Presentationandsubject-specificlanguage 4 4
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133
FormalrequirementsofthetaskmdashSL
bull SL students submit 9ndash18 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For SL
studentsthesubmittedworkmustbeinatleasttwoart-makingformseachfromseparate
columnsoftheart-makingformstable
FormalrequirementsofthetaskmdashHL
bull HL students submit 13ndash25 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For HL
studentsthesubmittedworkmusthavebeencreated inat leastthreeart-makingforms
selectedfromaminimumoftwocolumnsoftheart-makingformstable
InternalassessmentdetailsmdashSLandHL
Part3Exhibition
Weighting40
Students at SL and HL submit for assessment a selection of resolved artworks for their
exhibition The selected pieces should show evidence of their technical accomplishment
during the visual arts course and an understanding of the use of materials ideas and
practices to realize their intentions Students also evidence the decision-making process
whichunderpinstheselectionofthisconnectedandcohesivebodyofworkforanaudience
intheformofacuratorialrationale
Students at SL select 4ndash7 artworks for submission while students at HL select 8ndash11
artworksforsubmission
Part3Exhibition SLmarks SLTotal HLmarks
HLtotal
A Coherentbodyofworks 9 30 9 30
B Technicalcompetence 9 9
C Conceptualqualities 9 9
D Curatorialpractice 3 3
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134
FormalrequirementsofthetaskmdashSL
SLstudentssubmitacuratorialrationalethatdoesnotexceed400words
bullSLstudentssubmit4ndash7artworks
bullSL studentssubmitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullSLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
FormalrequirementsofthetaskmdashHL
bullHLstudentssubmitacuratorialrationalethatdoesnotexceed700words
bullHLstudentssubmit8ndash11artworks
bullHL students submitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullHLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
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InternalAssessmentCalendar2018-20
IACalendar-DPBatch2018-20
MONTH DATE SUBJECT IADETAIL WEIGHTAGE2018 DPYearI
AUGUST 17th EnglishLanguageampLiterature
WT1firstdraft
SEPTEMBER 1st EnglishLanguageampLiterature
WT1finaldraft 20
15th HindiLiterature FinalIOP 15
28thamp29th EnglishLanguageampLiterature
FOA1 15
Oct-Nov2018
15thOct-31stOct2018
SummativeAssessmentSemesterIExamination
OCTOBER 10th Visualart Processportfolio-3-4pagesStudiowork-2artworks
NOVEMBER 19th EnglishLanguageampLiterature
WT2firstdraft
30th Economics Microeconomics-firstdraft DECEMBER 1stand3rd English
LanguageampLiterature
FinalIOC 15
14th Economics Microeconomics-Final 20
17th EnglishLanguageampLiterature
WT2finalsubmission 20
2019 DPYearI
JANUARY
19th HindiLiterature IOC 15
FEBRUARY 11thamp12th EnglishLanguageampLiterature
FOA2 15
5th Group4Project IntroductiontoGroup4Project
8th Group4Project PlanningPhase
19th Group4Project ActionPhase
28th Group4Project EvaluationPhase
MARCH 5th English WT3firstdraft
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136
LanguageampLiterature
19thand20th
TOK TOKpresentation 33
21st Economics Macroeconomics-Firstdraft 20
26th EnglishLanguageampLiterature
WT3finalsubmission 20
APRIL 10th-25thApril2019
SummativeAssessmentSemesterIIExamination(EndofYearI)
APRIL 1st Visualart Processportfolio-4-5pagesStudiowork-3-4artworks
Comparativestudy
MAY-JUNE SUMMERVACATION
JULY 11th Economics Macroeconomics-FinalSubmission
AUGUST 8th ESS FirstDraft
26th Mathematics FinalisethetopicofIA 20
SEPTEMBER 12th BusinessManagement
BMIAFirstDraft 25
18th-21st FrenchHLSLAbinitio
IOA 25
24th Psychology FirstDraftPsychologyIA 20
26th Mathematics FirstDraftMathIA 20
OCTOBER 1st HindiLiterature FirstDraftHindiWA 25
4th Economics Internationaleconomics-Firstdraft
10th Visualart Processportfolio-5-6pagesStudiowork-3-4artworks
Comparativestudy
17th ITGS FirstDraft-Project 2030
27th Chemistry FirstdraftChemistryIA
28th HindiLiterature FinalSubmissionofHindiWA 25
31st Mathematics FinalSubmissionofMathIA 20
Oct2019 14th-25thOct2019
SummativeAssessmentSemesterIIIExamination
NOVEMBER 4th BusinessManagement
FinalSubmissionBMIA 25
10th ESS FinalSubmissionESSIA 25
15th Psychology FinalSubmissionPsychologyIA
20th TOK FirstdraftTOKEssay
25th EE FirstDraft
CHOITHRAM INTERNATIONAL 2018 - 20
137
29th Economics Internationaleconomics-Final 20
DECEMBER 5th CS FirstDraftSubmission SL30HL20
13th Chemistry FinalIAsubmission 20
16th ITGS FinalSubmission-Project 2030
18th Biology FirstDraft
19th Physics FinalIAsubmission 20
20th CS FinalIASubmission
2020 Year2
JANUARY 4th Biology FinalIAsubmission 20
9th-11th EE FinalSubmissionandViva
15th TOK FinalTOKEssaysubmission 66
FEBRUARY 10th-24thFeb2020
MockExamination(DP2)
MARCH Visualart FINALEXHIBITIONProcessportfolio-13-25pages
Studiowork-8-11artworkswithtextandCuratorialrationale
Comparativestudyfinalsubmission
40
40
20
Total100
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138
CHANNELSOFCOMMUNICATIONWebelievethatthechallengesareresolvedat thepointof theoriginusingthefollowing
procedure
Speaktothepersonclosesttotheproblem(thepastoralfacilitatorTutor)
Speaktothecoordinator
CommunicatewithHead of Senior School Head of School only if thematter has not
beenresolvedbytherespectiveteacher
If the concern relates to the general school matters administrative decisions or the
school policies you should contact the Head of Senior School first and thereafter the
HeadofSchool
Parentteachermeeting(PTM)
Parent-TeachermeetingwillbeheldaftereverysummativeassessmentOccasionallythe
parentsmight schedulemeetings through prior appointment with the DP coordinator as
wellasDPTeachers
TheFormativeAssessmentsareaimedtopreparethestudentsforSummativeAssessments
and include specially designed tasktest to monitor students learning Formative
Assessments include minimum of two tests per semester and one open ended task to
develop theLearnerProfilesandATLskillsTheperformance in the testswillbe recorded
andreported to thestudentbysubject teacherswithproper feedback Ifa student isnot
meetingtheminimumachievement level inthetests thentheparentsof thestudentare
calledinschoolforgettingnotified
AssignmentsorHomeWork
Homeworkisavitalcomponentforpracticingandmasteringtheskillsandknowledgelearnt
intheclassThedaytodayworkthatiscompletedafterthelessonsprovidesbothformative
learningandevaluation
Homeworkisanintegralpartofthelearningandisgivenatthediscretionoftheteachers
andmayvaryfromtimetotimeandsubjecttosubject
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139
STAYINGAFTERSCHOOL
Theschoolisscheduledtocloseat310pmforthestudentsAclosesupervisionisrequired
forthestudentswhowishtostaybackaftertheprescribeddeparturetimePriorpermission
from the parent Head of School and Programme Coordinator is required so that the
arrangementscanbemade
ATTENDANCE1 Parents should ensure that theirward comes to school regularly as 85attendance is
compulsoryforeverystudent
2 No student should remain absent from school without a pre-approved application for
leave
3 Please avoid calling your child home before the school time except in case of an
emergency
4Pleasedonotsendstudenttoschoolifhesheissufferingfromacontagiousdiseasetill
hesheiscompletelyfreefrominfection
5 If a student turnsup lateheshemusthave the late comingapplication signedby the
parentsbeforeheshereportstoschool
6Whenever the student is absent or on leave due tomedical reasons the certificate of
doctorshouldbeprovidedalongwiththeapplication
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SCHOOLUNIFORMBoys
Pattern FullpantswithsidepocketsonehippocketNolowwaisttrouserstobeworn
Colour NavyBluetrouserswithWhiteshirtandNavyblueTie
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Turban or headgear
Navyblue(OnlyforSikhs)
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoes
Girls
Pattern Pleated skirts shirt with cape collar scarf The skirts need to be ofkneelength
Colour Navyblueskirtswithwhiteshirtsandredscarf
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoesSportsshortscanbecarriedtoschoolandwornasperthesportsscheduleonly
RulesforUniform
Uniformshouldbeproperlyironedandshoesshouldbepolishedregularly
Students must come to school in school uniform on all days including vacations
whateveristhepurpose
The uniform for the boys and the girls should be comfort fit so as not to cause any
inconvenience
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CODEOFCONDUCTThe school Codeof Conduct comprises principles standards of behavior identification of
disruptivebehaviorandconsequencesofnon-complianceItspurposeistocreateasafeand
productivelearningenvironmentbyoutlininganexpectedbehaviorcodeamongststudents
Inordertodevelopasenseofresponsibilityfortheiractionsandanawarenessoftheneed
to care for and value the rights of others a code of conduct has been developed in our
schoolandanydeviationsfromthesamewillbedealtwithstrictlybytheauthorities
1 Students should demonstrate respect for others irrespective of racial gender cultural
andreligiousdifferences
2Studentsshoulddemonstrateself-disciplineandcometoschoolontime
3Studentsshouldfollowtheestablishedrulesandtakeresponsibilityoftheirownactions
4Studentsshouldexhibitapositiveandcooperativeattitudetowardsschoolandlearning
5Studentsshouldavoiduseofprofaneandobscenelanguagesandgestures
6Studentsshouldkeepschoolequipmentandbooksingoodcondition
7Studentsshouldreturnborrowedpropertyingoodcondition
8Studentsshouldreturnthelostitemstotheschooloffice
9Studentsshoulddepositlitterandwasteinappropriatecontainers
10Studentsshouldleaveothersrsquopropertyalone
11Studentsshouldmaintainasafecleanenvironmentforothers
12 Students should refrain from bringing any harmful substance to school that may
compromisethesafetyofothers
13 Committing an act of Vandalism that causes damage to school property would be a
punishableoffence
14 Students are not allowed to leave the school premises without obtaining prior
permissionfromconcernedschoolauthoritiesandparents
15Any improperdisplayofaffection towardsother studentorengaging in inappropriate
socialbehaviourisapunishableoffence
16AnyotherelectronicdeviceotherthanthecalculatorlikehandycamscellphonesCDs
shouldnotbebroughttoschool
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142
SCHOOLTRANSPORT
This facility isprovided toall desirous studentsonpayment It is the responsibilityof the
parent to ensure that their children are made to board the bus and escorted home on
returnfromtheirrespectivebusstopsNorequestfromparenttodroptheirchildrenata
busstopotherthantheoneallottedwillbeentertainedIncaseyouneedtochangethebus
stopaformalletteraddressedtoadministrativeinchargemustbesentstatingthereason
forchange
TELEPHONECALLSParentsshouldnotcallstudentswhiletheclassesaregoingonTheyarerequestedtoleave
amessageattheschoolreceptionunlessitisanemergencyAlsostudentscanmakephone
callsonlyduringthebreaktime ifthematter isurgentandrequires immediateattention
Phonecallsshouldnotbemadeforcallingassignmentsorhomeworktoschoolwhichisa
partofstudentrsquosresponsibility
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143
EMERGENCYPROCEDURESIn the event of an emergency at school due to any untoward accident during play the
studentisdriventoChoithramhospitalwhichisinsidetheChoithrampremisesTheparent
ofthestudentiscontactedbytheschoolattheemergencynumbers
SCHOOLLEAVINGCERTIFICATEToobtain a school leaving certificatetransfer certificate the school requires at least one
weekrsquoswrittennotice
PASTORALCAREPastoral care forms an integral element of the philosophy and mission statement at
Choithram International and all staffmembers have a responsibility to care for thewell-
being of our students Its significance is reflected in our structures leadership roles
proceduresandcurriculumItalsounderpinsthedaily interactionsbetweenandamongst
bothstaffandstudents
Eachgrade level issupportedbytwotutors theuniversityguidancecounselorandthe IE
CoordinatorforstudentlearningsupportThetutoristhefirstpointofcontactforstudents
andparentsPastoralcareinvolvesregularone-to-onetrackingandmentoringofstudents
It focuses on thewell-being and progression of each student on an individual basis Our
pastoral curriculum is comprehensive age appropriate and addresses the students social
and emotional development It equips them with the skills they will need to face the
challenges in an ever-changing world Everyday students interact with their tutors and
classmates on several issues of global importance which helps in generating awareness
among the young learners The main aim of the pastoral curriculum is to inculcate and
strengthenthelearnerprofileattributesinstudents
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CLUBSANDHOUSESATCIAtCItheDPstudentsaregivenanopportunitytorunanyoftheCIclubsastheCreativity
aspectforCAS
Clubsprovide studentswithopportunities to learn inways thatmaynotbeanoptionby
simplyconcentratingonacademicsClubsoftenprovidestudentswiththechancetospend
time and make friends with those who have the same interests Once students have
somethingincommonschoolbecomesamorepositiveplacetobeAtChoithramweoffer
various clubs like the instrument club dance club creativewriting club drama club etc
These club activities serve as a positive outlet for students to socialize and expand their
horizons
TheHousesystemisofgreatimportancetoschoollifeItsfunctionistoinculcateafeeling
of belongingness and the spirit of fair competition among the students and encourage it
withintheschoolTheinter-Houseactivitiesgiveallstudentstheopportunitytoparticipate
in representative sport music and other activities with the aim of raising self-esteem
developing self-confidence and giving opportunities for leadership and teamwork beyond
thosealreadyavailablewithinschool
AschoolisdividedintoourhousesandeachstudentisallocatedtoonehouseHousesmay
competewithoneanotherat sportsandmaybe inotherways thusprovidinga focus for
grouployaltyorteamwork
At Choithram International we have four Houses named Gandhi Lincoln Mandela and
Tagore these names represent certain qualities and attributes which are personified in
theseiconicfigures
CHOITHRAM INTERNATIONAL 2018 - 20
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SPORTSATCISportsplayan important role ina childrsquosgrowth
and development Sports not only have health
benefits but also increase the concentration
developasenseofselfbringindividualstogether
At Choithram International we offer various
sports activities ie Football Basketball Lawn
tennisTabletennisBadmintonandCricket
LIBRARYATCIThe library at Choithram International aspires to make every aspect of the library
experience appealing and enjoyable for the student as well as the teachers We are
accoutredwithawiderangeofresourcesasbooksencyclopediasmagazinesnewspapers
andebooksibooksthatareavailabletosupportchildrenrsquosstudyWeencouragereadingfor
pleasure by providing access to the electronic resources and cultivate childrenrsquos research
andenquiryskillsduringourDEAR(DropEverythingAndRead) lessonsWealsomakethe
libraryafunandexcitingplacetobebyconductinglotsofactivities
CHOITHRAM INTERNATIONAL 2018 - 20
146
DiplomaProgrammePointMatrix
CHOITHRAM INTERNATIONAL 2018 - 20
147
LANGUAGEPOLICYLANGUAGEPHILOSOPHYChoithram International (CI) has English as the language of instruction and surveys andstatisticalanalysishaveidentifiedHindiastheMotherTongueforover80ofthestudentpopulationCIlanguagepolicyallowsstudentstostrengthentheirMotherTongueacquireproficiencyintheLanguageofInstructionandaspiretowardsmultilingualismForthisFrenchisofferedinLOTE(LanguageotherthanEnglish)-PYPLanguage-B-MYPampDPTheschooliscommittedto providing asmuch opportunity for bilingualmultilingual language learning as possibleacrossallthreeprogrammesCIworksontheIBideologyofldquoallteachersarelanguageteachersrdquoEveryteacherstrivestodevelopaconduciveenvironmenttoguidethestudenttowardsdevelopingcommunicationaswellasintrospectionfromtheMotherTonguetowardsthelanguageofinstructionLANGUAGELEARNINGATCILanguage learning is a part of all subject areas for gaining expertise in subject-specificterminology specific demands of different types of questions making connections fromclassroomexperiencestothetasksexamsandinwrittenandoralexpressionHomeRoomTeachers (HRTs) Tutors and subject teachers provide the studentswith opportunities todevelopeffectivecommunicationskillsintheirdisciplinesThesixskillsoflanguagelearningListeningSpeakingReadingWritingViewingandPresentingarefirmlyentrenchedinthecurriculumfromPYPtoDPAll CI teachers provide opportunities for prior understandings to be shared in order forbackground knowledge to be built upon to scaffoldmeaning to extend language and toaffirm identity It is accepted and understood that new learning and understanding isconstructeduponpreviousexperiencesandconceptualunderstandingsinadevelopmentalcontinuumTheongoinglanguagedevelopmentofourstudentsisthesharedresponsibilityofteachersparentsandstudentsLanguage learning is enhancedwhen parents andmembers of thewider community aresupportiveofthe learningprocessandare involvedin itTheschoolpromotescommunityawareness involvementand supportbypromotingandutilisingpositivecommunity linksespecially parents and teachers share the major responsibility for the education of thechildrenBELIEFSANDAIMSTheCIlanguagephilosophyaimsto Enable students to learn and use language effectively appropriately accurately andconfidentlyExtendactiveMotherTonguesupporttoallstudentstofacilitateoptimumlearningDevelopstudentsrsquoauraloralreadingwritingviewingandpresentingskillsEnablestudentstodevelopanduselanguageskillsinavarietyofcontextsandpurposes Promote the appreciation understanding and analysis of language and literature fromdiverse cultural and ethnic backgrounds varied perspectives of people belonging todifferentcultures
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UnderstandthespecificvocabularyandtermsusedindifferentsubjectareasEncouragestudentstoemployBasicInterpersonalCommunicativeSkills(BICS)inandoutof the classroom toaid in student-teacherand student-peer relationships andeffectivelymove towardsdevelopingCognitiveAcademic LanguageProficiency (CALP)11GuidelinesfordevelopingaschoollanguagepolicyInternationalBaccalaureateOrganizationCILANGUAGEPROFILEStatistical analysis reveals that over 80 students come from familieswhere theMotherTongueandthepreferredlanguageofcommunicationathomeisHindioritsdialectsoracombinationofbothInPYPafteradmissionofa studentparentsare required to fill in the form forLanguageProfilingForMYPandDPLanguageProfilingFormmadeavailableattheFrontDeskisapartoftheadmissionprocedureand is tobefilledbybothparentsandstudentstogetherAdmissionCounselorandFrontOfficeExecutiveprovideGoogleFormforthepurposeThisisdonetoestablishthestudentrsquoslanguagebackgroundandproficienciesEntranceevaluationtestsfornewadmissionsareconductedinEnglishtogaugetheproficiencyandidentifyanyspecificlanguageneedsofthestudentsLANGUAGEASSESSMENTSAll assessments across the programmes are formulated as per the CI Assessment PolicyFormativeandSummativeAssessmentsforalllanguagesareplannedperiodicallyStudentsareobservedandassessed intheclassroomsthroughoralpresentationswrittenassessments student-ledclassespeerassessmentsgroupactivitiesetcAll suchactivitiesareplannedkeepingspecific learnersrsquoneeds learningoutcomestaskspecificclarificationsandassessmentcriteriainmindMOTHERTONGUEDEVELOPMENTCI ensures the Mother Tongue (established as Hindi) is appropriately developed andmaintainedWe have awell-structured curriculum and strong facultymembers across allthe three programmes to aid the Mother Tongue development The Mother TongueCoordinatormonitorstheMotherTonguemaintenanceacrossthedifferentProgrammesIn MYP and DP for the small percentage of students for whom the Mother Tongue isneither English nor Hindi we counsel the parents regarding the importance of MotherTongue development and make the option of a self-taught course available for suchstudents(Appendix-4)IfastudentofforeignoriginexpressesaninterestinlearningHinditheschooloffersitasanoptionforLanguageAcquisitionPROGRAMME-SPECIFICPOLICYIMPLEMENTATIONPRIMARYYEARSPROGRAMMEApartfromEnglishandHinditheprogrammeoffersFrenchasLOTE(LanguageotherthanEnglish)whichisofferedPYP3onwardsLanguageLearningatCIPYPisaimedatpromotingstudentsrsquocapacitytouselanguagetoFulfiltheireverydayneedsDevelopmaintainandexpresstheirownsenseofidentity
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EstablishandmaintainrelationshipswithothersOrganisetheirthoughtsandlearnabouttheworldReflectupontheirexperiencesthoughtsandfeelingsandsharethesewithothersObtaininformationtodirectandadviceothersMakedecisionsandsolveproblemsinvolvingthemselvesandothersParticipateinrecreationalandimaginativeactivitiesAppreciateandcontributetowardstheirculturalheritagesInterrelatetheskillsoflisteningspeakingreadingwritingviewingandpresentingStudents in PYP are represented by awide range of personal and social backgrounds Tocatertothisrangeofstudentswebelievethelifelongprocessof learning languageisbestdevelopedthroughScaffoldingandmonitoringoflearningexperiencesRecognitionofindividuallearningstylesandratesProvisionofpurposefullearningexperiencesFosteringofthelearnerprofileattributesRecognitionandvaluingofpriorlearningexperiencesValuingdiversityofculturalintellectualandphysicalaspectsStudentsmaking the transition fromPYP toMYP should be able to use the languages toexpresseffectivelyInFrenchthelearnerisexpectedtobeabletodevelopanelementaryunderstandingandvocabularyforuse(Appendix-1)MIDDLEYEARSPROGRAMMECIMYPoffersLanguageandLiterature-EnglishandHinditoitslearnersLanguageAcquisition(LanguageB)-EnglishHindiFrench isoffereddependingon theLanguagepathwaysastudenthascoveredpreviouslyLanguageAcquisitionisstructuredinphasestoacknowledgeastudentrsquosproficiencylevelinthelanguageThephasesdonotcorrespondtothelearnersrsquoagegroupsorMYPyears If a student consistently scores Level 4 or more than that throughout an academicsession heshewill be promoted to the next phase otherwise heshecontinues in thesamephaseasbeforeAstudentwithnopriorexposuretoanyLanguageBoptionsavailablecanacquirethelanguagefromPhase1 The appropriate phase for a newly admitted student is determined throughLanguageProficiencyTestsEALLanguagesupportlessonsareprovideddependingonthestudentrsquoslanguageneedsThelanguagepathwayforastudentcontinuingfromMYPtoDPisaccordingtothetablegiveninAppendix-2MYP students continuing into theDPwill have developed an enquiring andreflectingapproachtolanguagelearningTheywillhavebilingualskillstobeappliedtoandextendedinDPlanguagecourses
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150
DIPLOMAPROGRAMMECIoffersEnglishALanguageandLiteratureandHindiALiteraturetoitslearnersinDP TheDP language courses endeavour tomake students observe and analyze the crucialrolelanguageplaysinshapinganindividualrsquoscultureandidentityandtheimpactlanguagehas on society through mass communication along with aspects of literary analysisappreciationandliterarycriticismLanguageBofferedinEnglishHindiandFrenchisaimedatgainingsufficientproficiencyintheselanguagesatAbinitioSLorHLLevels The curriculum is aimed towards preparing the students for university admissions atnationalandinternationallevelsPROGRAMMESPECIFICLANGUAGESUPPORTPRIMARYYEARSPROGRAMMELanguage Teaching (by the year level teacher subject teacher or supportenrichmentteacher)isrecommended As a language inquiry to directly support the collaboratively planned programme ofinquiryAsaconnectedexperiencewithinthetransdisciplinaryunitofinquiryAsastandaloneteachingtodirectlysupportaspecificneedinatransdisciplinaryunitofinquiryAspartoftheagreeduponknowledgeandskillstoindirectlysupporttheprogrammeofinquiryMIDDLEYEARSANDDIPLOMAPROGRAMMEAtthebeginningofthesessionlanguageteachersidentifystudentsinneedoflanguagesupport basing on their performance in previous yearLanguage Proficiency Tests (as perrelevance)giventothem After termsemester end assessments language teachers subject teachers and TutorstogetheranalyzetheresultThosestudentswhostruggleinwrittenororalexpressionsinthelanguagesareassignedsupport classes under the guidance of language teachers which includewriting and oralpracticebasedonacademiccontentandmovingtowardsgainingefficiencyREVIEW PROCESS The language policy is reviewed every two years by the LanguageSteeringCommitteeasapartoftheCIcurriculumreviewcycleorifanyspecialrequirementarises The Language Steering Committee is also responsible for overseeing effectiveimplementationoftheCILanguagePolicy
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151
INCLUSIVEEDUCATIONPOLICY
Inclusive Education Policy of CI is directly aligned with the motto of the organizationldquobecause every child deserves the bestrdquo It recognizes all students in spite of their widevariety of cultural backgrounds and believes that children possess a range of academicphysical emotional and social needs We believe in the inclusion of all students byresponding positively to their unique needs We aim to maximize the potential of allstudents through the removal of barriers and increase their learning opportunities Thepolicy ensures that curriculum planning and assessment for children with inclusiveeducationalneedstakesaccountofthetypeandextentofthedifficultyexperiencedbythechild It also provides a safe place to the students to come and share their personalproblemsaswellTheinformationsharedbyoraboutthestudentwillbekeptconfidentialandwillbesharedwiththeteachersresponsiblefortheeducationofthechildonlythroughconsultationwithparentsPolicyaims tocreateanenvironment tomeet the Inclusiveeducationalneedsofevery child it ensures that thediverse learningneedsof childrenare identified assessedand catered and enables all learners to have full access to all elements of the schoolcurriculumremovingallbarrierstolearningItalsostatesroleandresponsibilityofstaffinprovidingforchildrsquosInclusiveEducationalneedsandensuresthatparentsareabletoplaytheirpartactivelyinsupportingtheirchildrsquoseducationInclusiveEducationPolicyisalignedwiththeschoolrsquosadmissionpolicyitexpectsallparentstoconfidethediverselearningneedsoftheirchild(ifany)atthetimeofadmissionsothattheinterventionmaybeplannedrightfromtheadmissionThestudentshavetogothrougha strategicallydesignedpsychometric test to reveal theirdiverse learningneeds IEpolicycaters to diverse learning needs ranging from ADHD specific learning disabilities Highabilities amp multiple intelligences as well as different learning styles of learners physicaldisabilities or speechdisorders Social emotional andbehavioral difficulties and languagedifficultiesinchildren[ReferIEpolicydocumentfordetails]Homeroomteachercoordinateswithsubject tutorsand to identifyastudentwithdiverselearning needs emotional needs and report it to concerned coordinator then through aproper referral procedure the student is referred to IE coordinatorschool counselorfurtherplanofactionisdecidedbytheIEcoordinator[ReferIEpolicydocument]CIensuresadequatein-housesupporttoovercomebehavioralandlearningissuesinchildTheschoolsupportthestudentsattwolevelsnamelyschoolactionplanandschoolactionplusplanandanIEPwillbewritteninboththecases[ReferIEpolicydocumentfordetails]SchoolmaymakeseparatearrangementforassessmentsofstudentswithlearningdifficultyasperthenormsofIBAllAccessarrangementswillbecateredtoforthesestudentsduringall formativesummativeandformalexaminationsforMYPandDPasper IBrsquosassessmentaccessrequirement[ReferIEpolicydocumentfordetails]The policy clearly states the role and responsibilities of program coordinators teachersparentsandstudentsaswell[ReferIEpolicydocumentfordetails]
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ASSESSMENTPOLICYTheprimarypurposeofassessmentandevaluationatChoithramInternationalistosupportand improve theprocessof teaching and learningAs all studentshavedifferent learningstylesexperiencesandabilitiessotheassessmentandevaluationoftheirlearningmustbefairtoallstudentsbevariedinnatureandallowstudentstodemonstratethefullrangeoftheirlearningTeaching learning and Assessment are intertwined and interdependent and should befocusedonthehabitsofmindcriticalthinkingskills21stcenturyskillsknowledgeconceptandattitudesthatwillprovideforsuccesswithintheIBprograminschoolandbeyondAssessmentisavitalpartofthelearningprocessThepurposeofassessmentistheholisticdevelopmentofthelearnerswhichhelpsthemtounderstandtheircapabilitiesandenablesthemtoovercometheirshortcomingsAssessment reflects learning and is a process involving diagnostic assessment at thebeginning of each learning cycle formative assessment throughout and summativeassessment generallyat theendSummativeassessmentprovidesperiodic snapshotsofastudentrsquos academic progress while formative assessment essentially provides feedbackduringthelearningprocesstohelpteachersplanappropriatenextstepsforstudentsandforstudentstounderstandwhat isrequiredoftheminthe learningprocessLearningandassessmentatCIiscriterion-relatedandhaseducationalandpedagogicalvalueAssessmentsinDPAssessmentsoftheDParecriterion-relatedbasedonthefollowingaimswhichareelaboratedintheremainderofthissectionAssessmentpracticesTherearethreetypesofassessmentsinDPFormativeAssessmentsFormativeassessmentsareaimedtopreparethestudentsforsummativeassessmentsandinclude especially designed tasks to monitor student learning They may be formal orinformal (Observation Open ended tasks Performance Process journals Portfolioassessmentsquizzesclasstests)Theformativeassessmentswillincludeatleasttwomarkbasedassessmentsandoneopenendedtaskpersemesterto identifythe learningneedsandtogiveadetailedfeedbackonteachingandlearningSummativeAssessmentAt CIDiplomaprogramme is comprisedof semesters and at the endof each semester amarkbasedsummativeassessmentisheldTheweightingforthewrittenexaminationandInternalassessmentsisdifferentinsubjectsThefoursemesterexamsareasfollowsSemIExaminationSemIIExaminationalsoknownasEndofYearExamSemIIIExaminationSemIVExaminationalsoknownasMockExamFinalSummativeAssessments(FormalAssessments)Thefinalsummativeexamincludes
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153
1 IBDPexaminations(Includingsomeexternallyassessedcomponents)2 InternalAssessment-TheInternalassessmentsforallsubjectsaremarkedby
subjectteacherandmoderatedexternally3 AssessmentsofCorecomponents
TOKassessmentsconsistofacombinationofareinternallyassessedTOKPresentationwithaweightage of 33 and externally assessed essays with aweightage of 67 These twocomponentsfinallycontributetoagradefromA-EExtendedessaysareexternallyassessedandgradedonscaleofA-EThealphabeticalgradesofEEampTOKfetchanumericalgradeonascaleof3 fromdiplomapointmatrixCompletionofCASrequirements ismandatory forDiploma candidates Different DP subjects have different weightage for external andinternalassessmentsinallexaminationsasperthesubjectguidesldquoFormalassessmentsinDPistheassessmentdirectlycontributetofinalqualificationrepresentsthefinalsummativeassessmentinIBcontinuumofeducationrdquo[1]Formal examination of the DP includes some multiple-choice tests for a few subjectsstructuredandunstructuredexaminationformostsubjectsintendedtobetakenattheendof the two-year course and some internal assessments to be completed by students atvarious timesunder various conditions (asper the internal deadlineplanner) during theircoursewhichwillbeexternallymoderatedThestudentperformanceismarkedandgradedasperIBrsquossubject-specificgradeboundariesonascaleof1to7ThefinalDPscoreisgivenout of 45 of which a total of 42 come from 6 subjects of 7 points each and 3 from acombinationofTOKandEEgradesThefinaldiplomascoreandtheindividualsubjectpointsincluding the core component grades and completion of CAS requirements determinewhetherthestudentsecuresadiplomaoracourseAllsummativeassessmentsareassessedusinglatestsubject-specificgradeboundariesonascale of 1-7 given by IB so that students have a clear understanding of expectations andthereby find scope of improvement This will give a truly comprehensive feedback tostudentsInternal standardization of assessment is a regular feature of DP at CI Internalstandardization is done for the internal assessments TOK essays amp extended essays incollaborationwithinthedepartmentforIAsampEEswheremorethanoneteacherisinvolvedinteachingthecourseandwithalltheteachersforTOKEssaysThishelpstheteacherstoproduceauthenticampreliablepiecesofworkfromstudentsCIplansitsInternalAssessmentsubmissiondeadlinesintheformofanIADeadlineCalendarand publishes the same in the beginning of the academic year This calendar is strictlyfollowedby the studentswithan increasingdegreeofpenalties inplace for lackadaisicalstudentswhomissdeadlinesConductingExaminationTheschoolhasastrongExaminationdepartmentandexperiencedfacultywhotakecareofconductingthesummativeandformalexaminationsfromtimetotimeasperIBregulationTheexaminationisconductedunderthevigilanceoftrainedteachersRecordingandReportingRecordingandreportingofsummativeassessmentswillbedonetotheparentsandstudentsattheendofeachsemesterthroughaPTMThereportcardisitselfacomprehensive
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154
documentwhichgivesdetailedprogressaboutstudentrsquosacademicperformancethroughoutthe twoyears ineachdisciplineandcorecomponentsafter summativeassessments Theperformance of the student is recorded in the form of an Achieved grade and an Effortgrade The achieved grade is based on the studentrsquos performance in the summativeassessmentsandtheeffortgradeportraysthelevelofeffortstudenthasputinduringeachsemesterAttheendofeachsemesterthetutorssharethereportcardwiththeparentsthroughmailsandthenfacetofacereportingisdoneinparentteachermeetingStudent-led conferencesmark the part of first PTMwhere the students take initiative indemonstrating theirunderstanding throughavarietyofdifferent learningsituationsTheyshareassessmentdataabouttheirlearningwiththeirparentssupportedwithaportfolioofachievement and also reflect on the development of ATL skills The student identifiesstrengthsandareasforimprovementItenablesparentstogainaclearinsightintothekindofworktheirchildisdoingandoffersanopportunityforthemtodiscussitwiththeirchildThereafterthetutorsandsubjectteacherscommunicatetheperformanceofstudentsintheformofassessmentdataopenlyandtransparentlysupportedbythestudentrsquosworkAfter every summative assessment result is analysed to identify the students who needextralearningsupportTheschoolhasaninterventionplantohelpthestudentswhosecureagrade3orlessatSLand4orlessatHLinassessmentsintheformofremedialsupportclasseswhichareplannedasperthefreelessonsofthestudentsPredictedGradesPredicted grades for each subject are given to theDiploma studentswhich serve for theuniversity admission The same are also uploaded on the official IB site which helps inmoderation Predicted grades are given on the basis teachersrsquo judgement and studentrsquosperformanceresponsesinFormativeandSummativeAssessmentsAssessmentaccesstostudentswithdifferentlearningneedsTasksandthetimedurationwillbedefinedkeepinginmindtheindividuallearningneedsofstudentsExtratimeandadditionalsupportwillbeextendedtostudentswhohavetroublekeepingupwithclassroomteachingandlearningandassessmentsasperthereportoftheInclusiveeducation coordinator Inclusiveeducation coordinatorwill be regularlyupdatedabouttheprogressofstudentswithlearningdifficultysoastorefineassessmentroadmapsAllAccessarrangementswillbecateredtoforstudentswithlearningdifficultyduringfinalsummativeassessmentofDPasper IBmandateAll furtheraccommodationsprovidedbyschoolforstudentwithlearningdifficultyarementionedinInclusiveEducationPolicyNOTEMay2018gradeboundarieswillbefollowedforallsummativeassessments
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ACADEMICHONESTYPOLICYAcademichonestyandintegrityisanindispensablepartoftheInternationalBaccalaureateOrganizationandanessentialpartofChoithramInternationalAcademicHonestyPolicyofCIcloselyfollowstheIBpublicationAcademicHonestyGuidanceforSchoolsThepurposeofthispolicyistoclearlystatetheexpectationsthatthefacultyhasfromthestudentsandrole and responsibilities of the teachers andparents to ensure that the learners presentauthenticworkAcademicHonestyshouldbeviewedpositivelybyallthestakeholdersandactwith integrityandhonestytakingresponsibilityofouractionsandtheirconsequencesThusstrivingtobeldquoPrincipledrdquoAcademicMisconductincludesthefollowing
1 Plagiarismbull Notacknowledgingtheoriginalsourceofinformationorideasbull NotusingProperIn-textcitationsbull CloselyParaphrasedmaterialthatistoosimilartooriginalsourceshouldalsobe
in-textcited2 Collusion3 Duplicationofwork4 Fakingwebsitesincitations
Malpracticealsoincludesanyotherbehaviorthatgainsanunfairadvantageforacandidateor that affects the results of another candidate like taking unauthorizedmaterial into anexamroomormisconductduringanexaminationortakingundueadvantagefromexternaltutorwhileperforminghomeassignmentsResponsibilitiesofstudentsCandidatemustbeartheconsequencesifheshesubmitsanyworkthatisnothisherownregardlessofwhethertheplagiarismwasunintentionalordeliberateStudentsareexpectedNotto indulge inanykindofacademiccollusionplagiarismduplicationofworkandallotherformsofcheating Inform the staff when any other student has committed any of the abovementionedacademicdishonestyPresent authentic work by ensuring that they have used proper citations and usingauthenticwebsitesbyevaluatingtheresources Present work that acknowledges all the sources used in the work submitted withoutfakingthewebsitesormissinganyreferencesSubmitalltheworktaskswithalongwiththechecklisttoensureproficientresearchskillspracticedandacademichonestypolicyimplementedassignedThecandidateisultimatelyresponsibleforensuringthatallworksubmittedforassessmentisauthenticwithworkorideasofothersfullyandcorrectlyacknowledged
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ResponsibilitiesofparentsTodevelopasenseofacademichonestyintheirchildandbeviewedpositivelyToguidetheirchildtoanextentratherthanhelpingbeyondlimitToalwaysensureandencouragetheirchildtopresentauthenticworkToencouragetheirchildtoacknowledgeallthesourcesreferredtoforthecompletionoftheworkandtouseproperin-textcitationsToguidetheirchildinevaluatingauthenticresourcesoridentifyingqualityresourcesTosupporttheschoolstaffindevelopingasenseofresponsibilityintheirchildtobecomeprincipledEnforcementofthepolicyThe school reserves all rights to check the student-submitted work for authenticity Themethodofcheckingcanrange fromuseofexternalwebsites toothermethodswhich theteacherdeemsfitinordertoverifytheoriginalityofstudentworkConsequencesofviolationofacademichonestypolicyThe students need to be principled and maintain the norms of Academic honestyMalpractice incidents will be discussed with the student and then reported to parentscounselorsandCoordinatorsTheactionagainstmalpracticewillbetakeninthreephasesfromMYP1onwards1Firstviolationofnormswill call fornogrades (0) in theassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedverballyaboutthesame2Secondviolationofnormswillcallfornogrades(0)intheassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedaboutwrittenwarningissuedtotheirwards3Thirdviolationofnormscallsforexpulsionfromschool
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ICTPOLICYAt CI we believe that well-integrated use of technology resources makes twenty-first-century learning possible Students are often more actively engaged in projects whentechnologytoolsareaseamlesspartofthe learningprocess iPadsareusedasateachingandlearningtoolatCIICTrulesandregulations
Using the computer network is a privilege and shall be governed by the ChoithramInternationalrsquos policies anddiscretion This codeofpractice is tobeadheredby all Strictaction will be taken against those students who fail to follow these policies and rulesChoithramInternationalandtheSchoolrsquosManagementbyAuthorityhaveadutytoensurethatallusersaresafeandshallnotbeexposedtoany illegalor inappropriatecontentTothiseffect fromtime to time theSchoolrsquosAuthority shallbeexercised toensure thatnosuch illegal or inappropriate content is stored in electronic devices within the Schoolcampus These restrictions are not intended to interfere with the studentsrsquo educationShould students feel the need to understand these policies better they may talk to anauthorisedmemberoftheITDepartmenttodiscusstheirqueriesInternetandemailusearesubjecttomonitoringbytheSchoolanditsapprovedSoftwareand Firewall systems No personal Internetmedia (JIOWifi device SIM dongal etc) andstoragedevicesareallowedtobeusedbystudentsoncampusAllstudentshavetouseonlytheschoolWiFiorLANThecostofdamagingorlosinganyschoolrsquosICTequipmenthastobebornebythestudentusertowhomithasbeenissuedThemobilephonesandiPadswithSIMcardsmustnotbeusedontheSchoolcampusandmust be deposited at the School reception Students are not allowed to use theirlaptopsiPadsduringalessonwithoutspecificallybeingaskedtodosobytheteachertakingthelessonStudentsshouldnotunderanyconditionsharephotosoranypropertyoftheschoolwithanypersonorthirdpartyNorshouldstudentsshareanyphototakenintheschoolpremisesonanysocialmediawithoutpriorpermissionSocialnetworkingsitesandallkindsofonlinechattingtoolsareprohibitedforuseduringschoolhoursanddailyreportswouldbesenttoHeadofSchoolforallkindofbreachattemptsTheSchool logoandname in fact anyorganisations logoandnameare the intellectualproperties of the concerned organisations and using themwithout their permission is aninfringement of DPA (Data Protection Act) 2011 Information Technology Act 2008 andCopyrightsActStudentsindulginginputtingupstrongly-wordedpostsagainsttheSchoolcommunity or any engagement on social media that goes against the discipline anddecorumofChoithramInternationalwillbedealtwithseverelySoundMusicGamesorAppsbullTheSchoolprotocol involves installingprofilesrestrictionsonthestudents iPadDuetothispracticetheAPPSTOREwillbeblockedStudentswillbeallowedtodownloadallthecurriculum-relevantappsatthebeginningofthetermandthentheprofileswillbeinstalledProfileswillberemovedduringvacationsbullTheSchoolisnotresponsibleforanytypeoflossdamageortheftofhardwaresoftwareanddatafromthestudentrsquosiPadlaptop
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bull Soundmust bemuted at all times unless permission is obtained from the teacher forinstructionalpurposesbull The iPad name should be the studentrsquos name and hisher grade The students are notallowedtogiveanyrandomnametotheiriPadslaptopsbullMusicrelatedtothecurriculumisallowedontheiPadandcanbeusedatthediscretionoftheteacheranddiscretepoliciesbullThe studentsarenotallowed tocarryearphonesandanyothermedia storagedevices(Pendrive External harddisk MP3 Player) unless permission is given by the ProgrammeCoordinatorbullAppscanbeusedatthediscretionoftheteacherTheseappsneedtobedirectlyrelatedtothecurriculumandapprovedbythesubjectteacherbull Educational games can be used with prior permission from the coordinator and thesubjectteacherbullNogamesmoviesandanykindofvideos(TVShows)shouldbefoundinanyiPadslaptopsastheyarenotallowedinSchoolpremisesIfthesearefoundinthestudentrsquosiPadslaptopsthat device will be confiscated and a case against the student will be forwarded to therespective coordinator and HOS and returning the device to the student shall be at thediscretionofthecoordinatororHOSUseoftheInternetThe internet is provided to help studentswith learning activities such as research onlineactivitiesonlineeducationalgamesandmanyotherthingsTheinternetisnottobeusedtoaccess anything which is illegal or anything that someone else may find offensive ThisincludespornographydiscriminationandracialorreligioushatredIfthestudentisunsureaboutthisruleorcomesacrossanythingthatthestudentfeelsisinappropriatethestudentshouldturnhishercomputermonitoroffandinformtheteacherimmediatelyThe Internet is a vast world and the student as a responsible user of Internet shouldrespectothers sentimentsemotionsbeliefsandcultureThe student shouldnotbyanymeansinvolvehimselfherselfinanykindofcyber-bullyingorsendingsharingoffensiveordisrespectfulcommentsabouttheschoolandothersIngeneralwhenusingtheComputersiPadsthestudentshallbullalwaysusehisherowndevicenotanybodyelse(Thestudentsaresuggestedtostickalabelwhichcarriestheirnamesandgrades)bullalwaysbehaveinasensiblematurewayrespectingothersatalltimesbullkeeptheirpasswordsecretbullreportanysuspectedbreachofnetworksecurity(whetherbymyselforothers)totheITteachertheSchoolsNetworkManagerortheProgrammeCoordinatorbull not damage the computer computer systems or network If the student discovers anymethodsofcausingsuchdamageheshewillreportthemtotheITDepartmentWhenusingtheInternetandemailthestudentshallbullrefrainfromaccessinganynewsgroupslinkswebpagesorotherareasofcyberspacethatwould be considered offensive in the judgment of the IT Department because ofpornographicracistviolentillegalillicitorothercontentbull take responsibility for monitoring and appropriately reject any newsgroups links webpagesorotherareasofcyberspaceaccessedbyhimher
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bull never use valuable computer time playing non-educational games or accessinginformationwhichisnotpartofmyschoolworkbullnevertrytobypassanyofthesecuritysystemsinplaceThissecurityisinplacetoprotectthestudentfromillegalsitesandtostoppeoplefromhackingintootherpeoplesaccountsbull always be respectful of others and use appropriate language both to those aroundhimherandthosethestudent is incontactthroughthenetworkThestudentwill refrainfromusingobsceneharassingorabusivelanguageandwillreportanycasesofsuchusageagainsthimherorotherstohisherTutorandITDepartmentbull not download software games music graphics or video without first asking the ICTteacherandobtainingpermissionfromthecopyrightholderifrequiredbulluseanydownloadedmaterialinanappropriatemannerinhisherworklistingitssourceinabibliographyandclearlyspecifyinganydirectlyquotedmaterialbull never reveal personal information including passwords names addresses credit carddetailstelephonenumbersandphotographsofhimselfherselfandothersIfthestudentisuncertainas to theneedtorevealanyof this information thestudentshouldaskhisherteacherparent
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160
LISTOFHOLIDAYS(SESSION2018-19)Datesfortheclosingandre-openingoftheSessionwouldbedeclaredlater
220818 Wednesday Id-ul-ZuhaBakara-Eid
26082018 Sunday RakshaBandhan
3918 Monday Janmashthami
13918 Thursday GaneshChaturthi
21918 Friday Moharrum
24918 Monday nextdaytoAnantChaturdashi
21018 Tuesday GandhiJayanti
181010to211018 ThursdaytoSunday Dussehravacations
51118to91118 MondaytoFriday Diwalivacations
211118 Wednesday Eid-e-Milad
231118 Friday GurunanakJayanti
221218-1119 SaturdaytoTuesday ChristmasBreak
040319 Monday MahaShivratri
21319 Thursday Holi
22319 Friday GoodFriday
25319 Monday RangPanchami
14419 Sunday RamNavamiampAmbedkarJayanti
17419 Wednesday MahavirJayanti
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161
References
1 Language A Language and Literature guide First examinations 2015 copyInternationalBaccalaureateOrganization2011
2 Language A Literature guide First examinations 2015 copy InternationalBaccalaureateOrganization2011
3 French Ab initio guide First examinations 2020 copy International BaccalaureateOrganization2018
4 Language B guide First examinations 2020 copy International BaccalaureateOrganization2018
5 Economics guide First examinations 2013 copy International BaccalaureateOrganization2010
6 Business and Management guide First examinations 2016 copy InternationalBaccalaureateOrganization2012
7 Information Technology in Global Society guide First examinations 2012 copyInternationalBaccalaureateOrganization2010
8 HistoryguideFirstexaminations2020copyInternationalBaccalaureateOrganization2018
9 Environment Systems and Society guide First examinations 2011copy InternationalBaccalaureateOrganization2012
10 PhysicsguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
11 Chemistry guide First examinations 2016 copy International BaccalaureateOrganization2014
12 BiologyguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
13 Computer Science guide First examinations 2014 copy International BaccalaureateOrganization2012
14 MathematicsHLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
15 MathematicsSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
16 MathematicsStudiesSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
17 VisualArtsguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
18 Gradedescriptors(ForusefromDecember2017)
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162
ANNEXURE1
GRADEDESCRIPTORS
Group1(Studiesinlanguageandliterature)
Grade7
Demonstratesexcellentunderstandingandappreciationoftheinterplaybetweenformand
content in regard to the question or task responses thatmay be convincing detailed
independent in analysis synthesis and evaluation highly developed levels of expression
bothorallyandinwritingverygooddegreeofaccuracyandclarityverygoodawareness
ofcontext andappreciationoftheeffectontheaudiencereaderveryeffectivestructure
withrelevanttextualdetailtosupportacriticalengagementwiththethoughtsandfeelings
expressedinthework(s)
Demonstratesrefinedappreciationof literarystyleandafullengagementwiththeactof
transforming literature into performance the personal qualities necessary to work with
othersinapurposefulandeffectivemanner
Grade6
Demonstratesverygoodunderstandingandappreciationoftheinterplaybetweenformand
contentinregardtothequestionortaskresponsesthataremainlyconvincingaswellas
detailed and independent to some degree in analysis synthesis and evaluation well-
developed levels of expression both orally and inwriting good degree of accuracy and
claritygoodawarenessofcontextandappreciationof theeffectontheaudiencereader
effective structurewith relevant textual detail to support a critical engagementwith the
thoughtsandfeelingsexpressedinthework(s)
Demonstratesclearappreciationof literary styleanda solidengagementwith theactof
transformingliteratureintoperformancewillingnesstoworkwithothersinaconstructive
manner
Grade5
Demonstrates good understanding and appreciation of the interplay between form and
contentinregardtothequestionortaskresponsesthatoffergenerallyconsideredand
valid analysis synthesis and or evaluation good levels of expression bothorally and in
writingadequatedegreeofaccuracyandclarityawarenessofcontextandappreciationof
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theeffectontheaudiencereaderclearstructurewithrelevanttextualdetailtosupportan
engagementwiththethoughtsandfeelingsexpressedinthework(s)
Demonstrates an appreciation of literary style and an engagement with the act of
transformingliteratureintoperformancerecognizableinvolvementtoworkwithothersina
cooperativemanner
Grade4
Demonstratesadequate knowledgeandunderstandingof thequestionor task responses
that are generally valid in analysis and or synthesis satisfactory powers of expression
both orally and in writing only some lapses in accuracy and clarity some awareness of
context and appreciation of the effect on the audience reader a basic structure within
whichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates some appreciation of literary style and some commitment in the act of
transformingliteratureintoperformanceanacceptanceoftheneedtoworkwithothers
Grade3
Demonstratessomeknowledgeandsomeunderstandingofthequestionortaskresponses
thatareonlysometimesvalidandorappropriatelydetailedsomeappropriatepowersof
expressionbothorallyand inwriting lapses inaccuracyandclarity limitedawarenessof
context and appreciation of the effect on the audiencereader some evidence of a
structurewithinwhichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates little appreciation of literary style andmodest commitment to the act of
transforming literature into performance little apparent attempt to work with others
effectively
Grade2
Demonstratessuperficialknowledgeandunderstandingofthequestionortaskresponses
that are of generally limited validity limited powers of expression both orally and in
writing significant lapses in accuracy and clarity little awareness of context and
appreciationoftheeffectontheaudiencereaderrudimentarystructurewithinwhichthe
thoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationof literarystyleandlittlecommitmenttotheactof
transforming literature intoperformancesparseevidenceof involvement inworkingwith
otherseffectively
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Grade1
Demonstrates very rudimentary knowledge and understanding of the question or task
responsesthatareofverylimitedvalidityverylimitedpowersofexpressionbothorally
and in writing widespread lapses in accuracy and clarity no awareness of context and
appreciationoftheeffectontheaudiencereaderveryrudimentarystructurewithinwhich
thethoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationofliterarystyleandnegligibleinvolvementwiththe
actoftransformingliteratureintoperformanceinabilitytoworkwithothers
Appliestoliteratureandperformanceonly
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Group2(languageacquisition)
LanguageB(HL)
Grade7
Studentsspeakwithclarityandfluencyusearichlyvariedandidiomaticrangeoflanguage
veryaccuratelyhandleideaseffectivelyandskillfullywithactiveandcomplexinteraction
demonstrateathoroughunderstandingofthemeaningandpurposeofwrittentextshave
little difficulty with the most difficult questions recognize almost all the subtleties of
specific language usage write detailed and expressive texts demonstrating an excellent
command of vocabulary and complex structures with a consistently high level of
grammaticalaccuracydemonstrateclarityofthoughtintheorganizationoftheirworkand
anabilitytoengageconvinceandinfluencetheaudience
Grade6
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
moredifficultquestionsrecognizemostofthesubtletiesofspecificlanguageusagewrite
detailedtextsdemonstratingaverygoodcommandofvocabularyandcomplexstructures
withaverygood levelofgrammaticalaccuracyadapt theirwritingappropriately tosuit
theintendedaudienceandpurposeexpresstheirideasandorganizetheirworkcoherently
andconvincingly
Grade5
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideas mostly effectively with generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficult questions recognize some subtleties of specific languageusagewrite
fairly detailed texts demonstrating a good command of vocabulary with a good level of
grammaticalaccuracyshowareasonableabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkcoherently
Grade4
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywithfullinteractionattimesdemonstrateanadequateunderstandingofthe
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meaning and purpose of written texts have some difficulties with almost all difficult
questions and some average questions recognize a few subtleties of specific language
usagewrite texts demonstrating an adequate commandof vocabularywith an adequate
levelofgrammaticalaccuracyshowsomeabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkappropriately
Grade3
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectly
attimeshandleideaswithsomedifficultywithfairlylimitedinteractiondemonstratesome
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureproduceanidentifiabletexttypemakesomeattempt
atexpressingtheirideasandorganizingtheirwork
Grade2
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typewith limited
successmakesomeattemptatbasicorganizationcontentisrarelyconvincing
Grade1
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce a barely identifiable text type lack
organizationtoanextentthatcontentisunconvincing
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LanguageB(SL)
Grade7
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
more difficult questions write detailed texts demonstrating a very good command of
vocabularyandcomplexstructureswithaverygoodlevelofgrammaticalaccuracyadapt
theirwritingeffectivelytosuittheintendedaudienceandpurposeexpresstheirideasand
organizetheirworkcoherentlyandconvincingly
Grade6
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideasmostly effectivelywith generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficultquestionswritefairlydetailedtextsdemonstratingagoodcommandof
vocabularywithagoodlevelofgrammaticalaccuracyadapttheirwritingappropriatelyto
suit the intended audience and purpose express their ideas and organize their work
coherently
Grade5
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywith full interaction at timesdemonstrateanadequateunderstandingof the
meaning and purpose of written texts have some difficulties with almost all difficult
questionsandsomeaveragequestionswritetextsdemonstratinganadequatecommand
ofvocabularywithanadequatelevelofgrammaticalaccuracyshowareasonableabilityto
adapt theirwriting to suit the intended audience and purpose express their ideas and
organizetheirworkappropriately
Grade4
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectlyat
timeshandle ideaswith somedifficultywith fairly limited interactiondemonstrate some
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureshowsomeabilitytoadapttheirwritingtosuitthe
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intended audience and purpose make some attempt at expressing their ideas and
organisingtheirwork
Grade3
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typemake some
attemptatbasicorganizationcontentisrarelyconvincing
Grade2
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce an identifiable text typewith limited
successlackorganizationtoanextentthatcontentisunconvincing
Grade1
Students speak very hesitantly and unclearly use a very limited range of language
incorrectlyhandleideasunsuccessfullywithveryrestrictedinteractiondemonstrateavery
limitedunderstandingof themeaningandpurposeofwritten texts havedifficultieswith
almostallquestionswritetextsdemonstratingaverylimitedcommandofvocabularyand
verylittleawarenessofgrammaticalstructureproduceabarelyidentifiabletexttypelack
organizationtoanextentthatcontentisconfusing
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Languageabinitio(SL)
Grade7
Receptive skills students respond clearly and effectively to all simple andmost complex
informationandideas
Interactive skills students respond accurately communicate effectively and demonstrate
comprehension pronunciation and intonation always facilitate the understanding of the
message students sustain participation and make good independent contributions The
messageisalwaysclear
Productive skills students develop ideas well using an effective logical structure they
successfullyusearangeofsimpleandsomecomplexcohesivedevicestheyusebothbasic
andcomplexgrammaticalstructuresaccuratelyHowevertheymaymakeoccasionalerrors
in complex structures they use varied and effective vocabulary and appropriate register
theydemonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade6
Receptiveskills studentsrespondclearlytoallsimpleandmostcomplexinformationand
ideas
Interactive skills students respond mostly accurately communicate almost always
effectively and demonstrate comprehension pronunciation and intonation almost always
facilitate the understanding of themessage students almost always sustain participation
andmakeindependentcontributionsThemessageisalmostalwaysclear
Productiveskillsstudentsdevelopideaswellusingalogicalstructuretheysuccessfullyuse
a range of simple and some complex cohesive devices they use both basic and complex
grammatical structures accurately However they may make several errors in complex
structures they use varied vocabulary and appropriate register they almost always
demonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade5
Receptive skills students generally respond clearly to simple and some complex
informationandideas
Interactive skills students respondaccurately and generally demonstrate comprehension
pronunciationandintonationoftenfacilitatetheunderstandingofthemessagestudents
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generallysustainparticipationandmakesome independentcontributionsThemessage is
oftenclear
Productive skills students develop some ideas using a logical structure they often use a
rangeofsimpleandsomecomplexcohesivedevicestheyusebasicgrammaticalstructures
accurately However complex structures are rarely accurate they use a range of basic
vocabulary and appropriate register they often demonstrate evidence of intercultural
understandingwhererequired
Grade4
Receptiveskillsstudentsrespondclearlytomostsimpleinformationandideas
Interactive skills students respond accurately and demonstrate comprehension in simple
exchanges pronunciation and intonation usually facilitate the understanding of the
messagestudentssustainparticipationinsimpleexchangesThemessageisusuallyclear
Productiveskillsstudentsdevelopbasicideasusingalogicalstructuretheyusearangeof
simplecohesivedevicessuccessfullytheyusemostbasicgrammaticalstructuresaccurately
theyusebasic vocabularyandappropriate register successfully theyusuallydemonstrate
evidenceofinterculturalunderstandingwhererequired
Grade3
Receptiveskillsstudentssometimesrespondclearlytosimpleinformation
Interactive skills students sometimes respond accurately and sometimes demonstrate
comprehensioninsimpleexchangespronunciationandintonationsometimesfacilitatethe
understanding of the message students sometimes sustain participation in simple
exchangesThemessageissometimesclear
Productive skills students sometimes develop basic ideas they sometimes use simple
cohesivedevicessuccessfullytheysometimesusebasicgrammaticalstructuresaccurately
theysometimesusebasicvocabularyandappropriateregistersuccessfullytheysometimes
demonstrateevidenceofinterculturalunderstandingwhererequired
Grade2
Receptiveskillsstudentsrarelyrespondclearlytosimpleinformation
Interactive skills students rarely respond accurately or demonstrate comprehension
pronunciationand intonation rarely facilitate theunderstandingof themessage students
rarelysustainparticipationinsimpleexchangesThemessageisrarelyclear
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Productive skills students rarely develop basic ideas they rarely use simple cohesive
devices they rarely use simple grammatical structures accurately they rarely use basic
vocabulary or appropriate register successfully they rarely demonstrate evidence of
interculturalunderstandingwhererequired
Grade1
Receptiveskillsstudentsveryrarelyrespondclearlytosimpleinformation
Interactive skills students very rarely respondaccuratelyordemonstrate comprehension
pronunciation and intonation very rarely facilitate the understanding of the message
students very rarely sustainparticipation in simpleexchanges Themessage is very rarely
clear
Productive skills students very rarelydevelop ideas they very rarelyuse simple cohesive
devices theyvery rarelyusebasicgrammatical structuresaccurately theyvery rarelyuse
basicvocabularyorappropriateregistersuccessfullytheyveryrarelydemonstrateevidence
ofinterculturalunderstandingwhererequired
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Group3(individualsandsocieties)
Grade7
Demonstratesconceptualawarenessinsightandknowledgeandunderstandingwhichare
evidentintheskillsofcriticalthinkingahighlevelofabilitytoprovideanswerswhichare
fully developed structured in a logical and coherent manner and illustrated with
appropriate examples a precise use of terminology which is specific to the subject
familiaritywith the literature of the subject the ability to analyse and evaluate evidence
andtosynthesizeknowledge andconceptsawareness ofalternative pointsofviewand
subjective and ideological biases and the ability to come to reasonable albeit tentative
conclusionsconsistentevidenceofcriticalreflectivethinkingahighlevelofproficiencyin
analysingandevaluatingdataorproblemsolving
Grade6
Demonstratesdetailedknowledgeandunderstandinganswerswhicharecoherentlogically
structured and well developed consistent use of appropriate terminology an ability to
analyseevaluateandsynthesizeknowledgeandconceptsknowledgeofrelevantresearch
theoriesandissuesandawarenessofdifferentperspectivesandcontextsfromwhichthese
have been developed consistent evidence of critical thinking an ability to analyse and
evaluatedataortosolveproblemscompetently
Grade5
Demonstratesasoundknowledge andunderstandingofthesubjectusingsubject-specific
terminologyanswerswhichare logicallystructuredandcoherentbutnotfullydeveloped
an ability to provide competent answerswith some attempt to integrate knowledge and
concepts a tendency to be more descriptive than evaluative although some ability is
demonstratedtopresentanddevelopcontrastingpointsofviewsomeevidenceofcritical
thinkinganabilitytoanalyseandevaluatedataortosolveproblems
Grade4
Demonstratesasecureknowledgeandunderstandingofthesubjectgoingbeyondthemere
citing of isolated fragmentary irrelevant or ldquocommon senserdquo points some ability to
structure answers but with insufficient clarity and possibly some repetition an ability to
express knowledge and understanding in terminology specific to the subject some
understandingofthewayfactsorideasmayberelatedandembodiedinprinciplesand
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conceptssomeabilitytodevelopideasandsubstantiateassertionsuseofknowledgeand
understanding which is more descriptive than analytical some ability to compensate for
gapsinknowledgeandunderstandingthroughrudimentaryapplicationorevaluationofthat
knowledgeanabilitytointerpretdataortosolveproblemsandsomeabilitytoengagein
analysisandevaluation
Grade3
Demonstratessomeknowledgeandunderstandingofthesubjectabasicsenseofstructure
thatisnotsustainedthroughouttheanswersabasicuseofterminologyappropriatetothe
subjectsomeabilitytoestablishlinksbetweenfactsorideassomeabilitytocomprehend
dataortosolveproblems
Grade2
Demonstrates a limited knowledge and understanding of the subject some sense of
structureintheanswersalimiteduseofterminologyappropriatetothesubjectalimited
ability to establish links between facts or ideas a basic ability to comprehenddata or to
solveproblems
Grade1
Demonstrates very limited knowledge and understanding of the subject almost no
organizationalstructureintheanswers inappropriateorinadequateuseofterminologya
limitedabilitytocomprehenddataortosolveproblems
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Group4(sciences)
Grade7
Displays comprehensive knowledge of factual information in the syllabus and a thorough
command of concepts and principles Selects and applies relevant information concepts
and principles in a wide variety of contexts Analyses and evaluates quantitative andor
qualitative data thoroughly Constructs detailed explanations of complex phenomena and
makes appropriate predictions Solves most quantitative andor qualitative problems
proficiently Communicates logically and concisely using appropriate terminology and
conventionsShowsinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works very well within a team and
approaches investigations in an ethical manner paying full attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysconsiderable
attentiontosafetyandisfullycapableofworkingindependently
Grade6
Displays very broad knowledge of factual information in the syllabus and a thorough
understanding of concepts and principles Selects and applies relevant information
concepts and principles in most contexts Analyses and evaluates quantitative andor
qualitative data with a high level of competence Constructs explanations of complex
phenomenaandmakesappropriatepredictionsSolvesbasicorfamiliarproblemsandmost
newor difficult quantitative andor qualitative problems Communicates effectively using
appropriateterminologyandconventionsShowsoccasionalinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works well within a team and
approaches investigations in an ethical manner paying due attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysdueattention
tosafetyandisgenerallycapableofworkingindependently
Grade5
Displays broad knowledge of factual information in the syllabus Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextsAnalyses
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andevaluatesquantitativeandorqualitativedatacompetentlyConstructsexplanationsof
simple phenomena Solves most basic or familiar problems and some new or difficult
quantitativeandorqualitativeproblemsCommunicatesclearlywith littleorno irrelevant
material
Demonstrates personal skills perseverance and responsibility in a variety of investigative
activitiesinafairlyconsistentmannerGenerallyworkswellwithinateamandapproaches
investigations in an ethical manner paying attention to environmental impact Displays
competence in a range of investigative techniques pays attention to safety and is
sometimescapableofworkingindependently
Grade4
Displaysreasonableknowledgeoffactualinformationinthesyllabusthoughpossiblywith
somegapsShowsadequatecomprehensionofmostbasicconceptsandprinciplesbutwith
limitedabilitytoapplythemDemonstratessomeanalysisorevaluationofquantitativeor
qualitative data Solves some basic or routine problems but shows limited ability to deal
with new or difficult situations Communicates adequately although responses may lack
clarity and include some repetitive or irrelevant material Demonstrates personal skills
perseverance and responsibility in a variety of investigative activities although displays
some inconsistency Works within a team and generally approaches investigations in an
ethicalmanner with some attention to environmental impact Displays competence in a
range of investigative techniques pays some attention to safety although requires some
closesupervision
Grade3
Displays limited knowledge of factual information in the syllabus Shows a partial
comprehensionofbasic concepts andprinciples andaweakability to apply them Shows
someabilitytomanipulatedataandsolvebasicorroutineproblemsCommunicateswitha
possiblelackofclarityandusessomerepetitiveorirrelevantmaterial
Demonstrates personal skills perseverance and responsibility in some investigative
activities in an inconsistent manner Works within a team and sometimes approaches
investigationsinanethicalmannerwithsomeattentiontoenvironmentalimpactDisplays
competence in some investigative techniques occasionally pays attention to safety and
requiresclosesupervision
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Grade2
Displays little recall of factual information in the syllabus Showsweak comprehensionof
basicconceptsandprincipleswith littleevidenceofapplicationExhibitsminimalabilityto
manipulatedataandlittleornoabilitytosolveproblemsOffersresponseswhichareoften
incompleteorirrelevantRarelydemonstratespersonalskillsperseveranceorresponsibility
in investigative activities Works within a team occasionally but makes little or no
contributionOccasionallyapproaches investigations inanethicalmannerbutshowsvery
littleawarenessoftheenvironmental impactDisplayscompetenceinaverylimitedrange
ofinvestigativetechniquesshowinglittleawarenessofsafetyfactorsandneedingcontinual
andclosesupervision
Grade1
Recallsfragmentsoffactualinformationinthesyllabusandshowsverylittleunderstanding
of any concepts or principles Rarely demonstrates personal skills perseverance or
responsibility in investigative activities Does not work within a team Rarely approaches
investigations inanethicalmanneror showsanawarenessof theenvironmental impact
Displaysvery little competence in investigative techniquesgenerallypaysnoattention to
safetyandrequiresconstantsupervision
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Computerscience
Grade7
Displayscomprehensiveknowledgeofcomputersciencefactualinformationandathorough
command and understanding of concepts and principles Selects applies and analyses
relevant information concepts and principles in awide variety of contexts to solvemost
problems proficiently Able to interpret and construct fairly complex algorithms and
produce workable and mostly efficient solutions Communicates logically and concisely
usingappropriateterminologyShowsinsightandinitiativeinextendedresponsesAbleto
produce a complete plan and provides a fully consistent design overview The product
developedcompletelymatchestheplanandworksThedocumentationiscompleteandthe
product is fully tested and evaluated The use of techniques in solving problems
demonstrateshighlevelsofcomplexityandingenuity
Grade6
Displays very broad knowledge of computer science factual information and an
understanding of concepts and principles Selects and applies relevant information
conceptsandprinciplesinmostcontextstosolvebasicorfamiliarproblemsandmostnew
or difficult problems Able to interpret and construct fairly complex algorithms with few
errors to produce workable solutions Communicates effectively using appropriate
terminologyShowsoccasionalinsightorinitiativeinextendedresponsesAbletoproducea
plananddesignoverviewTheproductmatchestheplanandworksThedocumentationis
completeandtheproducthasbeentestedandevaluatedTheuseoftechniquesinsolving
problemsdemonstratesaverygoodlevelofcomplexityandingenuity
Grade5
Displays broad knowledge of computer science factual information Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextstosolve
mostbasicorfamiliarproblemsandsomenewordifficultproblemsAbletointerpretand
constructfairlycomplexalgorithmsandproduceapartiallyworkableorinefficientsolution
Communicatesclearlyusingappropriate terminologywith littleorno irrelevantmaterial
Able to produce a partial plan and a design overview thatmeets plan requirements The
productworksbutdoesnotfullymatchtheplanThetestinganddocumentationis
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complete but evaluation is incomplete The use of techniques in solving problems
demonstratesagoodlevelofcomplexityandingenuity
Grade4
Displaysreasonableknowledgeofcomputersciencefactualinformationthoughwithsome
gaps Shows adequate comprehension of most basic concepts and principles but with
limited ability to apply them Solves some basic or routine problems but shows limited
ability to deal with new or difficult situations Able to interpret and construct simple
algorithms Communicates adequately using mostly correct terminology although
responseslackclarityandincludesomerepetitiveorirrelevantmaterialAbletoproducea
basicplanandadesignoverviewTheproductmostlyworksbutdoesnotmatchallaspects
of the plan The documentation is complete and there is evidence of testing but the
evaluation is incomplete The use of techniques in solving problems demonstrates an
adequatelevelofcomplexityandingenuity
Grade3
Displays limited knowledge of computer science factual information Shows a partial
comprehensionofbasicconceptsandprinciplesand limitedability toapply themAbleto
interpret or construct simple algorithms Communicates using basic terminology with a
lackofclarityandsomerepetitiveorirrelevantmaterialProducesanincompleteplanand
designoverviewTheproductmatchessomeaspectsoftheplanandthereissomeevidence
of testingorevaluation in thedocumentation Theuseof techniques insolvingproblems
demonstratesalimitedlevelofcomplexityandingenuity
Grade2
DisplayslittlerecallofcomputersciencefactualinformationShowslimitedcomprehension
ofbasicconceptsandprinciplesandlittleevidenceofapplicationSomeevidenceofbeing
able to interpret or construct simple algorithms Offers responses which are often
incompleteorirrelevantProducesaweakandincompleteplanThedesignoverviewispoor
and does not match the plan The product is poor and does not work There is limited
evidence of testing poor documentation and limited or no evaluation The use of
techniquesinsolvingproblemsdemonstratesalowlevelofcomplexityandingenuity
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Grade1
Recalls fragments of computer science factual information and shows very little
understanding of any concepts or principles Little or no ability at algorithm construction
andinterpretationTheirdesignoverviewandplanarenotattemptedThereis littleorno
evidence of a working product and little or no evidence of testing documentation or
evaluation The use of techniques in solving problems fails to demonstrate any level of
complexityoringenuity
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Group5(mathematics)
Grade7
Demonstrates a thorough knowledge and comprehensive understanding of the syllabus
successfully constructs and appliesmathematical arguments at a sophisticated level in a
wide variety of contexts successfully uses problem-solving techniques in challenging
situations recognizes patterns and structures makes generalizations and justifies
conclusionsunderstandsandexplainsthesignificanceandvalidityofresultsanddrawsfull
and relevant conclusions communicates mathematics in a clear effective and concise
mannerusing correct techniquesnotation and terminologydemonstrates theability to
integrate knowledge understanding and skills from different areas of the course uses
technology correctly in challenging situationsmdashmakes efficient use of calculatorrsquos
functionalitywhenrequired
Grade6
Demonstrates a broad knowledge and comprehensive understanding of the syllabus
successfullyconstructs andappliesmathematicalarguments inavarietyofcontextsuses
problem-solving techniques in challenging situations recognizes patterns and structures
andmakessomegeneralizationsunderstandsandexplainsthesignificanceandvalidityof
resultsanddrawsrelevantconclusionscommunicatesmathematicsinaclearandeffective
mannerusingcorrecttechniquesnotationandterminologydemonstratessomeabilityto
integrate knowledge understanding and skills from different areas of the course uses
technologycorrectlyinroutinesituationsmdashmakesefficientuseofcalculatorrsquosfunctionality
whenrequired
Grade5
Demonstrates a broad knowledge and good understanding of the syllabus applies
mathematical arguments in performing routine tasks successfully uses problem-solving
techniques in routine situations successfully carries out mathematical processes in a
varietyofcontextsandrecognizespatternsandstructuresunderstandsthesignificanceof
results and draws some conclusions communicates mathematics effectively using
appropriatetechniquesnotationandterminologydemonstratesanawarenessofthelinks
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between different areas of the course makes use of calculatorrsquos functionality when
requiredmdashmayoccasionallybeinefficient
Grade4
Demonstratesasatisfactoryknowledgeofthesyllabusappliesmathematicalargumentsin
performing some routine tasks uses problem-solving techniques in routine situations
successfullycarriesoutmathematicalprocesses instraightforwardcontextsshowssome
abilitytorecognizepatternsandstructureshaslimitedunderstandingofthesignificanceof
results and attempts to draw some conclusions communicatesmathematics adequately
using some appropriate techniques notation and terminology makes some use of
calculatorrsquos functionality but perhaps not alwayswhen requiredmdashmay be inefficient at
times
Grade3
Demonstratespartialknowledgeofthesyllabusandlimitedunderstandingofmathematical
arguments in per forming some routine task s attempts to carry out mathematical
processes in straight forward contexts makes an attempt to use problem-solving
techniquesinroutinesituationscommunicatessomemathematicsusingsomeappropriate
techniquesnotationorterminologyoccasionallyusescalculatorrsquosfunctionalitybutoften
inefficiently does not always use it when required and may use an inefficient analytic
approach
Grade2
Demonstrates limited knowledge of the syllabus attempts to carry out mathematical
processesatabasic levelcommunicatessomemathematicsbutoftenuses inappropriate
techniques notation or terminology unable to use calculator correctly when requiredmdash
questionsexclusivelyrequiringtheuseoftheGDCaregenerallynotattempted
Grade1
Demonstratesminimal knowledgeof the syllabus demonstrates little or no ability touse
mathematicalprocessesevenwhenattemptingroutinetaskscommunicatesonlyminimal
mathematics and consistently uses inappropriate techniques notation or terminology is
unabletomakeeffectiveuseoftechnology
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Group6(arts)Grade7
Demonstrates in-depth and comprehensive knowledge and understanding of the media
usedwithpreciseuseof terminology tocommunicate thisunderstandingHighlyeffective
use of research investigation and technical skills In-depth understanding of artistic
intention and engagement with the artistic process demonstrated in consistent
developmentofideascreativityandcriticalreflection
Grade6
Demonstratesdetailedknowledgeandunderstandingof themediausedwithappropriate
and consistent use of terminology to communicate this understanding Effective use of
research investigation and technical skills Understanding of artistic intention and
engagementwiththeartisticprocessdemonstratedindevelopmentofideascreativityand
criticalreflection
Grade5
Demonstratessoundknowledgeandunderstandingofthemediausedwithappropriateuse
of terminology to communicate this understanding Research investigation and technical
skills are evident and sometimes well developed Evidence of understanding of artistic
intentionandtheartisticprocessanddevelopmentofideascreativityandcriticalreflection
Grade4
Demonstrates secure knowledge and understanding of themedia usedwith appropriate
useofterminologytocommunicatethisunderstandingResearchandorinvestigationskills
areevidentbutnotwelldevelopedSomeunderstandingofartisticintentionandtheartistic
process that is understanding of the work of others the studentrsquos own work and the
connections between these Some evidence through the studentrsquos own work of
understanding of the artistic process Technical skills are evident but not necessarilywell
developedThereissomeevidenceofdevelopmentofideasandsomeevidenceofcreativity
andcriticalreflection
Grade3
Demonstrates basic knowledge and understanding of the media used with some use of
terminology to communicate this understanding There is evidence of research andor
investigationbutthisremainsundevelopedPartialunderstandingofartisticintentionthat
isunderstandingoftheworkofothersandthestudentrsquosownworkEvidenceinthe
CHOITHRAM INTERNATIONAL 2018 - 20
183
studentrsquos own work of limited artistic process and technical skills Creativity and critical
reflectionemergeoccasionallyinthework
Grade2
Demonstrates little knowledge and understanding of themedia usedwith limited use of
terminology There is evidence of superficial research andor investigation The studentrsquos
ownworkdemonstratesvery limitedartisticprocess technicalskillscreativityandcritical
reflection
Grade1
Demonstratesverylittleknowledgeandunderstandingofthemediausedwithinadequate
use of terminology Irrelevant research andor investigation The studentrsquos own work
demonstratesalmostnoartisticprocesstechnicalskillscreativityorcriticalreflection
CHOITHRAM INTERNATIONAL 2018 - 20
184
Extendedessaygradedescriptors
GradeA
Demonstrateseffectiveresearchskillsresultinginawell-focusedandappropriateresearch
questionthatcanbeexploredwithinthescopeofthechosentopiceffectiveengagement
withrelevantresearchareasmethodsandsourcesexcellentknowledgeandunderstanding
ofthetopicinthewidercontextoftherelevantdisciplinetheeffectiveapplication
ofsourcematerialandcorrectuseofsubject-specificterminologyandorconceptsfurther
supportingthisconsistentandrelevantconclusionsthatareproficientlyanalysedsustained
reasoned argumentation supported effectively by evidence critically evaluated research
excellent presentationof theessaywhereby coherence and consistency further supports
thereadingoftheessayandpresentandcorrectlyappliedstructuralandlayoutelements
Engagementwiththeprocessisconceptualandpersonalkeydecision-makingduringthe
researchprocess isdocumentedandpersonalreflectionsareevidenced includingthose
thatareforward-thinking
GradeB
Demonstrates appropriate research skills resulting in a research question that can be
explored within the scope of the chosen topic reasonably effective engagement with
relevant researchareasmethodsandsourcesgoodknowledgeandunderstandingof the
topic in thewider context of the relevant discipline a reasonably effective applicationof
source material and use of subject-specific terminology andor concepts consistent
conclusions that are accurately analysed reasoned argumentation often supported by
evidenceresearchthatattimesevidencescriticalevaluationandaclearpresentationofall
structuralandlayoutelementswhichfurthersupportsthereadingoftheessay
Engagementwiththeprocessisgenerallyevidencedbythereflectionsandkeydecision-
makingduringtheresearchprocessisdocumented
GradeC
Demonstratesevidenceofresearchundertakenwhichhasledtoaresearchquestionthatis
not necessarily expressed in away that can be exploredwithin the scope of the chosen
topicpartiallyeffectiveengagementwithmostlyappropriateresearchareasmethodsand
sourcesmdashhowevertherearesomediscrepanciesinthoseprocessesalthoughthesedonot
interferewiththeplanningandapproachsomeknowledgeandunderstandingofthetopic
inthewidercontextofthedisciplinewhichismostlyrelevanttheattemptedapplicationof
CHOITHRAM INTERNATIONAL 2018 - 20
185
sourcematerial and appropriate terminology andor concepts an attempted synthesis of
research results with partially relevant analysis conclusions partly supported by the
evidence discussion that is descriptive rather than analytical attempted evaluation
satisfactorypresentationof theessaywithweaknesses thatdonothinder the readingof
the essay and some structural and layout elements that are missing or are incorrectly
appliedEngagementwiththeprocessisevidencedbutshowsmostlyfactualinformation
withpersonalreflectionmostlylimitedtoproceduralissues
GradeD
Demonstratesa lackof research resulting inunsatisfactory focusandaresearchquestion
that is not answerable within the scope of the chosen topic at times engagement with
appropriate research methods and sources but discrepancies in those processes that
occasionally interfere with the planning and approach some relevant knowledge and
understanding ofthe topic in the wider context of the discipline which are at times
irrelevanttheattemptedapplicationofsourcematerialbutwithinaccuraciesintheuseof
or underuse of terminology andor concepts irrelevant analysisand inconsistent
conclusionsasaresultofadescriptivediscussionalackofevaluationpresentationofthe
essaythatattimes is illogicalandhindersthereadingandstructuralandlayoutelements
that are missingEngagement with the process is evidenced but is superficial with
personalreflectionsthataresolelynarrativeandconcernedwithproceduralelements
GradeE(Failingcondition)
Demonstrates an unclear nature of the essay a generally unsystematic approach and
resulting unfocused research question limited engagement with limited research and
sourcesgenerally limitedandonlypartiallyaccurateknowledgeandunderstandingofthe
topic in the wider contextof the relevant discipline ineffective connections in the
applicationofsourcematerialandinaccuraciesintheterminologyandorconceptsuseda
summarizing of results of researchwith inconsistent analysis an attemptedoutline of an
argumentbutonethatisgenerallydescriptiveinnatureandalayoutthatgenerallylacks
orincorrectlyappliesseverallayoutandstructuralelements
Engagement with the process is limited with limited factual or decision- making
informationandnopersonalreflectionontheprocess
CHOITHRAM INTERNATIONAL 2018 - 20
186
Theoryofknowledgegradedescriptors
GradeA
Pertinent knowledge issues are explored thoroughly and linked effectively to areas of
knowledgeandorwaysofknowingThereisstrongevidenceofapersonalexplorationof
knowledge issues includingconsiderationofdifferentperspectivesArgumentsareclearly
developed and well supported by effective concrete examples counterclaims and
implicationsareexplored
GradeB
Pertinentknowledgeissuesareexplainedandlinkedtoareasofknowledgeandorwaysof
knowingThere issomeevidenceofapersonalexplorationofknowledge issues including
considerationofdifferentperspectivesArguments arepartially developedand supported
by effective concrete examples counterclaims are explored and some implications
identified
GradeC
Somepertinent knowledge issues aredescribedand linked to areasof knowledgeandor
waysofknowingThere is limitedevidenceofapersonalexplorationofknowledgeissues
somedifferentperspectivesaredescribedbutnotexploredArgumentsaredevelopedtoa
limitedextentandsupportedbyexamplescounterclaimsareidentified
GradeD
Some pertinent knowledge issues are identified with only superficial links to areas of
knowledgeandorwaysofknowingThere issimplisticpersonalexplorationofknowledge
issuesandminimal referencetodifferentperspectivesArgumentsarenotdevelopedand
notsupportedbyeffectiveexamples
GradeE
Demonstrateslittleornoevidenceofknowledgeissues
CHOITHRAM INTERNATIONAL 2018 - 20
187
The Grade Boundaries of May 2018 will be followed for assessing all Semester
ExaminationItwillbesharedassoonasreleasedbytheIB
CHOITHRAM INTERNATIONAL 2018 - 20
2
MESSAGEFROMTHEHOS
DearStudents
AwarmandheartfeltwelcometoyoufortheDiplomaProgramme2018-2020atChoithram
International
Educationas I firmlybelieve isnotmerely fillingupof themindwith factsbuta journey
towardslearningwhichneverendsIfyoualldevelopapassionforlearningyouwillnever
cease togrowMoreoverat theonsetofyour journey letmetellyounot tobeafraidof
errorsforasJamesJoycehassaidldquoAmanrsquoserrorsarehisportalsofdiscoveryrdquo
TheonlyadviceIwouldgiveistobeopentonewideasexperiencesanddirectionsforyou
neverknowwhatmightpiqueyourinterestHopeyourexperienceherewillbechallenging
rewardingandenjoyable
Welcometothisamazingcommunity
DilipVasu
CHOITHRAM INTERNATIONAL 2018 - 20
3
OURVISIONldquoTobeacentreofacademicexcellenceandnurtureyounglearnersintoresilientoptimistic
andresponsiblecitizensoftheworldrdquo
SCHOOLMISSIONSTATEMENTldquoChoithram International through itsholistic education aims tonurture lifelong learners
who will become responsible compassionate open-minded individuals keen on accepting
thedifferences in theworldandstriving tocreateaglobalcommunitygrounded inethics
andvaluesrdquo
ABOUTTHESCHOOLThe Choithram Group gets its name from Late Mr Choithram
Pagarani whose son Late Mr Thakurdas Pagarani founded the
groupin1944DubaibasedfamilyscionMrLTPagaranicurrently
heads the Group as its Chairman while itrsquos Trusts in India are
headedbyMrSatishPMotianiastheManagingTrustee
Choithram International is one of the many ventures of The
Choithram Group which brings International Education
ProgrammestothedoorstepofpeopleofIndoreandMP
ACCREDITATIONTheschoolisthefirstIBWorldSchoolinMadhyaPradeshTheschoolregistrationNumberis
002328
CHOITHRAM INTERNATIONAL 2018 - 20
4
THEINTERNATIONALBACCALAUREATE(IB)The IB is a non-profit organization established in 1963 with its headquarters in Geneva
Switzerland and the examination office in Cardiff Wales In addition there are regional
officesandrepresentativesaroundtheworldTheIBpublicwebsitewwwiboorghasdetails
onthevariousIBprogrammesandservices
IBMISSIONSTATEMENTTheInternationalBaccalaureateOrganizationaimstodevelopinquiringknowledgeableand
caring young people who help to create a better and more peaceful world through
intercultural understanding and respect To this end the IB works with schools
governments and international organizations to develop challenging programmes of
international education and rigorous assessment These programmes encourage students
across theworld to become active compassionate and lifelong learnerswho understand
thatotherpeoplewiththeirdifferencescanalsoberight
CHOITHRAM INTERNATIONAL 2018 - 20
5
IBLEARNERPROFILEInquirersTheydeveloptheirnaturalcuriosityTheyacquiretheskillsnecessarytoconductinquiryandresearchandshowindependence in learningTheyactivelyenjoy learningandthisloveoflearningwillbesustainedthroughouttheirlivesKnowledgeable They explore concepts ideas and issues that have local and globalsignificance In so doing they acquire in-depth knowledge and develop understandingacrossabroadandbalancedrangeofdisciplinesThinkers They exercise initiative in applying thinking skills critically and creatively torecognizeandapproachcomplexproblemsandmakereasonedethicaldecisionsCommunicators They understand and express ideas and information confidently andcreatively inmore than one language and in a variety ofmodes of communication TheyworkeffectivelyandwillinglyincollaborationwithothersPrincipledTheyactwithintegrityandhonestywithastrongsenseoffairnessjusticeandrespect forthedignityof the individualgroupsandcommunitiesTheytakeresponsibilityfortheirownactionsandtheconsequencesthataccompanythemOpen-mindedTheyunderstandandappreciate theirownculturesandpersonalhistoriesand are open to the perspectives values and traditions of other individuals andcommunitiesTheyareaccustomedtoseekingandevaluatingarangeofpointsofviewandarewillingtogrowfromtheexperienceCaring They show empathy compassion and respect towards the needs and feelings ofothersTheyhaveapersonalcommitmenttoserviceandacttomakeapositivedifferencetothelivesofothersandtotheenvironmentRisk-takers They approach unfamiliar situations and uncertainty with courage andforethoughtandhavetheindependenceofspirittoexplorenewrolesideasandstrategiesTheyarebraveandarticulateindefendingtheirbeliefsBalancedTheyunderstandthe importanceof intellectualphysicalandemotionalbalancetoachievepersonalwell-beingforthemselvesandothersReflectiveTheygive thoughtfulconsideration to theirown learningandexperienceTheyareabletoassessandunderstandtheirstrengthsandlimitations inordertosupporttheirlearningandpersonaldevelopment httpswwwiboorgglobalassetspublicationsrecognitionlearnerprofile-enpdf
CHOITHRAM INTERNATIONAL 2018 - 20
6
SCHOOLTIMINGSGrade11and12 MondaytoFriday800amto310pm
Saturday[1stand3rdSaturdayofthemonth] 800amto1100am(ForStudents)
Saturday[1stand3rdSaturdayofthemonth] 800amto200pm(ForTeachers)
WintertimingsareasperCollectorrsquosorderinIndoreThedatesarecommunicated
totheentireschoolcommunitybyemail
VISITINGHOURSPrincipal Alldaysbypriorappointmentsonly
230to330MondaytoFriday(forstudents)
Coordinator 200pm-300pmonMondayandWednesday
Teachers 1100amto130pmon1stand3rdSaturday
CHOITHRAM INTERNATIONAL 2018 - 20
7
REFLECTIONBYALUMNII started studying in Choithram Internationalwhen Iwas in 1st grade and I
cannotrememberthelasttimethatIdidnotfeelproudofthefactthatIwas
studying inan IB schoolNowthat this journey isabout tocome toanend I
have the realization of the various areas I grew and excelled in It was a
revelationmy entire thought process has changed and I have reached great
heightsanddevelopedasan individualbynow IBhastaughtmethereal life
application of theoretical knowledge and I no longer question that how is
bookishknowledgeeverusefulforusNotonlydidInurturemyskillsbutalso
developed various abilities I wasnt even aware of At each point of time I
question things and do not settle until I find answers to it thanks to TOK I
unravelledvariousaspectsof lifeThanks toEE Iwasable to finishwritinga
4000-wordessayononeof thebiggestmultinational companies in theworld
withresearchinganalyzingandsolvinghugeproblemsthatthefirmislikelyto
encounter
There are so many skills that will help me forever in life such as time-
management social service collaborative skills which will help me at every
pointinmyfuturebeitadecadefromnoworthelaterpartofmylifeIhave
broadenedmyvision to keephighaims acceptpeople theway theyareand
nowknowthedifferencebetweenrightandwrongonlybecauseofthe12years
ofeducationinthisprestigiousinstitutioncalledChoithramInternational
ThankstomyalmamaterIamwhatIamtodayAndwhereverIgoIshallever
remainindebtedtoyouChoithramInternational
MerciBeaucoup
ndashPrachiJain(AlumniIBDP)
CHOITHRAM INTERNATIONAL 2018 - 20
8
THEIBDIPLOMAPROGRAMME
OverviewofDiplomaProgramme
TheInternationalBaccalaureatereg(IB)DiplomaProgramme(DP)isforstudentsaged16-19
ResearchsuggeststhattherearemanybenefitstochoosingtheDPTheProgrammeaimsto
develop students who have excellent breadth and depth of knowledge ndash students who
flourish physically intellectually emotionally and ethically The DP curriculum has six
subjectgroupsandtheDPcorecomprisingtheoryofknowledge(TOK)creativityactivity
service(CAS)andtheextendedessayThroughtheDPcorestudentsreflectonthenature
ofknowledgecompleteindependentresearchandundertakeaprojectthatofteninvolves
community service The International Baccalaureatereg (IB) assesses studentwork as direct
evidenceofachievementagainstthestatedgoalsoftheDiplomaProgramme(DP)courses
CHOITHRAM INTERNATIONAL 2018 - 20
9
ELIGIBILITYFORFULLDIPLOMATheDiplomaProgrammeatChoithramInternationalisavailabletoallcandidateswho
Are able to cope with the demanding schedule of rigorous courses offered by the
Programmes
Arewillingtodeveloptimemanagementskillsandappropriatestudyhabits
Haveabroadercanvastoacceptinternationalperspectivesandopinions
Are ready to go through brainstorming sessions which instill critical and creative
thinking
AdmissiontotheIBDiplomaProgrammeinChoithramInternationalisgovernedbythe
followingcriteriabasedonClassX(MYPIGCSECBSE)resultsofthecandidateEligibility
toopt foraHigherorStandard level in theDiplomasubjectwill solelydependon the
levelsorgradesachievedineachsubjectbythecandidateinthepassingexamination
MYP-Minimumlevel4inallsubjects
- AboveLevel4 HL - Level4 SL- Belowlevel4 NoAdmission
IGCSE-Minimum5Cs- AboveC HL - C SL - BelowC NoAdmission
CBSE-Minimum8CGPAinallsubjects- Above8 HL- 8 SL- Below8 NoAdmission
CHOITHRAM INTERNATIONAL 2018 - 20
10
DIPLOMAPROGRAMME
SUBJECTSOFFEREDATCHOITHRAMINTERNATIONALInCI the curriculum inDP1andDP2 isdesignedby teachers following the IBDPaimsand
objectivesTeachersdesignthecurriculumbybackwardplanningfromDP2andalsotaking
into consideration the global requirements The subjects offered at CI fall into 6 groups
whichare
Group1 EnglishALangandLitHLSLHindiALitHLSL
Group2 Hindi LanguageBHLSL EnglishBHLSL French LanguageBHLSL and
FrenchBabinitio
Group3 (IndividualsampSocieties)EconomicsHLSLBusinessManagementHLSL
Information Technology in a Global Society(ITGS) HLSL History HLSL
PsychologyHLSLEnvironmentalSystemsandSocietiesSL
Group4 (Sciences)BiologyHLSLChemistryHLSLPhysicsHLSLEnvironmental
SystemsandSocietiesSLComputerScienceHLSL
Group5 MathematicsHLSLStudies
Group6 (ArtsandElectives)VisualArtsHLSL
Thestudentshavetwooptionsforsubjectchoice
Option1 Thestudentcanselectonesubjectfromeachofthesixgroupsorselect
the6thsubjectfromGroup3OrGroup4
Option2 StudentswhoaspireforMedicalorEngineeringfieldshavetooptforall
the three sciences fromGroup4 These studentswill have to study 7
subjects
SubjectclustersofferedatCI
Cluster1ndashBiologyBusinessManagementHistory
Cluster2ndashPhysicsVisualArts
Cluster3ndashChemistryESSComputerScience
CHOITHRAM INTERNATIONAL 2018 - 20
11
Thecore
CreativityActionService Studentscompleteaprojectrelatedtothesethreeconcepts
ExtendedEssay Anindependentself-directedpieceofresearchfinishingwith
a4000-wordpaper
TheoryofKnowledge Studentsreflectonthenatureofknowledgeandonhowwe
knowwhatweclaimtoknow
Theavailabilityofsubjectchoicesforthestudentswillbebasedonthepreviousacademic
recordandtheirfutureprospects
Itisarulethatoncethesubjectchoiceshavebeenmadewiththediscretionofthestudent
andtheparentsnochangeswillbeacceptedSpecialcaseswillbeentertainedbytheDP
coordinatorandtheHeadoftheschool
UNIVERSITYRECOGNITIONTheIBdiplomaiswidelyrecognizedbytheworldrsquosleadinguniversities
TheIBworkscloselywithuniversitiesinallregionsoftheworldtogainrecognitionfortheIB
diploma To aid this process university admissions officers and governmentofficialshave
directonlineaccesstoallsyllabiandrecentexaminations
To assist IB diploma students inmaking appropriate subject choices the school conducts
plannedPsychometricteststoidentifythefieldsofstudentsrsquoaptitudeTheschoolconnects
itsstudentstoIBStudentRegistryofferedbytheIBasastrongdatabasecontainingdetails
of universities around the world together with up-to-date information about their
requirementsforadmission IBStudentRegistryhelpsstudentstoshowcasetheirportfolio
includingCASExtendedessayandother IBexperiences therebyopeningdoors fordirect
communication with other IB students and the admission officers of various universities
across theglobe It is the studentsrsquo responsibility tobuild theirownprofile toattract the
attentionofuniversitiesthatinterestthem
CHOITHRAM INTERNATIONAL 2018 - 20
12
Theschoolregularlyconductsscheduledsessionswithparentsandstudentsforgenerating
awareness about studying abroad and in India University visits are arranged and all
necessaryhelp is furnished to the studentsatappropriate time tohelp in theiruniversity
applicationsbasedontheirPredictedGrades
TheAllIndiaUniversity(AIU)alsoratesIBDiplomaProgrammeatparwithclassXIICBSEor
ICSEIBissuesmarksheetsinadditiontotheirgradessoastomaketheadmissionprocess
inanyIndianUniversitystraightforwardandtrouble-freeTheminimumrequirementforthe
AIUcertificationistohave3HLand3SLsubjectswithascoreofminimum24pointsinthe
IBDPfinalexamination
UniversityampCareerGuidanceSchoolCalendarforDPBatch2018-20
Dates ActionsYearI130818-180818 FirstStudent-CounsellorMeeting030918-140918 Parent-CounsellorMeeting(DiscussCollegeMajor)11118-311218 TakeTestsIELTSSATACT300119 StatementofPurpose300119 RequestforLOR040219-140219 Student ampParent-Counsellor Meeting( First discussion on short
listingofuniversitiesaspercareergoals)Mayrsquo2019 APExamSATsubjecttestSATimprovementYearIIDates Actions10819-090819 Student-Counsellor Meeting ( Preparation of final list of college
majorsandcolleges)160819-230819 Parent-CounsellorMeeting300819 StatementofPurpose100919 Essaywritingbasedonprompts300819 RequestforLOR14919ndash220919 StudentampParent-CounsellorMeeting200919 CollectLORfromTeachers251019 CollectPredictedGradesforEarlyApplications301119 CollectPredictedGradesforRegularAdmission71219 PrepareApplicationDocuments(RegularAdmissions)091219-161219 RegisterampApply(UKUSAAustraliaCanadaJulyintake200120 ApplyIrelandColleges
CHOITHRAM INTERNATIONAL 2018 - 20
13
CORECOMPONENTSTOK(THEORYOFKNOWLEDGE)
Theoryofknowledge(TOK)isassessedthroughanoralpresentationanda1600word
essay
TOK aims to make students aware of the interpretative nature of knowledge including
personalideologicalbiasesndashwhetherthesebiasesareretainedrevisedorrejectedItoffers
studentsandtheirteacherstheopportunityto
reflectcriticallyondiversewaysofknowingandonareasofknowledge
considertheroleandnatureofknowledgeintheirowncultureintheculturesof
othersandinthewiderworld
InadditionTOKpromptsstudentsto
beawareofthemselvesasthinkersencouragingthemtobecomemoreacquainted
withthecomplexityofknowledge
recognizetheneedtoactresponsiblyinanincreasinglyinterconnectedbut
uncertainworld
TOKalsoprovidescoherence for thestudentby linkingacademicsubjectareasaswellas
transcendingthemItthereforedemonstratesthewaysinwhichthestudentcanapplytheir
knowledgewithgreaterawarenessandcredibility
EE(EXTENDEDESSAY)
TheExtendedEssay(EE)isapieceofpersonalresearchofabout4000wordssupervisedbya
teacheratChoithram International inaccordancewith theguidelinespublishedby the IB
The EEmust be done in one of the DP subjectsmustmeet the assessment criteria and
followsubject-specificdetailsAllExtendedEssaysareexternallygradedonascalefrom0to
34ThesupervisorsubmitsapredictedgradeforthestudentrsquosEEtotheIB
CHOITHRAM INTERNATIONAL 2018 - 20
14
CAS(CREATIVITYACTIVITYSERVICE)
CASrequiresstudentstotakepartinarangeofactivitiesandprojectsTheseshouldalways
involve
realpurposefulactivitieswithsignificantoutcomes
personalchallenge
thoughtfulconsiderationsuchasplanningreviewingprogressreporting
reflectiononoutcomesandpersonallearning
TheIBdoesnrsquotprescribespecificprojectsoractivitiestostudents
HowevertheIBdoesrecommendthatstudentstakepartinatleastoneproject
involvingteamworkAllstudentsshouldbeinvolvedinactivitiestheyrsquoveinitiated
themselves
CHOITHRAM INTERNATIONAL 2018 - 20
15
GROUPWISESUBJECTDETAILS
GROUP1ENGLISHA-LANGUAGEANDLITERATUREPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ENGLISH ATCHOITHRAMINTERNATIONALINDOREThe IBDP English Curriculum is designed for students who have experience of using the
languageofthecourseinanacademiccontextThelanguagebackgroundofsuchstudents
howeverislikelytovaryconsiderablymdashfrommonolingualstudentstostudentswithmore
complex language profiles The study of texts both literary and non-literary provides a
focus for developing an understanding of how language works to create meanings in a
cultureaswellas inparticulartextsAlltextsmaybeunderstoodaccordingtotheirform
content purpose and audience and through the social historical cultural andworkplace
contexts that produce and value themResponding to andproducing texts promotes an
understandingofhowlanguagesustainsorchallengeswaysofthinkingandbeing
TofulfilltherequirementsoftheIBDiplomaProgrammeallstudentsmuststudyaGroup1
subjectselectedfromoneofthethreecoursesOnepathtoabilingualdiplomaistotake
twoGroup1courseseachinadifferentlanguageinanycombinationofthethreecourses
offered Both the Language A Literature course and the Language A Language and
LiteraturecourseareofferedatSLandHL
Group1coursesaredesignedtosupportfutureacademicstudybydevelopingahighsocial
aesthetic and cultural literacy as well as effective communication skills While there is
significantdifferenceinthetextspresentedforstudyinthethreecoursestheywillclearly
overlapsomewhatThereisnoaimforeachcoursetodefinecompletelyseparateterritory
Insteadthemaindifferenceliesinthedifferentareasoffocuseachtakes
IntheLanguageALiteraturecoursefocusisdirectedtowardsdevelopinganunderstanding
of the techniques involved in literary criticism and promoting the ability to form
independent literary judgments The focus of the Language A Language and Literature
course is directed towards developing and understanding the constructed nature of
meaningsgeneratedbylanguageandthefunctionofcontextinthisprocessLiteratureand
CHOITHRAM INTERNATIONAL 2018 - 20
16
performanceallowsstudentstocombineliteraryanalysiswiththeinvestigationoftherole
ofperformanceinourunderstandingofdramaticliterature
Aims
TheaimsofLanguageALiteratureandLanguageALanguageandLiteratureatSLandHL
areto
1 introducestudentstoarangeoftextsfromdifferentperiodsstylesandgenres
2 develop in students the ability to engage in close detailed analysis of individual texts
andmakerelevantconnections
3 developthestudentsrsquopowersofexpressionbothinoralandwrittencommunication
4 encourage students to recognize the importance of the contexts in which texts are
writtenandreceived
5 encouragethroughthestudyoftextsanappreciationofthedifferentperspectivesof
peoplefromotherculturesandhowtheseperspectivesconstructmeaning
6 encouragestudentstoappreciatetheformalstylisticandaestheticqualitiesoftexts
7 promoteinstudentsanenjoymentofandlifelonginterestinlanguageandliterature
8 developinstudentsanunderstandingofhowlanguagecultureandcontextdetermine
thewaysinwhichmeaningisconstructedintexts
9 encourage students to think critically about the different interactions between text
audienceandpurpose
Objectives
There are four assessment objectives at SL and at HL for the Language A Language and
Literaturecourse
1 Knowledgeandunderstanding
Demonstrateknowledgeandunderstandingofarangeoftexts
Demonstrateanunderstandingoftheuseoflanguagestructuretechniqueandstyle
Demonstrate a critical understanding of the various ways in which the reader
constructsmeaningandofhowcontextinfluencesthisconstructedmeaning
Demonstrateanunderstandingofhowdifferentperspectivesinfluencethereading
ofatext
CHOITHRAM INTERNATIONAL 2018 - 20
17
2 Applicationandanalysis
Demonstrateanabilitytochooseatexttypeappropriatetothepurposerequired
Demonstrateanabilitytouseterminologyrelevanttothevarioustexttypesstudied
Demonstrateanabilitytoanalysetheeffectsof languagestructuretechniqueand
styleonthereader
Demonstrate an awareness of theways inwhich the production and reception of
textscontributetotheirmeanings
Demonstrateanabilitytosubstantiateandjustifyideaswithrelevantexamples
3 Synthesisandevaluation
Demonstrateanability tocompareandcontrast the formalelementscontentand
contextoftexts
Discussthedifferentways inwhich languageandimagemaybeused inarangeof
texts
Demonstrateanabilitytoevaluateconflictingviewpointswithinandaboutatext
AtHLonlyProduceacriticalresponseevaluatingsomeaspectsoftextcontextand
meaning
4 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandwithfluencyinbothwrittenand
oralcommunication
Demonstrateanabilitytousetheoralandwrittenformsofthelanguageinarange
ofstylesregistersandsituations
Demonstrateanabilitytodiscussandanalysetextsinafocusedandlogicalmanner
AtHLonlyDemonstrateanabilitytowriteabalancedcomparativeanalysis
CHOITHRAM INTERNATIONAL 2018 - 20
18
Literaryworkschosenforeachofpartoftheprogramme
LanguageALanguageandLiterature
Higherlevel Standardlevel
Part1
LanguageinCulturalContext
GENDER GENDER
LANGUAGEANDCOMMUNITIES LANGUAGEANDCOMMUNITIES
TRANSLATION TRANSLATION
Part2
LanguageampMassCommunication
STEREOTYPES STEREOTYPES
USEOFPERSUASIVELANGUAGE USEOFPERSUASIVELANGUAGE
LANGUAGEANDTEXTUALBIAS LANGUAGEANDTEXTUALBIAS
Part3
LiteratureTextsampContexts
THEGREATGATSBYndashFSCOTTFITZGERALD THEGREATGATSBYndashFSCOTTFITZGERALD
REDOLEANDERSndashRABINDRANATHTAGORE REDOLEANDERSndashRABINDRANATHTAGORE
AMERICANAH-CHIMAMANDANGOZIADICHIE
Part4
LiteratureCriticalStudy
OTHELLOTHEMOOROFVENICE OTHELLOTHEMOOROFVENICE
SELECTEDPOETRYndashJOHNKEATS SELECTEDPOETRYndashJOHNKEATS
HEARTOFDARKNESS-JOSEPHCONRAD
CHOITHRAM INTERNATIONAL 2018 - 20
19
AssessmentObjectivesInPractice
CHOITHRAM INTERNATIONAL 2018 - 20
20
CHOITHRAM INTERNATIONAL 2018 - 20
21
SYLLABUSOUTLINE
Year PartofSyllabus Content
SemI
PART-1LanguageinCulturalContextPart4CriticalStudy
Part1GenderEvolutionofEnglishLanguageSapirWhorfHypothesisMeghanMarklersquosSpeechatUNWomenHeForSheCampaignBlogson-LanguageshapesgenderInclusiveLanguageCartoonsbyLizaDonnellyTedTalkbyChimamandaNgoziAdichieMagazineCoversSlamPoetryCommunity-NationalismCatalonianConfusionImaginedCommunitiesSchoolrsquosLanguagePolicyRiverofBloodSpeechLanguageVariationRegionalismColonialMentalityAAEDialectSociolectIdiolectTranslation-BloginterviewExcerptsfromADollrsquosHouseDonQuixotePersepolisPart4CriticalStudySLOthelloTheMoorofVenicePoemsbyJohnKeatsHLOthelloTheMoorofVenicePoemsbyJohnKeatsHeartofDarkness
SemII
Part1LanguageinCulturalContextTranslationPart4CriticalStudyPart2MassCommunication
Part1TranslationPart4CriticalStudySLPoemsbyJohnKeatsHLPoemsbyJohnKeatsPart2MassCommunicationTermsrelatedtomassmediaTextualBiasVideoimagesmagazinecoversnewsarticleSpanishAmericanWarTETOffensivecartoonsUseofPersuasiveLanguageAtticusFinchClosingArgumentinlsquoToKillaMockingBirdrsquoAdvertisementsSpeeches-QueenElizabethITilburySpeechIHaveAdream-MartinLutherKingJr
CHOITHRAM INTERNATIONAL 2018 - 20
22
MahatmaGandhi-OneWorldSquealerrsquosSpeechinAnimalFarmStereotypes-GenderandEthnicityCartoonsComicStripsAdvertisementsVideoGamesTweetsTedTalkVideos
SemIII Part3TextsandContexts
SL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanah
SemIV Part2LanguageampMassCommunication
Part3TextsandContextsSL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanahRevision
IBInternalandexternalassessmentrequirementstobecompletedduringthecourse
Brieflyexplainhowandwhenyouwillworkonthem Includethedatewhenyouwill first
introduce the internal andexternal assessment requirementswhen theywill bedue
andhowstudentswillbepreparedtocompletethem
FOA1amp2ndashConceptanddemandsoftheFOAtobeintroducedintheISemesterThefirst
FOAwillbecompletedbyendofSemISecondwillbecompletedinSemII
WT12amp3ndashConceptanddemandsoftheWTtobeintroducedintheISemesterFirstWT
SubmissionwillbedueinSemITheremaining2WTswillbesubmittedinSemII
IOCndashTheIOCwillbeintroducedinSemIThedetailsprocessmockandthefinalIOCwill
beheldinSemII
CHOITHRAM INTERNATIONAL 2018 - 20
23
AssessmentsinLanguageALanguageandLiterature(SLampHL)
ASSESSMENTOUTLINEndashSL Weighting
Externalassessment(3hours)Paper1Textualanalysis(1hour30minutes)ThepaperconsistsoftwounseentextsStudentswriteananalysisofoneofthesetexts(20marks)Paper2Essay(1hour30minutes)Inresponsetooneofsixquestionsstudentswriteanessaybasedonboththeliterarytextsstudiedinpart3ThequestionsarethesameatHLbuttheassessmentcriteriaaredifferent(25marks)WrittentaskStudentsproduceatleastthreewrittentasksbasedonmaterialstudiedinthecourseStudentssubmitonewrittentaskforexternalassessment(20marks)Thistaskmustbe800ndash1000wordsinlengthplusarationaleof200ndash300words
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
24
ASSESSMENTOUTLINEndashHL Weighting
Externalassessment(4hours)Paper1Comparativetextualanalysis(2hours)ThepaperconsistsoftwopairsofunseentextsStudentswriteacomparativeanalysisofonepairoftexts(20marks)Paper2Essay(2hours)Inresponsetooneofsixquestionsstudentswriteanessaybasedonatleasttwooftheliterarytextsstudiedinpart3ThequestionsarethesameatSLbuttheassessmentcriteriaaredifferent(25marks)WrittentasksStudentsproduceatleastfourwrittentasksbasedonmaterialstudiedinthecourseStudentssubmittwoofthesetasksforexternalassessment(20marksforeachtask)OneofthetaskssubmittedmustbeacriticalresponsetooneoftheprescribedquestionsfortheHLadditionalstudyEachtaskmustbe800ndash1000wordsinlengthtask1shouldbeaccompaniedbyarationaleof200ndash300wordswhiletask2shouldbeaccompaniedbyashortoutline
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
25
GROUP1HINDIA-LITERATURE
Assessmentobjectivesinpractice
TherearethreeassessmentobjectivesatSLandatHLforthelanguageAliteraturecourse
1 Knowledgeandunderstanding
Demonstrate knowledge and understanding of individual literary works as
representativesoftheirgenreandperiodandtherelationshipsbetweenthem
Demonstrateanunderstandingofthewaysinwhichculturalvaluesareexpressedin
literature
Demonstrateawarenessofthesignificanceofthecontextinwhichaworkiswritten
andreceivedSubstantiateandjustifyideaswithrelevantexamples
2 Analysissynthesisandevaluation
Demonstrate an ability to analyse language structure technique and style and
evaluatetheireffectsonthereader
Demonstrateanability toengage in independent literarycriticismonboth familiar
andunfamiliarliterarytexts
Showan ability to examine anddiscuss in depth the effects of literary techniques
andtheconnectionsbetweenstyleandmeaning(HLonly)
3 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandfluentlyinbothwrittenandoral
communicationwithaneffectivechoiceofregisterandstyle
Demonstrateacommandof terminologyandconceptsappropriate to thestudyof
literature
Demonstrateanabilitytoexpresswell-organizedoralandwrittenarguments
Demonstrate an ability towrite a sustained and detailed literary commentary (HL
only)
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The literary works chosen for each of part of the LanguageA Literatureprogramme
Partofthecourse
SL HL
Part1workintranslation
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)list
1रोमयो-जलयटशसपीयर(नाटक)2अतनचख़वक9लघकथाए
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)listStudyofthreeworksintranslationfromthePLTlist1रोमयो-जलयटशसपीयर(नाटक)
2अतनचख़वक9लघकथाए3टगौरकाकAवतासBह(गीताजलD)
Part2Detailedstudy
StudyoftwoworkseachofadifferentgenrechosenfromthisPLA3चEगFत(नाटक)जयशकरGसाद
4अIहJयाबाई(उपNयास)वदावनलालवमाP
Studyofthreeworkseachofadifferentgenre(oneofwhichmustbepoetry)chosenfromthisPLA4चEगFत(नाटक)जयशकरGसाद5अIहJयाबाई(उपNयास)वदावनलालवमाP6नागाजPन(कAवता)
Part3Literarygenres
StudyofthreeworksofthesamegenrechosenfromthisPLA
5 आपकाबटD(उपNयास)मNनभडारD6 सखदा(उपNयास)जनNEजन
7साराआकाश(उपNयास)राजNEयादव
StudyoffourworksofthesamegenrechosenfromthisPLA7आपकाबटD(उपNयास)मNनभडारD8सखदा(उपNयास)जनNEजन9साराआकाश(उपNयास)राजNEयादव10गबन(उपNयास)Gमचद
Part4Options
Studyofthreeworksfreelychosen Studyofthreeworksfreelychosen
8कबीरदोहऔरसाWखया9लघकथाए-खलDलिजYान10ठलपरIहमालय(या[ासमरण)धमPवीरभारती
11कबीरदोहऔरसाWखया12लघकथाए-खलDलिजYान13ठलपरIहमालय(या[ासमरण)धमPवीरभारती
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SYLLABUSOUTLINE
Year PartofSyllabus Content
Year1
Part4ndashOptions
Kabir
ShortstoriesofKhalilGibran
TheleparHimalaya-DharmveerBharti
FINALIndividualOralPresentationPART4WORKS
Part2ndashDetailedStudy
Chandragupt(Play)-JaishankarPrasad
Ahilyabai(Novel)-VrindavanlalVerma
Poetry-Nagarjun
FINALIndividualOralCommentaryPART2WORKS
Year2
Part1ndashworkintranslation
RomeoJuliet(Play)Shakespeare
Shortstories-AntonChekhov
Geetanjali-RavindranathTagore
FINALWrittenAssignmentPART1WORKS
PART3-LiteraryGenre
AapkaBanti(Novel)MannuBhandari
SaaraAakash(Novel)-RajendraYadav
Sukhada(Novel)ndashJainendaraJain
Gaban(Novel)-Premchand(HLOnly)
Paper2BasedonPart3Works
IBInternalAssessmentrequirementstobecompletedduringtheCourse
IOPndashConceptanddemandsoftheIOPtobeintroducedandcompletedinSemI
IOCndashTheIOCwillbeintroducedbrieflyinSemIandwillbebasedbroadlyonthedemands
ofIOCTheFinalIOCwillbetakeninSemII
WAndashConceptanddemandsof theWAtobe introduced inSemIIWASubmissionwillbe
dueinSemIII
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GROUP2HINDIBPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HINDI AT
CHOITHRAMINTERNATIONALINDORE
HindiLanguagehasbeenoneofthemostpopularIndianlanguagesamongstudentsandthis
course emphasizes the development of the four skills ndash listening speaking reading and
writingListeningasaskillcanbedevelopedthroughTVRadioProgrammesandrecorded
CD Speaking can be developed through elocution debates skit enactment Reading can
develop through activities like newspaper magazines reading and different story books
Writing skills are developed through essay report writing letter writing and creativity
writing
TheHindiBcourserequiresstudentstohavesomeknowledgeofandexperiencewiththe
languageStudentsareexpectedtohavelinguisticskillsandtounderstandanduselanguage
insophisticatedwaysForexamplestudentsmustbeabletodiscussabstractconceptsand
ideasinthetargetlanguage
This course encourages students to broaden their knowledge of literature and culture of
differentstatesofIndia
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Developinternational-mindednessthroughthestudyof languagesculturesandideas
andissuesofglobalsignificance
2 Enable students to communicate in the language they have studied in a range of
contextsandforavarietyofpurposes
3 Encouragethroughthestudyoftextsandthroughsocialinteractionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4 Develop studentsrsquo understanding of the relationship between the languages and
cultureswithwhichtheyarefamiliar
5 Developstudentsrsquoawarenessofthe importanceof languageinrelationtootherareas
ofknowledge
CHOITHRAM INTERNATIONAL 2018 - 20
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6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and
creative-thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8 Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrateability
to
1 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
2 Understand and use language appropriate to a range of interpersonal andor
interculturalcontextsandaudiences
3 Understandanduse language toexpressand respond toa rangeof ideaswith fluency
andaccuracy
4 Identifyorganizeandpresentideasonarangeoftopics
5 Understandanalyseandreflectuponarangeofwrittenaudiovisualandaudio-visual
texts
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SYLLABUSOUTLINE
Year
Themes ThemeName ThemeTopics
SemI Theme1 Identities
bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
SemII Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
SemIII Theme4 Socialorganization
JourneytoFrenchspeakingcountries
Everycountryanditssymbolstraditionsandidentity
Forabetterworld
IntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
SemIV Theme5 Sharingtheplanet
BlueplanetGreenplanet
PlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetry
EqualityFraternity
Thesourceofourfoodfairtrade
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ASSESSMENTS
The students will be evaluated based on their performances on tests debates oral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
CHOITHRAM INTERNATIONAL 2018 - 20
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HindiBSL
HindiBHL
CHOITHRAM INTERNATIONAL 2018 - 20
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Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP2FRENCHB
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN FRENCH AT
CHOITHRAMINTERNATIONALINDORE
Inthemodernworldofsocialpoliticalindustrialmaterialisticscientificandtechnological
advancementandgiventhattheworld isbecomingaglobalvillageduetothewondersof
the telecommunication and information technology and the increased tourism the
knowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglishFrench isoneof themostwidelycommunicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganisationssuch
asUnitedNationsOrganisationEuropeanUnionWorldTradeOrganisationWorldHealth
OrganisationandInternationalBaccalaureateOrganisationFrenchisalsosynonymouswith
internationalhotel industryandworldtourismwithParis_thecapitalofFranceasonethe
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognisedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
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Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
1 AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrate
abilityto
2 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
3 Understandanduselanguageappropriatetoarangeofinterpersonalandorintercultural
contextsandaudiences
4 Understandanduselanguagetoexpressandrespondtoarangeofideaswithfluencyand
accuracy
5 Identifyorganizeandpresentideasonarangeoftopics
6 Understand analyse and reflect upon a range ofwritten audio visual and audio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year Themes ThemeName ThemeTopics
Year1 Theme1 Identities bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
Year2 Theme4 Socialorganization
JourneytoFrenchspeakingcountriesEverycountryanditssymbolstraditionsandidentityForabetterworldIntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
Theme5 Sharingtheplanet BlueplanetGreenplanetPlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetryEqualityFraternityThesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
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ASSESSMENTS
Thestudentswillbeevaluatedbasedontheirperformancesontestsdebatesoral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
FrenchBSL
CHOITHRAM INTERNATIONAL 2018 - 20
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FrenchBHL
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP2FRENCHABINITIO
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINFRENCHABINITIO
ATCHOITHRAMINTERNATIONALINDORE
In todayrsquos modern world of social political industrial materialistic scientific and
technologicaladvancementandgiventhattheworldisbecomingaglobalvillageduetothe
wondersofthetelecommunicationandinformationtechnologyandtheincreasedtourism
theknowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglish French isoneof themostwidely communicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganizationssuch
asUnitedNationsOrganizationEuropeanUnionWorldTradeOrganizationWorldHealth
OrganizationandInternationalBaccalaureateOrganizationFrenchisalsosynonymouswith
internationalhotel industryandworld tourismwithParis thecapitalofFranceasone the
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognizedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
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Aims
ThefollowingaimsarecommontobothlanguageabinitioandlanguageB
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7Providestudentswithabasis for furtherstudyworkand leisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
TherearefiveassessmentobjectivesforthelanguageabinitiocourseStudentswillbe
assessedontheirabilityto
1Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyof
purposes
2Understandanduselanguageappropriatetoarangeofinterpersonalandor
interculturalcontextsandaudiences
3Understandanduselanguagetoexpressandrespondtoarangeofideaswith
fluencyandaccuracy
4Identifyorganizeandpresentideasonarangeoftopics
5 Understand analyse and reflect upon a range of written audio visual and
audio-visualtexts
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI
Unit1 Identities 11Personalattributes
12Personalrelationships
13Eatinganddrinking
14Physicalwellbeing
Unit2 Experiences 21Dailyroutine
22Leisure
23Holidays
24Festivalsandcelebrations
SemII
Unit3 Humaningenuity 31Transport
32Entertainment
33Media
34Technology
SemIII
Unit4 Socialorganization 41Neighbourhood
42Education
43Theworkplace
44Socialissues
SemIV
Unit5 Sharingtheplanet 51Climate
52Physicalgeography
53Theenvironment
54Globalissues
AssessmentsinFrench
The students will be evaluated based on their performances on tests oral
presentationsdiscussionsListeningReadingandWritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
CHOITHRAM INTERNATIONAL 2018 - 20
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ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassing
grade)
Grades will be calculated mathematically based on raw scores which will be
convertedintopercentagesthatwillthenreflecttheirperformanceinthefollowing
categories
Externalassessment(2hours45minutes) 75
Paper1(1hour) 25
Productiveskillsmdashwriting(30marks)
Twowrittentasksof70ndash150wordseachfromachoiceofthreetaskschoosinga
texttypeforeachtaskfromamongthoselistedintheexaminationinstructions
Paper2(1hour45minutes) 50
Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
Comprehensionexercisesonthreeaudiopassagesandthreewrittentextsdrawn
fromallfivethemes
Internalassessment
25 Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedby
theIBattheendofthecourse
Individualoralassessment
Aconversationwiththeteacherbasedonavisualstimulusandatleastoneadditional
coursetheme(30marks)
Materials
ThebasiccoursematerialfortheFrenchabinitiocourse
- ibook
- PanoramaFrancophone1amp2
- Additionalmaterialsfromaselectionoftextbooksmagazinesandinternetsources
willcomplementthearticlesandexercisesfoundinthesetextsStudentsmustbring
theirtextbookandnotebooktoclasseachday
CHOITHRAM INTERNATIONAL 2018 - 20
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ElementsoftheFinalExam
ExternalAssessment 75
Paper1Productiveskillsmdashwriting(30marks)25
Paper2Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)50
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
InternalassessmentOralcomponent25
Table2InternalassessmentsspannedthroughoutthetwoyearprogrammeExamination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOralPresentationPresentation(VisualStimulus)
25
SemesterIIExamination IndividualOralPresentationPresentationandFollow-updiscussion
25
SemesterIIIExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
SemesterIVExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP3ECONOMICSPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN
ECONOMICSATCHOITHRAMINTERNATIONALINDORE
Economics isadynamic social science formingpartofgroup3mdashindividualsandsocieties
The studyof economics is essentially aboutdealingwith scarcity resource allocation and
themethodsandprocessesbywhichchoicesaremade in thepursuitofsatisfyinghuman
wantsAsasocialscienceeconomicsusesscientificmethodologiesthatincludequantitative
andqualitativeelements
The IB Diploma Programme economics course emphasizes on 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
variablesaffectingcountriesgovernmentsandsocietiesTheseeconomictheoriesarenot
tobestudied inavacuummdashrather theyaretobeappliedtoreal-world issuesProminent
among these issues are fluctuations in economic activity international trade economic
developmentandenvironmentalsustainability
The ethical dimensions involved in the application of economic theories and policies
permeatethroughouttheeconomicscourseasstudentsarerequiredtoconsiderandreflect
on human end-goals and values The economics course encourages students to develop
international perspectives fosters a concern for global issues and raises studentsrsquo
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
degreeofpersonal commitment in trying to resolve these issuesappreciatingour shared
responsibilityascitizensofanincreasinglyinterdependentworld
CHOITHRAM INTERNATIONAL 2018 - 20
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Aims
TheaimsofEconomicsasGroup3subjectisasfollows
1 encourage the systematic and critical study of human experience and behaviour
physical economic and social environments and thehistory anddevelopmentof social
andculturalinstitutions
2 develop in the student the capacity to identify to analyse critically and to evaluate
theories concepts and arguments about the nature and activities of the individual and
society
3enablethestudenttocollectdescribeandanalysedatausedinstudiesofsocietytotest
hypothesesandtointerpretcomplexdataandsourcematerial
4promotetheappreciationofthewayinwhichlearningisrelevantbothtotheculturein
whichthestudentlivesandtothecultureofothersocieties
5developanawarenessinthestudentthathumanattitudesandbeliefsarewidelydiverse
andthatthestudyofsocietyrequiresanappreciationofsuchdiversity
6 enable the student to recognize that the content andmethodologiesof the subjects in
group3arecontestableandthattheirstudyrequiresthetoleranceofuncertainty
7developanunderstandingofmicroeconomicandmacroeconomictheoriesandconcepts
andtheirreal-worldapplication
8 develop an appreciation of the impact on individuals and societies of economic
interactionsbetweennations
9developanawarenessofdevelopmentissuesfacingnationsastheyundergotheprocess
ofchange
Assessmentobjectives
Therearefourassessmentobjectives(AOs)fortheSLandHLeconomicscourseHaving
followedthe
EconomicscourseatSLorHLstudentswillbeexpectedtodothefollowing
1Demonstrateknowledgeandunderstandingofspecifiedcontent
ndashndashDemonstrateknowledgeandunderstandingofthecommonSLHLsyllabus
ndashndashDemonstrateknowledgeandunderstandingofcurrenteconomicissuesanddata
ndashndashAtHLonlyDemonstrateknowledgeandunderstandingofthehigherlevelextension
topics
CHOITHRAM INTERNATIONAL 2018 - 20
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2Demonstrateapplicationandanalysisofknowledgeandunderstanding
ndashndashApplyeconomicconceptsandtheoriestoreal-worldsituations
ndashndashIdentifyandinterpreteconomicdata
ndashndashDemonstratetheextenttowhicheconomicinformationisusedeffectivelyinparticular
contexts
ndashndashAtHLonlyDemonstrateapplicationandanalysisoftheextensiontopics
3Demonstratesynthesisandevaluation
ndashndashExamineeconomicconceptsandtheories
ndashndashUseeconomicconceptsandexamplestoconstructandpresentanargument
ndashndashDiscussandevaluateeconomicinformationandtheories
ndashndashAtHLonlyDemonstrateeconomicsynthesisandevaluationoftheextensiontopics
4Selectuseandapplyavarietyofappropriateskillsandtechniques
ndashndashProducewell-structuredwrittenmaterialusingappropriateeconomicterminology
withinspecifiedtimelimits
ndashndashUsecorrectlylabelleddiagramstohelpexplaineconomicconceptsandtheories
ndashndashSelectinterpretandanalyseappropriateextractsfromthenewsmedia
ndashndashInterpretappropriatedatasets
ndashndashAtHLonlyUsequantitativetechniquestoidentifyexplainandanalyseeconomic
relationships
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI Unit1 Microeconomics TheFoundationsofEconomicsMarketsDemandandSupplyTheroleofthepricemechanismMarketEfficiencyElasticityMarketFailureGovernmentInterventionTheoryofthefirm
SemII Unit2 MicroeconomicsMacroeconomics
MarketstructuresThelevelofoveralleconomicactivityAggregatedemandandaggregatesupplyMacroeconomicobjectivesFiscalPolicyMonetaryPolicySupplySidePolicies
SemIII Unit3 InternationalEconomics
InternationaltradeandprotectionExchangerateBalanceOfpaymentsTermsoftradeEconomicsIntegration
SemIV Unit4 DevelopmentalEconomics
DevelopmentalEconomicsMeasuringdevelopmentTheroleofdomesticfactorsTheroleofinternationaltradeTheroleofforeigndirectinvestment(FDI)TherolesofforeignaidandmultilateraldevelopmentassistanceTheroleofinternationaldebtThebalancebetweenmarketsandintervention
CHOITHRAM INTERNATIONAL 2018 - 20
48
AssessmentsinEconomics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bullconstructinganalysingandevaluating
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate for effective problem-solving and the manipulative skills necessary for
completingInternalAssessmentswithacademichonesty
Studentsrsquo success in theEconomics standard levelandhigher level course ismeasuredby
combiningtheirgradesonexternalandinternalassessment
In Economics the students achieve a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessment ineconomicsconsistsoftwoexaminationpapersatSLandthree
examinationpapersatHLthatareexternallysetandexternallymoderated
PapercomponentforSL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage40)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
40)
Assessmentobjectives1234SyllabusContentndashSection3and4
PapercomponentforHL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage30)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
30)
Assessmentobjectives1234SyllabusContentndashSection3and4
CHOITHRAM INTERNATIONAL 2018 - 20
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Paper3(1hour)HLextensionpaper(50marks)(Weightage20)Syllabuscontentincluding
HL extension material sections 1 to 4mdashmicroeconomics macroeconomics international
economicsdevelopmenteconomics
Assessmentobjectives12and4
GDCsarepermittedforpaperthreeforHLstudentsonly
Thesearedesignedtoallowstudentstodemonstratetheircompetenciesinrelationtothe
economicsassessmentobjectivesandspecificpartsoftheeconomicssyllabusnamelythe
commontopicsandtheHLextensionmaterialAllquestionsontheexaminationpaperswill
bebasedonthetopicsinthisguide
IncommonwithallexaminationpapersstudentsatSLandHLaregivenfiveminutesof
readingtimebeforetheybeginansweringthepapers
InternalAssessments(20teachinghours)
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
the end of the course Students produce a portfolio of three commentaries based on
differentsectionsofthesyllabusandonpublishedextractsfromthenewsmediaMaximum
750wordsx3(45marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPEconomicsguide
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent ()Weightage
SemesterIExamination Writtenassignment 20
SemesterIIExamination WrittenCommentaryinMicroeconomics 20
SemesterIIIExamination WrittenCommentaryinMacroeconomics 20
SemesterIVExamination WrittenCommentaryinInternationalTrade 20
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50
GROUP3BUSINESSMANAGEMENT
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN BUSINESS AND
MANAGEMENTATCHOITHRAMINTERNATIONALINDORE
Businessmanagement is a rigorous challenging and dynamic discipline in the individuals
andsocietiessubjectgroupTheroleofbusinessesasdistinctfromotherorganizationsand
actors inasociety is toproduceandsellgoodsandservicesthatmeethumanneedsand
wants by organizing resources Profit-making risk-taking and operating in a competitive
environmentcharacterizemostbusinessorganizations
Business management studies business functions management processes and decision-
making in contemporary contexts of strategic uncertainty It examines how business
decisionsareinfluencedbyfactorsinternalandexternaltoanorganizationandhowthese
decisions impact upon its stakeholders both internally and externally Business
managementalsoexploreshowindividualsandgroupsinteractwithinanorganizationhow
theymaybesuccessfullymanagedandhowtheycanethicallyoptimizetheuseofresources
inaworldwithincreasingscarcityandconcernforsustainabilityBusinessmanagementis
therefore perfectly placed within the individuals and societies subject area aiming to
developinstudentsanappreciationbothforourindividualityandourcollectivepurposes
Aims
TheaimsofBusinessandManagementcourseathigherlevelandstandardlevelareto
1 Encourageaholisticviewoftheworldofbusiness
2 Empowerstudentstothinkcriticallyandstrategicallyaboutindividualandorganizational
behaviour
3 Promotetheimportanceofexploringbusinessissuesfromdifferentculturalperspectives
4 Enablethestudenttoappreciatethenatureandsignificanceofchangeinalocalregional
andglobalcontext
5 Promoteawarenessoftheimportanceofenvironmentalsocialandethicalfactorsinthe
actionsofindividualsandorganizations
6 Developanunderstandingoftheimportanceofinnovationinabusinessenvironment
CHOITHRAM INTERNATIONAL 2018 - 20
51
AssessmentObjectives
By the end of the business management course students are expected to reach the
followingassessmentobjectives
AO1Demonstrateknowledgeandunderstandingof
The businessmanagement tools techniques and theories specified in the syllabus
content
Thesixconceptsthatunderpinthesubject
Real-worldbusinessproblemsissuesanddecisions
TheHLextensiontopics(HLonly)
AO2Demonstrateapplicationandanalysisof
Knowledgeandskillstoavarietyofreal-worldandfictionalbusinesssituations
Businessdecisionsbyexplainingtheissue(s)atstakeselectingandinterpretingdata
andapplyingappropriatetoolstechniquestheoriesandconcepts
TheHLextensiontopics(HLonly)
AO3Demonstratesynthesisandevaluationof
Businessstrategiesandpracticesshowingevidenceofcriticalthinking
Businessdecisionsformulatingrecommendations
TheHLextensiontopics(HLonly)
AO4Demonstrateavarietyofappropriateskillsto
Producewell-structuredwrittenmaterialusingbusinessterminology
Selectandusequantitativeandqualitativebusinesstoolstechniquesandmethods
Selectandusebusinessmaterialfromarangeofprimaryandsecondarysources
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
Business
Organisation
and
Environment
11Introductiontobusinessmanagement12Typesoforganizations13Organizationalobjectives14Stakeholders15Externalenvironment16Growthandevolution17Organizationalplanningtools(HLonly)
Unit4 Marketing
41Theroleofmarketing42Marketingplanning(includingintroductiontothefourPs)43Salesforecasting(HLonly)44Marketresearch45ThefourPs(productpricepromotionplace)
SemII
Unit4 Marketing46TheextendedmarketingmixofsevenPs(HLonly)47Internationalmarketing(HLonly)48E-commerce
Unit3 Finance
31Sourcesoffinance32Costsandrevenues33Break-evenanalysis34Finalaccounts(someHLonly)35Profitabilityandliquidityratioanalysis36Efficiencyratioanalysis(HLonly)
SemIII Unit3 Finance37Cashflow38Investmentappraisal(someHLonly)39Budgets(HLonly)
Unit5Operations
Management
51Theroleofoperationsmanagement52Productionmethods53Leanproductionandqualitymanagement(HLonly)54Location55Productionplanning(HLonly)56Researchanddevelopment(HLonly)57Crisismanagementandcontingencyplanning(HLonly)
SemIV Unit2Humanresource
Management
21 Functions and evolution of human resourcemanagement22Organizationalstructure23Leadershipandmanagement24Motivation25Organizational(corporate)culture(HLonly)26Industrialemployeerelations(HLonly)
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53
AssessmentsinBusinessandManagement
StudentsrsquosuccessintheBusinessandManagementstandardlevelandhigherlevelcourseis
measuredbycombiningtheirgradesonexternalandinternalassessment
Externalassessment
TheexternalassessmentoftheDiplomaProgrammebusinessmanagementcourseconsists
of twoexaminationpapersat SLandatHL thatareexternally setandexternallymarked
Theyaredesignedtoallowstudentstodemonstratetheircompetencies inrelationtothe
businessmanagementassessmentobjectivesTheexternalcomponentscontribute75to
thefinalassessmentatbothSLandHL
Internalassessment
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourseTheexternalcomponentscontribute25tothefinalassessmentat
bothSLandHL
SLWrittencommentary
Studentsproduceawrittencommentarybasedonthreetofivesupportingdocuments
aboutarealissueorproblemfacingaparticularorganizationMaximum1500words(25
marks)
HLResearchproject
Studentsresearchandreportonanissuefacinganorganizationoradecisiontobemadeby
anorganization(orseveralorganizations)Maximum2000words(25marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPBampMguide
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54
GROUP3INFORMATIONTECHNOLOGYINAGLOBALSOCIETY(ITGS)
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ITGS AT
CHOITHRAMINTERNATIONALINDORE
TheIBDiplomaProgrammeinformationtechnology inaglobalsociety(ITGS)course isthe
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
informationatthelocalandgloballevel
ITGS provides a framework for the student to make informed judgments and decisions
abouttheuseofITwithinsocialcontexts
Although ITGS shares methods of critical investigation and analysis with other social
sciences it also considers social and ethical considerations that are common to other
subjects in group 3 Students come into contactwith IT on a daily basis because it is so
pervasive in theworld inwhichwe live This increasinglywidespread use of IT inevitably
raises importantquestionswithregardto thesocialandethicalconsiderations thatshape
oursocietytodayITGSoffersanopportunityforasystematicstudyoftheseconsiderations
whoserangeissuchthattheyfalloutsidethescopeofanyothersinglediscipline
Aims
Theaimsoftheinformationtechnologyinaglobalsociety(ITGS)courseatSLandHLareto
1 Enablethestudenttoevaluatesocialandethicalconsiderationsarisingfromthe
widespreaduseofITbyindividualsfamiliescommunitiesorganizationsand
societiesatthelocalandgloballevel
2 DevelopthestudentrsquosunderstandingofthecapabilitiesofcurrentandemergingIT
systemsandtoevaluatetheirimpactonarangeofstakeholders
3 EnablestudentstoapplytheirknowledgeofexistingITsystemstovariousscenarios
andtomakeinformedjudgmentsabouttheeffectsofITdevelopmentsonthem
4 EncouragestudentstousetheirknowledgeofITsystemsandpracticalITskillsto
justifyITsolutionsforaspecifiedclientorend-user
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Objectives
The assessment objectives for ITGS reflect those parts of the aims that will be formally
assessedeither internallyorexternallyTheseassessmentswill centreupon thenatureof
individualsandsocietiesand ITsystems It is the intentionofthesecoursesthatstudents
areabletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingof
bullawarenessofITapplicationsanddevelopmentsinspecifiedscenarios
bullawarenessofthesocialandethicalsignificanceofspecifiedITapplicationsand
developments
bulltechnicalknowledgeofITGSterminologyconceptsandtoolsandITSystems
bulltopicsrelatedtotheannuallyissuedcasestudy(HLpaper3only)
2 Applyandanalyze
bulltheimpactsofITapplicationsanddevelopmentsinspecifiedscenarios
bullthesocialandethicalsignificanceofspecifiedITapplicationsanddevelopments
bullITknowledgeandmakeconnectionsbetweenspecificscenarios
bulltechnicalknowledgeofITsystemsacquiredthroughindependentresearchto
providesupportingevidenceinpossibledecisionsrelatingtofuturecoursesof
actionrelatedtotheannuallyissuedcasestudy(HLpaper3only)
3 Synthesizeevaluateformulateandjustify
bulllocalandglobalimpactsofspecifiedITdevelopmentsthroughindividually
researchedstudies
bullsolutioninvolvingITtoaspecifiedproblemusingknowledgeofITsystems
bullsocialandethicalimplicationsofspecifiedITpoliciesanddevelopments
bulljustifypossiblestrategiccoursesofactionrelatedtotheannuallyissuedcasestudy
(HLpaper3only)
4 DemonstratetheappropriateusageofITGSskillsofprojectmanagementwithusageof
ITtoolsandtheproductdevelopmentlifecycle(PDLC)tocreateanoriginalproductwith
evidencesforconsultationwithaclientinthedevelopmentofawell-organizedproduct
toresolveaspecificissue
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56
SYLLABUSOUTLINE
Semester Unit UnitTitle
SemI
Unit1 OverviewofITGSand3Strands
Unit5 HealthEducationandTraining
Unit9 InternetMultimediadigitalmediaAI
SemII
Unit3 DatabasesandSpreadsheetsIntroductiontoprojectmanagement
Unit4 Roboticsartificialintelligenceandexpertsystems
Unit6 BusinessandEmployment
SemIII
Unit7 ModelingandsimulationPersonalandpubliccommunications
Unit8 ITsystemsinorganizations
Unit2 HardwareSoftwareNetworks
SemIVUnit10 EnvironmentPoliticsandGovernment
Unit11 Homeandleisure
AssessmentsinITGS
Theassessmentsaimtotestallstudentsrsquoknowledgeandunderstandingofkeyconcepts
through
DemonstrationofandetailedawarenessandknowledgeofITapplicationsdevelopment
anditssocialandethicalsignificanceinspecifiedscenarioswithdetailedknowledge
DemonstrationofdetailedtechnicalknowledgeofITGSterminologyconceptsandtools
anddetailedtechnicalknowledgeofITsystems
Explanation of detailed impacts of IT applications and developments in specified
scenarios
Analysis of detailed social and ethical significance of specified IT applications and
developments
Evaluation of detailed local and global impacts of specified IT developments through
individuallyresearchedstudies
EvaluationofdetailedsolutioninvolvingITtoaspecifiedproblemusingknowledgeofIT
systems
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57
Demonstration of detailed social and ethical implications of specified IT policies and
developments
DemonstrationofdetailedevidenceofprojectmanagementPDLCandappropriatetool
inthedevelopmentofawell-organizedproducttoresolveaspecificissue
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofstructuredquestionsthatassessinanintegratedwaythethreestrands
ofthesyllabus
Paper2consistsofThispaperconsistsofoneunseenarticle
Paper3consistsofbasedonapre-seencasestudy(forHLonly)
DurationofpapervariesfromSLtoHLlevelampfrompapercomponent
Internalassessment
Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedbythe
IBattheendofthecourse
Project
ThedevelopmentofanoriginalITproductforaspecifiedclientStudentsmustproduce
bullacoverpageusingprescribedformat
bullanoriginalITproduct
bulldocumentationsupportingtheproduct(wordlimit2000words)
InternalassessmentisanintegralpartofthecourseandiscompulsoryforbothSLandHL
studentsItenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge
andtopursuetheirpersonalinterestswithoutthetimelimitationsandotherconstraints
thatareassociatedwithwrittenexaminationsThe internalassessmentshouldasfaras
possible bewoven intonormal classroom teachingover a periodof timeandnot be a
shortintensiveactivityinthecourseorafterthecoursehasbeentaught
The internal assessment requirements at SL and at HL are the same However it
contributes to a different percentage of the overall mark Students are required to
produce a project that consists of a cover page the product (IT solution) and
documentationThefocusoftheITGSprojectisonprovidinganoriginalITsolutionfora
client The internal assessment component as well as being interesting practical and
productiveformsanimportantpartoftheassessmentoftheITGScourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
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58
GROUP3PSYCHOLOGYPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINPSYCHOLOGYAT
CHOITHRAMINTERNATIONALINDORE
Psychologyistherigorousandsystematicstudyofmentalprocessesandbehaviour It isa
complexsubjectwhichdrawsonconceptsmethodsandunderstandingsfromanumberof
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 involved social structures and cultures The
studyofbehaviourandmentalprocessesrequiresamultidisciplinaryapproachandtheuse
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
changesodoesbehaviour
AtthecoreoftheDPpsychologycourseisanintroductiontothreedifferentapproachesto
understandingbehaviour
bull biologicalapproachtounderstandingbehavior
bull cognitiveapproachtounderstandingbehavior
bull socioculturalapproachtounderstandingbehaviour
Theknowledgeconceptstheoriesandresearchthathavedevelopedtheunderstandingin
thesefieldswillbestudiedandcriticallyevaluatedtoanswersomeofthequestionsbeing
askedbypsychologiststodayFurthermoretheinteractionoftheseapproachestostudying
psychologywillformthebasisofaholisticandintegratedapproachtounderstanding
mentalprocessesandbehaviourasacomplexdynamicphenomenonallowingstudentsto
appreciatethediversityaswellasthecommonalitybetweentheirownbehaviourandthat
ofothersThecontributionandtheinteractionofthethreeapproachescanbebest
understoodthroughtheoptionsTherearefouroptionsinthecourseTheyfocusonareas
ofappliedpsychology
bull abnormalpsychology
bull developmentalpsychology
bull healthpsychology
bull psychologyofrelationships
CHOITHRAM INTERNATIONAL 2018 - 20
59
The options provide an opportunity to take what is learned from the study of the
approaches topsychologyandput it into the contextof specific linesof inquiry broaden
studentsrsquo experience of the discipline and develop the studentsrsquo critical inquiry skills
Surrounding theapproachesand theoptionsare theoverarching themesof researchand
ethicsAconsiderationofbothisparamounttothenatureofthesubjectPsychologists
employarangeofresearchmethodsbothqualitativeandquantitativeinordertotesttheir
observations and hypotheses As a part of the core syllabus DP psychology promotes an
understandingofthevariousapproachestoresearchandhowtheyhavebeenusedinorder
tocriticallyreflectontheevidenceaswellasassistinthedesignimplementationanalysis
andevaluationofthestudentsrsquoowninvestigationsPsychologystudieshumanbeingsandas
such it is paramount that the ethical implications in any line of investigation and at all
pointsinthecoursearefullyexploredandunderstoodtoensurethatethicalguidelinesare
followedatalltimes
DistinctionbetweenSLandHL
TherearethreemaindistinctionsbetweenthiscourseatSLandatHL
1ThefollowingextensionstothecoreapproachesarestudiedatHLonly
- theroleofanimalresearchinunderstandinghumanbehaviour
- cognitiveprocessinginthedigitalworld
- theinfluenceofglobalizationonindividualattitudesidentitiesandbehaviour
Thisdifferentiationisreflectedinpaper1sectionBoftheexternalassessment
2SLstudentsarerequiredtostudyoneoptionwhileHLstudentsstudytwooptionsThis
differentiationisreflectedinpaper2oftheexternalassessment
3BothSLandHLstudentswillbeexpectedtoshowtheirunderstandingofapproachesto
researchintheinternalassessmentandforcriterionD(criticalthinking)inpaper1sectionB
and paper 2 responses Additionally HL students will be directly assessed on their
understandingof approaches to research in paper 3 of the external assessment Thiswill
coverbothqualitativeandquantitativeresearchmethods
CHOITHRAM INTERNATIONAL 2018 - 20
60
Aims
1 develop an understanding of the biological cognitive and sociocultural factors
affectingmentalprocessesandbehaviour
2 applyanunderstandingofthebiologicalcognitiveandsocioculturalfactorsaffecting
mentalprocessesandbehaviourtoatleastoneappliedareaofstudy
3 understanddiversemethodsofinquiry
4 understand the importanceof ethical practice in psychological research in general
andobserveethicalpracticeintheirowninquiries
5 ensurethatethicalpracticesareupheldinallpsychologicalinquiryanddiscussion
6 developanawarenessofhowpsychologicalresearchcanbeappliedtoaddressreal-
worldproblemsandpromotepositivechange
Assessmentobjectives
By the end of the psychology course at SL or at HL students will be expected to
demonstratethefollowing
1Knowledgeandcomprehensionofspecifiedcontent
bull Demonstrateknowledgeandcomprehensionofkeytermsandconceptsin
psychology
bull Demonstrateknowledgeandcomprehensionofarangeofpsychologicaltheories
andresearchstudies
bull Demonstrateknowledgeandcomprehensionofthebiologicalcognitiveand
socioculturalapproachestomentalprocessesandbehavior
bull Demonstrateknowledgeandcomprehensionofresearchmethodsusedin
psychologyApplicationandanalysis
2Applicationandanalysis
bull Demonstrateanabilitytouseexamplesofpsychologicalresearchandpsychological
conceptstoformulateanargumentinresponsetoaspecificquestion
bull Demonstrateapplicationandanalysisofarangeofpsychologicaltheoriesand
researchstudies
bull Demonstrateapplicationandanalysisoftheknowledgerelevanttoareasofapplied
psychology
CHOITHRAM INTERNATIONAL 2018 - 20
61
bull AtHLonlyanalysequalitativeandquantitativeresearchinpsychology
3Synthesisandevaluation
Evaluatethecontributionofpsychologicaltheoriestounderstandinghuman
psychology
Evaluatethecontributionofresearchtounderstandinghumanpsychology
Evaluatethecontributionofthetheoriesandresearchinareasofapplied
psychology
AtHLonlyevaluateresearchscenariosfromamethodologicalandethical
perspective
4Selectionanduseofskillsappropriatetopsychology
Demonstratetheacquisitionofskillsrequiredforexperimentaldesigndatacollectionand
presentationdataanalysisandtheevaluationofasimpleexperimentwhiledemonstrating
ethicalpractice
Work in a group to design a method for a simple experimental investigation
organizetheinvestigationandrecordtherequireddataforasimpleexperiment
Writeareportofasimpleexperiment
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Syllabus
The recommended teaching time is 240 hours to complete HL courses and 150 hours to
complete SL courses as stated in thedocumentGeneral regulationsDiplomaProgramme
(article82)
SyllabusContent-
The approaches to understanding behaviour are laid out in topics The content for each
topic is detailed in the middle column with explanatory notes in the dropdown boxes
Guidance for the content is in the dropdown boxes in the right-hand column The
approaches to behaviour are compulsory for SL and HL students (except for the HL
extension which is for HL students only) The core will be assessed in paper 1 of the
external assessment but it also forms the foundation for teaching and learning in the
optionsTheapproachestoresearchareforbothSLandHLstudentsTheyareorganizedto
reflect the considerationsmadewhen reading or preparing a piece of research Only HL
studentswillbeformallyassessedontheapproachestoresearchinpaper3
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63
Biologicalapproachtounderstandingbehaviour
The biological approach to understanding behaviour is largely an investigation into
correlationsDoareasof thebraincorrelatewithbehaviourWhenchanges takeplace in
the brain do changes take place in behaviour or is the reverse the case Could an
individualrsquosbehaviourbepredictedfromtheirgenesIshumanbehavioursubjecttonatural
selection The relationship between biology and behaviour is a complex one of mutual
causality The technology available to investigate this relationship is becoming evermore
sophisticated while the ethics of this line of inquiry are increasingly an area for public
debate
Thebiologicalapproachtobehaviourlooksat
thebrainandbehaviour(SLandHL)
hormonesandbehaviour(SLandHL)
geneticsandbehaviour(SLandHL)
theroleofanimalresearchinunderstandinghumanbehavior(HLonly)
Relevanttoallthetopicsare
the contribution of research methods used in the biological approach to
understandinghumanbehaviour
ethical considerations in the investigation of the biological approach to
understandinghumanbehaviour
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SYLLABUSOUTLINE
Semester Unit UnitTitletopic
SemI Biologicallevelofanalysis
Physiologyandbehaviourgeneticsandbehaviouranintegrativelookatbehaviour
Cognitivelevelofanalysis
Cognitiveprocessescognitionandemotionanintegrativelookathappiness
Socioculturallevelofanalysis
Socioculturalcognitionsocialandculturalnormsanintegrativeapproachtoprejudiceanddiscrimination
SemII Simpleexperimentalstudy
TheuseofexperimentsinpsychologyoverviewofexperimentalvariablesdifferentkindsofexperimentsCorrelationalstudiesNonexperimentalmethodsinterviewsandcasestudies
Any1optionfromthe2options-1 Abnormal
psychology2 Developmental
psychology
SemIII Any1optionfromthe2options-1Psychologyofrelationships2HealthPsychology
2OptionalforHLstudents
SemIV Qualitativeresearchmethodology
TheoryandpracticeinterviewscasestudiesandobservationsSimpleexperimentalstudy
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65
ExternalassessmentcriteriamdashSL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessayfromachoiceofthreeTheessayismarkedout
of22marksAO3command termswillbeused in theessayquestionsTheessayswillbe
assessedusingtherubricbelow
Paper2
Paper2consistsofoneessayquestionfortheoptionstudiedEachoptionwillhaveachoice
of threeessaysAllessayswilluseanAO3commandtermTheessay ismarkedoutof22
marks
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
ExternalassessmentcriteriamdashHL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessay fromachoiceof threeOne twoorallof the
essayswill reference the additional HL topic The essay ismarked out of 22marks AO3
commandtermswillbeusedintheessayquestionsTheessayswillbeassessedusingthe
rubricbelow
CHOITHRAM INTERNATIONAL 2018 - 20
66
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
Paper3Paper3assessestheapproachestoresearchinpsychologyThepaperconsistsofaresearch
scenariofollowedbythreeshortanswerquestionsforatotalof24marksThequestionswill
beassessedusingananalyticalmarkscheme
Internalassessment
The internal assessment requirements at SL and at HL are the same Students will
investigateapublishedstudy theoryormodel relevant to their learning inpsychologyby
conductinganexperimentalinvestigationandreportingthefindingsTherequirementswill
beexplainedinmoredetailintheinternalassessmentdetails
InternalassessmentcriteriaSLandHL
TheassessmentoftheinternalassessmenttaskisthesameforbothSLandHLstudentsand
usesthefollowingrubric
Introduction Exploration Analysis Evaluation Total
6 4 6 6 20
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67
GROUP3HISTORY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HISTORY AT
CHOITHRAMINTERNATIONALINDORE
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
historicalconceptssuchaschangecausationandsignificance
History is an exploratory subject that fosters a sense of inquiry It is also an interpretive
disciplineallowingopportunityforengagementwithmultipleperspectivesandapluralityof
opinionsStudyinghistorydevelopsanunderstandingofthepastwhichleadstoadeeper
understandingofthenatureofhumansandoftheworldtoday
The IB Diploma Programme (DP) history course is a world history course based on a
comparativeandmulti-perspectiveapproachtohistoryItinvolvesthestudyofavarietyof
typesofhistoryincludingpoliticaleconomicsocialandculturalandprovidesabalanceof
structureandflexibilityThecourseemphasizestheimportanceofencouragingstudentsto
thinkhistoricallyandtodevelophistoricalskillsaswellasgainingfactualknowledgeItputs
apremiumondevelopingtheskillsofcriticalthinkingandondevelopinganunderstanding
of multiple interpretations of history In this way the course involves a challenging and
demandingcriticalexplorationofthepast
There are six key concepts that have particular prominence throughout the DP history
course ChangeContinuityCausationConsequenceSignificancePerspectives
AIMS
TheaimsofthehistorycourseatSLandHLareto
1 developanunderstandingofandcontinuinginterestinthepast
2 encourage students to engage with multiple perspectives and to appreciate thecomplexnatureofhistoricalconceptsissueseventsanddevelopments
3 promoteinternational-mindednessthroughthestudyofhistoryfrommorethanoneregionoftheworld
CHOITHRAM INTERNATIONAL 2018 - 20
68
4 develop an understanding of history as a discipline and to develop historical
consciousnessincludingasenseofchronologyandcontextandanunderstandingof
differenthistoricalperspectives
5 developkeyhistoricalskillsincludingengagingeffectivelywithsources
6 increase studentsrsquo understanding of themselves and of contemporary society by
encouragingreflectiononthepast
OBJECTIVES
Assessmentobjective1Knowledgeandunderstanding
bull Demonstratedetailedrelevantandaccuratehistoricalknowledge
bull Demonstrateunderstandingofhistoricalconceptsandcontext
bull Demonstrateunderstandingofhistoricalsources(Internalassessmentandpaper1)
Assessmentobjective2Applicationandanalysis
bull Formulateclearandcoherentarguments
bull Userelevanthistoricalknowledgetoeffectivelysupportanalysis
bull Analyseandinterpretavarietyofsources(Internalassessmentandpaper1)
Assessmentobjective3Synthesisandevaluation
bull Integrateevidenceandanalysistoproduceacoherentresponse
bull Evaluatedifferentperspectivesonhistoricalissuesandeventsandintegratethis
evaluationeffectivelyintoaresponse
bull Evaluatesourcesashistoricalevidencerecognizingtheirvalueandlimitations
(Internalassessmentandpaper1)
bull Synthesizeinformationfromaselectionofrelevantsources(Internalassessment
andpaper1)
Assessmentobjective4Useandapplicationofappropriateskills
bull Structureanddevelopfocusedessaysthatrespondeffectivelytothedemandsofa
question
bull Reflectonthemethodsusedbyandchallengesfacingthehistorian(Internal
assessment)
bull Formulateanappropriatefocusedquestiontoguideahistoricalinquiry(Internal
assessment)
CHOITHRAM INTERNATIONAL 2018 - 20
69
bull Demonstrateevidenceofresearchskillsorganizationreferencingandselectionof
appropriatesources(Internalassessment)
SYLLABUS
CHOITHRAM INTERNATIONAL 2018 - 20
70
SYLLABUSOUTLINE
Semester UnitTitle UnitContent
SemI PrescribedSubject3TheMovetoGlobalWarCasestudy1JapaneseexpansioninEastAsia(1931ndash1941
bull The impact of Japanese nationalism and militarism onforeignpolicybull Japanese domestic issues political and economic issuesandtheirimpactonforeignrelationsbullPoliticalinstabilityinChinaEventsbull Japanese invasion of Manchuria and northern China(1931)bullSino-JapaneseWar(1937ndash1941)bull The Three PowerTripartite Pact the outbreak of warPearlHarbor(1941)ResponsesbullLeagueofNationsandtheLyttonreportbull Political developmentswithin Chinamdashthe SecondUnitedFrontbull International response including US initiatives andincreasingtensionsbetweentheUSandJapan
SemII WordHistoryTopic10AuthoritarianStates(20thCentury)
Emergenceofauthoritarianstatesbull Conditions in which authoritarian states emergedeconomic factors social division impact ofwarweaknessofpoliticalsystembull Methods used to establish authoritarian statespersuasionandcoercion the roleof leaders ideology theuseofforcepropagandaConsolidationandmaintenanceofpowerbull Useoflegalmethodsuseofforcecharismatic
leadershipdisseminationofpropagandabull Natureextentandtreatmentofoppositionbull Theimpactofthesuccessandorfailureofforeign
policyonthemaintenanceofpowerAimsandresultsofpoliciesbull Aimsandimpactofdomesticeconomicpolitical
culturalandsocialpoliciesbull Theimpactofpoliciesonwomenandminoritiesbull Authoritariancontrolandtheextenttowhichitwas
achievedExamplesofCountriesandLeadersbull Europe-Germany-HitlerAsiaandOceania-China-Mao
CHOITHRAM INTERNATIONAL 2018 - 20
71
SemIII Worldhistorytopic12TheColdWarSuperpowertensionsandrivalries(20thcentury)
Rivalrymistrustandaccordbull The breakdown of the Grand Alliance and the
emergence of superpower rivalry in Europe and Asia(1943ndash1949) role of ideology fear and aggressioneconomicinterestsacomparisonoftherolesoftheUSandtheUSSR
bull TheUSUSSRandChinamdashsuperpower relations (1947ndash1979) containment peaceful co-existence Sino-SovietandSino-USrelationsdetente
bull Confrontationandreconciliationreasonsfortheendofthe Cold War (19801991) ideological challenges anddissenteconomicproblemsarmsrace
Leadersandnationsbull Theimpactoftwoleaderseachchosenfromadifferent
regiononthecourseanddevelopmentoftheColdWarbull The economic social and cultural impact of the Cold
War on two countries each chosen from a differentregion
ColdWarCrisesbull ColdWarcrisescasestudiesdetailedstudyofanytwo
ColdWarcrisesfromdifferentregionsexaminationandcomparisonofthecausesimpactandsignificanceofthetwocrises
ExampleofLeadersTrumanandStalinExampleofcrisisTheAmericasCubanMissileCrisis1962EuropeBerlinWall1958-1961
SemIV Casestudy2GermanandItalianexpansion(1933ndash1940)
CausesofexpansionbullImpactoffascismandNazismontheforeignpoliciesofItalyandGermanybullImpactofdomesticeconomicissuesontheforeignpoliciesofItalyandGermanybullChangingdiplomaticalignmentsinEuropetheendofcollectivesecurityappeasementEventsbullGermanchallengestothepost-warsettlements(1933ndash1938)bullItalianexpansionAbyssinia(1935ndash1936)AlbaniaentryintotheSecondWorldWar
CHOITHRAM INTERNATIONAL 2018 - 20
72
AssessmentsinHistory-SL
AssessmentComponent Weightings
Externalassessment(2hours30minutes)
Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessayquestions
ontwodifferenttopics(30marks)
75
30
45
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
25
CHOITHRAM INTERNATIONAL 2018 - 20
73
AssessmentsinHistory-HL
Assessmentcomponent Weighting
Externalassessment(5hours)Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessay
questionsontwodifferenttopics(30marks)
Paper3(2hours30minutes)
SeparatepapersforeachofthefourregionaloptionsFortheselected
regionanswerthreeessayquestions(45marks)
80
20
25
35
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
20
CHOITHRAM INTERNATIONAL 2018 - 20
74
Externalassessmentdetails
Paper1(SLandHL)
Duration1hourWeighting30SL20HL
Paper 1 is a source-based examination paper based on the prescribed subjects Each
prescribedsubjectconsistsof twospecifiedcasestudiesand ineachexaminationsession
thepaperwill focusononeof the twocasestudiesspecified foreachprescribedsubject
ThepaperwillcontainfoursourcesforeachprescribedsubjectSourceswillbeprimaryora
mixtureofprimaryandsecondaryandmaybewrittenpictorialordiagrammaticThepaper
willconsistoffourquestionsforeachprescribedsubjectandstudentsmustanswerallfour
questionsfromtheirchosenprescribedsubjectSomequestionswillbeansweredusingonly
evidencefromoneormoreofthesourcesasindicatedInotherquestionsstudentswillbe
askedtousetheirownknowledgeoftheprescribedsubjectaswellasevidencecontainedin
thesources
FirstquestionpartAThisquestionwilltestunderstandingofoneofthesources3marks
FirstquestionpartBThisquestionwilltestunderstandingofoneofthesources2marks
Secondquestion
Thisquestionwillaskstudentstoanalysethevalueand
limitationsofoneofthesourcesIntheiranalysisofvalue
andlimitationsstudentsshouldrefertotheorigin
purposeandcontentofthespecifiedsource
4marks
Thirdquestion
Thisquestionwillaskstudentstocompareandcontrast
whattwoofthesourcesrevealtoahistorianstudyingthe
particularaspectoftheprescribedsubject
6marks
Fourthquestion
Thiswillbeanevaluativequestionthatasksstudentsto
drawonboththesourcesandtheirownknowledgein
theirevaluation
9marks
CHOITHRAM INTERNATIONAL 2018 - 20
75
Themaximummarkforthispaperis24Thepaperismarkedusingapaper-specific
markschemeexceptforthefinalquestionforeachprescribedsubjectwhichismarked
usingthegenericmarkbandsthatfollowinadditiontoapaper-specificmarkscheme
Paper2(SLandHL)
Duration1hour30minutesWeighting45SL25HLPaper2isanessaypaperbasedonthe12worldhistorytopics
Thepaperconsistsof twoquestions foreachof the12topicsStudentsmustanswertwo
questionseachselectedfromadifferenttopicSomecomparativequestionsonthispaper
require that examples be drawn frommore than one regionWhen theword ldquoregionrdquo is
usedinapaper2questionitreferstooneofthefourregionaloptionsdefinedbytheworld
mapintheintroductiontotheworldhistorytopicsintheldquoWorldhistorytopicsrdquosection
Themaximummarkforthispaperis30Thepaperismarkedusinggenericmarkbandsanda
paper-specificmarkscheme
Paper3(HLonly)
Duration2hours30minutesWeighting35
Each of the four HL regional options has a separate examination paper Students are
registeredforoneofthesepapers
The paper 3 examination paper for each regional option will consist of 36 questions
consisting of two essay questions on each of the 18 sections specified for the regional
option Students must answer any three questions Questions that refer to specific
countries eventsorpeopleare restricted to those listed in the syllabusdescriptions The
maximummark for this paper is 45 Thepaper ismarkedusing genericmarkbands anda
paper-specificmarkscheme
CHOITHRAM INTERNATIONAL 2018 - 20
76
InternalassessmentdetailsmdashSLandHL
Historicalinvestigation
Duration20hours
Weighting25SL20HL
StudentsatbothSLandHLarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoiceThehistoricalinvestigationismadeofupthreesections
1Identificationandevaluationofsources
2Investigation
3Reflection
Studentshaveafreechoiceoftopicfortheirhistoricalinvestigationmdashthetopicneednotbe
relatedtothesyllabusandstudentsareencouragedtousetheirowninitiativewhen
decidingonatopicHoweverthetopicmustbehistoricalandthereforecannotbeonan
eventthathashappenedinthelast10years
Wordlimit
The word limit for the historical investigation is 2200 words A bibliography and clear
referencingofallsourcesmustbeincludedintheinvestigationbutarenotincludedinthe
overallwordcount
Belowaresuggestedwordallocationsforeachsectionofthehistoricalinvestigation
Section Suggestedword
allocation
Associated
assessmentcriteria
Marks
1Identificationand
evaluationofsources
500 AIdentificationand
evaluationofsources
6
2Investigation 1300 BInvestigation 15
3Reflection 400 CReflection 4
Bibliography Notapplicable Notapplicable Notapplicable
Total(maximumwordlimit) 2200words Total25
CHOITHRAM INTERNATIONAL 2018 - 20
77
GROUP4PHYSICS
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
Thewholeofphysicsmayberegardedasexpertise inproblemsolvingandthemannerin
whichphysicistssolveproblemsbyproposingandprovingnumericalmodelsofphenomena
and calculating their consequences has been widely copied in many practical fields For
instancephysicsliesattheheartofalmostallnewtechnologiesoperationalresearchand
information theory were largely invented by physicists physics has often led major
developmentsinbothmathematicsandcomputingandphysicistsareinstrongdemandin
many fields including defense research the electronics and computer industries and the
city precisely because of the problem-solving skills that they possess In our physics
courses analytical and problem-solving skills are central to all lectures practicals
supervisionsexamplesclassesprojectworkandtheexaminationsParticularskillsofwide
applicabilityincludetrainingindevelopingmodelsofphenomenamathematicalanalysisof
models ability to think in graphical terms ability to think in approximate terms when
appropriate ability in the design of devices computing skills at a deep level ability in
statisticalanalysisandcriticalabilityincludingcriticalanalysisofdataandawillingnessto
questionfundamentals
Aims
Theaimsofphysicscourseathigherlevelandstandardlevelareto
1provideopportunities forscientificstudyandcreativitywithinaglobalcontext thatwill
stimulateandchallengestudents
2 provide a body of knowledge methods and techniques that characterize science and
technology
3 enable students to apply and use a body of knowledgemethods and techniques that
characterizescienceandtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
CHOITHRAM INTERNATIONAL 2018 - 20
78
6developexperimentalandinvestigativescientificskills
7developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsinthe
studyofscience
8raiseawarenessofthemoralethicalsocialeconomicandenvironmentalimplicationsof
usingscienceandtechnology
9developanappreciationof thepossibilitiesand limitationsassociatedwith scienceand
scientists
10encourageanunderstandingoftherelationshipsbetweenscientificdisciplinesandthe
overarchingnatureofthescientificmethod
Objectives
Theassessmentobjectives forphysics reflect thosepartsof theaimsthatwillbe formally
assessed either internally or externally These assessments will based on the nature of
science It is the intention of these courses that students are able to fulfill the following
assessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
CHOITHRAM INTERNATIONAL 2018 - 20
79
PastexperienceshowsthatstudentswillbeabletostudyDPPhysicsatSLsuccessfullywith
nobackgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterized
bythespecificIBlearnerprofileattributesmdashinquirersthinkersandcommunicatorsmdashwillbe
significant here However for most students considering the study physics at HL some
previousexposuretothesubjectwouldbenecessary
SYLLABUSOUTLINE
Semester Unit UnitName
SemI
Unit1 Measurementsanduncertainties
Unit2 Mechanics
Unit6 Circularmotionandgravitation
Unit3 Thermalphysics
SemII Unit5 Electricityandmagnetism
Unit11 Electromagneticinduction(AHL)
Unit4 Waves
Unit9 Wavephenomena(AHL)
SemIII Unit10 Fields(AHL)
OptionC Imaging
Unit6 Atomicnuclearandparticlephysics
Unit12 Quantumandnuclearphysics(AHL)
SemIV Unit7 Energyproduction
Assessmentsinphysics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bull constructing analysing and evaluating scientific hypotheses research questions and
predictionsscientificmethodsandtechniquesandscientificexplanations
CHOITHRAM INTERNATIONAL 2018 - 20
80
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate foreffectivescientific investigationandproblem-solvingandthemanipulative
skillsnecessarytocarryoutscientificinvestigationswithprecisionandsafety
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedatthe
end of the two year programme through external examinations Internal Assessment
includingtheGroup4project
The Diploma Programme primarily focuses on formal assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
InPhysicsthestudentsachievedanumericgrade(1-7)onascaleof7pointthroughexternal
andinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
PhysicsSL
Paper1
Duration34hourWeighting20Marks30
30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration11frasl4hoursWeighting40Marks50
Short-answerandextended-responsequestionsoncorematerial
Thequestionsonpaper2testassessmentobjectives12and3
CHOITHRAM INTERNATIONAL 2018 - 20
81
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration1hourWeighting20Marks35
ThispaperwillhavequestionsoncoreandSLoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
PhysicsHL
Paper1
Duration1hourWeighting20Marks40
40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwithSL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration21frasl4hoursWeighting36Marks95
Short-answerandextended-responsequestionsonthecoreandAHLmaterial
Thequestionsonpaper2testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration11frasl4hoursWeighting24Marks45
ThispaperwillhavequestionsoncoreAHLandoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
CHOITHRAM INTERNATIONAL 2018 - 20
82
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3and4
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
CHOITHRAM INTERNATIONAL 2018 - 20
83
GROUP4CHEMISTRY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
IBDPChemistrygivesthestudentsanextensiveandinclusiveexperienceintheexperimental
subject of Chemistry a science based on the use of the scientific method to answer
questions about the composition structure and properties of all the things around us
Beginning with the simple atoms and molecules and gradually moving towards complex
reactions and their mechanisms students will require using textbooks laboratory
experimentscurrentworldwideliteraturecomputersimulationsvariouswebsourcesand
scientificjournalstoacquiretheskillstoobjectivelyaccessandpossiblycontributetosolve
someofambiguityinthephysicalthingsinourenvironmentThroughthisinquirystudents
willbecomeawareof latest inventions inchemistryandtheirapplicationsandtheireffect
onourday-to-daylivesandseehowchemistryhasaffectedthequalityoflifetoday
Thecoursewillalsofosterastrongsenseofinterdisciplinaryandinternationalmindedness
inordertounderstandthedevelopmentofvariousconceptsinchemistryandtheinfluence
ofchemistryonothersubjectsIBDPchemistrywouldalsoreinforceuseofvariousICTtools
andenablecommunicationandcooperationamongststudents in their scientificquests to
better prepare them to be the future members of the greater international scientific
community
Throughtheknowledgeofchemistrystudentswillbeabletogainawarenessaboutvarious
disposabletechniquesofchemicalssoastominimizedamagetotheenvironmentandalso
learnhowtodealsafelywiththechemicals
CHOITHRAM INTERNATIONAL 2018 - 20
84
Aims
TheaimsofIBChemistryareto
providestudentswithopportunities forscientificstudyandcreativitytohelpthem
critically analyze evaluate and synthesize scientific information that they study in
thecourseandinthemedia
provideabodyofknowledgeinthecontentareaofChemistrytoenablestudentsto
seetheredundancyandrepeatedapplicationofconceptsthatarecommonthreads
inallmatter
developexperimentalandinvestigativescientificskills
providetheopportunityforstudentstoskillfullyperformlaboratoryexperimentation
using the scientific method including stating a problem forming a hypothesis
testing the hypothesis under controlled conditions collecting data and drawing
conclusionsuponwhichtheycanvalidatemodifyorrefutethehypothesis
provide opportunities for students to see the advantages of cooperation and
collaborationamongsttheircolleaguesduringscientificinvestigation
introducestudentstothemostrecenttechniquesandmethodsusedininvestigative
scienceandtechnologyundercontrolledlaboratoryconditions
tomakestudentsaware thatwhat is truedoesnotbeginandendwithscience
butthatscienceisanevolvingprocessthatstrivestogetclosertothetruth
raise an awareness of the moral ethical social economic and environmental
implicationsofusingscientifictechnology
provide valid information to students that shows the interrelatedness of all
disciplines of sciencewith one another in order that they become aware that no
sciencedisciplinestandsalone
Objectives
Theassessmentobjectivesforbiologychemistryandphysicsreflectthosepartsoftheaims
thatwillbeformallyassessedeitherinternallyorexternallyTheseassessmentswillcentre
upon the nature of science It is the intention of these courses that students are able to
fulfillthefollowingassessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
CHOITHRAM INTERNATIONAL 2018 - 20
85
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
SYLLABUS
Semester Unit UnitName UnitTopics
SemISemII
Unit1 Stoichiometricrelationships 1
Unit2 AtomicStructure 313
Unit3 Periodicity 414
Unit4 Chemicalbondandstructure 717
Unit5 Thermochemistry 919
Unit6 ChemicalKinetics 1121
SemIIISemIV
Unit7 Chemicalequilibrium 212
Unit8 Measuringanddataprocessing 12
Unit9 Redoxprocesses 515
Unit10 AcidsandBases 818
Unit11 Organicchemistry 1020
Unit12 Option 616
CHOITHRAM INTERNATIONAL 2018 - 20
86
ASSESSMENTS
AssessmentsinChemistry
AssessmentsarethesoulandreflectionofdegreeoflearningbystudentsTheassessment
marks will be communicated to the students IBDP coordinator parents Scheduled
formativeassessmentswillbeconductedinvariousformslikequizzeswrittentestsgroup
discussionspresentationreportwritingonavisittoanindustryorafieldtripetc
As a part of summative assessments written examinations will be conducted for the
students For this purposenearly 50questionswill be taken frompast year papers and
remainingwouldbeframedbythesubjectteachermatchingthepatternsandstandardsof
IBDPexaminationpapers
DuringInternalAssessments(IA)varioustypesoflabsfromdifferenttopicsandsub-topics
wouldbeconductedMostoftheassessmentswouldbemarkedbymewhereassomewill
beevaluatedbypeergroupaswellbythesubjectteacher
ExternalassessmentdetailsmdashSL
Paper1
Duration34hourWeighting20Marks30
bull 30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration11frasl4hoursWeighting40Marks50
bull Short-answerandextended-responsequestionsoncorematerial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration1hourWeighting20Marks35
bull ThispaperwillhavequestionsoncoreandSLoptionmaterial
CHOITHRAM INTERNATIONAL 2018 - 20
87
Section A one data-based question and several short-answer questions on
experimentalwork
SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
ExternalassessmentdetailsmdashHL
Paper1
Duration1hourWeighting20Marks40
bull 40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwith
SL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration21frasl4hoursWeighting36Marks95
bull Short-answerandextended-responsequestionsonthecoreandAHLmaterial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration11frasl4hoursWeighting24Marks45
bull ThispaperwillhavequestionsoncoreAHLandoptionmaterial
bull Section A one data-based question and several short-answer questions on
experimentalwork
bull SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
CHOITHRAM INTERNATIONAL 2018 - 20
88
Internal Assessments (IA) Internal assessmentswill be extended over the period of two
years The labs aredesigned in such away that they cover concepts fromvarious topics
Thatwill help students understand topics in a betterway Labswill be framed in such a
manner so that students develop all necessary experimental skillswhich are required for
meetingnecessarycriteriaforthefinalinvestigationHoweverstudentswillbeencouraged
todevelopvariousmanipulativeskillsthroughtheirlabs
Atotalof40hourslabforHLand20hourslabforSLstudentshavebeenplannedSomeof
thelabswouldbedoneinagroupoftwoThiswouldhelpstudentstodevelopsharingand
communicate with each other better and respect each otherrsquos view The completion of
Internals would be done as per the schedule ascertained by the school There may be
occasionswherebytheinternalswouldbemoderatedbythesciencedepartmentteachers
toenhancelsquolearningbysharingrsquopracticeandalsotocreatemoretransparencyinwork
Besides a 10 hours of investigationwould be planned towards the beginning of the 3rd
termand thenecessary skills required for the samewouldbedeveloped through various
labshands-onactivitiesanddemonstrations
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesamplabreportwithtwocriteriaexplorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
CHOITHRAM INTERNATIONAL 2018 - 20
89
GROUP4BIOLOGYIntroduction
Biology isadiversescienceembracingahugebodyof informationabout livingorganisms
This course isdesigned toallow students todevelopa limitedamountofdetailed factual
knowledgewhilstgainingabroadunderstandingofkeybiologicalprinciples
Biologists attempt to understand the living world at all levels using many different
approachesand techniquesAtoneendof thescale is thecell itsmolecularconstruction
and complexmetabolic reactions At the other endof the scale biologists investigate the
interactionsthatmakewholeecosystemsfunction
Manyareasofresearchinbiologyareextremelychallengingandmanydiscoveriesremainto
bemade
Biology is still a young science and great progress is expected in the 21st century This
progress is sorely needed at a timewhen the growing human population is placing ever
greaterpressureonfoodsuppliesandonthehabitatsofotherspeciesand isthreatening
theveryplanetweoccupy
AtChoithramInternationalthecoursewillutilizeavarietyofteachingandlearningstyles
Byitsverynaturebiologylendsitselftoanexperimentalapproachandthiswillbereflected
throughoutthecourseWeprovideafavorablelearningatmospheretoouryounglearners
sothatstudenttakeschargeoftheirownlearningthroughguidedlaboratoryinvestigations
iTunesCoursesprojectworkproblemsolvingmethodampthroughperiodicalsearches
CHOITHRAM INTERNATIONAL 2018 - 20
90
Aims
1appreciatescientificstudyandcreativitywithinaglobalcontextthroughstimulatingand
challengingopportunities
2 acquire a body of knowledge methods and techniques that characterize science and
technology
3applyanduseabodyofknowledgemethodsand techniques that characterize science
andtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5developacriticalawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
6 develop experimental and investigative scientific skills including the use of current
technologies
7developandapply21stcenturycommunicationskillsinthestudyofscience
8becomecriticallyawareasglobalcitizensoftheethicalimplicationsofusingscienceand
technology
9developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology
10 develop anunderstandingof the relationships between scientific disciplines and their
influenceonotherareasofknowledge
Objectives
Itistheintentionofthesecoursesthatstudentsareabletofulfilthefollowingassessment
objectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
CHOITHRAM INTERNATIONAL 2018 - 20
91
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4Demonstratetheappropriateresearchexperimentalandpersonalskillsnecessaryto
carryoutinsightfulandethicalinvestigations
Pastexperienceshows that studentswillbeable to studyagroup4 sciencesubjectatSL
successfullywithnobackground in or previous knowledgeof science Their approach to
learningcharacterizedbytheIBlearnerprofileattributeswillbesignificanthere
Howeverformoststudentsconsideringthestudyofagroup4subjectatHLwhilethereis
no intention to restrict access to group 4 subjects some previous exposure to formal
scienceeducationwouldbenecessarySpecifictopicdetailsarenotspecifiedbutstudents
who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent
nationalsciencequalificationoraschool-basedsciencecoursewouldbewellpreparedfor
anHLsubject
CHOITHRAM INTERNATIONAL 2018 - 20
92
SYLLABUSOUTLINE
Semester Topicstobecovered
SemI
Topic1Cellbiology11Introductiontocells12Ultrastructureofcells13Membranestructure14Membranetransport15Theoriginofcells16CelldivisionTopic2Molecularbiology21Moleculestometabolism22Water23Carbohydratesandlipids24Proteins25Enzymes26StructureofDNAandRNA27DNAreplicationtranscriptionandtranslation
Topic7Nucleicacids71DNAstructureandreplication72Transcriptionandgeneexpression73TranslationTopic8Metabolismcellrespirationandphotosynthesis81Metabolism28Cellrespiration82Cellrespiration
SemII
29Photosynthesis83Photosynthesis
Topic3Genetics31Genes32Chromosomes33Meiosis34Inheritance35GeneticmodificationandbiotechnologyTopic10Geneticsandevolution101Meiosis102Inheritance103GenepoolsandspeciationTopic4Ecology41Speciescommunitiesandecosystems42Energyflow43Carboncycling44Climatechange
CHOITHRAM INTERNATIONAL 2018 - 20
93
Topic611ampOptionDHumanphysiology
61DigestionandabsorptionD1HumannutritionD2DigestionD3Functionsoftheliver62ThebloodsystemD4TheheartIA
SemIII
Topic611ampOptionDHumanphysiology64GasexchangeD6Transportofrespiratorygases65Neuronsandsynapses66HormoneshomeostasisandreproductionD5Hormonesandmetabolism112Movement63Defenceagainstinfectiousdisease111Antibodyproductionandvaccination
SemIV
113Thekidneyandosmoregulation114SexualreproductionTopic9Plantbiology91Transportinthexylemofplants92Transportinthephloemofplants93Growthinplants94ReproductioninplantsTopic5Evolutionandbiodiversity51Evidenceforevolution52Naturalselection53Classificationofbiodiversity54Cladistics
AssessmentinBiology
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
CHOITHRAM INTERNATIONAL 2018 - 20
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In Biology the students achieved a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofmultiplechoicequestionsfromcoreampAHL
Paper2consistsofdatabasedshort-answerandextended-responsequestionsoncoreand
AHLmaterial
Paper 3 consists of short-answer and extended-response questions from one optionamp
questionbasedonexperimentalskillsfromcore
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2amp3
DurationofpapervariesfromSLtoHLlevelandfrompapercomponent
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3 and 4 The new assessment model uses five criteria to assess the final report of the
individualinvestigationwiththefollowingrawmarksandweightingsassigned
Personalengagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
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Table2Internalassessmentsspannedthroughoutthetwo-yearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria
explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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GROUP3ANDGROUP4ESSPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINESSATCHOITHRAM
INTERNATIONALINDORE
ESSisaninterdisciplinarygroup3and4coursethatisofferedonlyatstandardlevel(SL)As
an interdisciplinary course ESS is designed to combine themethodology techniques and
knowledge associated with group 4 (sciences) with those associated with group 3
(individualsandsocieties)Becauseit isaninterdisciplinarycoursestudentscanstudyESS
andhaveitcountaseitheragroup3oragroup4courseorasbothIfstudentschoosethe
latter option this leaves the opportunity to study an additional subject from any other
groupincludinganadditionalgroup3orgroup4subjectESSisacomplexcourserequiring
adiversesetofskillsfromitsstudentsItisfirmlygroundedinbothascientificexploration
ofenvironmentalsystemsintheirstructureandfunctionandintheexplorationofcultural
economicethicalpoliticalandsocial interactionsofsocietieswiththeenvironmentAsa
resultofstudyingthiscoursestudentswillbecomeequippedwiththeabilitytorecognize
and evaluate the impact of our complex system of societies on the natural world The
interdisciplinarynatureofthecourserequiresabroadskillsetfromstudentsandincludes
the ability to perform research and investigations and to participate in philosophical
discussion The course requires a systems approach to environmental understanding and
problem-solvingandpromotesholisticthinkingaboutenvironmentalissuesItisrecognized
that to understand the environmental issues of the 21st century and suggest suitable
management solutions both thehumanandenvironmental aspectsmust beunderstood
Studentsshouldbeencouragedtodevelopsolutionsfromapersonaltoacommunityandto
a global scaleThrough the exploration of cause and effect the course investigates how
values interact with choices and actions resulting in a range of environmental impacts
Studentsdevelopanunderstanding that theconnectionsbetweenenvironmental systems
and societies are diverse varied and dynamic The complexity of these interactions
challenges those working towards understanding the actions required for effective
guardianshipoftheplanetandsustainableandequitableuseofsharedresources
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AIMS
ThesystemsapproachprovidesthecoremethodologyofthiscourseItisamplifiedbyother
sources such as economic historical cultural socio-political and scientific to provide a
holisticperspectiveonenvironmentalissues
TheaimsoftheEnvironmentalSystemsandSocietiescourseareto
1 acquiretheknowledgeandunderstandingsofenvironmentalsystemsatavarietyof
scales
2 apply the knowledge methodologies and skills to analyse environmental systems
andissuesatavarietyofscales
3 appreciate the dynamic interconnectedness between environmental systems and
societies
4 valuethecombinationofpersonallocalandglobalperspectivesinmakinginformed
decisionsandtakingresponsibleactionsonenvironmentalissues
5 be critically aware that resources are finite and that these could be inequitably
distributed and exploited and thatmanagement of these inequities is the key to
sustainability
6 developawarenessofthediversityofenvironmentalvaluesystems
7 develop critical awareness that environmental problemsare caused and solvedby
decisions made by individuals and societies that are based on different areas of
knowledge
8 engagewiththecontroversiesthatsurroundavarietyofenvironmentalissues
9 createinnovativesolutionstoenvironmentalissuesbyengagingactivelyinlocaland
globalcontexts
OBJECTIVES
TheseobjectivesreflecthowtheaimsoftheESScoursewillbeassessedItistheintention
ofthiscoursethatstudentsinthecontextofenvironmentalsystemsandrelatedissuesare
abletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingofrelevant
bull factsandconcepts
bull methodologiesandtechniques
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bull valuesandattitudes
2 Applythisknowledgeandunderstandingintheanalysisof
bull explanationsconceptsandtheories
bull dataandmodels
bull casestudiesinunfamiliarcontexts
bull argumentsandvaluesystems
3 Evaluatejustifyandsynthesizeasappropriate
bull explanationstheoriesandmodels
bull argumentsandproposedsolutions
bull methodsoffieldworkandinvestigation
bull culturalviewpointsandvaluesystems
4 Engage with investigations of environmental and societal issues at the local and
globallevelthrough
bull evaluatingthepoliticaleconomicandsocialcontextsofissues
bull selecting and applying the appropriate research and practical skills
necessarytocarryoutinvestigations
bull suggesting collaborative and innovative solutions that demonstrate
awareness and respect for the cultural differences and value systems of
others
PastexperienceshowsthatstudentswillbeabletostudyDPESSatSLsuccessfullywithno
backgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterizedby
the specific IB learner profile attributesmdashinquirers thinkers and communicatorsmdashwill be
significanthere
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1Foundationsofenvironmentalsystemsandsocieties
11Environmentalvaluesystems
12Systemsandmodels
13Energyandequilibria
14Sustainability
15Humansandpollution
Unit2 Ecosystemsandecology
21Speciesandpopulations
22Communitiesandecosystems
23Flowsofenergyandmatter
24Biomeszonationandsuccession
25Investigatingecosystems
Unit3 Biodiversityandconservation
31Anintroductiontobiodiversity
32Originsofbiodiversity
33Threatstobiodiversity
34Conservationofbiodiversity
SemII
Unit4Waterandaquaticfoodproductionsystemsandsocieties
41Introductiontowatersystems
42Accesstofreshwater
43Aquaticfoodproductionsystems
44Waterpollution
Unit5
Soilsystemsandterrestrialfoodproductionsystemsandsocieties
51Introductiontosoilsystems
52Terrestrialfoodproductionsystemsandfoodchoices
53Soildegradationandconservation
SemIII Unit6 Atmosphericsystemsandsocieties 61Introductiontotheatmosphere
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62Stratosphericozone
63Photochemicalsmog
64Aciddeposition
Unit7 Climatechangeandenergyproduction 71Energychoicesandsecurity
72Climatechangemdashcausesandimpacts
73Climatechangemdashmitigationandadaptation
SemIV Unit8 Humansystemsandresourceuse 81Humanpopulationdynamics
82Resourceuseinsociety
83Soliddomesticwaste
84Humanpopulationcarryingcapacity
ASSESSMENTOUTLINE
IBASSESSMENTS
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)The Diploma Programme primarily focuses on summative assessment
designed to record student achievement at or towards the end of the course of study
However many of the assessment instruments can also be used formatively during the
courseofteachingandlearningInESSthestudentsachieveanumericgrade(1-7)onascale
of7pointthroughexternalandinternalassessment
AssessmentComponent Weighting Duration
Paper1ndashCaseStudy35marks
25 1hour
Paper2ndashShortanswersandstructuredessays65marks
50 2hours
InternalAssessmentndashIndividualinvestigation30marks
25 10hours
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EXTERNALASSESSMENT
Twodifferentmethodsareusedtoassessstudents
bullDetailedmarkschemesspecifictoeachexaminationpaper
bullMarkbands
The markbands are related to the assessment objectives and the grade descriptors
establishedfortheenvironmentalsystemsandsocietiescourseThegradedescriptorsare
availableontheonlinecurriculumcentreanddescribetheextenttowhichtheassessment
objectives should be met for each grade level The markschemes are specific to each
examination
Theexternalassessmentincludestwopaperswhosecombinedweightageis75forSLThe
remaining comes from the internal assessments which are internally marked by the
teachersandmoderatedbytheIBexaminers
Paper1-consistsofcasestudyStudentswillbeprovidedwitharangeofdatainavariety
of forms relating to a specific case study Students are required to make reasoned and
balancedjudgmentsbyanalyzingthisdata
Paper2-consistsofsections-AandBInsectionAshortanswerquestionsandinsectionB
essaytypequestions
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2
INTERNALASSESSMENT
The internal assessment includes25 Internal assessment inenvironmental systemsand
societiescomprisesaseriesofpracticalandfieldworkactivitiesthatareundertakenaspart
ofthepracticalschemeofworkTheinternalassessmentmodeladdressesobjectives6and
7inparticularbutalsoobjectives1to5ofthecourseobjectives
Table1Theperformanceininternalassessmentisjudgedagainstfourassessmentcriteria
Identifyingthecontext
Planning ResultsAnalysisandConclusion
DiscussionandEvaluation
Applications Communication Total
6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)
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TABLE2INTERNALASSESSMENTSSPANNEDTHROUGHOUTTHETWOYEARPROGRAMME
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesexperiments 20
SemesterIIExamination InvestigationReportPlanning 20
SemesterIIIExamination InvestigationRACandDEV 20
SemesterIVExamination AllInvestigationReportswithallCriteria
20
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GROUP4COMPUTERSCIENCE
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN COMPUTER SCIENCE AT
CHOITHRAMINTERNATIONALINDORE
ComputerScienceisanacademicdisciplinethatisdevelopingatanextraordinaryspeedIts
scopeand influence isnowbeing felt inall areasof lifeGraduatesof the futurewill find
employmentopportunities intraditionalareassuchas industrycommerceeducationand
financial services aswell as in new areas such as film television and the entertainment
industry in general electronic publishing health care and all aspects of the rapidly
expandingcommunicationindustrythatisbasedontheInternet
The aims of all our programmes are that you get a sound understanding of the
fundamentals of Computer Science that you have the opportunity to develop a deeper
knowledge of certain topics which are of particular interest to you and that you gain
considerable practical experience of developing computer systems Additionally the
programmes have been designed so that you can develop your personal and
communicationskillsanddevelopanawarenessofthebusinessenvironment
Aims
1 Theaimsofcomputersciencecourseathigherlevelandstandardlevelareto
2 provide opportunities for study and creativity within a global context that will
stimulate and challenge students developing the skills necessary for independent
andlifelonglearning
3 provideabodyofknowledgemethodsandtechniquesthatcharacterizecomputer
science
4 enablestudentstoapplyanduseabodyofknowledgemethodsandtechniquesthat
characterizecomputerscience
5 demonstrate initiative in applying thinking skills critical to identify and resolve
complexproblems
6 engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationinresolvingcomplexproblems
7 develop logical and critical thinking as well as experimental investigative and
problem-solvingskills
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8 developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsin
the study of computer science to communicate information confidently and
effectively
9 raise awareness of the moral ethical social economic and environmental
implicationsofusingscienceandtechnology
10 develop an appreciation of the possibilities and limitations associated with
continueddevelopmentsinITsystemsandcomputerscience
1 encourage anunderstandingof the relationshipsbetween scientific disciplines and
theoverarchingnatureofthescientificmethod
Objectives
It is the intention of the Diploma Programme computer science course that students
achievethefollowingobjectives
1Knowandunderstand
a relevantfactsandconcepts
b appropriatemethodsandtechniques
c computerscienceterminology
d methodsofpresentinginformation
2Applyanduse
a relevantfactsandconcepts
b relevantdesignmethodsandtechniques
c terminologytocommunicateeffectively
d appropriatecommunicationmethodstopresentinformation
3Constructanalyseevaluateandformulate
a successcriteriasolutionspecificationsincludingtaskoutlinesdesignsandtestplans
b appropriatetechniqueswithinaspecifiedsolution
4Demonstratethepersonalskillsofcooperationandperseveranceaswellasappropriate
technicalskillsforeffectiveproblem-solvingindevelopingaspecifiedproduct
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1
ComputerOrganization
Computerarchitecture Secondarymemory Operatingsystemsand
applicationsystems Binaryrepresentation Simplelogicgates
Unit2
Computationalthinkingproblem-solvingandprogramming
Thinkingprocedurally Thinkinglogically Thinkingahead Thinkingconcurrently Thinkingabstractly Connectingcomputational
thinkingandprogramdesign Introductiontoprogramming Useofprogramminglanguages
SemII
Unit3 SystemFundamentals
Planningandsysteminstallation Userfocus Systembackup Softwaredeployment Systemdesignbasics Componentsofacomputer
system Systemdesignandanalysis Humaninteractionwiththe
system
Unit4 Abstractdatastructures
Thinkingrecursively Abstractdatastructures Linkedlists Trees Applications
Unit5 Options-PartOneDatabase
ModellingandSimulation
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WebScience
ObjectOrientedProgramming
SemIII
Unit5 Options-PartTwo
Database
ModellingandSimulation
WebScience
ObjectOrientedProgramming
Unit6 Networks Networkfundamentals Datatransmission Wirelessnetworking
SemIV
Unit7 ResourceManagement
Systemresources Roleoftheoperatingsystem
Unit8 Control Centralizedcontrolsystems Distributedsystems
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
Studentsrsquo success in the computer science standard level and higher level course is
measuredbycombiningtheirgradesonexternalandinternalassessment
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ExternalAssessment
Theexternalassessment includesthreepaperswhosecombinedweightage is80forHL
and70forSLTheremainingcomes fromthe internalassessmentswhichare internally
markedbytheteachersandmoderatedbytheIBexaminers
Paper1consistsofshortanswerquestionsandstructuredquestions
Paper2consistsofquestionsinrelationtotheoptionchosenand
Paper3consistsofquestionsbasedonpre-seencasestudyproducedannuallybytheIB
Theuseofcalculatorsisnotpermittedinanycomputerscienceexamination
InternalAssessment
The internal assessment requirements at SL and at HL are the same However these
requirements contribute to a different percentage of the overall mark Students are
required to produce a solution that consists of a cover page the product and the
documentation The focus of the solution is on providing either an original product or
additionalfunctionalitytoanexistingproductforaclient
The internal assessment component (solution) aswell as being practical and productive
formsanimportantpartoftheassessmentofthecomputersciencecourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Criteria Planning SolutionOverview
Development FunctionalityandProductivityofproduct
Evaluation TotalMarks
(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)
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The IA collected in IV Term Examination will be the Final IA to be sent to IB formoderation
Examination InternalAssessmentComponent
Weightage(HL) Weightage(SL)
SemesterIExamination ReportonCriteriaAPlanning
20 30
SemesterIIExamination CriteriaBSolutionOverview
20 30
SemesterIIIExamination CriteriaCDevelopmentCriteriaDFunctionalityandProductivityofproduct
20 30
SemesterIVExamination CriteriaEEvaluation 20 30
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THEGROUP4PROJECTThe group 4 project is a collaborative activity where students from different group 4
subjects work together on a scientific or technological topic allowing for concepts and
perceptions from across the disciplines to be shared The project can be practically or
theoreticallybasedCollaborationbetweenschools indifferentregions isencouragedThe
10hoursallocatedtothegroup4projectwhicharepartoftheteachingtimesetasidefor
IAcanbedividedintothreestagesplanningactionandevaluation
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GROUP5MATHHL
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN MATH HL AT
CHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINESemester Unit UnitName UnitTopics
SemI
Unit1 Algebra SequencesandseriesBinomialTheoremMathematicalInductionLogarithmandExponentialMathematicalInductionComplexNumbers
Unit2 Functions DomainandRangeInverseFunctionsCompositefunctionsInverseFunctionsTransformationFunction
SemII Unit3 Trigonometry bullRadianMeasurebullNonrightangledtrigonometrybullTrigonometricgraphsandfunctionsbullTrigonometricequationsandidentities
Unit4 DifferentialCalculus
bullMeaningofderivativedifferentiationusingfirstprinciplebulldifferentiationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullconceptoftangentnormalmaximaandminimabullApplicationofderivativebullKinematics
Semr3 Unit4(Contd)
IntegralCalculus
bullMeaningofAntiderivativebullIntegrationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullSubstitutionMethod
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bullIntegrationofproductoftwofunctionsbullKinematicsbullAreaandVolumeofafunction
Unit5 Statistics bullFrequencyDistributionbullProbabilitybullDiscreteRandomVariablebullContinuousrandomvariablebullBinomialDistributionbullPoissonDistributionbullNormalDistribution
Unit6 Vectors bullMeaningofVectorsbullConceptofaddingvectorsusingtrianglelawbullVectorequationofalineandplanebullIntersectionoftwolinesbullIntersectionofalineandplanebullApplicationofvectors
Sem4 OptionalPaper
Statistics LinearcombinationofindependentrandomvariablesSamplingDiscreteandcontinuousprobabilitydistributionsCumulativeprobabilitydistributionsProbabilitygeneratingfunctionssamplingDistributiontestingofhypothesisBivariatedata
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AssessmentsinMATHSHL
Externalassessment5hrs80
Writtenpapers
Paper12hrs30
Nocalculatorallowed(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper22hrs30
Graphicdisplaycalculator(GDC)required(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper31hr20
Graphicdisplaycalculator(GDC)required(50Marks)
Extended-responsequestionsbasedmainlyonthesyllabusoptions
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsHLisanindividualexploration
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GROUP5MATHSLIntroduction
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1 Algebra 11sequenceandseries
12Binomialtheorem
13exponentsandlogarithm
SemIandII Unit2
Functionsandequations 21Conceptoffunctions
22Graphsoffunctions
23transformationoffunctions
24Quadraticfunctions
25reciprocalfunctions
26Exponentialfunctions
27solvingequations
28Applicationsofgraphingskillsandequationsolving
SemII Unit3
Circularfunctionsandtrigonometry
31Thecircle
32Unitcirclesineandcosinefunctions
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33Pythagoreananddoubleangleproperties
34Circularfunctions
35Solvingtrigonometricequations
36Solutionoftriangles
SemIII Unit4 Vectors 41Vectorasdisplacementinplane
42Scalarproduct
43Vectorequations
44Distinguishingbetweencoincidentandparallel
lines
SemIIIandIV
Unit5 Statisticsandprobability
51Conceptsofpopulationsamplerandomsamplediscreteandcontinuousdata
52Statisticalmeasuresandtheirinterpretations
53Cumulativefrequencycumulativefrequencygraphs
54Linearcorrelationofbivariatedata
55Conceptsoftrialoutcomeequallylikelyoutcomessamplespace(U)andevent
56Combinedevents
57Conceptofdiscreterandomvariablesandtheirprobabilitydistributions
58Binomialdistribution
59Normaldistributionsandcurves
Unit6 Calculus Informalideasoflimitandconvergence Differentiationofpolynomialexponential
logarithmicandtrigonometricfunctions Derivativeinterpretedasgradientfunctionand
asrateofchange Tangentsandnormalsandtheirequations Thechainruleforcompositefunctions Theproductandquotientrules Thesecondderivative LocalmaximumandminimumpointsTesting
formaximumorminimum Pointsofinflexionwithzeroandnon-zero
gradients
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Graphicalbehaviouroffunctions Optimization Indefiniteintegrationasanti-differentiation Integrationbyinspectionorsubstitution Anti-differentiationwithaboundarycondition
todeterminetheconstantterm Definiteintegralsbothanalyticallyandusing
technology Areasundercurves(betweenthecurveandthe
x-axis) Areasbetweencurves Volumesofrevolutionaboutthex-axis Kinematicproblemsinvolvingdisplacements
velocityvandaccelerationa
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AssessmentsinMathematicsSL
Assessmentoutline
ForMathematicsSL
Externalassessment3hrs80
Writtenpapers
Paper11frac12hrs40
Nocalculatorallowed(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper21frac12hrs40
Graphicdisplaycalculator(GDC)required(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsSLisanindividualexploration
Thisisapieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics(20
marks)
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GROUP5MATHSTUDIESSL
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINMATHSTUDIESSL
ATCHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstractsystemofideasorasausefultool
For many people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
ObjectivesProblem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontext sketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
NumbersandAlgebra
11NumbersApproximationsandEstimations
12PairofLinearequationsandquadraticequations
13Conversionofunitsandcurrency
14SequencesandSeries(APandGP)
15CompoundInterestandannualDepreciation
Unit2 DescriptiveStatistics
21ClassificationofDiscreteandContinuousdata
22Groupedfrequencydata
23Pictorialrepresentationofdata
24Measureofcentraltendencies
25MeasureofDispersion
Unit3LogicSetsandProbability
31LogicConnectorsandTruthtables
32BasicsettheoryandVenndiagrams
33ProbabilityandExpectedvalue
34Probabilityofcombinedeventstreediagramsandconditionalprobability
SemII Unit4GeometryandTrigonometry
51Equationoflinein2DslopeinterceptsandpointofIntersection
52Trigonometricratiosanglesofelevationanddepression
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53SineruleCosineruleandareaoftriangle
54Geometryof3dimensionalsolidfigureslikecuboidrightprismpyramidcylinderconesphereandhemisphere
55VolumesandSurfaceareasofsolidfigures
SemIII
Unit5
StatisticalApplications
41NormalDistributionInversenormalcalculations
42ConceptofCorrelationScatterdiagramandproductmomentcorrelation
43Regressionlineanditsuseinprediction
44TheChi-squaretestofindependencenullhypothesisdegreesoffreedomp-valuesandexpectedfrequencies
Unit6 64DrawingaccurategraphsandusingGDCtosolveequationsinvolvingcombinationoffunctions
SemIV Unit7IntroductiontoDifferentialCalculus
71ConceptofthederivativeasarateofchangeTangenttoacurve
72Diffoffunctionax^nandequationofthetangentatagivenpoint
73IncreasinganddecreasingfunctionsStationarypointsLocalmaximumandminimumpoints
74Optimizationproblems
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AssessmentsinMathematicalStudiesSL
Externalassessment3hrs80
Writtenpapers
Paper11hr30mins40
15compulsoryshort-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Paper21hr30mins40
6compulsoryextended-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Internalassessment20
ProjectTheprojectisanindividualpieceofworkinvolvingthecollectionofinformationor
thegenerationofmeasurementsandtheanalysisandevaluationoftheinformationor
measurements
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GROUP6VISUALARTS
Introduction
VisualartisanintegralpartofdaytodaylifeItrangesfromtraditionalformsembeddedin
localandwidercommunitiessocietiesandculturestothevariedanddivergentpractices
associatedwithnewemergingandcontemporaryformsofvisuallanguage
WeatChoithramInternationalcelebratevisualartsnotonlyinthewaywecreateimages
andobjectsbutalsointhewayweappreciateenjoyrespectandrespondtothepractices
ofart-makingbyothersfromaroundtheworld
Visual arts course encourages students to challenge their own creative and cultural
expectationsandboundaries It isa thought-provokingcourse inwhichstudentsdevelop
analyticalskillsinproblem-solvinganddivergentthinkingwhileworkingtowardstechnical
proficiencyandconfidenceasart-makersThecourseisdesignedforstudentswhoaspire
to study visual arts in higher education as well as for those who are seeking lifelong
enrichmentthroughvisualarts
AIMS
Theaimsoftheartssubjectsaretoenablestudentsto
1Enjoylifelongengagementwiththearts
2Becomeinformedreflectiveandcriticalpractitionersinthearts
3Understandthedynamicandchangingnatureofthearts
4Exploreandvaluethediversityoftheartsacrosstimeplaceandcultures
5Expressideaswithconfidenceandcompetence
6Developperceptualandanalyticalskills
InadditiontheaimsoftheVisualartscourseatSLandHLaretoenablestudentsto
7Makeartworkthatisinfluencedbypersonalandculturalcontexts
8Becomeinformedandcriticalobserversandmakersofvisualcultureandmedia
9Developskillstechniquesandprocessesinordertocommunicateconceptsandideas
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OBJECTIVES
HavingfollowedthevisualartscourseatSLorHLstudentswillbeexpectedto
Assessmentobjective1demonstrateknowledgeandunderstandingofspecifiedcontent
aIdentifyvariouscontextsinwhichthevisualartscanbecreatedandpresented
b Describe artwork from differing contexts and identify the ideas conventions and
techniquesemployedbytheart-makers
cRecognizetheskillstechniquesmediaformsandprocessesassociatedwiththevisual
arts
dPresentworkusingappropriatevisualartslanguageasappropriatetointentions
Assessment objective 2 demonstrate application and analysis of knowledge and
understanding
aExpressconceptsideasandmeaningthroughvisualcommunication
bAnalyseartworksfromavarietyofdifferentcontexts
c Apply knowledge andunderstandingof skills techniquesmedia forms andprocesses
relatedtoartmaking
Assessmentobjective3demonstratesynthesisandevaluation
aCriticallyanalyseanddiscussartworkscreatedbythemselvesandothersandarticulate
aninformedpersonalresponse
b Formulate personal intentions for theplanning development andmakingof artworks
thatconsiderhowmeaningcanbeconveyedtoanaudience
c Demonstrate the use of critical reflection to highlight success and failure in order to
progresswork
d Evaluate how andwhy art-making evolves and justify the choicesmade in their own
visualpractice
Assessment objective 4 select use and apply a variety of appropriate skills and
techniques
aExperimentwithdifferentmediamaterialsandtechniquesinart-making
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bMakeappropriatechoicesintheselectionofimagesmediamaterialsandtechniquesin
art-making
cDemonstratetechnicalproficiencyintheuseandapplicationofskillstechniquesmedia
imagesformsandprocesses
dProduceabodyofresolvedandunresolvedartworksasappropriatetointentions
SYLLABUSOUTLINE
Semester UnitName UnitTopics
SemI
Formalanalysis-ElementsofartPrinciplesofdesignExplorationofthedevelopmentofart-makingskillsandtechniquesExperimentswithmediaandtechnologiesandpersonalreflectionsInvestigationofownartdevelopmentinthecontextofrelatedartgenresDetailedevaluationsandcriticalanalysisArt-makingforms-experiencesinmediaandtechniques(includingtwo-dimensionalformsthree-dimensionalformsandlens-basedelectronicandscreen-basedforms)withparticularreferencetothehistoricaldevelopmentofprocessesandtechniquesanddifferentculturalandtraditionalusesoftheseTwo-dimensionalformsDrawingsuchascharcoalpencilinkcollagePaintingsuchasacrylicoilwatercolourmurals
SemII
Comparativeanalysisoftheworksofartistsfromaperiodofarthistoryorartmovement Introductiontotheuseofthevisualartsjournalasarecordofindividualinquiryandinvestigation with particular emphasis on how toappropriatelycitesourcesArthistorymdashanoverviewofdevelopmentsandmovementsfrom earliest times to the present day Introduction to arangeofmodels for analysing critiquing interpreting anddeconstructing artworks offering opportunities forstudents to engage with these and become familiar with
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themArtcriticismorrespondingtoartwithreferencetovariouscultural contexts differing art forms and artists learningspecialist art vocabulary and terms through the use of aglossaryTechnical instruction and demonstrations in the use ofparticular media (such as oil painting ink drawing claymodellingdigital techniquesandsoon)withreferencetoparticular artists Investigation of the historical andtechnological changes and developments of particularmediaandtechniquesClasstheorylessons(suchascolourtheoryhistoryofpigmentsandsoon)
SemIII
Introduction of 3D Three-dimensional Forms Claymodelling such as hand built forms thrown vesselsmould-made objects Constructed sculpture such asassemblage paper glass etc Designed objects such asmodels interior design jewellery Site specificephemeralsuchaslandartinstallationFamiliarization with various art genres styles regionalschoolsandassociationsArtcriticismorrespondingtoartbullinvestigatingthehistoricalandtechnologicalchangesanddevelopments of particular media and techniques bullassociated relevant class theory lessons (such as colourtheoryhistoryofpigmentsandsoon)Communicating through visual and written meansProducingabodyofartworkthroughaprocessofreflectionand evaluation showing a synthesis of skill media andconcept
SemIV
Introduction of Lens-based electronic and screen-basedforms - photography Presentation of resolved works forexhibitionwithexplanationCuratorialpractices- throughvisits togalleriesandartistsrsquostudios reviewing catalogues for local exhibitionspresentations by visiting artists and exploration ofalternative display spaces The study of artist statementsand accepted conventions for titling and annotatingexhibitedworksExhibition of studentsrsquo own work supported byappropriateartiststatementswithattentiontodisplayand
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labelling Individual drafting and redrafting of artiststatementsofintentionStudioworkinthelightofstudentrsquosowndevelopingartiststatementsPresentationtechniqueswhichincluderefiningpersonal statements matting mounts layout andproducingexhibitiontextArt criticism or responding to art via various modelsIndividualpresentationsExhibition text - compilation ofwrittenmaterial studentsidentify contextualize and justify their selections forexhibition
HLstudentsshouldasaminimumexperienceworkingwithatleastthreeart-makingforms
selected fromaminimumof twocolumnsof the tablebelowTheexamplesgivenare for
guidanceonlyandarenotintendedtorepresentadefinitivelist
SYLLABUSOUTLINE
Two-dimensionalforms Three-dimensionalforms Lens-based electronicandscreen-basedforms
bull Drawing such ascharcoal pencil inkcollage
bull Painting such as acrylicoilwatercolourmurals
bull Printmaking such asrelief intaglioplanographicchinecolleacute
bull Graphics such asillustration and designgraphicnovelstoryboard
Carved sculpture such as carvedwoodstoneblock
bullModelled sculpture such as waxpolymerclays
bull Constructed sculpture such asassemblagebricolagewoodplasticpaperglass
bull Cast sculpture such as plasterwax bronze paper plastic glass bullCeramics such as hand built formsthrownvesselsmould-madeobjects
bullDesigned objects such asmodelsinteriordesignjewellery
bull Site specificephemeral such aslandartinstallationperformanceart
bull Textiles such as fibre weavingconstructedtextiles
Time-based andsequential art such asstop-motion digitalanimationvideoartbullLensmedia such as analogue(wet) photography digitalphotographymontage
bullLens-lessmedia suchasphotogramrayographscenography pinholephotography cyanotypesaltedpaper
bull Digitalscreen basedsuch as vector graphicssoftware developedpainting design andillustration
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ExternalassessmentcriteriamdashSLandHL
Part1ComparativestudySummary
Weighting20
Students are required toanalyseand compareartworks objectsor artifactsbydifferent
artists This independent critical and contextual investigation should explore artworks
objectsandartifactsfromdifferingculturalcontexts
Students select artworks objects and artifacts for comparison from differing cultural
contextsthatmayhavebeenproducedacrossanyoftheart-makingformsandthathold
individualresonanceforthestudentandhaverelevancetotheirownartmakingpractice
ThisisofparticularimportancetoHLstudents
StudentsatbothSLandHLmustexamineandcompareatleastthreepiecesatleasttwo
ofwhichshouldbebydifferentartists
Students use research and inquiry skills to investigate and interpret the selected pieces
usingbothvisualandwrittenformsofnotationStudentsmustsupporttheirinterpretation
withreferencestosoundandreliablesources
Candidates are required to submit the list of sources used and in-text referencing is
requiredthroughoutthecomparativestudy
Part1Comparativestudy Marks Total
A Identificationandanalysisofformalqualities 6 30
B Analysisandunderstandingoffunctionandpurpose 6
C Analysisandevaluationofculturalsignificance 6
D Makingcomparisonsandconnections 6
E Presentationandsubject-specificlanguage 6
F (HLonly)Makingconnectionstoownart-makingpractice 12 42
FormalrequirementsofthetaskmdashSL
bullSLstudentssubmit10ndash15screenswhichexamineandcompareat leastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullSLstudentssubmitalistofsourcesused
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FormalrequirementsofthetaskmdashHL
bullHLstudentssubmit10ndash15screenswhichexamineandcompareatleastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullHLstudentssubmit3ndash5additionalscreenswhichanalysetheextenttowhichtheirwork
andpracticeshavebeeninfluencedbytheartandartistsexamined
bullHLstudentssubmitalistofsourcesused
ExternalassessmenttasksmdashSLandHL
Part2Processportfolio
Weighting40
Students at SL and HL submit carefully selected materials which demonstrate their
experimentation exploration manipulation and refinement of a variety of visual arts
activities during the two-year course The selected process portfolio work should show
evidence of their technical accomplishment during the visual arts course and an
understanding of the use of materials ideas and practices appropriate to visual
communication
Thework selected for submission should showhow studentshaveexploredandworked
withavarietyoftechniqueseffectsandprocessesinordertoextendtheirart-makingskills
base
Part2Processportfolio SLmarks
SLtotal
HLmarks
HLtotal
A Skillstechniquesandprocesses 12 34 12 34
B Criticalinvestigation 6 6
C Communicationofideasandintentions 6 6
D Reviewingrefiningandreflecting 6 6
E Presentationandsubject-specificlanguage 4 4
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FormalrequirementsofthetaskmdashSL
bull SL students submit 9ndash18 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For SL
studentsthesubmittedworkmustbeinatleasttwoart-makingformseachfromseparate
columnsoftheart-makingformstable
FormalrequirementsofthetaskmdashHL
bull HL students submit 13ndash25 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For HL
studentsthesubmittedworkmusthavebeencreated inat leastthreeart-makingforms
selectedfromaminimumoftwocolumnsoftheart-makingformstable
InternalassessmentdetailsmdashSLandHL
Part3Exhibition
Weighting40
Students at SL and HL submit for assessment a selection of resolved artworks for their
exhibition The selected pieces should show evidence of their technical accomplishment
during the visual arts course and an understanding of the use of materials ideas and
practices to realize their intentions Students also evidence the decision-making process
whichunderpinstheselectionofthisconnectedandcohesivebodyofworkforanaudience
intheformofacuratorialrationale
Students at SL select 4ndash7 artworks for submission while students at HL select 8ndash11
artworksforsubmission
Part3Exhibition SLmarks SLTotal HLmarks
HLtotal
A Coherentbodyofworks 9 30 9 30
B Technicalcompetence 9 9
C Conceptualqualities 9 9
D Curatorialpractice 3 3
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FormalrequirementsofthetaskmdashSL
SLstudentssubmitacuratorialrationalethatdoesnotexceed400words
bullSLstudentssubmit4ndash7artworks
bullSL studentssubmitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullSLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
FormalrequirementsofthetaskmdashHL
bullHLstudentssubmitacuratorialrationalethatdoesnotexceed700words
bullHLstudentssubmit8ndash11artworks
bullHL students submitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullHLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
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InternalAssessmentCalendar2018-20
IACalendar-DPBatch2018-20
MONTH DATE SUBJECT IADETAIL WEIGHTAGE2018 DPYearI
AUGUST 17th EnglishLanguageampLiterature
WT1firstdraft
SEPTEMBER 1st EnglishLanguageampLiterature
WT1finaldraft 20
15th HindiLiterature FinalIOP 15
28thamp29th EnglishLanguageampLiterature
FOA1 15
Oct-Nov2018
15thOct-31stOct2018
SummativeAssessmentSemesterIExamination
OCTOBER 10th Visualart Processportfolio-3-4pagesStudiowork-2artworks
NOVEMBER 19th EnglishLanguageampLiterature
WT2firstdraft
30th Economics Microeconomics-firstdraft DECEMBER 1stand3rd English
LanguageampLiterature
FinalIOC 15
14th Economics Microeconomics-Final 20
17th EnglishLanguageampLiterature
WT2finalsubmission 20
2019 DPYearI
JANUARY
19th HindiLiterature IOC 15
FEBRUARY 11thamp12th EnglishLanguageampLiterature
FOA2 15
5th Group4Project IntroductiontoGroup4Project
8th Group4Project PlanningPhase
19th Group4Project ActionPhase
28th Group4Project EvaluationPhase
MARCH 5th English WT3firstdraft
CHOITHRAM INTERNATIONAL 2018 - 20
136
LanguageampLiterature
19thand20th
TOK TOKpresentation 33
21st Economics Macroeconomics-Firstdraft 20
26th EnglishLanguageampLiterature
WT3finalsubmission 20
APRIL 10th-25thApril2019
SummativeAssessmentSemesterIIExamination(EndofYearI)
APRIL 1st Visualart Processportfolio-4-5pagesStudiowork-3-4artworks
Comparativestudy
MAY-JUNE SUMMERVACATION
JULY 11th Economics Macroeconomics-FinalSubmission
AUGUST 8th ESS FirstDraft
26th Mathematics FinalisethetopicofIA 20
SEPTEMBER 12th BusinessManagement
BMIAFirstDraft 25
18th-21st FrenchHLSLAbinitio
IOA 25
24th Psychology FirstDraftPsychologyIA 20
26th Mathematics FirstDraftMathIA 20
OCTOBER 1st HindiLiterature FirstDraftHindiWA 25
4th Economics Internationaleconomics-Firstdraft
10th Visualart Processportfolio-5-6pagesStudiowork-3-4artworks
Comparativestudy
17th ITGS FirstDraft-Project 2030
27th Chemistry FirstdraftChemistryIA
28th HindiLiterature FinalSubmissionofHindiWA 25
31st Mathematics FinalSubmissionofMathIA 20
Oct2019 14th-25thOct2019
SummativeAssessmentSemesterIIIExamination
NOVEMBER 4th BusinessManagement
FinalSubmissionBMIA 25
10th ESS FinalSubmissionESSIA 25
15th Psychology FinalSubmissionPsychologyIA
20th TOK FirstdraftTOKEssay
25th EE FirstDraft
CHOITHRAM INTERNATIONAL 2018 - 20
137
29th Economics Internationaleconomics-Final 20
DECEMBER 5th CS FirstDraftSubmission SL30HL20
13th Chemistry FinalIAsubmission 20
16th ITGS FinalSubmission-Project 2030
18th Biology FirstDraft
19th Physics FinalIAsubmission 20
20th CS FinalIASubmission
2020 Year2
JANUARY 4th Biology FinalIAsubmission 20
9th-11th EE FinalSubmissionandViva
15th TOK FinalTOKEssaysubmission 66
FEBRUARY 10th-24thFeb2020
MockExamination(DP2)
MARCH Visualart FINALEXHIBITIONProcessportfolio-13-25pages
Studiowork-8-11artworkswithtextandCuratorialrationale
Comparativestudyfinalsubmission
40
40
20
Total100
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138
CHANNELSOFCOMMUNICATIONWebelievethatthechallengesareresolvedat thepointof theoriginusingthefollowing
procedure
Speaktothepersonclosesttotheproblem(thepastoralfacilitatorTutor)
Speaktothecoordinator
CommunicatewithHead of Senior School Head of School only if thematter has not
beenresolvedbytherespectiveteacher
If the concern relates to the general school matters administrative decisions or the
school policies you should contact the Head of Senior School first and thereafter the
HeadofSchool
Parentteachermeeting(PTM)
Parent-TeachermeetingwillbeheldaftereverysummativeassessmentOccasionallythe
parentsmight schedulemeetings through prior appointment with the DP coordinator as
wellasDPTeachers
TheFormativeAssessmentsareaimedtopreparethestudentsforSummativeAssessments
and include specially designed tasktest to monitor students learning Formative
Assessments include minimum of two tests per semester and one open ended task to
develop theLearnerProfilesandATLskillsTheperformance in the testswillbe recorded
andreported to thestudentbysubject teacherswithproper feedback Ifa student isnot
meetingtheminimumachievement level inthetests thentheparentsof thestudentare
calledinschoolforgettingnotified
AssignmentsorHomeWork
Homeworkisavitalcomponentforpracticingandmasteringtheskillsandknowledgelearnt
intheclassThedaytodayworkthatiscompletedafterthelessonsprovidesbothformative
learningandevaluation
Homeworkisanintegralpartofthelearningandisgivenatthediscretionoftheteachers
andmayvaryfromtimetotimeandsubjecttosubject
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STAYINGAFTERSCHOOL
Theschoolisscheduledtocloseat310pmforthestudentsAclosesupervisionisrequired
forthestudentswhowishtostaybackaftertheprescribeddeparturetimePriorpermission
from the parent Head of School and Programme Coordinator is required so that the
arrangementscanbemade
ATTENDANCE1 Parents should ensure that theirward comes to school regularly as 85attendance is
compulsoryforeverystudent
2 No student should remain absent from school without a pre-approved application for
leave
3 Please avoid calling your child home before the school time except in case of an
emergency
4Pleasedonotsendstudenttoschoolifhesheissufferingfromacontagiousdiseasetill
hesheiscompletelyfreefrominfection
5 If a student turnsup lateheshemusthave the late comingapplication signedby the
parentsbeforeheshereportstoschool
6Whenever the student is absent or on leave due tomedical reasons the certificate of
doctorshouldbeprovidedalongwiththeapplication
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SCHOOLUNIFORMBoys
Pattern FullpantswithsidepocketsonehippocketNolowwaisttrouserstobeworn
Colour NavyBluetrouserswithWhiteshirtandNavyblueTie
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Turban or headgear
Navyblue(OnlyforSikhs)
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoes
Girls
Pattern Pleated skirts shirt with cape collar scarf The skirts need to be ofkneelength
Colour Navyblueskirtswithwhiteshirtsandredscarf
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoesSportsshortscanbecarriedtoschoolandwornasperthesportsscheduleonly
RulesforUniform
Uniformshouldbeproperlyironedandshoesshouldbepolishedregularly
Students must come to school in school uniform on all days including vacations
whateveristhepurpose
The uniform for the boys and the girls should be comfort fit so as not to cause any
inconvenience
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CODEOFCONDUCTThe school Codeof Conduct comprises principles standards of behavior identification of
disruptivebehaviorandconsequencesofnon-complianceItspurposeistocreateasafeand
productivelearningenvironmentbyoutlininganexpectedbehaviorcodeamongststudents
Inordertodevelopasenseofresponsibilityfortheiractionsandanawarenessoftheneed
to care for and value the rights of others a code of conduct has been developed in our
schoolandanydeviationsfromthesamewillbedealtwithstrictlybytheauthorities
1 Students should demonstrate respect for others irrespective of racial gender cultural
andreligiousdifferences
2Studentsshoulddemonstrateself-disciplineandcometoschoolontime
3Studentsshouldfollowtheestablishedrulesandtakeresponsibilityoftheirownactions
4Studentsshouldexhibitapositiveandcooperativeattitudetowardsschoolandlearning
5Studentsshouldavoiduseofprofaneandobscenelanguagesandgestures
6Studentsshouldkeepschoolequipmentandbooksingoodcondition
7Studentsshouldreturnborrowedpropertyingoodcondition
8Studentsshouldreturnthelostitemstotheschooloffice
9Studentsshoulddepositlitterandwasteinappropriatecontainers
10Studentsshouldleaveothersrsquopropertyalone
11Studentsshouldmaintainasafecleanenvironmentforothers
12 Students should refrain from bringing any harmful substance to school that may
compromisethesafetyofothers
13 Committing an act of Vandalism that causes damage to school property would be a
punishableoffence
14 Students are not allowed to leave the school premises without obtaining prior
permissionfromconcernedschoolauthoritiesandparents
15Any improperdisplayofaffection towardsother studentorengaging in inappropriate
socialbehaviourisapunishableoffence
16AnyotherelectronicdeviceotherthanthecalculatorlikehandycamscellphonesCDs
shouldnotbebroughttoschool
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142
SCHOOLTRANSPORT
This facility isprovided toall desirous studentsonpayment It is the responsibilityof the
parent to ensure that their children are made to board the bus and escorted home on
returnfromtheirrespectivebusstopsNorequestfromparenttodroptheirchildrenata
busstopotherthantheoneallottedwillbeentertainedIncaseyouneedtochangethebus
stopaformalletteraddressedtoadministrativeinchargemustbesentstatingthereason
forchange
TELEPHONECALLSParentsshouldnotcallstudentswhiletheclassesaregoingonTheyarerequestedtoleave
amessageattheschoolreceptionunlessitisanemergencyAlsostudentscanmakephone
callsonlyduringthebreaktime ifthematter isurgentandrequires immediateattention
Phonecallsshouldnotbemadeforcallingassignmentsorhomeworktoschoolwhichisa
partofstudentrsquosresponsibility
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143
EMERGENCYPROCEDURESIn the event of an emergency at school due to any untoward accident during play the
studentisdriventoChoithramhospitalwhichisinsidetheChoithrampremisesTheparent
ofthestudentiscontactedbytheschoolattheemergencynumbers
SCHOOLLEAVINGCERTIFICATEToobtain a school leaving certificatetransfer certificate the school requires at least one
weekrsquoswrittennotice
PASTORALCAREPastoral care forms an integral element of the philosophy and mission statement at
Choithram International and all staffmembers have a responsibility to care for thewell-
being of our students Its significance is reflected in our structures leadership roles
proceduresandcurriculumItalsounderpinsthedaily interactionsbetweenandamongst
bothstaffandstudents
Eachgrade level issupportedbytwotutors theuniversityguidancecounselorandthe IE
CoordinatorforstudentlearningsupportThetutoristhefirstpointofcontactforstudents
andparentsPastoralcareinvolvesregularone-to-onetrackingandmentoringofstudents
It focuses on thewell-being and progression of each student on an individual basis Our
pastoral curriculum is comprehensive age appropriate and addresses the students social
and emotional development It equips them with the skills they will need to face the
challenges in an ever-changing world Everyday students interact with their tutors and
classmates on several issues of global importance which helps in generating awareness
among the young learners The main aim of the pastoral curriculum is to inculcate and
strengthenthelearnerprofileattributesinstudents
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144
CLUBSANDHOUSESATCIAtCItheDPstudentsaregivenanopportunitytorunanyoftheCIclubsastheCreativity
aspectforCAS
Clubsprovide studentswithopportunities to learn inways thatmaynotbeanoptionby
simplyconcentratingonacademicsClubsoftenprovidestudentswiththechancetospend
time and make friends with those who have the same interests Once students have
somethingincommonschoolbecomesamorepositiveplacetobeAtChoithramweoffer
various clubs like the instrument club dance club creativewriting club drama club etc
These club activities serve as a positive outlet for students to socialize and expand their
horizons
TheHousesystemisofgreatimportancetoschoollifeItsfunctionistoinculcateafeeling
of belongingness and the spirit of fair competition among the students and encourage it
withintheschoolTheinter-Houseactivitiesgiveallstudentstheopportunitytoparticipate
in representative sport music and other activities with the aim of raising self-esteem
developing self-confidence and giving opportunities for leadership and teamwork beyond
thosealreadyavailablewithinschool
AschoolisdividedintoourhousesandeachstudentisallocatedtoonehouseHousesmay
competewithoneanotherat sportsandmaybe inotherways thusprovidinga focus for
grouployaltyorteamwork
At Choithram International we have four Houses named Gandhi Lincoln Mandela and
Tagore these names represent certain qualities and attributes which are personified in
theseiconicfigures
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145
SPORTSATCISportsplayan important role ina childrsquosgrowth
and development Sports not only have health
benefits but also increase the concentration
developasenseofselfbringindividualstogether
At Choithram International we offer various
sports activities ie Football Basketball Lawn
tennisTabletennisBadmintonandCricket
LIBRARYATCIThe library at Choithram International aspires to make every aspect of the library
experience appealing and enjoyable for the student as well as the teachers We are
accoutredwithawiderangeofresourcesasbooksencyclopediasmagazinesnewspapers
andebooksibooksthatareavailabletosupportchildrenrsquosstudyWeencouragereadingfor
pleasure by providing access to the electronic resources and cultivate childrenrsquos research
andenquiryskillsduringourDEAR(DropEverythingAndRead) lessonsWealsomakethe
libraryafunandexcitingplacetobebyconductinglotsofactivities
CHOITHRAM INTERNATIONAL 2018 - 20
146
DiplomaProgrammePointMatrix
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147
LANGUAGEPOLICYLANGUAGEPHILOSOPHYChoithram International (CI) has English as the language of instruction and surveys andstatisticalanalysishaveidentifiedHindiastheMotherTongueforover80ofthestudentpopulationCIlanguagepolicyallowsstudentstostrengthentheirMotherTongueacquireproficiencyintheLanguageofInstructionandaspiretowardsmultilingualismForthisFrenchisofferedinLOTE(LanguageotherthanEnglish)-PYPLanguage-B-MYPampDPTheschooliscommittedto providing asmuch opportunity for bilingualmultilingual language learning as possibleacrossallthreeprogrammesCIworksontheIBideologyofldquoallteachersarelanguageteachersrdquoEveryteacherstrivestodevelopaconduciveenvironmenttoguidethestudenttowardsdevelopingcommunicationaswellasintrospectionfromtheMotherTonguetowardsthelanguageofinstructionLANGUAGELEARNINGATCILanguage learning is a part of all subject areas for gaining expertise in subject-specificterminology specific demands of different types of questions making connections fromclassroomexperiencestothetasksexamsandinwrittenandoralexpressionHomeRoomTeachers (HRTs) Tutors and subject teachers provide the studentswith opportunities todevelopeffectivecommunicationskillsintheirdisciplinesThesixskillsoflanguagelearningListeningSpeakingReadingWritingViewingandPresentingarefirmlyentrenchedinthecurriculumfromPYPtoDPAll CI teachers provide opportunities for prior understandings to be shared in order forbackground knowledge to be built upon to scaffoldmeaning to extend language and toaffirm identity It is accepted and understood that new learning and understanding isconstructeduponpreviousexperiencesandconceptualunderstandingsinadevelopmentalcontinuumTheongoinglanguagedevelopmentofourstudentsisthesharedresponsibilityofteachersparentsandstudentsLanguage learning is enhancedwhen parents andmembers of thewider community aresupportiveofthe learningprocessandare involvedin itTheschoolpromotescommunityawareness involvementand supportbypromotingandutilisingpositivecommunity linksespecially parents and teachers share the major responsibility for the education of thechildrenBELIEFSANDAIMSTheCIlanguagephilosophyaimsto Enable students to learn and use language effectively appropriately accurately andconfidentlyExtendactiveMotherTonguesupporttoallstudentstofacilitateoptimumlearningDevelopstudentsrsquoauraloralreadingwritingviewingandpresentingskillsEnablestudentstodevelopanduselanguageskillsinavarietyofcontextsandpurposes Promote the appreciation understanding and analysis of language and literature fromdiverse cultural and ethnic backgrounds varied perspectives of people belonging todifferentcultures
CHOITHRAM INTERNATIONAL 2018 - 20
148
UnderstandthespecificvocabularyandtermsusedindifferentsubjectareasEncouragestudentstoemployBasicInterpersonalCommunicativeSkills(BICS)inandoutof the classroom toaid in student-teacherand student-peer relationships andeffectivelymove towardsdevelopingCognitiveAcademic LanguageProficiency (CALP)11GuidelinesfordevelopingaschoollanguagepolicyInternationalBaccalaureateOrganizationCILANGUAGEPROFILEStatistical analysis reveals that over 80 students come from familieswhere theMotherTongueandthepreferredlanguageofcommunicationathomeisHindioritsdialectsoracombinationofbothInPYPafteradmissionofa studentparentsare required to fill in the form forLanguageProfilingForMYPandDPLanguageProfilingFormmadeavailableattheFrontDeskisapartoftheadmissionprocedureand is tobefilledbybothparentsandstudentstogetherAdmissionCounselorandFrontOfficeExecutiveprovideGoogleFormforthepurposeThisisdonetoestablishthestudentrsquoslanguagebackgroundandproficienciesEntranceevaluationtestsfornewadmissionsareconductedinEnglishtogaugetheproficiencyandidentifyanyspecificlanguageneedsofthestudentsLANGUAGEASSESSMENTSAll assessments across the programmes are formulated as per the CI Assessment PolicyFormativeandSummativeAssessmentsforalllanguagesareplannedperiodicallyStudentsareobservedandassessed intheclassroomsthroughoralpresentationswrittenassessments student-ledclassespeerassessmentsgroupactivitiesetcAll suchactivitiesareplannedkeepingspecific learnersrsquoneeds learningoutcomestaskspecificclarificationsandassessmentcriteriainmindMOTHERTONGUEDEVELOPMENTCI ensures the Mother Tongue (established as Hindi) is appropriately developed andmaintainedWe have awell-structured curriculum and strong facultymembers across allthe three programmes to aid the Mother Tongue development The Mother TongueCoordinatormonitorstheMotherTonguemaintenanceacrossthedifferentProgrammesIn MYP and DP for the small percentage of students for whom the Mother Tongue isneither English nor Hindi we counsel the parents regarding the importance of MotherTongue development and make the option of a self-taught course available for suchstudents(Appendix-4)IfastudentofforeignoriginexpressesaninterestinlearningHinditheschooloffersitasanoptionforLanguageAcquisitionPROGRAMME-SPECIFICPOLICYIMPLEMENTATIONPRIMARYYEARSPROGRAMMEApartfromEnglishandHinditheprogrammeoffersFrenchasLOTE(LanguageotherthanEnglish)whichisofferedPYP3onwardsLanguageLearningatCIPYPisaimedatpromotingstudentsrsquocapacitytouselanguagetoFulfiltheireverydayneedsDevelopmaintainandexpresstheirownsenseofidentity
CHOITHRAM INTERNATIONAL 2018 - 20
149
EstablishandmaintainrelationshipswithothersOrganisetheirthoughtsandlearnabouttheworldReflectupontheirexperiencesthoughtsandfeelingsandsharethesewithothersObtaininformationtodirectandadviceothersMakedecisionsandsolveproblemsinvolvingthemselvesandothersParticipateinrecreationalandimaginativeactivitiesAppreciateandcontributetowardstheirculturalheritagesInterrelatetheskillsoflisteningspeakingreadingwritingviewingandpresentingStudents in PYP are represented by awide range of personal and social backgrounds Tocatertothisrangeofstudentswebelievethelifelongprocessof learning languageisbestdevelopedthroughScaffoldingandmonitoringoflearningexperiencesRecognitionofindividuallearningstylesandratesProvisionofpurposefullearningexperiencesFosteringofthelearnerprofileattributesRecognitionandvaluingofpriorlearningexperiencesValuingdiversityofculturalintellectualandphysicalaspectsStudentsmaking the transition fromPYP toMYP should be able to use the languages toexpresseffectivelyInFrenchthelearnerisexpectedtobeabletodevelopanelementaryunderstandingandvocabularyforuse(Appendix-1)MIDDLEYEARSPROGRAMMECIMYPoffersLanguageandLiterature-EnglishandHinditoitslearnersLanguageAcquisition(LanguageB)-EnglishHindiFrench isoffereddependingon theLanguagepathwaysastudenthascoveredpreviouslyLanguageAcquisitionisstructuredinphasestoacknowledgeastudentrsquosproficiencylevelinthelanguageThephasesdonotcorrespondtothelearnersrsquoagegroupsorMYPyears If a student consistently scores Level 4 or more than that throughout an academicsession heshewill be promoted to the next phase otherwise heshecontinues in thesamephaseasbeforeAstudentwithnopriorexposuretoanyLanguageBoptionsavailablecanacquirethelanguagefromPhase1 The appropriate phase for a newly admitted student is determined throughLanguageProficiencyTestsEALLanguagesupportlessonsareprovideddependingonthestudentrsquoslanguageneedsThelanguagepathwayforastudentcontinuingfromMYPtoDPisaccordingtothetablegiveninAppendix-2MYP students continuing into theDPwill have developed an enquiring andreflectingapproachtolanguagelearningTheywillhavebilingualskillstobeappliedtoandextendedinDPlanguagecourses
CHOITHRAM INTERNATIONAL 2018 - 20
150
DIPLOMAPROGRAMMECIoffersEnglishALanguageandLiteratureandHindiALiteraturetoitslearnersinDP TheDP language courses endeavour tomake students observe and analyze the crucialrolelanguageplaysinshapinganindividualrsquoscultureandidentityandtheimpactlanguagehas on society through mass communication along with aspects of literary analysisappreciationandliterarycriticismLanguageBofferedinEnglishHindiandFrenchisaimedatgainingsufficientproficiencyintheselanguagesatAbinitioSLorHLLevels The curriculum is aimed towards preparing the students for university admissions atnationalandinternationallevelsPROGRAMMESPECIFICLANGUAGESUPPORTPRIMARYYEARSPROGRAMMELanguage Teaching (by the year level teacher subject teacher or supportenrichmentteacher)isrecommended As a language inquiry to directly support the collaboratively planned programme ofinquiryAsaconnectedexperiencewithinthetransdisciplinaryunitofinquiryAsastandaloneteachingtodirectlysupportaspecificneedinatransdisciplinaryunitofinquiryAspartoftheagreeduponknowledgeandskillstoindirectlysupporttheprogrammeofinquiryMIDDLEYEARSANDDIPLOMAPROGRAMMEAtthebeginningofthesessionlanguageteachersidentifystudentsinneedoflanguagesupport basing on their performance in previous yearLanguage Proficiency Tests (as perrelevance)giventothem After termsemester end assessments language teachers subject teachers and TutorstogetheranalyzetheresultThosestudentswhostruggleinwrittenororalexpressionsinthelanguagesareassignedsupport classes under the guidance of language teachers which includewriting and oralpracticebasedonacademiccontentandmovingtowardsgainingefficiencyREVIEW PROCESS The language policy is reviewed every two years by the LanguageSteeringCommitteeasapartoftheCIcurriculumreviewcycleorifanyspecialrequirementarises The Language Steering Committee is also responsible for overseeing effectiveimplementationoftheCILanguagePolicy
CHOITHRAM INTERNATIONAL 2018 - 20
151
INCLUSIVEEDUCATIONPOLICY
Inclusive Education Policy of CI is directly aligned with the motto of the organizationldquobecause every child deserves the bestrdquo It recognizes all students in spite of their widevariety of cultural backgrounds and believes that children possess a range of academicphysical emotional and social needs We believe in the inclusion of all students byresponding positively to their unique needs We aim to maximize the potential of allstudents through the removal of barriers and increase their learning opportunities Thepolicy ensures that curriculum planning and assessment for children with inclusiveeducationalneedstakesaccountofthetypeandextentofthedifficultyexperiencedbythechild It also provides a safe place to the students to come and share their personalproblemsaswellTheinformationsharedbyoraboutthestudentwillbekeptconfidentialandwillbesharedwiththeteachersresponsiblefortheeducationofthechildonlythroughconsultationwithparentsPolicyaims tocreateanenvironment tomeet the Inclusiveeducationalneedsofevery child it ensures that thediverse learningneedsof childrenare identified assessedand catered and enables all learners to have full access to all elements of the schoolcurriculumremovingallbarrierstolearningItalsostatesroleandresponsibilityofstaffinprovidingforchildrsquosInclusiveEducationalneedsandensuresthatparentsareabletoplaytheirpartactivelyinsupportingtheirchildrsquoseducationInclusiveEducationPolicyisalignedwiththeschoolrsquosadmissionpolicyitexpectsallparentstoconfidethediverselearningneedsoftheirchild(ifany)atthetimeofadmissionsothattheinterventionmaybeplannedrightfromtheadmissionThestudentshavetogothrougha strategicallydesignedpsychometric test to reveal theirdiverse learningneeds IEpolicycaters to diverse learning needs ranging from ADHD specific learning disabilities Highabilities amp multiple intelligences as well as different learning styles of learners physicaldisabilities or speechdisorders Social emotional andbehavioral difficulties and languagedifficultiesinchildren[ReferIEpolicydocumentfordetails]Homeroomteachercoordinateswithsubject tutorsand to identifyastudentwithdiverselearning needs emotional needs and report it to concerned coordinator then through aproper referral procedure the student is referred to IE coordinatorschool counselorfurtherplanofactionisdecidedbytheIEcoordinator[ReferIEpolicydocument]CIensuresadequatein-housesupporttoovercomebehavioralandlearningissuesinchildTheschoolsupportthestudentsattwolevelsnamelyschoolactionplanandschoolactionplusplanandanIEPwillbewritteninboththecases[ReferIEpolicydocumentfordetails]SchoolmaymakeseparatearrangementforassessmentsofstudentswithlearningdifficultyasperthenormsofIBAllAccessarrangementswillbecateredtoforthesestudentsduringall formativesummativeandformalexaminationsforMYPandDPasper IBrsquosassessmentaccessrequirement[ReferIEpolicydocumentfordetails]The policy clearly states the role and responsibilities of program coordinators teachersparentsandstudentsaswell[ReferIEpolicydocumentfordetails]
CHOITHRAM INTERNATIONAL 2018 - 20
152
ASSESSMENTPOLICYTheprimarypurposeofassessmentandevaluationatChoithramInternationalistosupportand improve theprocessof teaching and learningAs all studentshavedifferent learningstylesexperiencesandabilitiessotheassessmentandevaluationoftheirlearningmustbefairtoallstudentsbevariedinnatureandallowstudentstodemonstratethefullrangeoftheirlearningTeaching learning and Assessment are intertwined and interdependent and should befocusedonthehabitsofmindcriticalthinkingskills21stcenturyskillsknowledgeconceptandattitudesthatwillprovideforsuccesswithintheIBprograminschoolandbeyondAssessmentisavitalpartofthelearningprocessThepurposeofassessmentistheholisticdevelopmentofthelearnerswhichhelpsthemtounderstandtheircapabilitiesandenablesthemtoovercometheirshortcomingsAssessment reflects learning and is a process involving diagnostic assessment at thebeginning of each learning cycle formative assessment throughout and summativeassessment generallyat theendSummativeassessmentprovidesperiodic snapshotsofastudentrsquos academic progress while formative assessment essentially provides feedbackduringthelearningprocesstohelpteachersplanappropriatenextstepsforstudentsandforstudentstounderstandwhat isrequiredoftheminthe learningprocessLearningandassessmentatCIiscriterion-relatedandhaseducationalandpedagogicalvalueAssessmentsinDPAssessmentsoftheDParecriterion-relatedbasedonthefollowingaimswhichareelaboratedintheremainderofthissectionAssessmentpracticesTherearethreetypesofassessmentsinDPFormativeAssessmentsFormativeassessmentsareaimedtopreparethestudentsforsummativeassessmentsandinclude especially designed tasks to monitor student learning They may be formal orinformal (Observation Open ended tasks Performance Process journals Portfolioassessmentsquizzesclasstests)Theformativeassessmentswillincludeatleasttwomarkbasedassessmentsandoneopenendedtaskpersemesterto identifythe learningneedsandtogiveadetailedfeedbackonteachingandlearningSummativeAssessmentAt CIDiplomaprogramme is comprisedof semesters and at the endof each semester amarkbasedsummativeassessmentisheldTheweightingforthewrittenexaminationandInternalassessmentsisdifferentinsubjectsThefoursemesterexamsareasfollowsSemIExaminationSemIIExaminationalsoknownasEndofYearExamSemIIIExaminationSemIVExaminationalsoknownasMockExamFinalSummativeAssessments(FormalAssessments)Thefinalsummativeexamincludes
CHOITHRAM INTERNATIONAL 2018 - 20
153
1 IBDPexaminations(Includingsomeexternallyassessedcomponents)2 InternalAssessment-TheInternalassessmentsforallsubjectsaremarkedby
subjectteacherandmoderatedexternally3 AssessmentsofCorecomponents
TOKassessmentsconsistofacombinationofareinternallyassessedTOKPresentationwithaweightage of 33 and externally assessed essays with aweightage of 67 These twocomponentsfinallycontributetoagradefromA-EExtendedessaysareexternallyassessedandgradedonscaleofA-EThealphabeticalgradesofEEampTOKfetchanumericalgradeonascaleof3 fromdiplomapointmatrixCompletionofCASrequirements ismandatory forDiploma candidates Different DP subjects have different weightage for external andinternalassessmentsinallexaminationsasperthesubjectguidesldquoFormalassessmentsinDPistheassessmentdirectlycontributetofinalqualificationrepresentsthefinalsummativeassessmentinIBcontinuumofeducationrdquo[1]Formal examination of the DP includes some multiple-choice tests for a few subjectsstructuredandunstructuredexaminationformostsubjectsintendedtobetakenattheendof the two-year course and some internal assessments to be completed by students atvarious timesunder various conditions (asper the internal deadlineplanner) during theircoursewhichwillbeexternallymoderatedThestudentperformanceismarkedandgradedasperIBrsquossubject-specificgradeboundariesonascaleof1to7ThefinalDPscoreisgivenout of 45 of which a total of 42 come from 6 subjects of 7 points each and 3 from acombinationofTOKandEEgradesThefinaldiplomascoreandtheindividualsubjectpointsincluding the core component grades and completion of CAS requirements determinewhetherthestudentsecuresadiplomaoracourseAllsummativeassessmentsareassessedusinglatestsubject-specificgradeboundariesonascale of 1-7 given by IB so that students have a clear understanding of expectations andthereby find scope of improvement This will give a truly comprehensive feedback tostudentsInternal standardization of assessment is a regular feature of DP at CI Internalstandardization is done for the internal assessments TOK essays amp extended essays incollaborationwithinthedepartmentforIAsampEEswheremorethanoneteacherisinvolvedinteachingthecourseandwithalltheteachersforTOKEssaysThishelpstheteacherstoproduceauthenticampreliablepiecesofworkfromstudentsCIplansitsInternalAssessmentsubmissiondeadlinesintheformofanIADeadlineCalendarand publishes the same in the beginning of the academic year This calendar is strictlyfollowedby the studentswithan increasingdegreeofpenalties inplace for lackadaisicalstudentswhomissdeadlinesConductingExaminationTheschoolhasastrongExaminationdepartmentandexperiencedfacultywhotakecareofconductingthesummativeandformalexaminationsfromtimetotimeasperIBregulationTheexaminationisconductedunderthevigilanceoftrainedteachersRecordingandReportingRecordingandreportingofsummativeassessmentswillbedonetotheparentsandstudentsattheendofeachsemesterthroughaPTMThereportcardisitselfacomprehensive
CHOITHRAM INTERNATIONAL 2018 - 20
154
documentwhichgivesdetailedprogressaboutstudentrsquosacademicperformancethroughoutthe twoyears ineachdisciplineandcorecomponentsafter summativeassessments Theperformance of the student is recorded in the form of an Achieved grade and an Effortgrade The achieved grade is based on the studentrsquos performance in the summativeassessmentsandtheeffortgradeportraysthelevelofeffortstudenthasputinduringeachsemesterAttheendofeachsemesterthetutorssharethereportcardwiththeparentsthroughmailsandthenfacetofacereportingisdoneinparentteachermeetingStudent-led conferencesmark the part of first PTMwhere the students take initiative indemonstrating theirunderstanding throughavarietyofdifferent learningsituationsTheyshareassessmentdataabouttheirlearningwiththeirparentssupportedwithaportfolioofachievement and also reflect on the development of ATL skills The student identifiesstrengthsandareasforimprovementItenablesparentstogainaclearinsightintothekindofworktheirchildisdoingandoffersanopportunityforthemtodiscussitwiththeirchildThereafterthetutorsandsubjectteacherscommunicatetheperformanceofstudentsintheformofassessmentdataopenlyandtransparentlysupportedbythestudentrsquosworkAfter every summative assessment result is analysed to identify the students who needextralearningsupportTheschoolhasaninterventionplantohelpthestudentswhosecureagrade3orlessatSLand4orlessatHLinassessmentsintheformofremedialsupportclasseswhichareplannedasperthefreelessonsofthestudentsPredictedGradesPredicted grades for each subject are given to theDiploma studentswhich serve for theuniversity admission The same are also uploaded on the official IB site which helps inmoderation Predicted grades are given on the basis teachersrsquo judgement and studentrsquosperformanceresponsesinFormativeandSummativeAssessmentsAssessmentaccesstostudentswithdifferentlearningneedsTasksandthetimedurationwillbedefinedkeepinginmindtheindividuallearningneedsofstudentsExtratimeandadditionalsupportwillbeextendedtostudentswhohavetroublekeepingupwithclassroomteachingandlearningandassessmentsasperthereportoftheInclusiveeducation coordinator Inclusiveeducation coordinatorwill be regularlyupdatedabouttheprogressofstudentswithlearningdifficultysoastorefineassessmentroadmapsAllAccessarrangementswillbecateredtoforstudentswithlearningdifficultyduringfinalsummativeassessmentofDPasper IBmandateAll furtheraccommodationsprovidedbyschoolforstudentwithlearningdifficultyarementionedinInclusiveEducationPolicyNOTEMay2018gradeboundarieswillbefollowedforallsummativeassessments
CHOITHRAM INTERNATIONAL 2018 - 20
155
ACADEMICHONESTYPOLICYAcademichonestyandintegrityisanindispensablepartoftheInternationalBaccalaureateOrganizationandanessentialpartofChoithramInternationalAcademicHonestyPolicyofCIcloselyfollowstheIBpublicationAcademicHonestyGuidanceforSchoolsThepurposeofthispolicyistoclearlystatetheexpectationsthatthefacultyhasfromthestudentsandrole and responsibilities of the teachers andparents to ensure that the learners presentauthenticworkAcademicHonestyshouldbeviewedpositivelybyallthestakeholdersandactwith integrityandhonestytakingresponsibilityofouractionsandtheirconsequencesThusstrivingtobeldquoPrincipledrdquoAcademicMisconductincludesthefollowing
1 Plagiarismbull Notacknowledgingtheoriginalsourceofinformationorideasbull NotusingProperIn-textcitationsbull CloselyParaphrasedmaterialthatistoosimilartooriginalsourceshouldalsobe
in-textcited2 Collusion3 Duplicationofwork4 Fakingwebsitesincitations
Malpracticealsoincludesanyotherbehaviorthatgainsanunfairadvantageforacandidateor that affects the results of another candidate like taking unauthorizedmaterial into anexamroomormisconductduringanexaminationortakingundueadvantagefromexternaltutorwhileperforminghomeassignmentsResponsibilitiesofstudentsCandidatemustbeartheconsequencesifheshesubmitsanyworkthatisnothisherownregardlessofwhethertheplagiarismwasunintentionalordeliberateStudentsareexpectedNotto indulge inanykindofacademiccollusionplagiarismduplicationofworkandallotherformsofcheating Inform the staff when any other student has committed any of the abovementionedacademicdishonestyPresent authentic work by ensuring that they have used proper citations and usingauthenticwebsitesbyevaluatingtheresources Present work that acknowledges all the sources used in the work submitted withoutfakingthewebsitesormissinganyreferencesSubmitalltheworktaskswithalongwiththechecklisttoensureproficientresearchskillspracticedandacademichonestypolicyimplementedassignedThecandidateisultimatelyresponsibleforensuringthatallworksubmittedforassessmentisauthenticwithworkorideasofothersfullyandcorrectlyacknowledged
CHOITHRAM INTERNATIONAL 2018 - 20
156
ResponsibilitiesofparentsTodevelopasenseofacademichonestyintheirchildandbeviewedpositivelyToguidetheirchildtoanextentratherthanhelpingbeyondlimitToalwaysensureandencouragetheirchildtopresentauthenticworkToencouragetheirchildtoacknowledgeallthesourcesreferredtoforthecompletionoftheworkandtouseproperin-textcitationsToguidetheirchildinevaluatingauthenticresourcesoridentifyingqualityresourcesTosupporttheschoolstaffindevelopingasenseofresponsibilityintheirchildtobecomeprincipledEnforcementofthepolicyThe school reserves all rights to check the student-submitted work for authenticity Themethodofcheckingcanrange fromuseofexternalwebsites toothermethodswhich theteacherdeemsfitinordertoverifytheoriginalityofstudentworkConsequencesofviolationofacademichonestypolicyThe students need to be principled and maintain the norms of Academic honestyMalpractice incidents will be discussed with the student and then reported to parentscounselorsandCoordinatorsTheactionagainstmalpracticewillbetakeninthreephasesfromMYP1onwards1Firstviolationofnormswill call fornogrades (0) in theassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedverballyaboutthesame2Secondviolationofnormswillcallfornogrades(0)intheassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedaboutwrittenwarningissuedtotheirwards3Thirdviolationofnormscallsforexpulsionfromschool
CHOITHRAM INTERNATIONAL 2018 - 20
157
ICTPOLICYAt CI we believe that well-integrated use of technology resources makes twenty-first-century learning possible Students are often more actively engaged in projects whentechnologytoolsareaseamlesspartofthe learningprocess iPadsareusedasateachingandlearningtoolatCIICTrulesandregulations
Using the computer network is a privilege and shall be governed by the ChoithramInternationalrsquos policies anddiscretion This codeofpractice is tobeadheredby all Strictaction will be taken against those students who fail to follow these policies and rulesChoithramInternationalandtheSchoolrsquosManagementbyAuthorityhaveadutytoensurethatallusersaresafeandshallnotbeexposedtoany illegalor inappropriatecontentTothiseffect fromtime to time theSchoolrsquosAuthority shallbeexercised toensure thatnosuch illegal or inappropriate content is stored in electronic devices within the Schoolcampus These restrictions are not intended to interfere with the studentsrsquo educationShould students feel the need to understand these policies better they may talk to anauthorisedmemberoftheITDepartmenttodiscusstheirqueriesInternetandemailusearesubjecttomonitoringbytheSchoolanditsapprovedSoftwareand Firewall systems No personal Internetmedia (JIOWifi device SIM dongal etc) andstoragedevicesareallowedtobeusedbystudentsoncampusAllstudentshavetouseonlytheschoolWiFiorLANThecostofdamagingorlosinganyschoolrsquosICTequipmenthastobebornebythestudentusertowhomithasbeenissuedThemobilephonesandiPadswithSIMcardsmustnotbeusedontheSchoolcampusandmust be deposited at the School reception Students are not allowed to use theirlaptopsiPadsduringalessonwithoutspecificallybeingaskedtodosobytheteachertakingthelessonStudentsshouldnotunderanyconditionsharephotosoranypropertyoftheschoolwithanypersonorthirdpartyNorshouldstudentsshareanyphototakenintheschoolpremisesonanysocialmediawithoutpriorpermissionSocialnetworkingsitesandallkindsofonlinechattingtoolsareprohibitedforuseduringschoolhoursanddailyreportswouldbesenttoHeadofSchoolforallkindofbreachattemptsTheSchool logoandname in fact anyorganisations logoandnameare the intellectualproperties of the concerned organisations and using themwithout their permission is aninfringement of DPA (Data Protection Act) 2011 Information Technology Act 2008 andCopyrightsActStudentsindulginginputtingupstrongly-wordedpostsagainsttheSchoolcommunity or any engagement on social media that goes against the discipline anddecorumofChoithramInternationalwillbedealtwithseverelySoundMusicGamesorAppsbullTheSchoolprotocol involves installingprofilesrestrictionsonthestudents iPadDuetothispracticetheAPPSTOREwillbeblockedStudentswillbeallowedtodownloadallthecurriculum-relevantappsatthebeginningofthetermandthentheprofileswillbeinstalledProfileswillberemovedduringvacationsbullTheSchoolisnotresponsibleforanytypeoflossdamageortheftofhardwaresoftwareanddatafromthestudentrsquosiPadlaptop
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bull Soundmust bemuted at all times unless permission is obtained from the teacher forinstructionalpurposesbull The iPad name should be the studentrsquos name and hisher grade The students are notallowedtogiveanyrandomnametotheiriPadslaptopsbullMusicrelatedtothecurriculumisallowedontheiPadandcanbeusedatthediscretionoftheteacheranddiscretepoliciesbullThe studentsarenotallowed tocarryearphonesandanyothermedia storagedevices(Pendrive External harddisk MP3 Player) unless permission is given by the ProgrammeCoordinatorbullAppscanbeusedatthediscretionoftheteacherTheseappsneedtobedirectlyrelatedtothecurriculumandapprovedbythesubjectteacherbull Educational games can be used with prior permission from the coordinator and thesubjectteacherbullNogamesmoviesandanykindofvideos(TVShows)shouldbefoundinanyiPadslaptopsastheyarenotallowedinSchoolpremisesIfthesearefoundinthestudentrsquosiPadslaptopsthat device will be confiscated and a case against the student will be forwarded to therespective coordinator and HOS and returning the device to the student shall be at thediscretionofthecoordinatororHOSUseoftheInternetThe internet is provided to help studentswith learning activities such as research onlineactivitiesonlineeducationalgamesandmanyotherthingsTheinternetisnottobeusedtoaccess anything which is illegal or anything that someone else may find offensive ThisincludespornographydiscriminationandracialorreligioushatredIfthestudentisunsureaboutthisruleorcomesacrossanythingthatthestudentfeelsisinappropriatethestudentshouldturnhishercomputermonitoroffandinformtheteacherimmediatelyThe Internet is a vast world and the student as a responsible user of Internet shouldrespectothers sentimentsemotionsbeliefsandcultureThe student shouldnotbyanymeansinvolvehimselfherselfinanykindofcyber-bullyingorsendingsharingoffensiveordisrespectfulcommentsabouttheschoolandothersIngeneralwhenusingtheComputersiPadsthestudentshallbullalwaysusehisherowndevicenotanybodyelse(Thestudentsaresuggestedtostickalabelwhichcarriestheirnamesandgrades)bullalwaysbehaveinasensiblematurewayrespectingothersatalltimesbullkeeptheirpasswordsecretbullreportanysuspectedbreachofnetworksecurity(whetherbymyselforothers)totheITteachertheSchoolsNetworkManagerortheProgrammeCoordinatorbull not damage the computer computer systems or network If the student discovers anymethodsofcausingsuchdamageheshewillreportthemtotheITDepartmentWhenusingtheInternetandemailthestudentshallbullrefrainfromaccessinganynewsgroupslinkswebpagesorotherareasofcyberspacethatwould be considered offensive in the judgment of the IT Department because ofpornographicracistviolentillegalillicitorothercontentbull take responsibility for monitoring and appropriately reject any newsgroups links webpagesorotherareasofcyberspaceaccessedbyhimher
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bull never use valuable computer time playing non-educational games or accessinginformationwhichisnotpartofmyschoolworkbullnevertrytobypassanyofthesecuritysystemsinplaceThissecurityisinplacetoprotectthestudentfromillegalsitesandtostoppeoplefromhackingintootherpeoplesaccountsbull always be respectful of others and use appropriate language both to those aroundhimherandthosethestudent is incontactthroughthenetworkThestudentwill refrainfromusingobsceneharassingorabusivelanguageandwillreportanycasesofsuchusageagainsthimherorotherstohisherTutorandITDepartmentbull not download software games music graphics or video without first asking the ICTteacherandobtainingpermissionfromthecopyrightholderifrequiredbulluseanydownloadedmaterialinanappropriatemannerinhisherworklistingitssourceinabibliographyandclearlyspecifyinganydirectlyquotedmaterialbull never reveal personal information including passwords names addresses credit carddetailstelephonenumbersandphotographsofhimselfherselfandothersIfthestudentisuncertainas to theneedtorevealanyof this information thestudentshouldaskhisherteacherparent
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LISTOFHOLIDAYS(SESSION2018-19)Datesfortheclosingandre-openingoftheSessionwouldbedeclaredlater
220818 Wednesday Id-ul-ZuhaBakara-Eid
26082018 Sunday RakshaBandhan
3918 Monday Janmashthami
13918 Thursday GaneshChaturthi
21918 Friday Moharrum
24918 Monday nextdaytoAnantChaturdashi
21018 Tuesday GandhiJayanti
181010to211018 ThursdaytoSunday Dussehravacations
51118to91118 MondaytoFriday Diwalivacations
211118 Wednesday Eid-e-Milad
231118 Friday GurunanakJayanti
221218-1119 SaturdaytoTuesday ChristmasBreak
040319 Monday MahaShivratri
21319 Thursday Holi
22319 Friday GoodFriday
25319 Monday RangPanchami
14419 Sunday RamNavamiampAmbedkarJayanti
17419 Wednesday MahavirJayanti
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References
1 Language A Language and Literature guide First examinations 2015 copyInternationalBaccalaureateOrganization2011
2 Language A Literature guide First examinations 2015 copy InternationalBaccalaureateOrganization2011
3 French Ab initio guide First examinations 2020 copy International BaccalaureateOrganization2018
4 Language B guide First examinations 2020 copy International BaccalaureateOrganization2018
5 Economics guide First examinations 2013 copy International BaccalaureateOrganization2010
6 Business and Management guide First examinations 2016 copy InternationalBaccalaureateOrganization2012
7 Information Technology in Global Society guide First examinations 2012 copyInternationalBaccalaureateOrganization2010
8 HistoryguideFirstexaminations2020copyInternationalBaccalaureateOrganization2018
9 Environment Systems and Society guide First examinations 2011copy InternationalBaccalaureateOrganization2012
10 PhysicsguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
11 Chemistry guide First examinations 2016 copy International BaccalaureateOrganization2014
12 BiologyguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
13 Computer Science guide First examinations 2014 copy International BaccalaureateOrganization2012
14 MathematicsHLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
15 MathematicsSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
16 MathematicsStudiesSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
17 VisualArtsguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
18 Gradedescriptors(ForusefromDecember2017)
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ANNEXURE1
GRADEDESCRIPTORS
Group1(Studiesinlanguageandliterature)
Grade7
Demonstratesexcellentunderstandingandappreciationoftheinterplaybetweenformand
content in regard to the question or task responses thatmay be convincing detailed
independent in analysis synthesis and evaluation highly developed levels of expression
bothorallyandinwritingverygooddegreeofaccuracyandclarityverygoodawareness
ofcontext andappreciationoftheeffectontheaudiencereaderveryeffectivestructure
withrelevanttextualdetailtosupportacriticalengagementwiththethoughtsandfeelings
expressedinthework(s)
Demonstratesrefinedappreciationof literarystyleandafullengagementwiththeactof
transforming literature into performance the personal qualities necessary to work with
othersinapurposefulandeffectivemanner
Grade6
Demonstratesverygoodunderstandingandappreciationoftheinterplaybetweenformand
contentinregardtothequestionortaskresponsesthataremainlyconvincingaswellas
detailed and independent to some degree in analysis synthesis and evaluation well-
developed levels of expression both orally and inwriting good degree of accuracy and
claritygoodawarenessofcontextandappreciationof theeffectontheaudiencereader
effective structurewith relevant textual detail to support a critical engagementwith the
thoughtsandfeelingsexpressedinthework(s)
Demonstratesclearappreciationof literary styleanda solidengagementwith theactof
transformingliteratureintoperformancewillingnesstoworkwithothersinaconstructive
manner
Grade5
Demonstrates good understanding and appreciation of the interplay between form and
contentinregardtothequestionortaskresponsesthatoffergenerallyconsideredand
valid analysis synthesis and or evaluation good levels of expression bothorally and in
writingadequatedegreeofaccuracyandclarityawarenessofcontextandappreciationof
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theeffectontheaudiencereaderclearstructurewithrelevanttextualdetailtosupportan
engagementwiththethoughtsandfeelingsexpressedinthework(s)
Demonstrates an appreciation of literary style and an engagement with the act of
transformingliteratureintoperformancerecognizableinvolvementtoworkwithothersina
cooperativemanner
Grade4
Demonstratesadequate knowledgeandunderstandingof thequestionor task responses
that are generally valid in analysis and or synthesis satisfactory powers of expression
both orally and in writing only some lapses in accuracy and clarity some awareness of
context and appreciation of the effect on the audience reader a basic structure within
whichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates some appreciation of literary style and some commitment in the act of
transformingliteratureintoperformanceanacceptanceoftheneedtoworkwithothers
Grade3
Demonstratessomeknowledgeandsomeunderstandingofthequestionortaskresponses
thatareonlysometimesvalidandorappropriatelydetailedsomeappropriatepowersof
expressionbothorallyand inwriting lapses inaccuracyandclarity limitedawarenessof
context and appreciation of the effect on the audiencereader some evidence of a
structurewithinwhichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates little appreciation of literary style andmodest commitment to the act of
transforming literature into performance little apparent attempt to work with others
effectively
Grade2
Demonstratessuperficialknowledgeandunderstandingofthequestionortaskresponses
that are of generally limited validity limited powers of expression both orally and in
writing significant lapses in accuracy and clarity little awareness of context and
appreciationoftheeffectontheaudiencereaderrudimentarystructurewithinwhichthe
thoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationof literarystyleandlittlecommitmenttotheactof
transforming literature intoperformancesparseevidenceof involvement inworkingwith
otherseffectively
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Grade1
Demonstrates very rudimentary knowledge and understanding of the question or task
responsesthatareofverylimitedvalidityverylimitedpowersofexpressionbothorally
and in writing widespread lapses in accuracy and clarity no awareness of context and
appreciationoftheeffectontheaudiencereaderveryrudimentarystructurewithinwhich
thethoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationofliterarystyleandnegligibleinvolvementwiththe
actoftransformingliteratureintoperformanceinabilitytoworkwithothers
Appliestoliteratureandperformanceonly
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Group2(languageacquisition)
LanguageB(HL)
Grade7
Studentsspeakwithclarityandfluencyusearichlyvariedandidiomaticrangeoflanguage
veryaccuratelyhandleideaseffectivelyandskillfullywithactiveandcomplexinteraction
demonstrateathoroughunderstandingofthemeaningandpurposeofwrittentextshave
little difficulty with the most difficult questions recognize almost all the subtleties of
specific language usage write detailed and expressive texts demonstrating an excellent
command of vocabulary and complex structures with a consistently high level of
grammaticalaccuracydemonstrateclarityofthoughtintheorganizationoftheirworkand
anabilitytoengageconvinceandinfluencetheaudience
Grade6
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
moredifficultquestionsrecognizemostofthesubtletiesofspecificlanguageusagewrite
detailedtextsdemonstratingaverygoodcommandofvocabularyandcomplexstructures
withaverygood levelofgrammaticalaccuracyadapt theirwritingappropriately tosuit
theintendedaudienceandpurposeexpresstheirideasandorganizetheirworkcoherently
andconvincingly
Grade5
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideas mostly effectively with generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficult questions recognize some subtleties of specific languageusagewrite
fairly detailed texts demonstrating a good command of vocabulary with a good level of
grammaticalaccuracyshowareasonableabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkcoherently
Grade4
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywithfullinteractionattimesdemonstrateanadequateunderstandingofthe
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meaning and purpose of written texts have some difficulties with almost all difficult
questions and some average questions recognize a few subtleties of specific language
usagewrite texts demonstrating an adequate commandof vocabularywith an adequate
levelofgrammaticalaccuracyshowsomeabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkappropriately
Grade3
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectly
attimeshandleideaswithsomedifficultywithfairlylimitedinteractiondemonstratesome
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureproduceanidentifiabletexttypemakesomeattempt
atexpressingtheirideasandorganizingtheirwork
Grade2
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typewith limited
successmakesomeattemptatbasicorganizationcontentisrarelyconvincing
Grade1
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce a barely identifiable text type lack
organizationtoanextentthatcontentisunconvincing
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LanguageB(SL)
Grade7
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
more difficult questions write detailed texts demonstrating a very good command of
vocabularyandcomplexstructureswithaverygoodlevelofgrammaticalaccuracyadapt
theirwritingeffectivelytosuittheintendedaudienceandpurposeexpresstheirideasand
organizetheirworkcoherentlyandconvincingly
Grade6
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideasmostly effectivelywith generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficultquestionswritefairlydetailedtextsdemonstratingagoodcommandof
vocabularywithagoodlevelofgrammaticalaccuracyadapttheirwritingappropriatelyto
suit the intended audience and purpose express their ideas and organize their work
coherently
Grade5
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywith full interaction at timesdemonstrateanadequateunderstandingof the
meaning and purpose of written texts have some difficulties with almost all difficult
questionsandsomeaveragequestionswritetextsdemonstratinganadequatecommand
ofvocabularywithanadequatelevelofgrammaticalaccuracyshowareasonableabilityto
adapt theirwriting to suit the intended audience and purpose express their ideas and
organizetheirworkappropriately
Grade4
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectlyat
timeshandle ideaswith somedifficultywith fairly limited interactiondemonstrate some
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureshowsomeabilitytoadapttheirwritingtosuitthe
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intended audience and purpose make some attempt at expressing their ideas and
organisingtheirwork
Grade3
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typemake some
attemptatbasicorganizationcontentisrarelyconvincing
Grade2
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce an identifiable text typewith limited
successlackorganizationtoanextentthatcontentisunconvincing
Grade1
Students speak very hesitantly and unclearly use a very limited range of language
incorrectlyhandleideasunsuccessfullywithveryrestrictedinteractiondemonstrateavery
limitedunderstandingof themeaningandpurposeofwritten texts havedifficultieswith
almostallquestionswritetextsdemonstratingaverylimitedcommandofvocabularyand
verylittleawarenessofgrammaticalstructureproduceabarelyidentifiabletexttypelack
organizationtoanextentthatcontentisconfusing
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Languageabinitio(SL)
Grade7
Receptive skills students respond clearly and effectively to all simple andmost complex
informationandideas
Interactive skills students respond accurately communicate effectively and demonstrate
comprehension pronunciation and intonation always facilitate the understanding of the
message students sustain participation and make good independent contributions The
messageisalwaysclear
Productive skills students develop ideas well using an effective logical structure they
successfullyusearangeofsimpleandsomecomplexcohesivedevicestheyusebothbasic
andcomplexgrammaticalstructuresaccuratelyHowevertheymaymakeoccasionalerrors
in complex structures they use varied and effective vocabulary and appropriate register
theydemonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade6
Receptiveskills studentsrespondclearlytoallsimpleandmostcomplexinformationand
ideas
Interactive skills students respond mostly accurately communicate almost always
effectively and demonstrate comprehension pronunciation and intonation almost always
facilitate the understanding of themessage students almost always sustain participation
andmakeindependentcontributionsThemessageisalmostalwaysclear
Productiveskillsstudentsdevelopideaswellusingalogicalstructuretheysuccessfullyuse
a range of simple and some complex cohesive devices they use both basic and complex
grammatical structures accurately However they may make several errors in complex
structures they use varied vocabulary and appropriate register they almost always
demonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade5
Receptive skills students generally respond clearly to simple and some complex
informationandideas
Interactive skills students respondaccurately and generally demonstrate comprehension
pronunciationandintonationoftenfacilitatetheunderstandingofthemessagestudents
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generallysustainparticipationandmakesome independentcontributionsThemessage is
oftenclear
Productive skills students develop some ideas using a logical structure they often use a
rangeofsimpleandsomecomplexcohesivedevicestheyusebasicgrammaticalstructures
accurately However complex structures are rarely accurate they use a range of basic
vocabulary and appropriate register they often demonstrate evidence of intercultural
understandingwhererequired
Grade4
Receptiveskillsstudentsrespondclearlytomostsimpleinformationandideas
Interactive skills students respond accurately and demonstrate comprehension in simple
exchanges pronunciation and intonation usually facilitate the understanding of the
messagestudentssustainparticipationinsimpleexchangesThemessageisusuallyclear
Productiveskillsstudentsdevelopbasicideasusingalogicalstructuretheyusearangeof
simplecohesivedevicessuccessfullytheyusemostbasicgrammaticalstructuresaccurately
theyusebasic vocabularyandappropriate register successfully theyusuallydemonstrate
evidenceofinterculturalunderstandingwhererequired
Grade3
Receptiveskillsstudentssometimesrespondclearlytosimpleinformation
Interactive skills students sometimes respond accurately and sometimes demonstrate
comprehensioninsimpleexchangespronunciationandintonationsometimesfacilitatethe
understanding of the message students sometimes sustain participation in simple
exchangesThemessageissometimesclear
Productive skills students sometimes develop basic ideas they sometimes use simple
cohesivedevicessuccessfullytheysometimesusebasicgrammaticalstructuresaccurately
theysometimesusebasicvocabularyandappropriateregistersuccessfullytheysometimes
demonstrateevidenceofinterculturalunderstandingwhererequired
Grade2
Receptiveskillsstudentsrarelyrespondclearlytosimpleinformation
Interactive skills students rarely respond accurately or demonstrate comprehension
pronunciationand intonation rarely facilitate theunderstandingof themessage students
rarelysustainparticipationinsimpleexchangesThemessageisrarelyclear
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Productive skills students rarely develop basic ideas they rarely use simple cohesive
devices they rarely use simple grammatical structures accurately they rarely use basic
vocabulary or appropriate register successfully they rarely demonstrate evidence of
interculturalunderstandingwhererequired
Grade1
Receptiveskillsstudentsveryrarelyrespondclearlytosimpleinformation
Interactive skills students very rarely respondaccuratelyordemonstrate comprehension
pronunciation and intonation very rarely facilitate the understanding of the message
students very rarely sustainparticipation in simpleexchanges Themessage is very rarely
clear
Productive skills students very rarelydevelop ideas they very rarelyuse simple cohesive
devices theyvery rarelyusebasicgrammatical structuresaccurately theyvery rarelyuse
basicvocabularyorappropriateregistersuccessfullytheyveryrarelydemonstrateevidence
ofinterculturalunderstandingwhererequired
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Group3(individualsandsocieties)
Grade7
Demonstratesconceptualawarenessinsightandknowledgeandunderstandingwhichare
evidentintheskillsofcriticalthinkingahighlevelofabilitytoprovideanswerswhichare
fully developed structured in a logical and coherent manner and illustrated with
appropriate examples a precise use of terminology which is specific to the subject
familiaritywith the literature of the subject the ability to analyse and evaluate evidence
andtosynthesizeknowledge andconceptsawareness ofalternative pointsofviewand
subjective and ideological biases and the ability to come to reasonable albeit tentative
conclusionsconsistentevidenceofcriticalreflectivethinkingahighlevelofproficiencyin
analysingandevaluatingdataorproblemsolving
Grade6
Demonstratesdetailedknowledgeandunderstandinganswerswhicharecoherentlogically
structured and well developed consistent use of appropriate terminology an ability to
analyseevaluateandsynthesizeknowledgeandconceptsknowledgeofrelevantresearch
theoriesandissuesandawarenessofdifferentperspectivesandcontextsfromwhichthese
have been developed consistent evidence of critical thinking an ability to analyse and
evaluatedataortosolveproblemscompetently
Grade5
Demonstratesasoundknowledge andunderstandingofthesubjectusingsubject-specific
terminologyanswerswhichare logicallystructuredandcoherentbutnotfullydeveloped
an ability to provide competent answerswith some attempt to integrate knowledge and
concepts a tendency to be more descriptive than evaluative although some ability is
demonstratedtopresentanddevelopcontrastingpointsofviewsomeevidenceofcritical
thinkinganabilitytoanalyseandevaluatedataortosolveproblems
Grade4
Demonstratesasecureknowledgeandunderstandingofthesubjectgoingbeyondthemere
citing of isolated fragmentary irrelevant or ldquocommon senserdquo points some ability to
structure answers but with insufficient clarity and possibly some repetition an ability to
express knowledge and understanding in terminology specific to the subject some
understandingofthewayfactsorideasmayberelatedandembodiedinprinciplesand
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conceptssomeabilitytodevelopideasandsubstantiateassertionsuseofknowledgeand
understanding which is more descriptive than analytical some ability to compensate for
gapsinknowledgeandunderstandingthroughrudimentaryapplicationorevaluationofthat
knowledgeanabilitytointerpretdataortosolveproblemsandsomeabilitytoengagein
analysisandevaluation
Grade3
Demonstratessomeknowledgeandunderstandingofthesubjectabasicsenseofstructure
thatisnotsustainedthroughouttheanswersabasicuseofterminologyappropriatetothe
subjectsomeabilitytoestablishlinksbetweenfactsorideassomeabilitytocomprehend
dataortosolveproblems
Grade2
Demonstrates a limited knowledge and understanding of the subject some sense of
structureintheanswersalimiteduseofterminologyappropriatetothesubjectalimited
ability to establish links between facts or ideas a basic ability to comprehenddata or to
solveproblems
Grade1
Demonstrates very limited knowledge and understanding of the subject almost no
organizationalstructureintheanswers inappropriateorinadequateuseofterminologya
limitedabilitytocomprehenddataortosolveproblems
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Group4(sciences)
Grade7
Displays comprehensive knowledge of factual information in the syllabus and a thorough
command of concepts and principles Selects and applies relevant information concepts
and principles in a wide variety of contexts Analyses and evaluates quantitative andor
qualitative data thoroughly Constructs detailed explanations of complex phenomena and
makes appropriate predictions Solves most quantitative andor qualitative problems
proficiently Communicates logically and concisely using appropriate terminology and
conventionsShowsinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works very well within a team and
approaches investigations in an ethical manner paying full attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysconsiderable
attentiontosafetyandisfullycapableofworkingindependently
Grade6
Displays very broad knowledge of factual information in the syllabus and a thorough
understanding of concepts and principles Selects and applies relevant information
concepts and principles in most contexts Analyses and evaluates quantitative andor
qualitative data with a high level of competence Constructs explanations of complex
phenomenaandmakesappropriatepredictionsSolvesbasicorfamiliarproblemsandmost
newor difficult quantitative andor qualitative problems Communicates effectively using
appropriateterminologyandconventionsShowsoccasionalinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works well within a team and
approaches investigations in an ethical manner paying due attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysdueattention
tosafetyandisgenerallycapableofworkingindependently
Grade5
Displays broad knowledge of factual information in the syllabus Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextsAnalyses
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andevaluatesquantitativeandorqualitativedatacompetentlyConstructsexplanationsof
simple phenomena Solves most basic or familiar problems and some new or difficult
quantitativeandorqualitativeproblemsCommunicatesclearlywith littleorno irrelevant
material
Demonstrates personal skills perseverance and responsibility in a variety of investigative
activitiesinafairlyconsistentmannerGenerallyworkswellwithinateamandapproaches
investigations in an ethical manner paying attention to environmental impact Displays
competence in a range of investigative techniques pays attention to safety and is
sometimescapableofworkingindependently
Grade4
Displaysreasonableknowledgeoffactualinformationinthesyllabusthoughpossiblywith
somegapsShowsadequatecomprehensionofmostbasicconceptsandprinciplesbutwith
limitedabilitytoapplythemDemonstratessomeanalysisorevaluationofquantitativeor
qualitative data Solves some basic or routine problems but shows limited ability to deal
with new or difficult situations Communicates adequately although responses may lack
clarity and include some repetitive or irrelevant material Demonstrates personal skills
perseverance and responsibility in a variety of investigative activities although displays
some inconsistency Works within a team and generally approaches investigations in an
ethicalmanner with some attention to environmental impact Displays competence in a
range of investigative techniques pays some attention to safety although requires some
closesupervision
Grade3
Displays limited knowledge of factual information in the syllabus Shows a partial
comprehensionofbasic concepts andprinciples andaweakability to apply them Shows
someabilitytomanipulatedataandsolvebasicorroutineproblemsCommunicateswitha
possiblelackofclarityandusessomerepetitiveorirrelevantmaterial
Demonstrates personal skills perseverance and responsibility in some investigative
activities in an inconsistent manner Works within a team and sometimes approaches
investigationsinanethicalmannerwithsomeattentiontoenvironmentalimpactDisplays
competence in some investigative techniques occasionally pays attention to safety and
requiresclosesupervision
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Grade2
Displays little recall of factual information in the syllabus Showsweak comprehensionof
basicconceptsandprincipleswith littleevidenceofapplicationExhibitsminimalabilityto
manipulatedataandlittleornoabilitytosolveproblemsOffersresponseswhichareoften
incompleteorirrelevantRarelydemonstratespersonalskillsperseveranceorresponsibility
in investigative activities Works within a team occasionally but makes little or no
contributionOccasionallyapproaches investigations inanethicalmannerbutshowsvery
littleawarenessoftheenvironmental impactDisplayscompetenceinaverylimitedrange
ofinvestigativetechniquesshowinglittleawarenessofsafetyfactorsandneedingcontinual
andclosesupervision
Grade1
Recallsfragmentsoffactualinformationinthesyllabusandshowsverylittleunderstanding
of any concepts or principles Rarely demonstrates personal skills perseverance or
responsibility in investigative activities Does not work within a team Rarely approaches
investigations inanethicalmanneror showsanawarenessof theenvironmental impact
Displaysvery little competence in investigative techniquesgenerallypaysnoattention to
safetyandrequiresconstantsupervision
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Computerscience
Grade7
Displayscomprehensiveknowledgeofcomputersciencefactualinformationandathorough
command and understanding of concepts and principles Selects applies and analyses
relevant information concepts and principles in awide variety of contexts to solvemost
problems proficiently Able to interpret and construct fairly complex algorithms and
produce workable and mostly efficient solutions Communicates logically and concisely
usingappropriateterminologyShowsinsightandinitiativeinextendedresponsesAbleto
produce a complete plan and provides a fully consistent design overview The product
developedcompletelymatchestheplanandworksThedocumentationiscompleteandthe
product is fully tested and evaluated The use of techniques in solving problems
demonstrateshighlevelsofcomplexityandingenuity
Grade6
Displays very broad knowledge of computer science factual information and an
understanding of concepts and principles Selects and applies relevant information
conceptsandprinciplesinmostcontextstosolvebasicorfamiliarproblemsandmostnew
or difficult problems Able to interpret and construct fairly complex algorithms with few
errors to produce workable solutions Communicates effectively using appropriate
terminologyShowsoccasionalinsightorinitiativeinextendedresponsesAbletoproducea
plananddesignoverviewTheproductmatchestheplanandworksThedocumentationis
completeandtheproducthasbeentestedandevaluatedTheuseoftechniquesinsolving
problemsdemonstratesaverygoodlevelofcomplexityandingenuity
Grade5
Displays broad knowledge of computer science factual information Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextstosolve
mostbasicorfamiliarproblemsandsomenewordifficultproblemsAbletointerpretand
constructfairlycomplexalgorithmsandproduceapartiallyworkableorinefficientsolution
Communicatesclearlyusingappropriate terminologywith littleorno irrelevantmaterial
Able to produce a partial plan and a design overview thatmeets plan requirements The
productworksbutdoesnotfullymatchtheplanThetestinganddocumentationis
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complete but evaluation is incomplete The use of techniques in solving problems
demonstratesagoodlevelofcomplexityandingenuity
Grade4
Displaysreasonableknowledgeofcomputersciencefactualinformationthoughwithsome
gaps Shows adequate comprehension of most basic concepts and principles but with
limited ability to apply them Solves some basic or routine problems but shows limited
ability to deal with new or difficult situations Able to interpret and construct simple
algorithms Communicates adequately using mostly correct terminology although
responseslackclarityandincludesomerepetitiveorirrelevantmaterialAbletoproducea
basicplanandadesignoverviewTheproductmostlyworksbutdoesnotmatchallaspects
of the plan The documentation is complete and there is evidence of testing but the
evaluation is incomplete The use of techniques in solving problems demonstrates an
adequatelevelofcomplexityandingenuity
Grade3
Displays limited knowledge of computer science factual information Shows a partial
comprehensionofbasicconceptsandprinciplesand limitedability toapply themAbleto
interpret or construct simple algorithms Communicates using basic terminology with a
lackofclarityandsomerepetitiveorirrelevantmaterialProducesanincompleteplanand
designoverviewTheproductmatchessomeaspectsoftheplanandthereissomeevidence
of testingorevaluation in thedocumentation Theuseof techniques insolvingproblems
demonstratesalimitedlevelofcomplexityandingenuity
Grade2
DisplayslittlerecallofcomputersciencefactualinformationShowslimitedcomprehension
ofbasicconceptsandprinciplesandlittleevidenceofapplicationSomeevidenceofbeing
able to interpret or construct simple algorithms Offers responses which are often
incompleteorirrelevantProducesaweakandincompleteplanThedesignoverviewispoor
and does not match the plan The product is poor and does not work There is limited
evidence of testing poor documentation and limited or no evaluation The use of
techniquesinsolvingproblemsdemonstratesalowlevelofcomplexityandingenuity
CHOITHRAM INTERNATIONAL 2018 - 20
179
Grade1
Recalls fragments of computer science factual information and shows very little
understanding of any concepts or principles Little or no ability at algorithm construction
andinterpretationTheirdesignoverviewandplanarenotattemptedThereis littleorno
evidence of a working product and little or no evidence of testing documentation or
evaluation The use of techniques in solving problems fails to demonstrate any level of
complexityoringenuity
CHOITHRAM INTERNATIONAL 2018 - 20
180
Group5(mathematics)
Grade7
Demonstrates a thorough knowledge and comprehensive understanding of the syllabus
successfully constructs and appliesmathematical arguments at a sophisticated level in a
wide variety of contexts successfully uses problem-solving techniques in challenging
situations recognizes patterns and structures makes generalizations and justifies
conclusionsunderstandsandexplainsthesignificanceandvalidityofresultsanddrawsfull
and relevant conclusions communicates mathematics in a clear effective and concise
mannerusing correct techniquesnotation and terminologydemonstrates theability to
integrate knowledge understanding and skills from different areas of the course uses
technology correctly in challenging situationsmdashmakes efficient use of calculatorrsquos
functionalitywhenrequired
Grade6
Demonstrates a broad knowledge and comprehensive understanding of the syllabus
successfullyconstructs andappliesmathematicalarguments inavarietyofcontextsuses
problem-solving techniques in challenging situations recognizes patterns and structures
andmakessomegeneralizationsunderstandsandexplainsthesignificanceandvalidityof
resultsanddrawsrelevantconclusionscommunicatesmathematicsinaclearandeffective
mannerusingcorrecttechniquesnotationandterminologydemonstratessomeabilityto
integrate knowledge understanding and skills from different areas of the course uses
technologycorrectlyinroutinesituationsmdashmakesefficientuseofcalculatorrsquosfunctionality
whenrequired
Grade5
Demonstrates a broad knowledge and good understanding of the syllabus applies
mathematical arguments in performing routine tasks successfully uses problem-solving
techniques in routine situations successfully carries out mathematical processes in a
varietyofcontextsandrecognizespatternsandstructuresunderstandsthesignificanceof
results and draws some conclusions communicates mathematics effectively using
appropriatetechniquesnotationandterminologydemonstratesanawarenessofthelinks
CHOITHRAM INTERNATIONAL 2018 - 20
181
between different areas of the course makes use of calculatorrsquos functionality when
requiredmdashmayoccasionallybeinefficient
Grade4
Demonstratesasatisfactoryknowledgeofthesyllabusappliesmathematicalargumentsin
performing some routine tasks uses problem-solving techniques in routine situations
successfullycarriesoutmathematicalprocesses instraightforwardcontextsshowssome
abilitytorecognizepatternsandstructureshaslimitedunderstandingofthesignificanceof
results and attempts to draw some conclusions communicatesmathematics adequately
using some appropriate techniques notation and terminology makes some use of
calculatorrsquos functionality but perhaps not alwayswhen requiredmdashmay be inefficient at
times
Grade3
Demonstratespartialknowledgeofthesyllabusandlimitedunderstandingofmathematical
arguments in per forming some routine task s attempts to carry out mathematical
processes in straight forward contexts makes an attempt to use problem-solving
techniquesinroutinesituationscommunicatessomemathematicsusingsomeappropriate
techniquesnotationorterminologyoccasionallyusescalculatorrsquosfunctionalitybutoften
inefficiently does not always use it when required and may use an inefficient analytic
approach
Grade2
Demonstrates limited knowledge of the syllabus attempts to carry out mathematical
processesatabasic levelcommunicatessomemathematicsbutoftenuses inappropriate
techniques notation or terminology unable to use calculator correctly when requiredmdash
questionsexclusivelyrequiringtheuseoftheGDCaregenerallynotattempted
Grade1
Demonstratesminimal knowledgeof the syllabus demonstrates little or no ability touse
mathematicalprocessesevenwhenattemptingroutinetaskscommunicatesonlyminimal
mathematics and consistently uses inappropriate techniques notation or terminology is
unabletomakeeffectiveuseoftechnology
CHOITHRAM INTERNATIONAL 2018 - 20
182
Group6(arts)Grade7
Demonstrates in-depth and comprehensive knowledge and understanding of the media
usedwithpreciseuseof terminology tocommunicate thisunderstandingHighlyeffective
use of research investigation and technical skills In-depth understanding of artistic
intention and engagement with the artistic process demonstrated in consistent
developmentofideascreativityandcriticalreflection
Grade6
Demonstratesdetailedknowledgeandunderstandingof themediausedwithappropriate
and consistent use of terminology to communicate this understanding Effective use of
research investigation and technical skills Understanding of artistic intention and
engagementwiththeartisticprocessdemonstratedindevelopmentofideascreativityand
criticalreflection
Grade5
Demonstratessoundknowledgeandunderstandingofthemediausedwithappropriateuse
of terminology to communicate this understanding Research investigation and technical
skills are evident and sometimes well developed Evidence of understanding of artistic
intentionandtheartisticprocessanddevelopmentofideascreativityandcriticalreflection
Grade4
Demonstrates secure knowledge and understanding of themedia usedwith appropriate
useofterminologytocommunicatethisunderstandingResearchandorinvestigationskills
areevidentbutnotwelldevelopedSomeunderstandingofartisticintentionandtheartistic
process that is understanding of the work of others the studentrsquos own work and the
connections between these Some evidence through the studentrsquos own work of
understanding of the artistic process Technical skills are evident but not necessarilywell
developedThereissomeevidenceofdevelopmentofideasandsomeevidenceofcreativity
andcriticalreflection
Grade3
Demonstrates basic knowledge and understanding of the media used with some use of
terminology to communicate this understanding There is evidence of research andor
investigationbutthisremainsundevelopedPartialunderstandingofartisticintentionthat
isunderstandingoftheworkofothersandthestudentrsquosownworkEvidenceinthe
CHOITHRAM INTERNATIONAL 2018 - 20
183
studentrsquos own work of limited artistic process and technical skills Creativity and critical
reflectionemergeoccasionallyinthework
Grade2
Demonstrates little knowledge and understanding of themedia usedwith limited use of
terminology There is evidence of superficial research andor investigation The studentrsquos
ownworkdemonstratesvery limitedartisticprocess technicalskillscreativityandcritical
reflection
Grade1
Demonstratesverylittleknowledgeandunderstandingofthemediausedwithinadequate
use of terminology Irrelevant research andor investigation The studentrsquos own work
demonstratesalmostnoartisticprocesstechnicalskillscreativityorcriticalreflection
CHOITHRAM INTERNATIONAL 2018 - 20
184
Extendedessaygradedescriptors
GradeA
Demonstrateseffectiveresearchskillsresultinginawell-focusedandappropriateresearch
questionthatcanbeexploredwithinthescopeofthechosentopiceffectiveengagement
withrelevantresearchareasmethodsandsourcesexcellentknowledgeandunderstanding
ofthetopicinthewidercontextoftherelevantdisciplinetheeffectiveapplication
ofsourcematerialandcorrectuseofsubject-specificterminologyandorconceptsfurther
supportingthisconsistentandrelevantconclusionsthatareproficientlyanalysedsustained
reasoned argumentation supported effectively by evidence critically evaluated research
excellent presentationof theessaywhereby coherence and consistency further supports
thereadingoftheessayandpresentandcorrectlyappliedstructuralandlayoutelements
Engagementwiththeprocessisconceptualandpersonalkeydecision-makingduringthe
researchprocess isdocumentedandpersonalreflectionsareevidenced includingthose
thatareforward-thinking
GradeB
Demonstrates appropriate research skills resulting in a research question that can be
explored within the scope of the chosen topic reasonably effective engagement with
relevant researchareasmethodsandsourcesgoodknowledgeandunderstandingof the
topic in thewider context of the relevant discipline a reasonably effective applicationof
source material and use of subject-specific terminology andor concepts consistent
conclusions that are accurately analysed reasoned argumentation often supported by
evidenceresearchthatattimesevidencescriticalevaluationandaclearpresentationofall
structuralandlayoutelementswhichfurthersupportsthereadingoftheessay
Engagementwiththeprocessisgenerallyevidencedbythereflectionsandkeydecision-
makingduringtheresearchprocessisdocumented
GradeC
Demonstratesevidenceofresearchundertakenwhichhasledtoaresearchquestionthatis
not necessarily expressed in away that can be exploredwithin the scope of the chosen
topicpartiallyeffectiveengagementwithmostlyappropriateresearchareasmethodsand
sourcesmdashhowevertherearesomediscrepanciesinthoseprocessesalthoughthesedonot
interferewiththeplanningandapproachsomeknowledgeandunderstandingofthetopic
inthewidercontextofthedisciplinewhichismostlyrelevanttheattemptedapplicationof
CHOITHRAM INTERNATIONAL 2018 - 20
185
sourcematerial and appropriate terminology andor concepts an attempted synthesis of
research results with partially relevant analysis conclusions partly supported by the
evidence discussion that is descriptive rather than analytical attempted evaluation
satisfactorypresentationof theessaywithweaknesses thatdonothinder the readingof
the essay and some structural and layout elements that are missing or are incorrectly
appliedEngagementwiththeprocessisevidencedbutshowsmostlyfactualinformation
withpersonalreflectionmostlylimitedtoproceduralissues
GradeD
Demonstratesa lackof research resulting inunsatisfactory focusandaresearchquestion
that is not answerable within the scope of the chosen topic at times engagement with
appropriate research methods and sources but discrepancies in those processes that
occasionally interfere with the planning and approach some relevant knowledge and
understanding ofthe topic in the wider context of the discipline which are at times
irrelevanttheattemptedapplicationofsourcematerialbutwithinaccuraciesintheuseof
or underuse of terminology andor concepts irrelevant analysisand inconsistent
conclusionsasaresultofadescriptivediscussionalackofevaluationpresentationofthe
essaythatattimes is illogicalandhindersthereadingandstructuralandlayoutelements
that are missingEngagement with the process is evidenced but is superficial with
personalreflectionsthataresolelynarrativeandconcernedwithproceduralelements
GradeE(Failingcondition)
Demonstrates an unclear nature of the essay a generally unsystematic approach and
resulting unfocused research question limited engagement with limited research and
sourcesgenerally limitedandonlypartiallyaccurateknowledgeandunderstandingofthe
topic in the wider contextof the relevant discipline ineffective connections in the
applicationofsourcematerialandinaccuraciesintheterminologyandorconceptsuseda
summarizing of results of researchwith inconsistent analysis an attemptedoutline of an
argumentbutonethatisgenerallydescriptiveinnatureandalayoutthatgenerallylacks
orincorrectlyappliesseverallayoutandstructuralelements
Engagement with the process is limited with limited factual or decision- making
informationandnopersonalreflectionontheprocess
CHOITHRAM INTERNATIONAL 2018 - 20
186
Theoryofknowledgegradedescriptors
GradeA
Pertinent knowledge issues are explored thoroughly and linked effectively to areas of
knowledgeandorwaysofknowingThereisstrongevidenceofapersonalexplorationof
knowledge issues includingconsiderationofdifferentperspectivesArgumentsareclearly
developed and well supported by effective concrete examples counterclaims and
implicationsareexplored
GradeB
Pertinentknowledgeissuesareexplainedandlinkedtoareasofknowledgeandorwaysof
knowingThere issomeevidenceofapersonalexplorationofknowledge issues including
considerationofdifferentperspectivesArguments arepartially developedand supported
by effective concrete examples counterclaims are explored and some implications
identified
GradeC
Somepertinent knowledge issues aredescribedand linked to areasof knowledgeandor
waysofknowingThere is limitedevidenceofapersonalexplorationofknowledgeissues
somedifferentperspectivesaredescribedbutnotexploredArgumentsaredevelopedtoa
limitedextentandsupportedbyexamplescounterclaimsareidentified
GradeD
Some pertinent knowledge issues are identified with only superficial links to areas of
knowledgeandorwaysofknowingThere issimplisticpersonalexplorationofknowledge
issuesandminimal referencetodifferentperspectivesArgumentsarenotdevelopedand
notsupportedbyeffectiveexamples
GradeE
Demonstrateslittleornoevidenceofknowledgeissues
CHOITHRAM INTERNATIONAL 2018 - 20
187
The Grade Boundaries of May 2018 will be followed for assessing all Semester
ExaminationItwillbesharedassoonasreleasedbytheIB
CHOITHRAM INTERNATIONAL 2018 - 20
3
OURVISIONldquoTobeacentreofacademicexcellenceandnurtureyounglearnersintoresilientoptimistic
andresponsiblecitizensoftheworldrdquo
SCHOOLMISSIONSTATEMENTldquoChoithram International through itsholistic education aims tonurture lifelong learners
who will become responsible compassionate open-minded individuals keen on accepting
thedifferences in theworldandstriving tocreateaglobalcommunitygrounded inethics
andvaluesrdquo
ABOUTTHESCHOOLThe Choithram Group gets its name from Late Mr Choithram
Pagarani whose son Late Mr Thakurdas Pagarani founded the
groupin1944DubaibasedfamilyscionMrLTPagaranicurrently
heads the Group as its Chairman while itrsquos Trusts in India are
headedbyMrSatishPMotianiastheManagingTrustee
Choithram International is one of the many ventures of The
Choithram Group which brings International Education
ProgrammestothedoorstepofpeopleofIndoreandMP
ACCREDITATIONTheschoolisthefirstIBWorldSchoolinMadhyaPradeshTheschoolregistrationNumberis
002328
CHOITHRAM INTERNATIONAL 2018 - 20
4
THEINTERNATIONALBACCALAUREATE(IB)The IB is a non-profit organization established in 1963 with its headquarters in Geneva
Switzerland and the examination office in Cardiff Wales In addition there are regional
officesandrepresentativesaroundtheworldTheIBpublicwebsitewwwiboorghasdetails
onthevariousIBprogrammesandservices
IBMISSIONSTATEMENTTheInternationalBaccalaureateOrganizationaimstodevelopinquiringknowledgeableand
caring young people who help to create a better and more peaceful world through
intercultural understanding and respect To this end the IB works with schools
governments and international organizations to develop challenging programmes of
international education and rigorous assessment These programmes encourage students
across theworld to become active compassionate and lifelong learnerswho understand
thatotherpeoplewiththeirdifferencescanalsoberight
CHOITHRAM INTERNATIONAL 2018 - 20
5
IBLEARNERPROFILEInquirersTheydeveloptheirnaturalcuriosityTheyacquiretheskillsnecessarytoconductinquiryandresearchandshowindependence in learningTheyactivelyenjoy learningandthisloveoflearningwillbesustainedthroughouttheirlivesKnowledgeable They explore concepts ideas and issues that have local and globalsignificance In so doing they acquire in-depth knowledge and develop understandingacrossabroadandbalancedrangeofdisciplinesThinkers They exercise initiative in applying thinking skills critically and creatively torecognizeandapproachcomplexproblemsandmakereasonedethicaldecisionsCommunicators They understand and express ideas and information confidently andcreatively inmore than one language and in a variety ofmodes of communication TheyworkeffectivelyandwillinglyincollaborationwithothersPrincipledTheyactwithintegrityandhonestywithastrongsenseoffairnessjusticeandrespect forthedignityof the individualgroupsandcommunitiesTheytakeresponsibilityfortheirownactionsandtheconsequencesthataccompanythemOpen-mindedTheyunderstandandappreciate theirownculturesandpersonalhistoriesand are open to the perspectives values and traditions of other individuals andcommunitiesTheyareaccustomedtoseekingandevaluatingarangeofpointsofviewandarewillingtogrowfromtheexperienceCaring They show empathy compassion and respect towards the needs and feelings ofothersTheyhaveapersonalcommitmenttoserviceandacttomakeapositivedifferencetothelivesofothersandtotheenvironmentRisk-takers They approach unfamiliar situations and uncertainty with courage andforethoughtandhavetheindependenceofspirittoexplorenewrolesideasandstrategiesTheyarebraveandarticulateindefendingtheirbeliefsBalancedTheyunderstandthe importanceof intellectualphysicalandemotionalbalancetoachievepersonalwell-beingforthemselvesandothersReflectiveTheygive thoughtfulconsideration to theirown learningandexperienceTheyareabletoassessandunderstandtheirstrengthsandlimitations inordertosupporttheirlearningandpersonaldevelopment httpswwwiboorgglobalassetspublicationsrecognitionlearnerprofile-enpdf
CHOITHRAM INTERNATIONAL 2018 - 20
6
SCHOOLTIMINGSGrade11and12 MondaytoFriday800amto310pm
Saturday[1stand3rdSaturdayofthemonth] 800amto1100am(ForStudents)
Saturday[1stand3rdSaturdayofthemonth] 800amto200pm(ForTeachers)
WintertimingsareasperCollectorrsquosorderinIndoreThedatesarecommunicated
totheentireschoolcommunitybyemail
VISITINGHOURSPrincipal Alldaysbypriorappointmentsonly
230to330MondaytoFriday(forstudents)
Coordinator 200pm-300pmonMondayandWednesday
Teachers 1100amto130pmon1stand3rdSaturday
CHOITHRAM INTERNATIONAL 2018 - 20
7
REFLECTIONBYALUMNII started studying in Choithram Internationalwhen Iwas in 1st grade and I
cannotrememberthelasttimethatIdidnotfeelproudofthefactthatIwas
studying inan IB schoolNowthat this journey isabout tocome toanend I
have the realization of the various areas I grew and excelled in It was a
revelationmy entire thought process has changed and I have reached great
heightsanddevelopedasan individualbynow IBhastaughtmethereal life
application of theoretical knowledge and I no longer question that how is
bookishknowledgeeverusefulforusNotonlydidInurturemyskillsbutalso
developed various abilities I wasnt even aware of At each point of time I
question things and do not settle until I find answers to it thanks to TOK I
unravelledvariousaspectsof lifeThanks toEE Iwasable to finishwritinga
4000-wordessayononeof thebiggestmultinational companies in theworld
withresearchinganalyzingandsolvinghugeproblemsthatthefirmislikelyto
encounter
There are so many skills that will help me forever in life such as time-
management social service collaborative skills which will help me at every
pointinmyfuturebeitadecadefromnoworthelaterpartofmylifeIhave
broadenedmyvision to keephighaims acceptpeople theway theyareand
nowknowthedifferencebetweenrightandwrongonlybecauseofthe12years
ofeducationinthisprestigiousinstitutioncalledChoithramInternational
ThankstomyalmamaterIamwhatIamtodayAndwhereverIgoIshallever
remainindebtedtoyouChoithramInternational
MerciBeaucoup
ndashPrachiJain(AlumniIBDP)
CHOITHRAM INTERNATIONAL 2018 - 20
8
THEIBDIPLOMAPROGRAMME
OverviewofDiplomaProgramme
TheInternationalBaccalaureatereg(IB)DiplomaProgramme(DP)isforstudentsaged16-19
ResearchsuggeststhattherearemanybenefitstochoosingtheDPTheProgrammeaimsto
develop students who have excellent breadth and depth of knowledge ndash students who
flourish physically intellectually emotionally and ethically The DP curriculum has six
subjectgroupsandtheDPcorecomprisingtheoryofknowledge(TOK)creativityactivity
service(CAS)andtheextendedessayThroughtheDPcorestudentsreflectonthenature
ofknowledgecompleteindependentresearchandundertakeaprojectthatofteninvolves
community service The International Baccalaureatereg (IB) assesses studentwork as direct
evidenceofachievementagainstthestatedgoalsoftheDiplomaProgramme(DP)courses
CHOITHRAM INTERNATIONAL 2018 - 20
9
ELIGIBILITYFORFULLDIPLOMATheDiplomaProgrammeatChoithramInternationalisavailabletoallcandidateswho
Are able to cope with the demanding schedule of rigorous courses offered by the
Programmes
Arewillingtodeveloptimemanagementskillsandappropriatestudyhabits
Haveabroadercanvastoacceptinternationalperspectivesandopinions
Are ready to go through brainstorming sessions which instill critical and creative
thinking
AdmissiontotheIBDiplomaProgrammeinChoithramInternationalisgovernedbythe
followingcriteriabasedonClassX(MYPIGCSECBSE)resultsofthecandidateEligibility
toopt foraHigherorStandard level in theDiplomasubjectwill solelydependon the
levelsorgradesachievedineachsubjectbythecandidateinthepassingexamination
MYP-Minimumlevel4inallsubjects
- AboveLevel4 HL - Level4 SL- Belowlevel4 NoAdmission
IGCSE-Minimum5Cs- AboveC HL - C SL - BelowC NoAdmission
CBSE-Minimum8CGPAinallsubjects- Above8 HL- 8 SL- Below8 NoAdmission
CHOITHRAM INTERNATIONAL 2018 - 20
10
DIPLOMAPROGRAMME
SUBJECTSOFFEREDATCHOITHRAMINTERNATIONALInCI the curriculum inDP1andDP2 isdesignedby teachers following the IBDPaimsand
objectivesTeachersdesignthecurriculumbybackwardplanningfromDP2andalsotaking
into consideration the global requirements The subjects offered at CI fall into 6 groups
whichare
Group1 EnglishALangandLitHLSLHindiALitHLSL
Group2 Hindi LanguageBHLSL EnglishBHLSL French LanguageBHLSL and
FrenchBabinitio
Group3 (IndividualsampSocieties)EconomicsHLSLBusinessManagementHLSL
Information Technology in a Global Society(ITGS) HLSL History HLSL
PsychologyHLSLEnvironmentalSystemsandSocietiesSL
Group4 (Sciences)BiologyHLSLChemistryHLSLPhysicsHLSLEnvironmental
SystemsandSocietiesSLComputerScienceHLSL
Group5 MathematicsHLSLStudies
Group6 (ArtsandElectives)VisualArtsHLSL
Thestudentshavetwooptionsforsubjectchoice
Option1 Thestudentcanselectonesubjectfromeachofthesixgroupsorselect
the6thsubjectfromGroup3OrGroup4
Option2 StudentswhoaspireforMedicalorEngineeringfieldshavetooptforall
the three sciences fromGroup4 These studentswill have to study 7
subjects
SubjectclustersofferedatCI
Cluster1ndashBiologyBusinessManagementHistory
Cluster2ndashPhysicsVisualArts
Cluster3ndashChemistryESSComputerScience
CHOITHRAM INTERNATIONAL 2018 - 20
11
Thecore
CreativityActionService Studentscompleteaprojectrelatedtothesethreeconcepts
ExtendedEssay Anindependentself-directedpieceofresearchfinishingwith
a4000-wordpaper
TheoryofKnowledge Studentsreflectonthenatureofknowledgeandonhowwe
knowwhatweclaimtoknow
Theavailabilityofsubjectchoicesforthestudentswillbebasedonthepreviousacademic
recordandtheirfutureprospects
Itisarulethatoncethesubjectchoiceshavebeenmadewiththediscretionofthestudent
andtheparentsnochangeswillbeacceptedSpecialcaseswillbeentertainedbytheDP
coordinatorandtheHeadoftheschool
UNIVERSITYRECOGNITIONTheIBdiplomaiswidelyrecognizedbytheworldrsquosleadinguniversities
TheIBworkscloselywithuniversitiesinallregionsoftheworldtogainrecognitionfortheIB
diploma To aid this process university admissions officers and governmentofficialshave
directonlineaccesstoallsyllabiandrecentexaminations
To assist IB diploma students inmaking appropriate subject choices the school conducts
plannedPsychometricteststoidentifythefieldsofstudentsrsquoaptitudeTheschoolconnects
itsstudentstoIBStudentRegistryofferedbytheIBasastrongdatabasecontainingdetails
of universities around the world together with up-to-date information about their
requirementsforadmission IBStudentRegistryhelpsstudentstoshowcasetheirportfolio
includingCASExtendedessayandother IBexperiences therebyopeningdoors fordirect
communication with other IB students and the admission officers of various universities
across theglobe It is the studentsrsquo responsibility tobuild theirownprofile toattract the
attentionofuniversitiesthatinterestthem
CHOITHRAM INTERNATIONAL 2018 - 20
12
Theschoolregularlyconductsscheduledsessionswithparentsandstudentsforgenerating
awareness about studying abroad and in India University visits are arranged and all
necessaryhelp is furnished to the studentsatappropriate time tohelp in theiruniversity
applicationsbasedontheirPredictedGrades
TheAllIndiaUniversity(AIU)alsoratesIBDiplomaProgrammeatparwithclassXIICBSEor
ICSEIBissuesmarksheetsinadditiontotheirgradessoastomaketheadmissionprocess
inanyIndianUniversitystraightforwardandtrouble-freeTheminimumrequirementforthe
AIUcertificationistohave3HLand3SLsubjectswithascoreofminimum24pointsinthe
IBDPfinalexamination
UniversityampCareerGuidanceSchoolCalendarforDPBatch2018-20
Dates ActionsYearI130818-180818 FirstStudent-CounsellorMeeting030918-140918 Parent-CounsellorMeeting(DiscussCollegeMajor)11118-311218 TakeTestsIELTSSATACT300119 StatementofPurpose300119 RequestforLOR040219-140219 Student ampParent-Counsellor Meeting( First discussion on short
listingofuniversitiesaspercareergoals)Mayrsquo2019 APExamSATsubjecttestSATimprovementYearIIDates Actions10819-090819 Student-Counsellor Meeting ( Preparation of final list of college
majorsandcolleges)160819-230819 Parent-CounsellorMeeting300819 StatementofPurpose100919 Essaywritingbasedonprompts300819 RequestforLOR14919ndash220919 StudentampParent-CounsellorMeeting200919 CollectLORfromTeachers251019 CollectPredictedGradesforEarlyApplications301119 CollectPredictedGradesforRegularAdmission71219 PrepareApplicationDocuments(RegularAdmissions)091219-161219 RegisterampApply(UKUSAAustraliaCanadaJulyintake200120 ApplyIrelandColleges
CHOITHRAM INTERNATIONAL 2018 - 20
13
CORECOMPONENTSTOK(THEORYOFKNOWLEDGE)
Theoryofknowledge(TOK)isassessedthroughanoralpresentationanda1600word
essay
TOK aims to make students aware of the interpretative nature of knowledge including
personalideologicalbiasesndashwhetherthesebiasesareretainedrevisedorrejectedItoffers
studentsandtheirteacherstheopportunityto
reflectcriticallyondiversewaysofknowingandonareasofknowledge
considertheroleandnatureofknowledgeintheirowncultureintheculturesof
othersandinthewiderworld
InadditionTOKpromptsstudentsto
beawareofthemselvesasthinkersencouragingthemtobecomemoreacquainted
withthecomplexityofknowledge
recognizetheneedtoactresponsiblyinanincreasinglyinterconnectedbut
uncertainworld
TOKalsoprovidescoherence for thestudentby linkingacademicsubjectareasaswellas
transcendingthemItthereforedemonstratesthewaysinwhichthestudentcanapplytheir
knowledgewithgreaterawarenessandcredibility
EE(EXTENDEDESSAY)
TheExtendedEssay(EE)isapieceofpersonalresearchofabout4000wordssupervisedbya
teacheratChoithram International inaccordancewith theguidelinespublishedby the IB
The EEmust be done in one of the DP subjectsmustmeet the assessment criteria and
followsubject-specificdetailsAllExtendedEssaysareexternallygradedonascalefrom0to
34ThesupervisorsubmitsapredictedgradeforthestudentrsquosEEtotheIB
CHOITHRAM INTERNATIONAL 2018 - 20
14
CAS(CREATIVITYACTIVITYSERVICE)
CASrequiresstudentstotakepartinarangeofactivitiesandprojectsTheseshouldalways
involve
realpurposefulactivitieswithsignificantoutcomes
personalchallenge
thoughtfulconsiderationsuchasplanningreviewingprogressreporting
reflectiononoutcomesandpersonallearning
TheIBdoesnrsquotprescribespecificprojectsoractivitiestostudents
HowevertheIBdoesrecommendthatstudentstakepartinatleastoneproject
involvingteamworkAllstudentsshouldbeinvolvedinactivitiestheyrsquoveinitiated
themselves
CHOITHRAM INTERNATIONAL 2018 - 20
15
GROUPWISESUBJECTDETAILS
GROUP1ENGLISHA-LANGUAGEANDLITERATUREPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ENGLISH ATCHOITHRAMINTERNATIONALINDOREThe IBDP English Curriculum is designed for students who have experience of using the
languageofthecourseinanacademiccontextThelanguagebackgroundofsuchstudents
howeverislikelytovaryconsiderablymdashfrommonolingualstudentstostudentswithmore
complex language profiles The study of texts both literary and non-literary provides a
focus for developing an understanding of how language works to create meanings in a
cultureaswellas inparticulartextsAlltextsmaybeunderstoodaccordingtotheirform
content purpose and audience and through the social historical cultural andworkplace
contexts that produce and value themResponding to andproducing texts promotes an
understandingofhowlanguagesustainsorchallengeswaysofthinkingandbeing
TofulfilltherequirementsoftheIBDiplomaProgrammeallstudentsmuststudyaGroup1
subjectselectedfromoneofthethreecoursesOnepathtoabilingualdiplomaistotake
twoGroup1courseseachinadifferentlanguageinanycombinationofthethreecourses
offered Both the Language A Literature course and the Language A Language and
LiteraturecourseareofferedatSLandHL
Group1coursesaredesignedtosupportfutureacademicstudybydevelopingahighsocial
aesthetic and cultural literacy as well as effective communication skills While there is
significantdifferenceinthetextspresentedforstudyinthethreecoursestheywillclearly
overlapsomewhatThereisnoaimforeachcoursetodefinecompletelyseparateterritory
Insteadthemaindifferenceliesinthedifferentareasoffocuseachtakes
IntheLanguageALiteraturecoursefocusisdirectedtowardsdevelopinganunderstanding
of the techniques involved in literary criticism and promoting the ability to form
independent literary judgments The focus of the Language A Language and Literature
course is directed towards developing and understanding the constructed nature of
meaningsgeneratedbylanguageandthefunctionofcontextinthisprocessLiteratureand
CHOITHRAM INTERNATIONAL 2018 - 20
16
performanceallowsstudentstocombineliteraryanalysiswiththeinvestigationoftherole
ofperformanceinourunderstandingofdramaticliterature
Aims
TheaimsofLanguageALiteratureandLanguageALanguageandLiteratureatSLandHL
areto
1 introducestudentstoarangeoftextsfromdifferentperiodsstylesandgenres
2 develop in students the ability to engage in close detailed analysis of individual texts
andmakerelevantconnections
3 developthestudentsrsquopowersofexpressionbothinoralandwrittencommunication
4 encourage students to recognize the importance of the contexts in which texts are
writtenandreceived
5 encouragethroughthestudyoftextsanappreciationofthedifferentperspectivesof
peoplefromotherculturesandhowtheseperspectivesconstructmeaning
6 encouragestudentstoappreciatetheformalstylisticandaestheticqualitiesoftexts
7 promoteinstudentsanenjoymentofandlifelonginterestinlanguageandliterature
8 developinstudentsanunderstandingofhowlanguagecultureandcontextdetermine
thewaysinwhichmeaningisconstructedintexts
9 encourage students to think critically about the different interactions between text
audienceandpurpose
Objectives
There are four assessment objectives at SL and at HL for the Language A Language and
Literaturecourse
1 Knowledgeandunderstanding
Demonstrateknowledgeandunderstandingofarangeoftexts
Demonstrateanunderstandingoftheuseoflanguagestructuretechniqueandstyle
Demonstrate a critical understanding of the various ways in which the reader
constructsmeaningandofhowcontextinfluencesthisconstructedmeaning
Demonstrateanunderstandingofhowdifferentperspectivesinfluencethereading
ofatext
CHOITHRAM INTERNATIONAL 2018 - 20
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2 Applicationandanalysis
Demonstrateanabilitytochooseatexttypeappropriatetothepurposerequired
Demonstrateanabilitytouseterminologyrelevanttothevarioustexttypesstudied
Demonstrateanabilitytoanalysetheeffectsof languagestructuretechniqueand
styleonthereader
Demonstrate an awareness of theways inwhich the production and reception of
textscontributetotheirmeanings
Demonstrateanabilitytosubstantiateandjustifyideaswithrelevantexamples
3 Synthesisandevaluation
Demonstrateanability tocompareandcontrast the formalelementscontentand
contextoftexts
Discussthedifferentways inwhich languageandimagemaybeused inarangeof
texts
Demonstrateanabilitytoevaluateconflictingviewpointswithinandaboutatext
AtHLonlyProduceacriticalresponseevaluatingsomeaspectsoftextcontextand
meaning
4 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandwithfluencyinbothwrittenand
oralcommunication
Demonstrateanabilitytousetheoralandwrittenformsofthelanguageinarange
ofstylesregistersandsituations
Demonstrateanabilitytodiscussandanalysetextsinafocusedandlogicalmanner
AtHLonlyDemonstrateanabilitytowriteabalancedcomparativeanalysis
CHOITHRAM INTERNATIONAL 2018 - 20
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Literaryworkschosenforeachofpartoftheprogramme
LanguageALanguageandLiterature
Higherlevel Standardlevel
Part1
LanguageinCulturalContext
GENDER GENDER
LANGUAGEANDCOMMUNITIES LANGUAGEANDCOMMUNITIES
TRANSLATION TRANSLATION
Part2
LanguageampMassCommunication
STEREOTYPES STEREOTYPES
USEOFPERSUASIVELANGUAGE USEOFPERSUASIVELANGUAGE
LANGUAGEANDTEXTUALBIAS LANGUAGEANDTEXTUALBIAS
Part3
LiteratureTextsampContexts
THEGREATGATSBYndashFSCOTTFITZGERALD THEGREATGATSBYndashFSCOTTFITZGERALD
REDOLEANDERSndashRABINDRANATHTAGORE REDOLEANDERSndashRABINDRANATHTAGORE
AMERICANAH-CHIMAMANDANGOZIADICHIE
Part4
LiteratureCriticalStudy
OTHELLOTHEMOOROFVENICE OTHELLOTHEMOOROFVENICE
SELECTEDPOETRYndashJOHNKEATS SELECTEDPOETRYndashJOHNKEATS
HEARTOFDARKNESS-JOSEPHCONRAD
CHOITHRAM INTERNATIONAL 2018 - 20
19
AssessmentObjectivesInPractice
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year PartofSyllabus Content
SemI
PART-1LanguageinCulturalContextPart4CriticalStudy
Part1GenderEvolutionofEnglishLanguageSapirWhorfHypothesisMeghanMarklersquosSpeechatUNWomenHeForSheCampaignBlogson-LanguageshapesgenderInclusiveLanguageCartoonsbyLizaDonnellyTedTalkbyChimamandaNgoziAdichieMagazineCoversSlamPoetryCommunity-NationalismCatalonianConfusionImaginedCommunitiesSchoolrsquosLanguagePolicyRiverofBloodSpeechLanguageVariationRegionalismColonialMentalityAAEDialectSociolectIdiolectTranslation-BloginterviewExcerptsfromADollrsquosHouseDonQuixotePersepolisPart4CriticalStudySLOthelloTheMoorofVenicePoemsbyJohnKeatsHLOthelloTheMoorofVenicePoemsbyJohnKeatsHeartofDarkness
SemII
Part1LanguageinCulturalContextTranslationPart4CriticalStudyPart2MassCommunication
Part1TranslationPart4CriticalStudySLPoemsbyJohnKeatsHLPoemsbyJohnKeatsPart2MassCommunicationTermsrelatedtomassmediaTextualBiasVideoimagesmagazinecoversnewsarticleSpanishAmericanWarTETOffensivecartoonsUseofPersuasiveLanguageAtticusFinchClosingArgumentinlsquoToKillaMockingBirdrsquoAdvertisementsSpeeches-QueenElizabethITilburySpeechIHaveAdream-MartinLutherKingJr
CHOITHRAM INTERNATIONAL 2018 - 20
22
MahatmaGandhi-OneWorldSquealerrsquosSpeechinAnimalFarmStereotypes-GenderandEthnicityCartoonsComicStripsAdvertisementsVideoGamesTweetsTedTalkVideos
SemIII Part3TextsandContexts
SL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanah
SemIV Part2LanguageampMassCommunication
Part3TextsandContextsSL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanahRevision
IBInternalandexternalassessmentrequirementstobecompletedduringthecourse
Brieflyexplainhowandwhenyouwillworkonthem Includethedatewhenyouwill first
introduce the internal andexternal assessment requirementswhen theywill bedue
andhowstudentswillbepreparedtocompletethem
FOA1amp2ndashConceptanddemandsoftheFOAtobeintroducedintheISemesterThefirst
FOAwillbecompletedbyendofSemISecondwillbecompletedinSemII
WT12amp3ndashConceptanddemandsoftheWTtobeintroducedintheISemesterFirstWT
SubmissionwillbedueinSemITheremaining2WTswillbesubmittedinSemII
IOCndashTheIOCwillbeintroducedinSemIThedetailsprocessmockandthefinalIOCwill
beheldinSemII
CHOITHRAM INTERNATIONAL 2018 - 20
23
AssessmentsinLanguageALanguageandLiterature(SLampHL)
ASSESSMENTOUTLINEndashSL Weighting
Externalassessment(3hours)Paper1Textualanalysis(1hour30minutes)ThepaperconsistsoftwounseentextsStudentswriteananalysisofoneofthesetexts(20marks)Paper2Essay(1hour30minutes)Inresponsetooneofsixquestionsstudentswriteanessaybasedonboththeliterarytextsstudiedinpart3ThequestionsarethesameatHLbuttheassessmentcriteriaaredifferent(25marks)WrittentaskStudentsproduceatleastthreewrittentasksbasedonmaterialstudiedinthecourseStudentssubmitonewrittentaskforexternalassessment(20marks)Thistaskmustbe800ndash1000wordsinlengthplusarationaleof200ndash300words
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
24
ASSESSMENTOUTLINEndashHL Weighting
Externalassessment(4hours)Paper1Comparativetextualanalysis(2hours)ThepaperconsistsoftwopairsofunseentextsStudentswriteacomparativeanalysisofonepairoftexts(20marks)Paper2Essay(2hours)Inresponsetooneofsixquestionsstudentswriteanessaybasedonatleasttwooftheliterarytextsstudiedinpart3ThequestionsarethesameatSLbuttheassessmentcriteriaaredifferent(25marks)WrittentasksStudentsproduceatleastfourwrittentasksbasedonmaterialstudiedinthecourseStudentssubmittwoofthesetasksforexternalassessment(20marksforeachtask)OneofthetaskssubmittedmustbeacriticalresponsetooneoftheprescribedquestionsfortheHLadditionalstudyEachtaskmustbe800ndash1000wordsinlengthtask1shouldbeaccompaniedbyarationaleof200ndash300wordswhiletask2shouldbeaccompaniedbyashortoutline
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
25
GROUP1HINDIA-LITERATURE
Assessmentobjectivesinpractice
TherearethreeassessmentobjectivesatSLandatHLforthelanguageAliteraturecourse
1 Knowledgeandunderstanding
Demonstrate knowledge and understanding of individual literary works as
representativesoftheirgenreandperiodandtherelationshipsbetweenthem
Demonstrateanunderstandingofthewaysinwhichculturalvaluesareexpressedin
literature
Demonstrateawarenessofthesignificanceofthecontextinwhichaworkiswritten
andreceivedSubstantiateandjustifyideaswithrelevantexamples
2 Analysissynthesisandevaluation
Demonstrate an ability to analyse language structure technique and style and
evaluatetheireffectsonthereader
Demonstrateanability toengage in independent literarycriticismonboth familiar
andunfamiliarliterarytexts
Showan ability to examine anddiscuss in depth the effects of literary techniques
andtheconnectionsbetweenstyleandmeaning(HLonly)
3 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandfluentlyinbothwrittenandoral
communicationwithaneffectivechoiceofregisterandstyle
Demonstrateacommandof terminologyandconceptsappropriate to thestudyof
literature
Demonstrateanabilitytoexpresswell-organizedoralandwrittenarguments
Demonstrate an ability towrite a sustained and detailed literary commentary (HL
only)
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26
The literary works chosen for each of part of the LanguageA Literatureprogramme
Partofthecourse
SL HL
Part1workintranslation
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)list
1रोमयो-जलयटशसपीयर(नाटक)2अतनचख़वक9लघकथाए
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)listStudyofthreeworksintranslationfromthePLTlist1रोमयो-जलयटशसपीयर(नाटक)
2अतनचख़वक9लघकथाए3टगौरकाकAवतासBह(गीताजलD)
Part2Detailedstudy
StudyoftwoworkseachofadifferentgenrechosenfromthisPLA3चEगFत(नाटक)जयशकरGसाद
4अIहJयाबाई(उपNयास)वदावनलालवमाP
Studyofthreeworkseachofadifferentgenre(oneofwhichmustbepoetry)chosenfromthisPLA4चEगFत(नाटक)जयशकरGसाद5अIहJयाबाई(उपNयास)वदावनलालवमाP6नागाजPन(कAवता)
Part3Literarygenres
StudyofthreeworksofthesamegenrechosenfromthisPLA
5 आपकाबटD(उपNयास)मNनभडारD6 सखदा(उपNयास)जनNEजन
7साराआकाश(उपNयास)राजNEयादव
StudyoffourworksofthesamegenrechosenfromthisPLA7आपकाबटD(उपNयास)मNनभडारD8सखदा(उपNयास)जनNEजन9साराआकाश(उपNयास)राजNEयादव10गबन(उपNयास)Gमचद
Part4Options
Studyofthreeworksfreelychosen Studyofthreeworksfreelychosen
8कबीरदोहऔरसाWखया9लघकथाए-खलDलिजYान10ठलपरIहमालय(या[ासमरण)धमPवीरभारती
11कबीरदोहऔरसाWखया12लघकथाए-खलDलिजYान13ठलपरIहमालय(या[ासमरण)धमPवीरभारती
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year PartofSyllabus Content
Year1
Part4ndashOptions
Kabir
ShortstoriesofKhalilGibran
TheleparHimalaya-DharmveerBharti
FINALIndividualOralPresentationPART4WORKS
Part2ndashDetailedStudy
Chandragupt(Play)-JaishankarPrasad
Ahilyabai(Novel)-VrindavanlalVerma
Poetry-Nagarjun
FINALIndividualOralCommentaryPART2WORKS
Year2
Part1ndashworkintranslation
RomeoJuliet(Play)Shakespeare
Shortstories-AntonChekhov
Geetanjali-RavindranathTagore
FINALWrittenAssignmentPART1WORKS
PART3-LiteraryGenre
AapkaBanti(Novel)MannuBhandari
SaaraAakash(Novel)-RajendraYadav
Sukhada(Novel)ndashJainendaraJain
Gaban(Novel)-Premchand(HLOnly)
Paper2BasedonPart3Works
IBInternalAssessmentrequirementstobecompletedduringtheCourse
IOPndashConceptanddemandsoftheIOPtobeintroducedandcompletedinSemI
IOCndashTheIOCwillbeintroducedbrieflyinSemIandwillbebasedbroadlyonthedemands
ofIOCTheFinalIOCwillbetakeninSemII
WAndashConceptanddemandsof theWAtobe introduced inSemIIWASubmissionwillbe
dueinSemIII
CHOITHRAM INTERNATIONAL 2018 - 20
28
GROUP2HINDIBPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HINDI AT
CHOITHRAMINTERNATIONALINDORE
HindiLanguagehasbeenoneofthemostpopularIndianlanguagesamongstudentsandthis
course emphasizes the development of the four skills ndash listening speaking reading and
writingListeningasaskillcanbedevelopedthroughTVRadioProgrammesandrecorded
CD Speaking can be developed through elocution debates skit enactment Reading can
develop through activities like newspaper magazines reading and different story books
Writing skills are developed through essay report writing letter writing and creativity
writing
TheHindiBcourserequiresstudentstohavesomeknowledgeofandexperiencewiththe
languageStudentsareexpectedtohavelinguisticskillsandtounderstandanduselanguage
insophisticatedwaysForexamplestudentsmustbeabletodiscussabstractconceptsand
ideasinthetargetlanguage
This course encourages students to broaden their knowledge of literature and culture of
differentstatesofIndia
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Developinternational-mindednessthroughthestudyof languagesculturesandideas
andissuesofglobalsignificance
2 Enable students to communicate in the language they have studied in a range of
contextsandforavarietyofpurposes
3 Encouragethroughthestudyoftextsandthroughsocialinteractionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4 Develop studentsrsquo understanding of the relationship between the languages and
cultureswithwhichtheyarefamiliar
5 Developstudentsrsquoawarenessofthe importanceof languageinrelationtootherareas
ofknowledge
CHOITHRAM INTERNATIONAL 2018 - 20
29
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and
creative-thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8 Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrateability
to
1 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
2 Understand and use language appropriate to a range of interpersonal andor
interculturalcontextsandaudiences
3 Understandanduse language toexpressand respond toa rangeof ideaswith fluency
andaccuracy
4 Identifyorganizeandpresentideasonarangeoftopics
5 Understandanalyseandreflectuponarangeofwrittenaudiovisualandaudio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year
Themes ThemeName ThemeTopics
SemI Theme1 Identities
bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
SemII Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
SemIII Theme4 Socialorganization
JourneytoFrenchspeakingcountries
Everycountryanditssymbolstraditionsandidentity
Forabetterworld
IntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
SemIV Theme5 Sharingtheplanet
BlueplanetGreenplanet
PlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetry
EqualityFraternity
Thesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
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ASSESSMENTS
The students will be evaluated based on their performances on tests debates oral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
CHOITHRAM INTERNATIONAL 2018 - 20
32
HindiBSL
HindiBHL
CHOITHRAM INTERNATIONAL 2018 - 20
33
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP2FRENCHB
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN FRENCH AT
CHOITHRAMINTERNATIONALINDORE
Inthemodernworldofsocialpoliticalindustrialmaterialisticscientificandtechnological
advancementandgiventhattheworld isbecomingaglobalvillageduetothewondersof
the telecommunication and information technology and the increased tourism the
knowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglishFrench isoneof themostwidelycommunicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganisationssuch
asUnitedNationsOrganisationEuropeanUnionWorldTradeOrganisationWorldHealth
OrganisationandInternationalBaccalaureateOrganisationFrenchisalsosynonymouswith
internationalhotel industryandworldtourismwithParis_thecapitalofFranceasonethe
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognisedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
35
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
1 AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrate
abilityto
2 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
3 Understandanduselanguageappropriatetoarangeofinterpersonalandorintercultural
contextsandaudiences
4 Understandanduselanguagetoexpressandrespondtoarangeofideaswithfluencyand
accuracy
5 Identifyorganizeandpresentideasonarangeoftopics
6 Understand analyse and reflect upon a range ofwritten audio visual and audio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
36
SYLLABUSOUTLINE
Year Themes ThemeName ThemeTopics
Year1 Theme1 Identities bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
Year2 Theme4 Socialorganization
JourneytoFrenchspeakingcountriesEverycountryanditssymbolstraditionsandidentityForabetterworldIntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
Theme5 Sharingtheplanet BlueplanetGreenplanetPlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetryEqualityFraternityThesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
37
ASSESSMENTS
Thestudentswillbeevaluatedbasedontheirperformancesontestsdebatesoral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
FrenchBSL
CHOITHRAM INTERNATIONAL 2018 - 20
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FrenchBHL
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
39
GROUP2FRENCHABINITIO
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINFRENCHABINITIO
ATCHOITHRAMINTERNATIONALINDORE
In todayrsquos modern world of social political industrial materialistic scientific and
technologicaladvancementandgiventhattheworldisbecomingaglobalvillageduetothe
wondersofthetelecommunicationandinformationtechnologyandtheincreasedtourism
theknowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglish French isoneof themostwidely communicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganizationssuch
asUnitedNationsOrganizationEuropeanUnionWorldTradeOrganizationWorldHealth
OrganizationandInternationalBaccalaureateOrganizationFrenchisalsosynonymouswith
internationalhotel industryandworld tourismwithParis thecapitalofFranceasone the
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognizedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
40
Aims
ThefollowingaimsarecommontobothlanguageabinitioandlanguageB
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7Providestudentswithabasis for furtherstudyworkand leisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
TherearefiveassessmentobjectivesforthelanguageabinitiocourseStudentswillbe
assessedontheirabilityto
1Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyof
purposes
2Understandanduselanguageappropriatetoarangeofinterpersonalandor
interculturalcontextsandaudiences
3Understandanduselanguagetoexpressandrespondtoarangeofideaswith
fluencyandaccuracy
4Identifyorganizeandpresentideasonarangeoftopics
5 Understand analyse and reflect upon a range of written audio visual and
audio-visualtexts
CHOITHRAM INTERNATIONAL 2018 - 20
41
SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI
Unit1 Identities 11Personalattributes
12Personalrelationships
13Eatinganddrinking
14Physicalwellbeing
Unit2 Experiences 21Dailyroutine
22Leisure
23Holidays
24Festivalsandcelebrations
SemII
Unit3 Humaningenuity 31Transport
32Entertainment
33Media
34Technology
SemIII
Unit4 Socialorganization 41Neighbourhood
42Education
43Theworkplace
44Socialissues
SemIV
Unit5 Sharingtheplanet 51Climate
52Physicalgeography
53Theenvironment
54Globalissues
AssessmentsinFrench
The students will be evaluated based on their performances on tests oral
presentationsdiscussionsListeningReadingandWritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
CHOITHRAM INTERNATIONAL 2018 - 20
42
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassing
grade)
Grades will be calculated mathematically based on raw scores which will be
convertedintopercentagesthatwillthenreflecttheirperformanceinthefollowing
categories
Externalassessment(2hours45minutes) 75
Paper1(1hour) 25
Productiveskillsmdashwriting(30marks)
Twowrittentasksof70ndash150wordseachfromachoiceofthreetaskschoosinga
texttypeforeachtaskfromamongthoselistedintheexaminationinstructions
Paper2(1hour45minutes) 50
Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
Comprehensionexercisesonthreeaudiopassagesandthreewrittentextsdrawn
fromallfivethemes
Internalassessment
25 Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedby
theIBattheendofthecourse
Individualoralassessment
Aconversationwiththeteacherbasedonavisualstimulusandatleastoneadditional
coursetheme(30marks)
Materials
ThebasiccoursematerialfortheFrenchabinitiocourse
- ibook
- PanoramaFrancophone1amp2
- Additionalmaterialsfromaselectionoftextbooksmagazinesandinternetsources
willcomplementthearticlesandexercisesfoundinthesetextsStudentsmustbring
theirtextbookandnotebooktoclasseachday
CHOITHRAM INTERNATIONAL 2018 - 20
43
ElementsoftheFinalExam
ExternalAssessment 75
Paper1Productiveskillsmdashwriting(30marks)25
Paper2Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)50
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
InternalassessmentOralcomponent25
Table2InternalassessmentsspannedthroughoutthetwoyearprogrammeExamination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOralPresentationPresentation(VisualStimulus)
25
SemesterIIExamination IndividualOralPresentationPresentationandFollow-updiscussion
25
SemesterIIIExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
SemesterIVExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
CHOITHRAM INTERNATIONAL 2018 - 20
44
GROUP3ECONOMICSPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN
ECONOMICSATCHOITHRAMINTERNATIONALINDORE
Economics isadynamic social science formingpartofgroup3mdashindividualsandsocieties
The studyof economics is essentially aboutdealingwith scarcity resource allocation and
themethodsandprocessesbywhichchoicesaremade in thepursuitofsatisfyinghuman
wantsAsasocialscienceeconomicsusesscientificmethodologiesthatincludequantitative
andqualitativeelements
The IB Diploma Programme economics course emphasizes on 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
variablesaffectingcountriesgovernmentsandsocietiesTheseeconomictheoriesarenot
tobestudied inavacuummdashrather theyaretobeappliedtoreal-world issuesProminent
among these issues are fluctuations in economic activity international trade economic
developmentandenvironmentalsustainability
The ethical dimensions involved in the application of economic theories and policies
permeatethroughouttheeconomicscourseasstudentsarerequiredtoconsiderandreflect
on human end-goals and values The economics course encourages students to develop
international perspectives fosters a concern for global issues and raises studentsrsquo
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
degreeofpersonal commitment in trying to resolve these issuesappreciatingour shared
responsibilityascitizensofanincreasinglyinterdependentworld
CHOITHRAM INTERNATIONAL 2018 - 20
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Aims
TheaimsofEconomicsasGroup3subjectisasfollows
1 encourage the systematic and critical study of human experience and behaviour
physical economic and social environments and thehistory anddevelopmentof social
andculturalinstitutions
2 develop in the student the capacity to identify to analyse critically and to evaluate
theories concepts and arguments about the nature and activities of the individual and
society
3enablethestudenttocollectdescribeandanalysedatausedinstudiesofsocietytotest
hypothesesandtointerpretcomplexdataandsourcematerial
4promotetheappreciationofthewayinwhichlearningisrelevantbothtotheculturein
whichthestudentlivesandtothecultureofothersocieties
5developanawarenessinthestudentthathumanattitudesandbeliefsarewidelydiverse
andthatthestudyofsocietyrequiresanappreciationofsuchdiversity
6 enable the student to recognize that the content andmethodologiesof the subjects in
group3arecontestableandthattheirstudyrequiresthetoleranceofuncertainty
7developanunderstandingofmicroeconomicandmacroeconomictheoriesandconcepts
andtheirreal-worldapplication
8 develop an appreciation of the impact on individuals and societies of economic
interactionsbetweennations
9developanawarenessofdevelopmentissuesfacingnationsastheyundergotheprocess
ofchange
Assessmentobjectives
Therearefourassessmentobjectives(AOs)fortheSLandHLeconomicscourseHaving
followedthe
EconomicscourseatSLorHLstudentswillbeexpectedtodothefollowing
1Demonstrateknowledgeandunderstandingofspecifiedcontent
ndashndashDemonstrateknowledgeandunderstandingofthecommonSLHLsyllabus
ndashndashDemonstrateknowledgeandunderstandingofcurrenteconomicissuesanddata
ndashndashAtHLonlyDemonstrateknowledgeandunderstandingofthehigherlevelextension
topics
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2Demonstrateapplicationandanalysisofknowledgeandunderstanding
ndashndashApplyeconomicconceptsandtheoriestoreal-worldsituations
ndashndashIdentifyandinterpreteconomicdata
ndashndashDemonstratetheextenttowhicheconomicinformationisusedeffectivelyinparticular
contexts
ndashndashAtHLonlyDemonstrateapplicationandanalysisoftheextensiontopics
3Demonstratesynthesisandevaluation
ndashndashExamineeconomicconceptsandtheories
ndashndashUseeconomicconceptsandexamplestoconstructandpresentanargument
ndashndashDiscussandevaluateeconomicinformationandtheories
ndashndashAtHLonlyDemonstrateeconomicsynthesisandevaluationoftheextensiontopics
4Selectuseandapplyavarietyofappropriateskillsandtechniques
ndashndashProducewell-structuredwrittenmaterialusingappropriateeconomicterminology
withinspecifiedtimelimits
ndashndashUsecorrectlylabelleddiagramstohelpexplaineconomicconceptsandtheories
ndashndashSelectinterpretandanalyseappropriateextractsfromthenewsmedia
ndashndashInterpretappropriatedatasets
ndashndashAtHLonlyUsequantitativetechniquestoidentifyexplainandanalyseeconomic
relationships
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SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI Unit1 Microeconomics TheFoundationsofEconomicsMarketsDemandandSupplyTheroleofthepricemechanismMarketEfficiencyElasticityMarketFailureGovernmentInterventionTheoryofthefirm
SemII Unit2 MicroeconomicsMacroeconomics
MarketstructuresThelevelofoveralleconomicactivityAggregatedemandandaggregatesupplyMacroeconomicobjectivesFiscalPolicyMonetaryPolicySupplySidePolicies
SemIII Unit3 InternationalEconomics
InternationaltradeandprotectionExchangerateBalanceOfpaymentsTermsoftradeEconomicsIntegration
SemIV Unit4 DevelopmentalEconomics
DevelopmentalEconomicsMeasuringdevelopmentTheroleofdomesticfactorsTheroleofinternationaltradeTheroleofforeigndirectinvestment(FDI)TherolesofforeignaidandmultilateraldevelopmentassistanceTheroleofinternationaldebtThebalancebetweenmarketsandintervention
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AssessmentsinEconomics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bullconstructinganalysingandevaluating
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate for effective problem-solving and the manipulative skills necessary for
completingInternalAssessmentswithacademichonesty
Studentsrsquo success in theEconomics standard levelandhigher level course ismeasuredby
combiningtheirgradesonexternalandinternalassessment
In Economics the students achieve a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessment ineconomicsconsistsoftwoexaminationpapersatSLandthree
examinationpapersatHLthatareexternallysetandexternallymoderated
PapercomponentforSL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage40)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
40)
Assessmentobjectives1234SyllabusContentndashSection3and4
PapercomponentforHL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage30)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
30)
Assessmentobjectives1234SyllabusContentndashSection3and4
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Paper3(1hour)HLextensionpaper(50marks)(Weightage20)Syllabuscontentincluding
HL extension material sections 1 to 4mdashmicroeconomics macroeconomics international
economicsdevelopmenteconomics
Assessmentobjectives12and4
GDCsarepermittedforpaperthreeforHLstudentsonly
Thesearedesignedtoallowstudentstodemonstratetheircompetenciesinrelationtothe
economicsassessmentobjectivesandspecificpartsoftheeconomicssyllabusnamelythe
commontopicsandtheHLextensionmaterialAllquestionsontheexaminationpaperswill
bebasedonthetopicsinthisguide
IncommonwithallexaminationpapersstudentsatSLandHLaregivenfiveminutesof
readingtimebeforetheybeginansweringthepapers
InternalAssessments(20teachinghours)
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
the end of the course Students produce a portfolio of three commentaries based on
differentsectionsofthesyllabusandonpublishedextractsfromthenewsmediaMaximum
750wordsx3(45marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPEconomicsguide
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent ()Weightage
SemesterIExamination Writtenassignment 20
SemesterIIExamination WrittenCommentaryinMicroeconomics 20
SemesterIIIExamination WrittenCommentaryinMacroeconomics 20
SemesterIVExamination WrittenCommentaryinInternationalTrade 20
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GROUP3BUSINESSMANAGEMENT
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN BUSINESS AND
MANAGEMENTATCHOITHRAMINTERNATIONALINDORE
Businessmanagement is a rigorous challenging and dynamic discipline in the individuals
andsocietiessubjectgroupTheroleofbusinessesasdistinctfromotherorganizationsand
actors inasociety is toproduceandsellgoodsandservicesthatmeethumanneedsand
wants by organizing resources Profit-making risk-taking and operating in a competitive
environmentcharacterizemostbusinessorganizations
Business management studies business functions management processes and decision-
making in contemporary contexts of strategic uncertainty It examines how business
decisionsareinfluencedbyfactorsinternalandexternaltoanorganizationandhowthese
decisions impact upon its stakeholders both internally and externally Business
managementalsoexploreshowindividualsandgroupsinteractwithinanorganizationhow
theymaybesuccessfullymanagedandhowtheycanethicallyoptimizetheuseofresources
inaworldwithincreasingscarcityandconcernforsustainabilityBusinessmanagementis
therefore perfectly placed within the individuals and societies subject area aiming to
developinstudentsanappreciationbothforourindividualityandourcollectivepurposes
Aims
TheaimsofBusinessandManagementcourseathigherlevelandstandardlevelareto
1 Encourageaholisticviewoftheworldofbusiness
2 Empowerstudentstothinkcriticallyandstrategicallyaboutindividualandorganizational
behaviour
3 Promotetheimportanceofexploringbusinessissuesfromdifferentculturalperspectives
4 Enablethestudenttoappreciatethenatureandsignificanceofchangeinalocalregional
andglobalcontext
5 Promoteawarenessoftheimportanceofenvironmentalsocialandethicalfactorsinthe
actionsofindividualsandorganizations
6 Developanunderstandingoftheimportanceofinnovationinabusinessenvironment
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AssessmentObjectives
By the end of the business management course students are expected to reach the
followingassessmentobjectives
AO1Demonstrateknowledgeandunderstandingof
The businessmanagement tools techniques and theories specified in the syllabus
content
Thesixconceptsthatunderpinthesubject
Real-worldbusinessproblemsissuesanddecisions
TheHLextensiontopics(HLonly)
AO2Demonstrateapplicationandanalysisof
Knowledgeandskillstoavarietyofreal-worldandfictionalbusinesssituations
Businessdecisionsbyexplainingtheissue(s)atstakeselectingandinterpretingdata
andapplyingappropriatetoolstechniquestheoriesandconcepts
TheHLextensiontopics(HLonly)
AO3Demonstratesynthesisandevaluationof
Businessstrategiesandpracticesshowingevidenceofcriticalthinking
Businessdecisionsformulatingrecommendations
TheHLextensiontopics(HLonly)
AO4Demonstrateavarietyofappropriateskillsto
Producewell-structuredwrittenmaterialusingbusinessterminology
Selectandusequantitativeandqualitativebusinesstoolstechniquesandmethods
Selectandusebusinessmaterialfromarangeofprimaryandsecondarysources
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
Business
Organisation
and
Environment
11Introductiontobusinessmanagement12Typesoforganizations13Organizationalobjectives14Stakeholders15Externalenvironment16Growthandevolution17Organizationalplanningtools(HLonly)
Unit4 Marketing
41Theroleofmarketing42Marketingplanning(includingintroductiontothefourPs)43Salesforecasting(HLonly)44Marketresearch45ThefourPs(productpricepromotionplace)
SemII
Unit4 Marketing46TheextendedmarketingmixofsevenPs(HLonly)47Internationalmarketing(HLonly)48E-commerce
Unit3 Finance
31Sourcesoffinance32Costsandrevenues33Break-evenanalysis34Finalaccounts(someHLonly)35Profitabilityandliquidityratioanalysis36Efficiencyratioanalysis(HLonly)
SemIII Unit3 Finance37Cashflow38Investmentappraisal(someHLonly)39Budgets(HLonly)
Unit5Operations
Management
51Theroleofoperationsmanagement52Productionmethods53Leanproductionandqualitymanagement(HLonly)54Location55Productionplanning(HLonly)56Researchanddevelopment(HLonly)57Crisismanagementandcontingencyplanning(HLonly)
SemIV Unit2Humanresource
Management
21 Functions and evolution of human resourcemanagement22Organizationalstructure23Leadershipandmanagement24Motivation25Organizational(corporate)culture(HLonly)26Industrialemployeerelations(HLonly)
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AssessmentsinBusinessandManagement
StudentsrsquosuccessintheBusinessandManagementstandardlevelandhigherlevelcourseis
measuredbycombiningtheirgradesonexternalandinternalassessment
Externalassessment
TheexternalassessmentoftheDiplomaProgrammebusinessmanagementcourseconsists
of twoexaminationpapersat SLandatHL thatareexternally setandexternallymarked
Theyaredesignedtoallowstudentstodemonstratetheircompetencies inrelationtothe
businessmanagementassessmentobjectivesTheexternalcomponentscontribute75to
thefinalassessmentatbothSLandHL
Internalassessment
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourseTheexternalcomponentscontribute25tothefinalassessmentat
bothSLandHL
SLWrittencommentary
Studentsproduceawrittencommentarybasedonthreetofivesupportingdocuments
aboutarealissueorproblemfacingaparticularorganizationMaximum1500words(25
marks)
HLResearchproject
Studentsresearchandreportonanissuefacinganorganizationoradecisiontobemadeby
anorganization(orseveralorganizations)Maximum2000words(25marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPBampMguide
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GROUP3INFORMATIONTECHNOLOGYINAGLOBALSOCIETY(ITGS)
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ITGS AT
CHOITHRAMINTERNATIONALINDORE
TheIBDiplomaProgrammeinformationtechnology inaglobalsociety(ITGS)course isthe
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
informationatthelocalandgloballevel
ITGS provides a framework for the student to make informed judgments and decisions
abouttheuseofITwithinsocialcontexts
Although ITGS shares methods of critical investigation and analysis with other social
sciences it also considers social and ethical considerations that are common to other
subjects in group 3 Students come into contactwith IT on a daily basis because it is so
pervasive in theworld inwhichwe live This increasinglywidespread use of IT inevitably
raises importantquestionswithregardto thesocialandethicalconsiderations thatshape
oursocietytodayITGSoffersanopportunityforasystematicstudyoftheseconsiderations
whoserangeissuchthattheyfalloutsidethescopeofanyothersinglediscipline
Aims
Theaimsoftheinformationtechnologyinaglobalsociety(ITGS)courseatSLandHLareto
1 Enablethestudenttoevaluatesocialandethicalconsiderationsarisingfromthe
widespreaduseofITbyindividualsfamiliescommunitiesorganizationsand
societiesatthelocalandgloballevel
2 DevelopthestudentrsquosunderstandingofthecapabilitiesofcurrentandemergingIT
systemsandtoevaluatetheirimpactonarangeofstakeholders
3 EnablestudentstoapplytheirknowledgeofexistingITsystemstovariousscenarios
andtomakeinformedjudgmentsabouttheeffectsofITdevelopmentsonthem
4 EncouragestudentstousetheirknowledgeofITsystemsandpracticalITskillsto
justifyITsolutionsforaspecifiedclientorend-user
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Objectives
The assessment objectives for ITGS reflect those parts of the aims that will be formally
assessedeither internallyorexternallyTheseassessmentswill centreupon thenatureof
individualsandsocietiesand ITsystems It is the intentionofthesecoursesthatstudents
areabletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingof
bullawarenessofITapplicationsanddevelopmentsinspecifiedscenarios
bullawarenessofthesocialandethicalsignificanceofspecifiedITapplicationsand
developments
bulltechnicalknowledgeofITGSterminologyconceptsandtoolsandITSystems
bulltopicsrelatedtotheannuallyissuedcasestudy(HLpaper3only)
2 Applyandanalyze
bulltheimpactsofITapplicationsanddevelopmentsinspecifiedscenarios
bullthesocialandethicalsignificanceofspecifiedITapplicationsanddevelopments
bullITknowledgeandmakeconnectionsbetweenspecificscenarios
bulltechnicalknowledgeofITsystemsacquiredthroughindependentresearchto
providesupportingevidenceinpossibledecisionsrelatingtofuturecoursesof
actionrelatedtotheannuallyissuedcasestudy(HLpaper3only)
3 Synthesizeevaluateformulateandjustify
bulllocalandglobalimpactsofspecifiedITdevelopmentsthroughindividually
researchedstudies
bullsolutioninvolvingITtoaspecifiedproblemusingknowledgeofITsystems
bullsocialandethicalimplicationsofspecifiedITpoliciesanddevelopments
bulljustifypossiblestrategiccoursesofactionrelatedtotheannuallyissuedcasestudy
(HLpaper3only)
4 DemonstratetheappropriateusageofITGSskillsofprojectmanagementwithusageof
ITtoolsandtheproductdevelopmentlifecycle(PDLC)tocreateanoriginalproductwith
evidencesforconsultationwithaclientinthedevelopmentofawell-organizedproduct
toresolveaspecificissue
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SYLLABUSOUTLINE
Semester Unit UnitTitle
SemI
Unit1 OverviewofITGSand3Strands
Unit5 HealthEducationandTraining
Unit9 InternetMultimediadigitalmediaAI
SemII
Unit3 DatabasesandSpreadsheetsIntroductiontoprojectmanagement
Unit4 Roboticsartificialintelligenceandexpertsystems
Unit6 BusinessandEmployment
SemIII
Unit7 ModelingandsimulationPersonalandpubliccommunications
Unit8 ITsystemsinorganizations
Unit2 HardwareSoftwareNetworks
SemIVUnit10 EnvironmentPoliticsandGovernment
Unit11 Homeandleisure
AssessmentsinITGS
Theassessmentsaimtotestallstudentsrsquoknowledgeandunderstandingofkeyconcepts
through
DemonstrationofandetailedawarenessandknowledgeofITapplicationsdevelopment
anditssocialandethicalsignificanceinspecifiedscenarioswithdetailedknowledge
DemonstrationofdetailedtechnicalknowledgeofITGSterminologyconceptsandtools
anddetailedtechnicalknowledgeofITsystems
Explanation of detailed impacts of IT applications and developments in specified
scenarios
Analysis of detailed social and ethical significance of specified IT applications and
developments
Evaluation of detailed local and global impacts of specified IT developments through
individuallyresearchedstudies
EvaluationofdetailedsolutioninvolvingITtoaspecifiedproblemusingknowledgeofIT
systems
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Demonstration of detailed social and ethical implications of specified IT policies and
developments
DemonstrationofdetailedevidenceofprojectmanagementPDLCandappropriatetool
inthedevelopmentofawell-organizedproducttoresolveaspecificissue
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofstructuredquestionsthatassessinanintegratedwaythethreestrands
ofthesyllabus
Paper2consistsofThispaperconsistsofoneunseenarticle
Paper3consistsofbasedonapre-seencasestudy(forHLonly)
DurationofpapervariesfromSLtoHLlevelampfrompapercomponent
Internalassessment
Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedbythe
IBattheendofthecourse
Project
ThedevelopmentofanoriginalITproductforaspecifiedclientStudentsmustproduce
bullacoverpageusingprescribedformat
bullanoriginalITproduct
bulldocumentationsupportingtheproduct(wordlimit2000words)
InternalassessmentisanintegralpartofthecourseandiscompulsoryforbothSLandHL
studentsItenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge
andtopursuetheirpersonalinterestswithoutthetimelimitationsandotherconstraints
thatareassociatedwithwrittenexaminationsThe internalassessmentshouldasfaras
possible bewoven intonormal classroom teachingover a periodof timeandnot be a
shortintensiveactivityinthecourseorafterthecoursehasbeentaught
The internal assessment requirements at SL and at HL are the same However it
contributes to a different percentage of the overall mark Students are required to
produce a project that consists of a cover page the product (IT solution) and
documentationThefocusoftheITGSprojectisonprovidinganoriginalITsolutionfora
client The internal assessment component as well as being interesting practical and
productiveformsanimportantpartoftheassessmentoftheITGScourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
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GROUP3PSYCHOLOGYPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINPSYCHOLOGYAT
CHOITHRAMINTERNATIONALINDORE
Psychologyistherigorousandsystematicstudyofmentalprocessesandbehaviour It isa
complexsubjectwhichdrawsonconceptsmethodsandunderstandingsfromanumberof
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 involved social structures and cultures The
studyofbehaviourandmentalprocessesrequiresamultidisciplinaryapproachandtheuse
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
changesodoesbehaviour
AtthecoreoftheDPpsychologycourseisanintroductiontothreedifferentapproachesto
understandingbehaviour
bull biologicalapproachtounderstandingbehavior
bull cognitiveapproachtounderstandingbehavior
bull socioculturalapproachtounderstandingbehaviour
Theknowledgeconceptstheoriesandresearchthathavedevelopedtheunderstandingin
thesefieldswillbestudiedandcriticallyevaluatedtoanswersomeofthequestionsbeing
askedbypsychologiststodayFurthermoretheinteractionoftheseapproachestostudying
psychologywillformthebasisofaholisticandintegratedapproachtounderstanding
mentalprocessesandbehaviourasacomplexdynamicphenomenonallowingstudentsto
appreciatethediversityaswellasthecommonalitybetweentheirownbehaviourandthat
ofothersThecontributionandtheinteractionofthethreeapproachescanbebest
understoodthroughtheoptionsTherearefouroptionsinthecourseTheyfocusonareas
ofappliedpsychology
bull abnormalpsychology
bull developmentalpsychology
bull healthpsychology
bull psychologyofrelationships
CHOITHRAM INTERNATIONAL 2018 - 20
59
The options provide an opportunity to take what is learned from the study of the
approaches topsychologyandput it into the contextof specific linesof inquiry broaden
studentsrsquo experience of the discipline and develop the studentsrsquo critical inquiry skills
Surrounding theapproachesand theoptionsare theoverarching themesof researchand
ethicsAconsiderationofbothisparamounttothenatureofthesubjectPsychologists
employarangeofresearchmethodsbothqualitativeandquantitativeinordertotesttheir
observations and hypotheses As a part of the core syllabus DP psychology promotes an
understandingofthevariousapproachestoresearchandhowtheyhavebeenusedinorder
tocriticallyreflectontheevidenceaswellasassistinthedesignimplementationanalysis
andevaluationofthestudentsrsquoowninvestigationsPsychologystudieshumanbeingsandas
such it is paramount that the ethical implications in any line of investigation and at all
pointsinthecoursearefullyexploredandunderstoodtoensurethatethicalguidelinesare
followedatalltimes
DistinctionbetweenSLandHL
TherearethreemaindistinctionsbetweenthiscourseatSLandatHL
1ThefollowingextensionstothecoreapproachesarestudiedatHLonly
- theroleofanimalresearchinunderstandinghumanbehaviour
- cognitiveprocessinginthedigitalworld
- theinfluenceofglobalizationonindividualattitudesidentitiesandbehaviour
Thisdifferentiationisreflectedinpaper1sectionBoftheexternalassessment
2SLstudentsarerequiredtostudyoneoptionwhileHLstudentsstudytwooptionsThis
differentiationisreflectedinpaper2oftheexternalassessment
3BothSLandHLstudentswillbeexpectedtoshowtheirunderstandingofapproachesto
researchintheinternalassessmentandforcriterionD(criticalthinking)inpaper1sectionB
and paper 2 responses Additionally HL students will be directly assessed on their
understandingof approaches to research in paper 3 of the external assessment Thiswill
coverbothqualitativeandquantitativeresearchmethods
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60
Aims
1 develop an understanding of the biological cognitive and sociocultural factors
affectingmentalprocessesandbehaviour
2 applyanunderstandingofthebiologicalcognitiveandsocioculturalfactorsaffecting
mentalprocessesandbehaviourtoatleastoneappliedareaofstudy
3 understanddiversemethodsofinquiry
4 understand the importanceof ethical practice in psychological research in general
andobserveethicalpracticeintheirowninquiries
5 ensurethatethicalpracticesareupheldinallpsychologicalinquiryanddiscussion
6 developanawarenessofhowpsychologicalresearchcanbeappliedtoaddressreal-
worldproblemsandpromotepositivechange
Assessmentobjectives
By the end of the psychology course at SL or at HL students will be expected to
demonstratethefollowing
1Knowledgeandcomprehensionofspecifiedcontent
bull Demonstrateknowledgeandcomprehensionofkeytermsandconceptsin
psychology
bull Demonstrateknowledgeandcomprehensionofarangeofpsychologicaltheories
andresearchstudies
bull Demonstrateknowledgeandcomprehensionofthebiologicalcognitiveand
socioculturalapproachestomentalprocessesandbehavior
bull Demonstrateknowledgeandcomprehensionofresearchmethodsusedin
psychologyApplicationandanalysis
2Applicationandanalysis
bull Demonstrateanabilitytouseexamplesofpsychologicalresearchandpsychological
conceptstoformulateanargumentinresponsetoaspecificquestion
bull Demonstrateapplicationandanalysisofarangeofpsychologicaltheoriesand
researchstudies
bull Demonstrateapplicationandanalysisoftheknowledgerelevanttoareasofapplied
psychology
CHOITHRAM INTERNATIONAL 2018 - 20
61
bull AtHLonlyanalysequalitativeandquantitativeresearchinpsychology
3Synthesisandevaluation
Evaluatethecontributionofpsychologicaltheoriestounderstandinghuman
psychology
Evaluatethecontributionofresearchtounderstandinghumanpsychology
Evaluatethecontributionofthetheoriesandresearchinareasofapplied
psychology
AtHLonlyevaluateresearchscenariosfromamethodologicalandethical
perspective
4Selectionanduseofskillsappropriatetopsychology
Demonstratetheacquisitionofskillsrequiredforexperimentaldesigndatacollectionand
presentationdataanalysisandtheevaluationofasimpleexperimentwhiledemonstrating
ethicalpractice
Work in a group to design a method for a simple experimental investigation
organizetheinvestigationandrecordtherequireddataforasimpleexperiment
Writeareportofasimpleexperiment
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Syllabus
The recommended teaching time is 240 hours to complete HL courses and 150 hours to
complete SL courses as stated in thedocumentGeneral regulationsDiplomaProgramme
(article82)
SyllabusContent-
The approaches to understanding behaviour are laid out in topics The content for each
topic is detailed in the middle column with explanatory notes in the dropdown boxes
Guidance for the content is in the dropdown boxes in the right-hand column The
approaches to behaviour are compulsory for SL and HL students (except for the HL
extension which is for HL students only) The core will be assessed in paper 1 of the
external assessment but it also forms the foundation for teaching and learning in the
optionsTheapproachestoresearchareforbothSLandHLstudentsTheyareorganizedto
reflect the considerationsmadewhen reading or preparing a piece of research Only HL
studentswillbeformallyassessedontheapproachestoresearchinpaper3
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63
Biologicalapproachtounderstandingbehaviour
The biological approach to understanding behaviour is largely an investigation into
correlationsDoareasof thebraincorrelatewithbehaviourWhenchanges takeplace in
the brain do changes take place in behaviour or is the reverse the case Could an
individualrsquosbehaviourbepredictedfromtheirgenesIshumanbehavioursubjecttonatural
selection The relationship between biology and behaviour is a complex one of mutual
causality The technology available to investigate this relationship is becoming evermore
sophisticated while the ethics of this line of inquiry are increasingly an area for public
debate
Thebiologicalapproachtobehaviourlooksat
thebrainandbehaviour(SLandHL)
hormonesandbehaviour(SLandHL)
geneticsandbehaviour(SLandHL)
theroleofanimalresearchinunderstandinghumanbehavior(HLonly)
Relevanttoallthetopicsare
the contribution of research methods used in the biological approach to
understandinghumanbehaviour
ethical considerations in the investigation of the biological approach to
understandinghumanbehaviour
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Semester Unit UnitTitletopic
SemI Biologicallevelofanalysis
Physiologyandbehaviourgeneticsandbehaviouranintegrativelookatbehaviour
Cognitivelevelofanalysis
Cognitiveprocessescognitionandemotionanintegrativelookathappiness
Socioculturallevelofanalysis
Socioculturalcognitionsocialandculturalnormsanintegrativeapproachtoprejudiceanddiscrimination
SemII Simpleexperimentalstudy
TheuseofexperimentsinpsychologyoverviewofexperimentalvariablesdifferentkindsofexperimentsCorrelationalstudiesNonexperimentalmethodsinterviewsandcasestudies
Any1optionfromthe2options-1 Abnormal
psychology2 Developmental
psychology
SemIII Any1optionfromthe2options-1Psychologyofrelationships2HealthPsychology
2OptionalforHLstudents
SemIV Qualitativeresearchmethodology
TheoryandpracticeinterviewscasestudiesandobservationsSimpleexperimentalstudy
CHOITHRAM INTERNATIONAL 2018 - 20
65
ExternalassessmentcriteriamdashSL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessayfromachoiceofthreeTheessayismarkedout
of22marksAO3command termswillbeused in theessayquestionsTheessayswillbe
assessedusingtherubricbelow
Paper2
Paper2consistsofoneessayquestionfortheoptionstudiedEachoptionwillhaveachoice
of threeessaysAllessayswilluseanAO3commandtermTheessay ismarkedoutof22
marks
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
ExternalassessmentcriteriamdashHL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessay fromachoiceof threeOne twoorallof the
essayswill reference the additional HL topic The essay ismarked out of 22marks AO3
commandtermswillbeusedintheessayquestionsTheessayswillbeassessedusingthe
rubricbelow
CHOITHRAM INTERNATIONAL 2018 - 20
66
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
Paper3Paper3assessestheapproachestoresearchinpsychologyThepaperconsistsofaresearch
scenariofollowedbythreeshortanswerquestionsforatotalof24marksThequestionswill
beassessedusingananalyticalmarkscheme
Internalassessment
The internal assessment requirements at SL and at HL are the same Students will
investigateapublishedstudy theoryormodel relevant to their learning inpsychologyby
conductinganexperimentalinvestigationandreportingthefindingsTherequirementswill
beexplainedinmoredetailintheinternalassessmentdetails
InternalassessmentcriteriaSLandHL
TheassessmentoftheinternalassessmenttaskisthesameforbothSLandHLstudentsand
usesthefollowingrubric
Introduction Exploration Analysis Evaluation Total
6 4 6 6 20
CHOITHRAM INTERNATIONAL 2018 - 20
67
GROUP3HISTORY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HISTORY AT
CHOITHRAMINTERNATIONALINDORE
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
historicalconceptssuchaschangecausationandsignificance
History is an exploratory subject that fosters a sense of inquiry It is also an interpretive
disciplineallowingopportunityforengagementwithmultipleperspectivesandapluralityof
opinionsStudyinghistorydevelopsanunderstandingofthepastwhichleadstoadeeper
understandingofthenatureofhumansandoftheworldtoday
The IB Diploma Programme (DP) history course is a world history course based on a
comparativeandmulti-perspectiveapproachtohistoryItinvolvesthestudyofavarietyof
typesofhistoryincludingpoliticaleconomicsocialandculturalandprovidesabalanceof
structureandflexibilityThecourseemphasizestheimportanceofencouragingstudentsto
thinkhistoricallyandtodevelophistoricalskillsaswellasgainingfactualknowledgeItputs
apremiumondevelopingtheskillsofcriticalthinkingandondevelopinganunderstanding
of multiple interpretations of history In this way the course involves a challenging and
demandingcriticalexplorationofthepast
There are six key concepts that have particular prominence throughout the DP history
course ChangeContinuityCausationConsequenceSignificancePerspectives
AIMS
TheaimsofthehistorycourseatSLandHLareto
1 developanunderstandingofandcontinuinginterestinthepast
2 encourage students to engage with multiple perspectives and to appreciate thecomplexnatureofhistoricalconceptsissueseventsanddevelopments
3 promoteinternational-mindednessthroughthestudyofhistoryfrommorethanoneregionoftheworld
CHOITHRAM INTERNATIONAL 2018 - 20
68
4 develop an understanding of history as a discipline and to develop historical
consciousnessincludingasenseofchronologyandcontextandanunderstandingof
differenthistoricalperspectives
5 developkeyhistoricalskillsincludingengagingeffectivelywithsources
6 increase studentsrsquo understanding of themselves and of contemporary society by
encouragingreflectiononthepast
OBJECTIVES
Assessmentobjective1Knowledgeandunderstanding
bull Demonstratedetailedrelevantandaccuratehistoricalknowledge
bull Demonstrateunderstandingofhistoricalconceptsandcontext
bull Demonstrateunderstandingofhistoricalsources(Internalassessmentandpaper1)
Assessmentobjective2Applicationandanalysis
bull Formulateclearandcoherentarguments
bull Userelevanthistoricalknowledgetoeffectivelysupportanalysis
bull Analyseandinterpretavarietyofsources(Internalassessmentandpaper1)
Assessmentobjective3Synthesisandevaluation
bull Integrateevidenceandanalysistoproduceacoherentresponse
bull Evaluatedifferentperspectivesonhistoricalissuesandeventsandintegratethis
evaluationeffectivelyintoaresponse
bull Evaluatesourcesashistoricalevidencerecognizingtheirvalueandlimitations
(Internalassessmentandpaper1)
bull Synthesizeinformationfromaselectionofrelevantsources(Internalassessment
andpaper1)
Assessmentobjective4Useandapplicationofappropriateskills
bull Structureanddevelopfocusedessaysthatrespondeffectivelytothedemandsofa
question
bull Reflectonthemethodsusedbyandchallengesfacingthehistorian(Internal
assessment)
bull Formulateanappropriatefocusedquestiontoguideahistoricalinquiry(Internal
assessment)
CHOITHRAM INTERNATIONAL 2018 - 20
69
bull Demonstrateevidenceofresearchskillsorganizationreferencingandselectionof
appropriatesources(Internalassessment)
SYLLABUS
CHOITHRAM INTERNATIONAL 2018 - 20
70
SYLLABUSOUTLINE
Semester UnitTitle UnitContent
SemI PrescribedSubject3TheMovetoGlobalWarCasestudy1JapaneseexpansioninEastAsia(1931ndash1941
bull The impact of Japanese nationalism and militarism onforeignpolicybull Japanese domestic issues political and economic issuesandtheirimpactonforeignrelationsbullPoliticalinstabilityinChinaEventsbull Japanese invasion of Manchuria and northern China(1931)bullSino-JapaneseWar(1937ndash1941)bull The Three PowerTripartite Pact the outbreak of warPearlHarbor(1941)ResponsesbullLeagueofNationsandtheLyttonreportbull Political developmentswithin Chinamdashthe SecondUnitedFrontbull International response including US initiatives andincreasingtensionsbetweentheUSandJapan
SemII WordHistoryTopic10AuthoritarianStates(20thCentury)
Emergenceofauthoritarianstatesbull Conditions in which authoritarian states emergedeconomic factors social division impact ofwarweaknessofpoliticalsystembull Methods used to establish authoritarian statespersuasionandcoercion the roleof leaders ideology theuseofforcepropagandaConsolidationandmaintenanceofpowerbull Useoflegalmethodsuseofforcecharismatic
leadershipdisseminationofpropagandabull Natureextentandtreatmentofoppositionbull Theimpactofthesuccessandorfailureofforeign
policyonthemaintenanceofpowerAimsandresultsofpoliciesbull Aimsandimpactofdomesticeconomicpolitical
culturalandsocialpoliciesbull Theimpactofpoliciesonwomenandminoritiesbull Authoritariancontrolandtheextenttowhichitwas
achievedExamplesofCountriesandLeadersbull Europe-Germany-HitlerAsiaandOceania-China-Mao
CHOITHRAM INTERNATIONAL 2018 - 20
71
SemIII Worldhistorytopic12TheColdWarSuperpowertensionsandrivalries(20thcentury)
Rivalrymistrustandaccordbull The breakdown of the Grand Alliance and the
emergence of superpower rivalry in Europe and Asia(1943ndash1949) role of ideology fear and aggressioneconomicinterestsacomparisonoftherolesoftheUSandtheUSSR
bull TheUSUSSRandChinamdashsuperpower relations (1947ndash1979) containment peaceful co-existence Sino-SovietandSino-USrelationsdetente
bull Confrontationandreconciliationreasonsfortheendofthe Cold War (19801991) ideological challenges anddissenteconomicproblemsarmsrace
Leadersandnationsbull Theimpactoftwoleaderseachchosenfromadifferent
regiononthecourseanddevelopmentoftheColdWarbull The economic social and cultural impact of the Cold
War on two countries each chosen from a differentregion
ColdWarCrisesbull ColdWarcrisescasestudiesdetailedstudyofanytwo
ColdWarcrisesfromdifferentregionsexaminationandcomparisonofthecausesimpactandsignificanceofthetwocrises
ExampleofLeadersTrumanandStalinExampleofcrisisTheAmericasCubanMissileCrisis1962EuropeBerlinWall1958-1961
SemIV Casestudy2GermanandItalianexpansion(1933ndash1940)
CausesofexpansionbullImpactoffascismandNazismontheforeignpoliciesofItalyandGermanybullImpactofdomesticeconomicissuesontheforeignpoliciesofItalyandGermanybullChangingdiplomaticalignmentsinEuropetheendofcollectivesecurityappeasementEventsbullGermanchallengestothepost-warsettlements(1933ndash1938)bullItalianexpansionAbyssinia(1935ndash1936)AlbaniaentryintotheSecondWorldWar
CHOITHRAM INTERNATIONAL 2018 - 20
72
AssessmentsinHistory-SL
AssessmentComponent Weightings
Externalassessment(2hours30minutes)
Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessayquestions
ontwodifferenttopics(30marks)
75
30
45
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
25
CHOITHRAM INTERNATIONAL 2018 - 20
73
AssessmentsinHistory-HL
Assessmentcomponent Weighting
Externalassessment(5hours)Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessay
questionsontwodifferenttopics(30marks)
Paper3(2hours30minutes)
SeparatepapersforeachofthefourregionaloptionsFortheselected
regionanswerthreeessayquestions(45marks)
80
20
25
35
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
20
CHOITHRAM INTERNATIONAL 2018 - 20
74
Externalassessmentdetails
Paper1(SLandHL)
Duration1hourWeighting30SL20HL
Paper 1 is a source-based examination paper based on the prescribed subjects Each
prescribedsubjectconsistsof twospecifiedcasestudiesand ineachexaminationsession
thepaperwill focusononeof the twocasestudiesspecified foreachprescribedsubject
ThepaperwillcontainfoursourcesforeachprescribedsubjectSourceswillbeprimaryora
mixtureofprimaryandsecondaryandmaybewrittenpictorialordiagrammaticThepaper
willconsistoffourquestionsforeachprescribedsubjectandstudentsmustanswerallfour
questionsfromtheirchosenprescribedsubjectSomequestionswillbeansweredusingonly
evidencefromoneormoreofthesourcesasindicatedInotherquestionsstudentswillbe
askedtousetheirownknowledgeoftheprescribedsubjectaswellasevidencecontainedin
thesources
FirstquestionpartAThisquestionwilltestunderstandingofoneofthesources3marks
FirstquestionpartBThisquestionwilltestunderstandingofoneofthesources2marks
Secondquestion
Thisquestionwillaskstudentstoanalysethevalueand
limitationsofoneofthesourcesIntheiranalysisofvalue
andlimitationsstudentsshouldrefertotheorigin
purposeandcontentofthespecifiedsource
4marks
Thirdquestion
Thisquestionwillaskstudentstocompareandcontrast
whattwoofthesourcesrevealtoahistorianstudyingthe
particularaspectoftheprescribedsubject
6marks
Fourthquestion
Thiswillbeanevaluativequestionthatasksstudentsto
drawonboththesourcesandtheirownknowledgein
theirevaluation
9marks
CHOITHRAM INTERNATIONAL 2018 - 20
75
Themaximummarkforthispaperis24Thepaperismarkedusingapaper-specific
markschemeexceptforthefinalquestionforeachprescribedsubjectwhichismarked
usingthegenericmarkbandsthatfollowinadditiontoapaper-specificmarkscheme
Paper2(SLandHL)
Duration1hour30minutesWeighting45SL25HLPaper2isanessaypaperbasedonthe12worldhistorytopics
Thepaperconsistsof twoquestions foreachof the12topicsStudentsmustanswertwo
questionseachselectedfromadifferenttopicSomecomparativequestionsonthispaper
require that examples be drawn frommore than one regionWhen theword ldquoregionrdquo is
usedinapaper2questionitreferstooneofthefourregionaloptionsdefinedbytheworld
mapintheintroductiontotheworldhistorytopicsintheldquoWorldhistorytopicsrdquosection
Themaximummarkforthispaperis30Thepaperismarkedusinggenericmarkbandsanda
paper-specificmarkscheme
Paper3(HLonly)
Duration2hours30minutesWeighting35
Each of the four HL regional options has a separate examination paper Students are
registeredforoneofthesepapers
The paper 3 examination paper for each regional option will consist of 36 questions
consisting of two essay questions on each of the 18 sections specified for the regional
option Students must answer any three questions Questions that refer to specific
countries eventsorpeopleare restricted to those listed in the syllabusdescriptions The
maximummark for this paper is 45 Thepaper ismarkedusing genericmarkbands anda
paper-specificmarkscheme
CHOITHRAM INTERNATIONAL 2018 - 20
76
InternalassessmentdetailsmdashSLandHL
Historicalinvestigation
Duration20hours
Weighting25SL20HL
StudentsatbothSLandHLarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoiceThehistoricalinvestigationismadeofupthreesections
1Identificationandevaluationofsources
2Investigation
3Reflection
Studentshaveafreechoiceoftopicfortheirhistoricalinvestigationmdashthetopicneednotbe
relatedtothesyllabusandstudentsareencouragedtousetheirowninitiativewhen
decidingonatopicHoweverthetopicmustbehistoricalandthereforecannotbeonan
eventthathashappenedinthelast10years
Wordlimit
The word limit for the historical investigation is 2200 words A bibliography and clear
referencingofallsourcesmustbeincludedintheinvestigationbutarenotincludedinthe
overallwordcount
Belowaresuggestedwordallocationsforeachsectionofthehistoricalinvestigation
Section Suggestedword
allocation
Associated
assessmentcriteria
Marks
1Identificationand
evaluationofsources
500 AIdentificationand
evaluationofsources
6
2Investigation 1300 BInvestigation 15
3Reflection 400 CReflection 4
Bibliography Notapplicable Notapplicable Notapplicable
Total(maximumwordlimit) 2200words Total25
CHOITHRAM INTERNATIONAL 2018 - 20
77
GROUP4PHYSICS
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
Thewholeofphysicsmayberegardedasexpertise inproblemsolvingandthemannerin
whichphysicistssolveproblemsbyproposingandprovingnumericalmodelsofphenomena
and calculating their consequences has been widely copied in many practical fields For
instancephysicsliesattheheartofalmostallnewtechnologiesoperationalresearchand
information theory were largely invented by physicists physics has often led major
developmentsinbothmathematicsandcomputingandphysicistsareinstrongdemandin
many fields including defense research the electronics and computer industries and the
city precisely because of the problem-solving skills that they possess In our physics
courses analytical and problem-solving skills are central to all lectures practicals
supervisionsexamplesclassesprojectworkandtheexaminationsParticularskillsofwide
applicabilityincludetrainingindevelopingmodelsofphenomenamathematicalanalysisof
models ability to think in graphical terms ability to think in approximate terms when
appropriate ability in the design of devices computing skills at a deep level ability in
statisticalanalysisandcriticalabilityincludingcriticalanalysisofdataandawillingnessto
questionfundamentals
Aims
Theaimsofphysicscourseathigherlevelandstandardlevelareto
1provideopportunities forscientificstudyandcreativitywithinaglobalcontext thatwill
stimulateandchallengestudents
2 provide a body of knowledge methods and techniques that characterize science and
technology
3 enable students to apply and use a body of knowledgemethods and techniques that
characterizescienceandtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
CHOITHRAM INTERNATIONAL 2018 - 20
78
6developexperimentalandinvestigativescientificskills
7developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsinthe
studyofscience
8raiseawarenessofthemoralethicalsocialeconomicandenvironmentalimplicationsof
usingscienceandtechnology
9developanappreciationof thepossibilitiesand limitationsassociatedwith scienceand
scientists
10encourageanunderstandingoftherelationshipsbetweenscientificdisciplinesandthe
overarchingnatureofthescientificmethod
Objectives
Theassessmentobjectives forphysics reflect thosepartsof theaimsthatwillbe formally
assessed either internally or externally These assessments will based on the nature of
science It is the intention of these courses that students are able to fulfill the following
assessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
CHOITHRAM INTERNATIONAL 2018 - 20
79
PastexperienceshowsthatstudentswillbeabletostudyDPPhysicsatSLsuccessfullywith
nobackgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterized
bythespecificIBlearnerprofileattributesmdashinquirersthinkersandcommunicatorsmdashwillbe
significant here However for most students considering the study physics at HL some
previousexposuretothesubjectwouldbenecessary
SYLLABUSOUTLINE
Semester Unit UnitName
SemI
Unit1 Measurementsanduncertainties
Unit2 Mechanics
Unit6 Circularmotionandgravitation
Unit3 Thermalphysics
SemII Unit5 Electricityandmagnetism
Unit11 Electromagneticinduction(AHL)
Unit4 Waves
Unit9 Wavephenomena(AHL)
SemIII Unit10 Fields(AHL)
OptionC Imaging
Unit6 Atomicnuclearandparticlephysics
Unit12 Quantumandnuclearphysics(AHL)
SemIV Unit7 Energyproduction
Assessmentsinphysics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bull constructing analysing and evaluating scientific hypotheses research questions and
predictionsscientificmethodsandtechniquesandscientificexplanations
CHOITHRAM INTERNATIONAL 2018 - 20
80
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate foreffectivescientific investigationandproblem-solvingandthemanipulative
skillsnecessarytocarryoutscientificinvestigationswithprecisionandsafety
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedatthe
end of the two year programme through external examinations Internal Assessment
includingtheGroup4project
The Diploma Programme primarily focuses on formal assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
InPhysicsthestudentsachievedanumericgrade(1-7)onascaleof7pointthroughexternal
andinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
PhysicsSL
Paper1
Duration34hourWeighting20Marks30
30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration11frasl4hoursWeighting40Marks50
Short-answerandextended-responsequestionsoncorematerial
Thequestionsonpaper2testassessmentobjectives12and3
CHOITHRAM INTERNATIONAL 2018 - 20
81
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration1hourWeighting20Marks35
ThispaperwillhavequestionsoncoreandSLoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
PhysicsHL
Paper1
Duration1hourWeighting20Marks40
40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwithSL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration21frasl4hoursWeighting36Marks95
Short-answerandextended-responsequestionsonthecoreandAHLmaterial
Thequestionsonpaper2testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration11frasl4hoursWeighting24Marks45
ThispaperwillhavequestionsoncoreAHLandoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
CHOITHRAM INTERNATIONAL 2018 - 20
82
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3and4
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
CHOITHRAM INTERNATIONAL 2018 - 20
83
GROUP4CHEMISTRY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
IBDPChemistrygivesthestudentsanextensiveandinclusiveexperienceintheexperimental
subject of Chemistry a science based on the use of the scientific method to answer
questions about the composition structure and properties of all the things around us
Beginning with the simple atoms and molecules and gradually moving towards complex
reactions and their mechanisms students will require using textbooks laboratory
experimentscurrentworldwideliteraturecomputersimulationsvariouswebsourcesand
scientificjournalstoacquiretheskillstoobjectivelyaccessandpossiblycontributetosolve
someofambiguityinthephysicalthingsinourenvironmentThroughthisinquirystudents
willbecomeawareof latest inventions inchemistryandtheirapplicationsandtheireffect
onourday-to-daylivesandseehowchemistryhasaffectedthequalityoflifetoday
Thecoursewillalsofosterastrongsenseofinterdisciplinaryandinternationalmindedness
inordertounderstandthedevelopmentofvariousconceptsinchemistryandtheinfluence
ofchemistryonothersubjectsIBDPchemistrywouldalsoreinforceuseofvariousICTtools
andenablecommunicationandcooperationamongststudents in their scientificquests to
better prepare them to be the future members of the greater international scientific
community
Throughtheknowledgeofchemistrystudentswillbeabletogainawarenessaboutvarious
disposabletechniquesofchemicalssoastominimizedamagetotheenvironmentandalso
learnhowtodealsafelywiththechemicals
CHOITHRAM INTERNATIONAL 2018 - 20
84
Aims
TheaimsofIBChemistryareto
providestudentswithopportunities forscientificstudyandcreativitytohelpthem
critically analyze evaluate and synthesize scientific information that they study in
thecourseandinthemedia
provideabodyofknowledgeinthecontentareaofChemistrytoenablestudentsto
seetheredundancyandrepeatedapplicationofconceptsthatarecommonthreads
inallmatter
developexperimentalandinvestigativescientificskills
providetheopportunityforstudentstoskillfullyperformlaboratoryexperimentation
using the scientific method including stating a problem forming a hypothesis
testing the hypothesis under controlled conditions collecting data and drawing
conclusionsuponwhichtheycanvalidatemodifyorrefutethehypothesis
provide opportunities for students to see the advantages of cooperation and
collaborationamongsttheircolleaguesduringscientificinvestigation
introducestudentstothemostrecenttechniquesandmethodsusedininvestigative
scienceandtechnologyundercontrolledlaboratoryconditions
tomakestudentsaware thatwhat is truedoesnotbeginandendwithscience
butthatscienceisanevolvingprocessthatstrivestogetclosertothetruth
raise an awareness of the moral ethical social economic and environmental
implicationsofusingscientifictechnology
provide valid information to students that shows the interrelatedness of all
disciplines of sciencewith one another in order that they become aware that no
sciencedisciplinestandsalone
Objectives
Theassessmentobjectivesforbiologychemistryandphysicsreflectthosepartsoftheaims
thatwillbeformallyassessedeitherinternallyorexternallyTheseassessmentswillcentre
upon the nature of science It is the intention of these courses that students are able to
fulfillthefollowingassessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
CHOITHRAM INTERNATIONAL 2018 - 20
85
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
SYLLABUS
Semester Unit UnitName UnitTopics
SemISemII
Unit1 Stoichiometricrelationships 1
Unit2 AtomicStructure 313
Unit3 Periodicity 414
Unit4 Chemicalbondandstructure 717
Unit5 Thermochemistry 919
Unit6 ChemicalKinetics 1121
SemIIISemIV
Unit7 Chemicalequilibrium 212
Unit8 Measuringanddataprocessing 12
Unit9 Redoxprocesses 515
Unit10 AcidsandBases 818
Unit11 Organicchemistry 1020
Unit12 Option 616
CHOITHRAM INTERNATIONAL 2018 - 20
86
ASSESSMENTS
AssessmentsinChemistry
AssessmentsarethesoulandreflectionofdegreeoflearningbystudentsTheassessment
marks will be communicated to the students IBDP coordinator parents Scheduled
formativeassessmentswillbeconductedinvariousformslikequizzeswrittentestsgroup
discussionspresentationreportwritingonavisittoanindustryorafieldtripetc
As a part of summative assessments written examinations will be conducted for the
students For this purposenearly 50questionswill be taken frompast year papers and
remainingwouldbeframedbythesubjectteachermatchingthepatternsandstandardsof
IBDPexaminationpapers
DuringInternalAssessments(IA)varioustypesoflabsfromdifferenttopicsandsub-topics
wouldbeconductedMostoftheassessmentswouldbemarkedbymewhereassomewill
beevaluatedbypeergroupaswellbythesubjectteacher
ExternalassessmentdetailsmdashSL
Paper1
Duration34hourWeighting20Marks30
bull 30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration11frasl4hoursWeighting40Marks50
bull Short-answerandextended-responsequestionsoncorematerial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration1hourWeighting20Marks35
bull ThispaperwillhavequestionsoncoreandSLoptionmaterial
CHOITHRAM INTERNATIONAL 2018 - 20
87
Section A one data-based question and several short-answer questions on
experimentalwork
SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
ExternalassessmentdetailsmdashHL
Paper1
Duration1hourWeighting20Marks40
bull 40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwith
SL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration21frasl4hoursWeighting36Marks95
bull Short-answerandextended-responsequestionsonthecoreandAHLmaterial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration11frasl4hoursWeighting24Marks45
bull ThispaperwillhavequestionsoncoreAHLandoptionmaterial
bull Section A one data-based question and several short-answer questions on
experimentalwork
bull SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
CHOITHRAM INTERNATIONAL 2018 - 20
88
Internal Assessments (IA) Internal assessmentswill be extended over the period of two
years The labs aredesigned in such away that they cover concepts fromvarious topics
Thatwill help students understand topics in a betterway Labswill be framed in such a
manner so that students develop all necessary experimental skillswhich are required for
meetingnecessarycriteriaforthefinalinvestigationHoweverstudentswillbeencouraged
todevelopvariousmanipulativeskillsthroughtheirlabs
Atotalof40hourslabforHLand20hourslabforSLstudentshavebeenplannedSomeof
thelabswouldbedoneinagroupoftwoThiswouldhelpstudentstodevelopsharingand
communicate with each other better and respect each otherrsquos view The completion of
Internals would be done as per the schedule ascertained by the school There may be
occasionswherebytheinternalswouldbemoderatedbythesciencedepartmentteachers
toenhancelsquolearningbysharingrsquopracticeandalsotocreatemoretransparencyinwork
Besides a 10 hours of investigationwould be planned towards the beginning of the 3rd
termand thenecessary skills required for the samewouldbedeveloped through various
labshands-onactivitiesanddemonstrations
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesamplabreportwithtwocriteriaexplorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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GROUP4BIOLOGYIntroduction
Biology isadiversescienceembracingahugebodyof informationabout livingorganisms
This course isdesigned toallow students todevelopa limitedamountofdetailed factual
knowledgewhilstgainingabroadunderstandingofkeybiologicalprinciples
Biologists attempt to understand the living world at all levels using many different
approachesand techniquesAtoneendof thescale is thecell itsmolecularconstruction
and complexmetabolic reactions At the other endof the scale biologists investigate the
interactionsthatmakewholeecosystemsfunction
Manyareasofresearchinbiologyareextremelychallengingandmanydiscoveriesremainto
bemade
Biology is still a young science and great progress is expected in the 21st century This
progress is sorely needed at a timewhen the growing human population is placing ever
greaterpressureonfoodsuppliesandonthehabitatsofotherspeciesand isthreatening
theveryplanetweoccupy
AtChoithramInternationalthecoursewillutilizeavarietyofteachingandlearningstyles
Byitsverynaturebiologylendsitselftoanexperimentalapproachandthiswillbereflected
throughoutthecourseWeprovideafavorablelearningatmospheretoouryounglearners
sothatstudenttakeschargeoftheirownlearningthroughguidedlaboratoryinvestigations
iTunesCoursesprojectworkproblemsolvingmethodampthroughperiodicalsearches
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Aims
1appreciatescientificstudyandcreativitywithinaglobalcontextthroughstimulatingand
challengingopportunities
2 acquire a body of knowledge methods and techniques that characterize science and
technology
3applyanduseabodyofknowledgemethodsand techniques that characterize science
andtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5developacriticalawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
6 develop experimental and investigative scientific skills including the use of current
technologies
7developandapply21stcenturycommunicationskillsinthestudyofscience
8becomecriticallyawareasglobalcitizensoftheethicalimplicationsofusingscienceand
technology
9developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology
10 develop anunderstandingof the relationships between scientific disciplines and their
influenceonotherareasofknowledge
Objectives
Itistheintentionofthesecoursesthatstudentsareabletofulfilthefollowingassessment
objectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
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bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4Demonstratetheappropriateresearchexperimentalandpersonalskillsnecessaryto
carryoutinsightfulandethicalinvestigations
Pastexperienceshows that studentswillbeable to studyagroup4 sciencesubjectatSL
successfullywithnobackground in or previous knowledgeof science Their approach to
learningcharacterizedbytheIBlearnerprofileattributeswillbesignificanthere
Howeverformoststudentsconsideringthestudyofagroup4subjectatHLwhilethereis
no intention to restrict access to group 4 subjects some previous exposure to formal
scienceeducationwouldbenecessarySpecifictopicdetailsarenotspecifiedbutstudents
who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent
nationalsciencequalificationoraschool-basedsciencecoursewouldbewellpreparedfor
anHLsubject
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SYLLABUSOUTLINE
Semester Topicstobecovered
SemI
Topic1Cellbiology11Introductiontocells12Ultrastructureofcells13Membranestructure14Membranetransport15Theoriginofcells16CelldivisionTopic2Molecularbiology21Moleculestometabolism22Water23Carbohydratesandlipids24Proteins25Enzymes26StructureofDNAandRNA27DNAreplicationtranscriptionandtranslation
Topic7Nucleicacids71DNAstructureandreplication72Transcriptionandgeneexpression73TranslationTopic8Metabolismcellrespirationandphotosynthesis81Metabolism28Cellrespiration82Cellrespiration
SemII
29Photosynthesis83Photosynthesis
Topic3Genetics31Genes32Chromosomes33Meiosis34Inheritance35GeneticmodificationandbiotechnologyTopic10Geneticsandevolution101Meiosis102Inheritance103GenepoolsandspeciationTopic4Ecology41Speciescommunitiesandecosystems42Energyflow43Carboncycling44Climatechange
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Topic611ampOptionDHumanphysiology
61DigestionandabsorptionD1HumannutritionD2DigestionD3Functionsoftheliver62ThebloodsystemD4TheheartIA
SemIII
Topic611ampOptionDHumanphysiology64GasexchangeD6Transportofrespiratorygases65Neuronsandsynapses66HormoneshomeostasisandreproductionD5Hormonesandmetabolism112Movement63Defenceagainstinfectiousdisease111Antibodyproductionandvaccination
SemIV
113Thekidneyandosmoregulation114SexualreproductionTopic9Plantbiology91Transportinthexylemofplants92Transportinthephloemofplants93Growthinplants94ReproductioninplantsTopic5Evolutionandbiodiversity51Evidenceforevolution52Naturalselection53Classificationofbiodiversity54Cladistics
AssessmentinBiology
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
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In Biology the students achieved a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofmultiplechoicequestionsfromcoreampAHL
Paper2consistsofdatabasedshort-answerandextended-responsequestionsoncoreand
AHLmaterial
Paper 3 consists of short-answer and extended-response questions from one optionamp
questionbasedonexperimentalskillsfromcore
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2amp3
DurationofpapervariesfromSLtoHLlevelandfrompapercomponent
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3 and 4 The new assessment model uses five criteria to assess the final report of the
individualinvestigationwiththefollowingrawmarksandweightingsassigned
Personalengagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
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Table2Internalassessmentsspannedthroughoutthetwo-yearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria
explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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GROUP3ANDGROUP4ESSPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINESSATCHOITHRAM
INTERNATIONALINDORE
ESSisaninterdisciplinarygroup3and4coursethatisofferedonlyatstandardlevel(SL)As
an interdisciplinary course ESS is designed to combine themethodology techniques and
knowledge associated with group 4 (sciences) with those associated with group 3
(individualsandsocieties)Becauseit isaninterdisciplinarycoursestudentscanstudyESS
andhaveitcountaseitheragroup3oragroup4courseorasbothIfstudentschoosethe
latter option this leaves the opportunity to study an additional subject from any other
groupincludinganadditionalgroup3orgroup4subjectESSisacomplexcourserequiring
adiversesetofskillsfromitsstudentsItisfirmlygroundedinbothascientificexploration
ofenvironmentalsystemsintheirstructureandfunctionandintheexplorationofcultural
economicethicalpoliticalandsocial interactionsofsocietieswiththeenvironmentAsa
resultofstudyingthiscoursestudentswillbecomeequippedwiththeabilitytorecognize
and evaluate the impact of our complex system of societies on the natural world The
interdisciplinarynatureofthecourserequiresabroadskillsetfromstudentsandincludes
the ability to perform research and investigations and to participate in philosophical
discussion The course requires a systems approach to environmental understanding and
problem-solvingandpromotesholisticthinkingaboutenvironmentalissuesItisrecognized
that to understand the environmental issues of the 21st century and suggest suitable
management solutions both thehumanandenvironmental aspectsmust beunderstood
Studentsshouldbeencouragedtodevelopsolutionsfromapersonaltoacommunityandto
a global scaleThrough the exploration of cause and effect the course investigates how
values interact with choices and actions resulting in a range of environmental impacts
Studentsdevelopanunderstanding that theconnectionsbetweenenvironmental systems
and societies are diverse varied and dynamic The complexity of these interactions
challenges those working towards understanding the actions required for effective
guardianshipoftheplanetandsustainableandequitableuseofsharedresources
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AIMS
ThesystemsapproachprovidesthecoremethodologyofthiscourseItisamplifiedbyother
sources such as economic historical cultural socio-political and scientific to provide a
holisticperspectiveonenvironmentalissues
TheaimsoftheEnvironmentalSystemsandSocietiescourseareto
1 acquiretheknowledgeandunderstandingsofenvironmentalsystemsatavarietyof
scales
2 apply the knowledge methodologies and skills to analyse environmental systems
andissuesatavarietyofscales
3 appreciate the dynamic interconnectedness between environmental systems and
societies
4 valuethecombinationofpersonallocalandglobalperspectivesinmakinginformed
decisionsandtakingresponsibleactionsonenvironmentalissues
5 be critically aware that resources are finite and that these could be inequitably
distributed and exploited and thatmanagement of these inequities is the key to
sustainability
6 developawarenessofthediversityofenvironmentalvaluesystems
7 develop critical awareness that environmental problemsare caused and solvedby
decisions made by individuals and societies that are based on different areas of
knowledge
8 engagewiththecontroversiesthatsurroundavarietyofenvironmentalissues
9 createinnovativesolutionstoenvironmentalissuesbyengagingactivelyinlocaland
globalcontexts
OBJECTIVES
TheseobjectivesreflecthowtheaimsoftheESScoursewillbeassessedItistheintention
ofthiscoursethatstudentsinthecontextofenvironmentalsystemsandrelatedissuesare
abletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingofrelevant
bull factsandconcepts
bull methodologiesandtechniques
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bull valuesandattitudes
2 Applythisknowledgeandunderstandingintheanalysisof
bull explanationsconceptsandtheories
bull dataandmodels
bull casestudiesinunfamiliarcontexts
bull argumentsandvaluesystems
3 Evaluatejustifyandsynthesizeasappropriate
bull explanationstheoriesandmodels
bull argumentsandproposedsolutions
bull methodsoffieldworkandinvestigation
bull culturalviewpointsandvaluesystems
4 Engage with investigations of environmental and societal issues at the local and
globallevelthrough
bull evaluatingthepoliticaleconomicandsocialcontextsofissues
bull selecting and applying the appropriate research and practical skills
necessarytocarryoutinvestigations
bull suggesting collaborative and innovative solutions that demonstrate
awareness and respect for the cultural differences and value systems of
others
PastexperienceshowsthatstudentswillbeabletostudyDPESSatSLsuccessfullywithno
backgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterizedby
the specific IB learner profile attributesmdashinquirers thinkers and communicatorsmdashwill be
significanthere
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1Foundationsofenvironmentalsystemsandsocieties
11Environmentalvaluesystems
12Systemsandmodels
13Energyandequilibria
14Sustainability
15Humansandpollution
Unit2 Ecosystemsandecology
21Speciesandpopulations
22Communitiesandecosystems
23Flowsofenergyandmatter
24Biomeszonationandsuccession
25Investigatingecosystems
Unit3 Biodiversityandconservation
31Anintroductiontobiodiversity
32Originsofbiodiversity
33Threatstobiodiversity
34Conservationofbiodiversity
SemII
Unit4Waterandaquaticfoodproductionsystemsandsocieties
41Introductiontowatersystems
42Accesstofreshwater
43Aquaticfoodproductionsystems
44Waterpollution
Unit5
Soilsystemsandterrestrialfoodproductionsystemsandsocieties
51Introductiontosoilsystems
52Terrestrialfoodproductionsystemsandfoodchoices
53Soildegradationandconservation
SemIII Unit6 Atmosphericsystemsandsocieties 61Introductiontotheatmosphere
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62Stratosphericozone
63Photochemicalsmog
64Aciddeposition
Unit7 Climatechangeandenergyproduction 71Energychoicesandsecurity
72Climatechangemdashcausesandimpacts
73Climatechangemdashmitigationandadaptation
SemIV Unit8 Humansystemsandresourceuse 81Humanpopulationdynamics
82Resourceuseinsociety
83Soliddomesticwaste
84Humanpopulationcarryingcapacity
ASSESSMENTOUTLINE
IBASSESSMENTS
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)The Diploma Programme primarily focuses on summative assessment
designed to record student achievement at or towards the end of the course of study
However many of the assessment instruments can also be used formatively during the
courseofteachingandlearningInESSthestudentsachieveanumericgrade(1-7)onascale
of7pointthroughexternalandinternalassessment
AssessmentComponent Weighting Duration
Paper1ndashCaseStudy35marks
25 1hour
Paper2ndashShortanswersandstructuredessays65marks
50 2hours
InternalAssessmentndashIndividualinvestigation30marks
25 10hours
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EXTERNALASSESSMENT
Twodifferentmethodsareusedtoassessstudents
bullDetailedmarkschemesspecifictoeachexaminationpaper
bullMarkbands
The markbands are related to the assessment objectives and the grade descriptors
establishedfortheenvironmentalsystemsandsocietiescourseThegradedescriptorsare
availableontheonlinecurriculumcentreanddescribetheextenttowhichtheassessment
objectives should be met for each grade level The markschemes are specific to each
examination
Theexternalassessmentincludestwopaperswhosecombinedweightageis75forSLThe
remaining comes from the internal assessments which are internally marked by the
teachersandmoderatedbytheIBexaminers
Paper1-consistsofcasestudyStudentswillbeprovidedwitharangeofdatainavariety
of forms relating to a specific case study Students are required to make reasoned and
balancedjudgmentsbyanalyzingthisdata
Paper2-consistsofsections-AandBInsectionAshortanswerquestionsandinsectionB
essaytypequestions
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2
INTERNALASSESSMENT
The internal assessment includes25 Internal assessment inenvironmental systemsand
societiescomprisesaseriesofpracticalandfieldworkactivitiesthatareundertakenaspart
ofthepracticalschemeofworkTheinternalassessmentmodeladdressesobjectives6and
7inparticularbutalsoobjectives1to5ofthecourseobjectives
Table1Theperformanceininternalassessmentisjudgedagainstfourassessmentcriteria
Identifyingthecontext
Planning ResultsAnalysisandConclusion
DiscussionandEvaluation
Applications Communication Total
6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)
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TABLE2INTERNALASSESSMENTSSPANNEDTHROUGHOUTTHETWOYEARPROGRAMME
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesexperiments 20
SemesterIIExamination InvestigationReportPlanning 20
SemesterIIIExamination InvestigationRACandDEV 20
SemesterIVExamination AllInvestigationReportswithallCriteria
20
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GROUP4COMPUTERSCIENCE
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN COMPUTER SCIENCE AT
CHOITHRAMINTERNATIONALINDORE
ComputerScienceisanacademicdisciplinethatisdevelopingatanextraordinaryspeedIts
scopeand influence isnowbeing felt inall areasof lifeGraduatesof the futurewill find
employmentopportunities intraditionalareassuchas industrycommerceeducationand
financial services aswell as in new areas such as film television and the entertainment
industry in general electronic publishing health care and all aspects of the rapidly
expandingcommunicationindustrythatisbasedontheInternet
The aims of all our programmes are that you get a sound understanding of the
fundamentals of Computer Science that you have the opportunity to develop a deeper
knowledge of certain topics which are of particular interest to you and that you gain
considerable practical experience of developing computer systems Additionally the
programmes have been designed so that you can develop your personal and
communicationskillsanddevelopanawarenessofthebusinessenvironment
Aims
1 Theaimsofcomputersciencecourseathigherlevelandstandardlevelareto
2 provide opportunities for study and creativity within a global context that will
stimulate and challenge students developing the skills necessary for independent
andlifelonglearning
3 provideabodyofknowledgemethodsandtechniquesthatcharacterizecomputer
science
4 enablestudentstoapplyanduseabodyofknowledgemethodsandtechniquesthat
characterizecomputerscience
5 demonstrate initiative in applying thinking skills critical to identify and resolve
complexproblems
6 engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationinresolvingcomplexproblems
7 develop logical and critical thinking as well as experimental investigative and
problem-solvingskills
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8 developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsin
the study of computer science to communicate information confidently and
effectively
9 raise awareness of the moral ethical social economic and environmental
implicationsofusingscienceandtechnology
10 develop an appreciation of the possibilities and limitations associated with
continueddevelopmentsinITsystemsandcomputerscience
1 encourage anunderstandingof the relationshipsbetween scientific disciplines and
theoverarchingnatureofthescientificmethod
Objectives
It is the intention of the Diploma Programme computer science course that students
achievethefollowingobjectives
1Knowandunderstand
a relevantfactsandconcepts
b appropriatemethodsandtechniques
c computerscienceterminology
d methodsofpresentinginformation
2Applyanduse
a relevantfactsandconcepts
b relevantdesignmethodsandtechniques
c terminologytocommunicateeffectively
d appropriatecommunicationmethodstopresentinformation
3Constructanalyseevaluateandformulate
a successcriteriasolutionspecificationsincludingtaskoutlinesdesignsandtestplans
b appropriatetechniqueswithinaspecifiedsolution
4Demonstratethepersonalskillsofcooperationandperseveranceaswellasappropriate
technicalskillsforeffectiveproblem-solvingindevelopingaspecifiedproduct
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1
ComputerOrganization
Computerarchitecture Secondarymemory Operatingsystemsand
applicationsystems Binaryrepresentation Simplelogicgates
Unit2
Computationalthinkingproblem-solvingandprogramming
Thinkingprocedurally Thinkinglogically Thinkingahead Thinkingconcurrently Thinkingabstractly Connectingcomputational
thinkingandprogramdesign Introductiontoprogramming Useofprogramminglanguages
SemII
Unit3 SystemFundamentals
Planningandsysteminstallation Userfocus Systembackup Softwaredeployment Systemdesignbasics Componentsofacomputer
system Systemdesignandanalysis Humaninteractionwiththe
system
Unit4 Abstractdatastructures
Thinkingrecursively Abstractdatastructures Linkedlists Trees Applications
Unit5 Options-PartOneDatabase
ModellingandSimulation
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WebScience
ObjectOrientedProgramming
SemIII
Unit5 Options-PartTwo
Database
ModellingandSimulation
WebScience
ObjectOrientedProgramming
Unit6 Networks Networkfundamentals Datatransmission Wirelessnetworking
SemIV
Unit7 ResourceManagement
Systemresources Roleoftheoperatingsystem
Unit8 Control Centralizedcontrolsystems Distributedsystems
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
Studentsrsquo success in the computer science standard level and higher level course is
measuredbycombiningtheirgradesonexternalandinternalassessment
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ExternalAssessment
Theexternalassessment includesthreepaperswhosecombinedweightage is80forHL
and70forSLTheremainingcomes fromthe internalassessmentswhichare internally
markedbytheteachersandmoderatedbytheIBexaminers
Paper1consistsofshortanswerquestionsandstructuredquestions
Paper2consistsofquestionsinrelationtotheoptionchosenand
Paper3consistsofquestionsbasedonpre-seencasestudyproducedannuallybytheIB
Theuseofcalculatorsisnotpermittedinanycomputerscienceexamination
InternalAssessment
The internal assessment requirements at SL and at HL are the same However these
requirements contribute to a different percentage of the overall mark Students are
required to produce a solution that consists of a cover page the product and the
documentation The focus of the solution is on providing either an original product or
additionalfunctionalitytoanexistingproductforaclient
The internal assessment component (solution) aswell as being practical and productive
formsanimportantpartoftheassessmentofthecomputersciencecourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Criteria Planning SolutionOverview
Development FunctionalityandProductivityofproduct
Evaluation TotalMarks
(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)
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The IA collected in IV Term Examination will be the Final IA to be sent to IB formoderation
Examination InternalAssessmentComponent
Weightage(HL) Weightage(SL)
SemesterIExamination ReportonCriteriaAPlanning
20 30
SemesterIIExamination CriteriaBSolutionOverview
20 30
SemesterIIIExamination CriteriaCDevelopmentCriteriaDFunctionalityandProductivityofproduct
20 30
SemesterIVExamination CriteriaEEvaluation 20 30
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THEGROUP4PROJECTThe group 4 project is a collaborative activity where students from different group 4
subjects work together on a scientific or technological topic allowing for concepts and
perceptions from across the disciplines to be shared The project can be practically or
theoreticallybasedCollaborationbetweenschools indifferentregions isencouragedThe
10hoursallocatedtothegroup4projectwhicharepartoftheteachingtimesetasidefor
IAcanbedividedintothreestagesplanningactionandevaluation
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GROUP5MATHHL
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN MATH HL AT
CHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINESemester Unit UnitName UnitTopics
SemI
Unit1 Algebra SequencesandseriesBinomialTheoremMathematicalInductionLogarithmandExponentialMathematicalInductionComplexNumbers
Unit2 Functions DomainandRangeInverseFunctionsCompositefunctionsInverseFunctionsTransformationFunction
SemII Unit3 Trigonometry bullRadianMeasurebullNonrightangledtrigonometrybullTrigonometricgraphsandfunctionsbullTrigonometricequationsandidentities
Unit4 DifferentialCalculus
bullMeaningofderivativedifferentiationusingfirstprinciplebulldifferentiationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullconceptoftangentnormalmaximaandminimabullApplicationofderivativebullKinematics
Semr3 Unit4(Contd)
IntegralCalculus
bullMeaningofAntiderivativebullIntegrationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullSubstitutionMethod
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bullIntegrationofproductoftwofunctionsbullKinematicsbullAreaandVolumeofafunction
Unit5 Statistics bullFrequencyDistributionbullProbabilitybullDiscreteRandomVariablebullContinuousrandomvariablebullBinomialDistributionbullPoissonDistributionbullNormalDistribution
Unit6 Vectors bullMeaningofVectorsbullConceptofaddingvectorsusingtrianglelawbullVectorequationofalineandplanebullIntersectionoftwolinesbullIntersectionofalineandplanebullApplicationofvectors
Sem4 OptionalPaper
Statistics LinearcombinationofindependentrandomvariablesSamplingDiscreteandcontinuousprobabilitydistributionsCumulativeprobabilitydistributionsProbabilitygeneratingfunctionssamplingDistributiontestingofhypothesisBivariatedata
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AssessmentsinMATHSHL
Externalassessment5hrs80
Writtenpapers
Paper12hrs30
Nocalculatorallowed(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper22hrs30
Graphicdisplaycalculator(GDC)required(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper31hr20
Graphicdisplaycalculator(GDC)required(50Marks)
Extended-responsequestionsbasedmainlyonthesyllabusoptions
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsHLisanindividualexploration
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP5MATHSLIntroduction
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
CHOITHRAM INTERNATIONAL 2018 - 20
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1 Algebra 11sequenceandseries
12Binomialtheorem
13exponentsandlogarithm
SemIandII Unit2
Functionsandequations 21Conceptoffunctions
22Graphsoffunctions
23transformationoffunctions
24Quadraticfunctions
25reciprocalfunctions
26Exponentialfunctions
27solvingequations
28Applicationsofgraphingskillsandequationsolving
SemII Unit3
Circularfunctionsandtrigonometry
31Thecircle
32Unitcirclesineandcosinefunctions
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33Pythagoreananddoubleangleproperties
34Circularfunctions
35Solvingtrigonometricequations
36Solutionoftriangles
SemIII Unit4 Vectors 41Vectorasdisplacementinplane
42Scalarproduct
43Vectorequations
44Distinguishingbetweencoincidentandparallel
lines
SemIIIandIV
Unit5 Statisticsandprobability
51Conceptsofpopulationsamplerandomsamplediscreteandcontinuousdata
52Statisticalmeasuresandtheirinterpretations
53Cumulativefrequencycumulativefrequencygraphs
54Linearcorrelationofbivariatedata
55Conceptsoftrialoutcomeequallylikelyoutcomessamplespace(U)andevent
56Combinedevents
57Conceptofdiscreterandomvariablesandtheirprobabilitydistributions
58Binomialdistribution
59Normaldistributionsandcurves
Unit6 Calculus Informalideasoflimitandconvergence Differentiationofpolynomialexponential
logarithmicandtrigonometricfunctions Derivativeinterpretedasgradientfunctionand
asrateofchange Tangentsandnormalsandtheirequations Thechainruleforcompositefunctions Theproductandquotientrules Thesecondderivative LocalmaximumandminimumpointsTesting
formaximumorminimum Pointsofinflexionwithzeroandnon-zero
gradients
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Graphicalbehaviouroffunctions Optimization Indefiniteintegrationasanti-differentiation Integrationbyinspectionorsubstitution Anti-differentiationwithaboundarycondition
todeterminetheconstantterm Definiteintegralsbothanalyticallyandusing
technology Areasundercurves(betweenthecurveandthe
x-axis) Areasbetweencurves Volumesofrevolutionaboutthex-axis Kinematicproblemsinvolvingdisplacements
velocityvandaccelerationa
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AssessmentsinMathematicsSL
Assessmentoutline
ForMathematicsSL
Externalassessment3hrs80
Writtenpapers
Paper11frac12hrs40
Nocalculatorallowed(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper21frac12hrs40
Graphicdisplaycalculator(GDC)required(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsSLisanindividualexploration
Thisisapieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics(20
marks)
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP5MATHSTUDIESSL
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINMATHSTUDIESSL
ATCHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstractsystemofideasorasausefultool
For many people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
CHOITHRAM INTERNATIONAL 2018 - 20
122
Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
ObjectivesProblem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontext sketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
NumbersandAlgebra
11NumbersApproximationsandEstimations
12PairofLinearequationsandquadraticequations
13Conversionofunitsandcurrency
14SequencesandSeries(APandGP)
15CompoundInterestandannualDepreciation
Unit2 DescriptiveStatistics
21ClassificationofDiscreteandContinuousdata
22Groupedfrequencydata
23Pictorialrepresentationofdata
24Measureofcentraltendencies
25MeasureofDispersion
Unit3LogicSetsandProbability
31LogicConnectorsandTruthtables
32BasicsettheoryandVenndiagrams
33ProbabilityandExpectedvalue
34Probabilityofcombinedeventstreediagramsandconditionalprobability
SemII Unit4GeometryandTrigonometry
51Equationoflinein2DslopeinterceptsandpointofIntersection
52Trigonometricratiosanglesofelevationanddepression
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53SineruleCosineruleandareaoftriangle
54Geometryof3dimensionalsolidfigureslikecuboidrightprismpyramidcylinderconesphereandhemisphere
55VolumesandSurfaceareasofsolidfigures
SemIII
Unit5
StatisticalApplications
41NormalDistributionInversenormalcalculations
42ConceptofCorrelationScatterdiagramandproductmomentcorrelation
43Regressionlineanditsuseinprediction
44TheChi-squaretestofindependencenullhypothesisdegreesoffreedomp-valuesandexpectedfrequencies
Unit6 64DrawingaccurategraphsandusingGDCtosolveequationsinvolvingcombinationoffunctions
SemIV Unit7IntroductiontoDifferentialCalculus
71ConceptofthederivativeasarateofchangeTangenttoacurve
72Diffoffunctionax^nandequationofthetangentatagivenpoint
73IncreasinganddecreasingfunctionsStationarypointsLocalmaximumandminimumpoints
74Optimizationproblems
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AssessmentsinMathematicalStudiesSL
Externalassessment3hrs80
Writtenpapers
Paper11hr30mins40
15compulsoryshort-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Paper21hr30mins40
6compulsoryextended-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Internalassessment20
ProjectTheprojectisanindividualpieceofworkinvolvingthecollectionofinformationor
thegenerationofmeasurementsandtheanalysisandevaluationoftheinformationor
measurements
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GROUP6VISUALARTS
Introduction
VisualartisanintegralpartofdaytodaylifeItrangesfromtraditionalformsembeddedin
localandwidercommunitiessocietiesandculturestothevariedanddivergentpractices
associatedwithnewemergingandcontemporaryformsofvisuallanguage
WeatChoithramInternationalcelebratevisualartsnotonlyinthewaywecreateimages
andobjectsbutalsointhewayweappreciateenjoyrespectandrespondtothepractices
ofart-makingbyothersfromaroundtheworld
Visual arts course encourages students to challenge their own creative and cultural
expectationsandboundaries It isa thought-provokingcourse inwhichstudentsdevelop
analyticalskillsinproblem-solvinganddivergentthinkingwhileworkingtowardstechnical
proficiencyandconfidenceasart-makersThecourseisdesignedforstudentswhoaspire
to study visual arts in higher education as well as for those who are seeking lifelong
enrichmentthroughvisualarts
AIMS
Theaimsoftheartssubjectsaretoenablestudentsto
1Enjoylifelongengagementwiththearts
2Becomeinformedreflectiveandcriticalpractitionersinthearts
3Understandthedynamicandchangingnatureofthearts
4Exploreandvaluethediversityoftheartsacrosstimeplaceandcultures
5Expressideaswithconfidenceandcompetence
6Developperceptualandanalyticalskills
InadditiontheaimsoftheVisualartscourseatSLandHLaretoenablestudentsto
7Makeartworkthatisinfluencedbypersonalandculturalcontexts
8Becomeinformedandcriticalobserversandmakersofvisualcultureandmedia
9Developskillstechniquesandprocessesinordertocommunicateconceptsandideas
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OBJECTIVES
HavingfollowedthevisualartscourseatSLorHLstudentswillbeexpectedto
Assessmentobjective1demonstrateknowledgeandunderstandingofspecifiedcontent
aIdentifyvariouscontextsinwhichthevisualartscanbecreatedandpresented
b Describe artwork from differing contexts and identify the ideas conventions and
techniquesemployedbytheart-makers
cRecognizetheskillstechniquesmediaformsandprocessesassociatedwiththevisual
arts
dPresentworkusingappropriatevisualartslanguageasappropriatetointentions
Assessment objective 2 demonstrate application and analysis of knowledge and
understanding
aExpressconceptsideasandmeaningthroughvisualcommunication
bAnalyseartworksfromavarietyofdifferentcontexts
c Apply knowledge andunderstandingof skills techniquesmedia forms andprocesses
relatedtoartmaking
Assessmentobjective3demonstratesynthesisandevaluation
aCriticallyanalyseanddiscussartworkscreatedbythemselvesandothersandarticulate
aninformedpersonalresponse
b Formulate personal intentions for theplanning development andmakingof artworks
thatconsiderhowmeaningcanbeconveyedtoanaudience
c Demonstrate the use of critical reflection to highlight success and failure in order to
progresswork
d Evaluate how andwhy art-making evolves and justify the choicesmade in their own
visualpractice
Assessment objective 4 select use and apply a variety of appropriate skills and
techniques
aExperimentwithdifferentmediamaterialsandtechniquesinart-making
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bMakeappropriatechoicesintheselectionofimagesmediamaterialsandtechniquesin
art-making
cDemonstratetechnicalproficiencyintheuseandapplicationofskillstechniquesmedia
imagesformsandprocesses
dProduceabodyofresolvedandunresolvedartworksasappropriatetointentions
SYLLABUSOUTLINE
Semester UnitName UnitTopics
SemI
Formalanalysis-ElementsofartPrinciplesofdesignExplorationofthedevelopmentofart-makingskillsandtechniquesExperimentswithmediaandtechnologiesandpersonalreflectionsInvestigationofownartdevelopmentinthecontextofrelatedartgenresDetailedevaluationsandcriticalanalysisArt-makingforms-experiencesinmediaandtechniques(includingtwo-dimensionalformsthree-dimensionalformsandlens-basedelectronicandscreen-basedforms)withparticularreferencetothehistoricaldevelopmentofprocessesandtechniquesanddifferentculturalandtraditionalusesoftheseTwo-dimensionalformsDrawingsuchascharcoalpencilinkcollagePaintingsuchasacrylicoilwatercolourmurals
SemII
Comparativeanalysisoftheworksofartistsfromaperiodofarthistoryorartmovement Introductiontotheuseofthevisualartsjournalasarecordofindividualinquiryandinvestigation with particular emphasis on how toappropriatelycitesourcesArthistorymdashanoverviewofdevelopmentsandmovementsfrom earliest times to the present day Introduction to arangeofmodels for analysing critiquing interpreting anddeconstructing artworks offering opportunities forstudents to engage with these and become familiar with
CHOITHRAM INTERNATIONAL 2018 - 20
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themArtcriticismorrespondingtoartwithreferencetovariouscultural contexts differing art forms and artists learningspecialist art vocabulary and terms through the use of aglossaryTechnical instruction and demonstrations in the use ofparticular media (such as oil painting ink drawing claymodellingdigital techniquesandsoon)withreferencetoparticular artists Investigation of the historical andtechnological changes and developments of particularmediaandtechniquesClasstheorylessons(suchascolourtheoryhistoryofpigmentsandsoon)
SemIII
Introduction of 3D Three-dimensional Forms Claymodelling such as hand built forms thrown vesselsmould-made objects Constructed sculpture such asassemblage paper glass etc Designed objects such asmodels interior design jewellery Site specificephemeralsuchaslandartinstallationFamiliarization with various art genres styles regionalschoolsandassociationsArtcriticismorrespondingtoartbullinvestigatingthehistoricalandtechnologicalchangesanddevelopments of particular media and techniques bullassociated relevant class theory lessons (such as colourtheoryhistoryofpigmentsandsoon)Communicating through visual and written meansProducingabodyofartworkthroughaprocessofreflectionand evaluation showing a synthesis of skill media andconcept
SemIV
Introduction of Lens-based electronic and screen-basedforms - photography Presentation of resolved works forexhibitionwithexplanationCuratorialpractices- throughvisits togalleriesandartistsrsquostudios reviewing catalogues for local exhibitionspresentations by visiting artists and exploration ofalternative display spaces The study of artist statementsand accepted conventions for titling and annotatingexhibitedworksExhibition of studentsrsquo own work supported byappropriateartiststatementswithattentiontodisplayand
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labelling Individual drafting and redrafting of artiststatementsofintentionStudioworkinthelightofstudentrsquosowndevelopingartiststatementsPresentationtechniqueswhichincluderefiningpersonal statements matting mounts layout andproducingexhibitiontextArt criticism or responding to art via various modelsIndividualpresentationsExhibition text - compilation ofwrittenmaterial studentsidentify contextualize and justify their selections forexhibition
HLstudentsshouldasaminimumexperienceworkingwithatleastthreeart-makingforms
selected fromaminimumof twocolumnsof the tablebelowTheexamplesgivenare for
guidanceonlyandarenotintendedtorepresentadefinitivelist
SYLLABUSOUTLINE
Two-dimensionalforms Three-dimensionalforms Lens-based electronicandscreen-basedforms
bull Drawing such ascharcoal pencil inkcollage
bull Painting such as acrylicoilwatercolourmurals
bull Printmaking such asrelief intaglioplanographicchinecolleacute
bull Graphics such asillustration and designgraphicnovelstoryboard
Carved sculpture such as carvedwoodstoneblock
bullModelled sculpture such as waxpolymerclays
bull Constructed sculpture such asassemblagebricolagewoodplasticpaperglass
bull Cast sculpture such as plasterwax bronze paper plastic glass bullCeramics such as hand built formsthrownvesselsmould-madeobjects
bullDesigned objects such asmodelsinteriordesignjewellery
bull Site specificephemeral such aslandartinstallationperformanceart
bull Textiles such as fibre weavingconstructedtextiles
Time-based andsequential art such asstop-motion digitalanimationvideoartbullLensmedia such as analogue(wet) photography digitalphotographymontage
bullLens-lessmedia suchasphotogramrayographscenography pinholephotography cyanotypesaltedpaper
bull Digitalscreen basedsuch as vector graphicssoftware developedpainting design andillustration
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ExternalassessmentcriteriamdashSLandHL
Part1ComparativestudySummary
Weighting20
Students are required toanalyseand compareartworks objectsor artifactsbydifferent
artists This independent critical and contextual investigation should explore artworks
objectsandartifactsfromdifferingculturalcontexts
Students select artworks objects and artifacts for comparison from differing cultural
contextsthatmayhavebeenproducedacrossanyoftheart-makingformsandthathold
individualresonanceforthestudentandhaverelevancetotheirownartmakingpractice
ThisisofparticularimportancetoHLstudents
StudentsatbothSLandHLmustexamineandcompareatleastthreepiecesatleasttwo
ofwhichshouldbebydifferentartists
Students use research and inquiry skills to investigate and interpret the selected pieces
usingbothvisualandwrittenformsofnotationStudentsmustsupporttheirinterpretation
withreferencestosoundandreliablesources
Candidates are required to submit the list of sources used and in-text referencing is
requiredthroughoutthecomparativestudy
Part1Comparativestudy Marks Total
A Identificationandanalysisofformalqualities 6 30
B Analysisandunderstandingoffunctionandpurpose 6
C Analysisandevaluationofculturalsignificance 6
D Makingcomparisonsandconnections 6
E Presentationandsubject-specificlanguage 6
F (HLonly)Makingconnectionstoownart-makingpractice 12 42
FormalrequirementsofthetaskmdashSL
bullSLstudentssubmit10ndash15screenswhichexamineandcompareat leastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullSLstudentssubmitalistofsourcesused
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FormalrequirementsofthetaskmdashHL
bullHLstudentssubmit10ndash15screenswhichexamineandcompareatleastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullHLstudentssubmit3ndash5additionalscreenswhichanalysetheextenttowhichtheirwork
andpracticeshavebeeninfluencedbytheartandartistsexamined
bullHLstudentssubmitalistofsourcesused
ExternalassessmenttasksmdashSLandHL
Part2Processportfolio
Weighting40
Students at SL and HL submit carefully selected materials which demonstrate their
experimentation exploration manipulation and refinement of a variety of visual arts
activities during the two-year course The selected process portfolio work should show
evidence of their technical accomplishment during the visual arts course and an
understanding of the use of materials ideas and practices appropriate to visual
communication
Thework selected for submission should showhow studentshaveexploredandworked
withavarietyoftechniqueseffectsandprocessesinordertoextendtheirart-makingskills
base
Part2Processportfolio SLmarks
SLtotal
HLmarks
HLtotal
A Skillstechniquesandprocesses 12 34 12 34
B Criticalinvestigation 6 6
C Communicationofideasandintentions 6 6
D Reviewingrefiningandreflecting 6 6
E Presentationandsubject-specificlanguage 4 4
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FormalrequirementsofthetaskmdashSL
bull SL students submit 9ndash18 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For SL
studentsthesubmittedworkmustbeinatleasttwoart-makingformseachfromseparate
columnsoftheart-makingformstable
FormalrequirementsofthetaskmdashHL
bull HL students submit 13ndash25 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For HL
studentsthesubmittedworkmusthavebeencreated inat leastthreeart-makingforms
selectedfromaminimumoftwocolumnsoftheart-makingformstable
InternalassessmentdetailsmdashSLandHL
Part3Exhibition
Weighting40
Students at SL and HL submit for assessment a selection of resolved artworks for their
exhibition The selected pieces should show evidence of their technical accomplishment
during the visual arts course and an understanding of the use of materials ideas and
practices to realize their intentions Students also evidence the decision-making process
whichunderpinstheselectionofthisconnectedandcohesivebodyofworkforanaudience
intheformofacuratorialrationale
Students at SL select 4ndash7 artworks for submission while students at HL select 8ndash11
artworksforsubmission
Part3Exhibition SLmarks SLTotal HLmarks
HLtotal
A Coherentbodyofworks 9 30 9 30
B Technicalcompetence 9 9
C Conceptualqualities 9 9
D Curatorialpractice 3 3
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FormalrequirementsofthetaskmdashSL
SLstudentssubmitacuratorialrationalethatdoesnotexceed400words
bullSLstudentssubmit4ndash7artworks
bullSL studentssubmitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullSLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
FormalrequirementsofthetaskmdashHL
bullHLstudentssubmitacuratorialrationalethatdoesnotexceed700words
bullHLstudentssubmit8ndash11artworks
bullHL students submitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullHLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
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InternalAssessmentCalendar2018-20
IACalendar-DPBatch2018-20
MONTH DATE SUBJECT IADETAIL WEIGHTAGE2018 DPYearI
AUGUST 17th EnglishLanguageampLiterature
WT1firstdraft
SEPTEMBER 1st EnglishLanguageampLiterature
WT1finaldraft 20
15th HindiLiterature FinalIOP 15
28thamp29th EnglishLanguageampLiterature
FOA1 15
Oct-Nov2018
15thOct-31stOct2018
SummativeAssessmentSemesterIExamination
OCTOBER 10th Visualart Processportfolio-3-4pagesStudiowork-2artworks
NOVEMBER 19th EnglishLanguageampLiterature
WT2firstdraft
30th Economics Microeconomics-firstdraft DECEMBER 1stand3rd English
LanguageampLiterature
FinalIOC 15
14th Economics Microeconomics-Final 20
17th EnglishLanguageampLiterature
WT2finalsubmission 20
2019 DPYearI
JANUARY
19th HindiLiterature IOC 15
FEBRUARY 11thamp12th EnglishLanguageampLiterature
FOA2 15
5th Group4Project IntroductiontoGroup4Project
8th Group4Project PlanningPhase
19th Group4Project ActionPhase
28th Group4Project EvaluationPhase
MARCH 5th English WT3firstdraft
CHOITHRAM INTERNATIONAL 2018 - 20
136
LanguageampLiterature
19thand20th
TOK TOKpresentation 33
21st Economics Macroeconomics-Firstdraft 20
26th EnglishLanguageampLiterature
WT3finalsubmission 20
APRIL 10th-25thApril2019
SummativeAssessmentSemesterIIExamination(EndofYearI)
APRIL 1st Visualart Processportfolio-4-5pagesStudiowork-3-4artworks
Comparativestudy
MAY-JUNE SUMMERVACATION
JULY 11th Economics Macroeconomics-FinalSubmission
AUGUST 8th ESS FirstDraft
26th Mathematics FinalisethetopicofIA 20
SEPTEMBER 12th BusinessManagement
BMIAFirstDraft 25
18th-21st FrenchHLSLAbinitio
IOA 25
24th Psychology FirstDraftPsychologyIA 20
26th Mathematics FirstDraftMathIA 20
OCTOBER 1st HindiLiterature FirstDraftHindiWA 25
4th Economics Internationaleconomics-Firstdraft
10th Visualart Processportfolio-5-6pagesStudiowork-3-4artworks
Comparativestudy
17th ITGS FirstDraft-Project 2030
27th Chemistry FirstdraftChemistryIA
28th HindiLiterature FinalSubmissionofHindiWA 25
31st Mathematics FinalSubmissionofMathIA 20
Oct2019 14th-25thOct2019
SummativeAssessmentSemesterIIIExamination
NOVEMBER 4th BusinessManagement
FinalSubmissionBMIA 25
10th ESS FinalSubmissionESSIA 25
15th Psychology FinalSubmissionPsychologyIA
20th TOK FirstdraftTOKEssay
25th EE FirstDraft
CHOITHRAM INTERNATIONAL 2018 - 20
137
29th Economics Internationaleconomics-Final 20
DECEMBER 5th CS FirstDraftSubmission SL30HL20
13th Chemistry FinalIAsubmission 20
16th ITGS FinalSubmission-Project 2030
18th Biology FirstDraft
19th Physics FinalIAsubmission 20
20th CS FinalIASubmission
2020 Year2
JANUARY 4th Biology FinalIAsubmission 20
9th-11th EE FinalSubmissionandViva
15th TOK FinalTOKEssaysubmission 66
FEBRUARY 10th-24thFeb2020
MockExamination(DP2)
MARCH Visualart FINALEXHIBITIONProcessportfolio-13-25pages
Studiowork-8-11artworkswithtextandCuratorialrationale
Comparativestudyfinalsubmission
40
40
20
Total100
CHOITHRAM INTERNATIONAL 2018 - 20
138
CHANNELSOFCOMMUNICATIONWebelievethatthechallengesareresolvedat thepointof theoriginusingthefollowing
procedure
Speaktothepersonclosesttotheproblem(thepastoralfacilitatorTutor)
Speaktothecoordinator
CommunicatewithHead of Senior School Head of School only if thematter has not
beenresolvedbytherespectiveteacher
If the concern relates to the general school matters administrative decisions or the
school policies you should contact the Head of Senior School first and thereafter the
HeadofSchool
Parentteachermeeting(PTM)
Parent-TeachermeetingwillbeheldaftereverysummativeassessmentOccasionallythe
parentsmight schedulemeetings through prior appointment with the DP coordinator as
wellasDPTeachers
TheFormativeAssessmentsareaimedtopreparethestudentsforSummativeAssessments
and include specially designed tasktest to monitor students learning Formative
Assessments include minimum of two tests per semester and one open ended task to
develop theLearnerProfilesandATLskillsTheperformance in the testswillbe recorded
andreported to thestudentbysubject teacherswithproper feedback Ifa student isnot
meetingtheminimumachievement level inthetests thentheparentsof thestudentare
calledinschoolforgettingnotified
AssignmentsorHomeWork
Homeworkisavitalcomponentforpracticingandmasteringtheskillsandknowledgelearnt
intheclassThedaytodayworkthatiscompletedafterthelessonsprovidesbothformative
learningandevaluation
Homeworkisanintegralpartofthelearningandisgivenatthediscretionoftheteachers
andmayvaryfromtimetotimeandsubjecttosubject
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139
STAYINGAFTERSCHOOL
Theschoolisscheduledtocloseat310pmforthestudentsAclosesupervisionisrequired
forthestudentswhowishtostaybackaftertheprescribeddeparturetimePriorpermission
from the parent Head of School and Programme Coordinator is required so that the
arrangementscanbemade
ATTENDANCE1 Parents should ensure that theirward comes to school regularly as 85attendance is
compulsoryforeverystudent
2 No student should remain absent from school without a pre-approved application for
leave
3 Please avoid calling your child home before the school time except in case of an
emergency
4Pleasedonotsendstudenttoschoolifhesheissufferingfromacontagiousdiseasetill
hesheiscompletelyfreefrominfection
5 If a student turnsup lateheshemusthave the late comingapplication signedby the
parentsbeforeheshereportstoschool
6Whenever the student is absent or on leave due tomedical reasons the certificate of
doctorshouldbeprovidedalongwiththeapplication
CHOITHRAM INTERNATIONAL 2018 - 20
140
SCHOOLUNIFORMBoys
Pattern FullpantswithsidepocketsonehippocketNolowwaisttrouserstobeworn
Colour NavyBluetrouserswithWhiteshirtandNavyblueTie
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Turban or headgear
Navyblue(OnlyforSikhs)
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoes
Girls
Pattern Pleated skirts shirt with cape collar scarf The skirts need to be ofkneelength
Colour Navyblueskirtswithwhiteshirtsandredscarf
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoesSportsshortscanbecarriedtoschoolandwornasperthesportsscheduleonly
RulesforUniform
Uniformshouldbeproperlyironedandshoesshouldbepolishedregularly
Students must come to school in school uniform on all days including vacations
whateveristhepurpose
The uniform for the boys and the girls should be comfort fit so as not to cause any
inconvenience
CHOITHRAM INTERNATIONAL 2018 - 20
141
CODEOFCONDUCTThe school Codeof Conduct comprises principles standards of behavior identification of
disruptivebehaviorandconsequencesofnon-complianceItspurposeistocreateasafeand
productivelearningenvironmentbyoutlininganexpectedbehaviorcodeamongststudents
Inordertodevelopasenseofresponsibilityfortheiractionsandanawarenessoftheneed
to care for and value the rights of others a code of conduct has been developed in our
schoolandanydeviationsfromthesamewillbedealtwithstrictlybytheauthorities
1 Students should demonstrate respect for others irrespective of racial gender cultural
andreligiousdifferences
2Studentsshoulddemonstrateself-disciplineandcometoschoolontime
3Studentsshouldfollowtheestablishedrulesandtakeresponsibilityoftheirownactions
4Studentsshouldexhibitapositiveandcooperativeattitudetowardsschoolandlearning
5Studentsshouldavoiduseofprofaneandobscenelanguagesandgestures
6Studentsshouldkeepschoolequipmentandbooksingoodcondition
7Studentsshouldreturnborrowedpropertyingoodcondition
8Studentsshouldreturnthelostitemstotheschooloffice
9Studentsshoulddepositlitterandwasteinappropriatecontainers
10Studentsshouldleaveothersrsquopropertyalone
11Studentsshouldmaintainasafecleanenvironmentforothers
12 Students should refrain from bringing any harmful substance to school that may
compromisethesafetyofothers
13 Committing an act of Vandalism that causes damage to school property would be a
punishableoffence
14 Students are not allowed to leave the school premises without obtaining prior
permissionfromconcernedschoolauthoritiesandparents
15Any improperdisplayofaffection towardsother studentorengaging in inappropriate
socialbehaviourisapunishableoffence
16AnyotherelectronicdeviceotherthanthecalculatorlikehandycamscellphonesCDs
shouldnotbebroughttoschool
CHOITHRAM INTERNATIONAL 2018 - 20
142
SCHOOLTRANSPORT
This facility isprovided toall desirous studentsonpayment It is the responsibilityof the
parent to ensure that their children are made to board the bus and escorted home on
returnfromtheirrespectivebusstopsNorequestfromparenttodroptheirchildrenata
busstopotherthantheoneallottedwillbeentertainedIncaseyouneedtochangethebus
stopaformalletteraddressedtoadministrativeinchargemustbesentstatingthereason
forchange
TELEPHONECALLSParentsshouldnotcallstudentswhiletheclassesaregoingonTheyarerequestedtoleave
amessageattheschoolreceptionunlessitisanemergencyAlsostudentscanmakephone
callsonlyduringthebreaktime ifthematter isurgentandrequires immediateattention
Phonecallsshouldnotbemadeforcallingassignmentsorhomeworktoschoolwhichisa
partofstudentrsquosresponsibility
CHOITHRAM INTERNATIONAL 2018 - 20
143
EMERGENCYPROCEDURESIn the event of an emergency at school due to any untoward accident during play the
studentisdriventoChoithramhospitalwhichisinsidetheChoithrampremisesTheparent
ofthestudentiscontactedbytheschoolattheemergencynumbers
SCHOOLLEAVINGCERTIFICATEToobtain a school leaving certificatetransfer certificate the school requires at least one
weekrsquoswrittennotice
PASTORALCAREPastoral care forms an integral element of the philosophy and mission statement at
Choithram International and all staffmembers have a responsibility to care for thewell-
being of our students Its significance is reflected in our structures leadership roles
proceduresandcurriculumItalsounderpinsthedaily interactionsbetweenandamongst
bothstaffandstudents
Eachgrade level issupportedbytwotutors theuniversityguidancecounselorandthe IE
CoordinatorforstudentlearningsupportThetutoristhefirstpointofcontactforstudents
andparentsPastoralcareinvolvesregularone-to-onetrackingandmentoringofstudents
It focuses on thewell-being and progression of each student on an individual basis Our
pastoral curriculum is comprehensive age appropriate and addresses the students social
and emotional development It equips them with the skills they will need to face the
challenges in an ever-changing world Everyday students interact with their tutors and
classmates on several issues of global importance which helps in generating awareness
among the young learners The main aim of the pastoral curriculum is to inculcate and
strengthenthelearnerprofileattributesinstudents
CHOITHRAM INTERNATIONAL 2018 - 20
144
CLUBSANDHOUSESATCIAtCItheDPstudentsaregivenanopportunitytorunanyoftheCIclubsastheCreativity
aspectforCAS
Clubsprovide studentswithopportunities to learn inways thatmaynotbeanoptionby
simplyconcentratingonacademicsClubsoftenprovidestudentswiththechancetospend
time and make friends with those who have the same interests Once students have
somethingincommonschoolbecomesamorepositiveplacetobeAtChoithramweoffer
various clubs like the instrument club dance club creativewriting club drama club etc
These club activities serve as a positive outlet for students to socialize and expand their
horizons
TheHousesystemisofgreatimportancetoschoollifeItsfunctionistoinculcateafeeling
of belongingness and the spirit of fair competition among the students and encourage it
withintheschoolTheinter-Houseactivitiesgiveallstudentstheopportunitytoparticipate
in representative sport music and other activities with the aim of raising self-esteem
developing self-confidence and giving opportunities for leadership and teamwork beyond
thosealreadyavailablewithinschool
AschoolisdividedintoourhousesandeachstudentisallocatedtoonehouseHousesmay
competewithoneanotherat sportsandmaybe inotherways thusprovidinga focus for
grouployaltyorteamwork
At Choithram International we have four Houses named Gandhi Lincoln Mandela and
Tagore these names represent certain qualities and attributes which are personified in
theseiconicfigures
CHOITHRAM INTERNATIONAL 2018 - 20
145
SPORTSATCISportsplayan important role ina childrsquosgrowth
and development Sports not only have health
benefits but also increase the concentration
developasenseofselfbringindividualstogether
At Choithram International we offer various
sports activities ie Football Basketball Lawn
tennisTabletennisBadmintonandCricket
LIBRARYATCIThe library at Choithram International aspires to make every aspect of the library
experience appealing and enjoyable for the student as well as the teachers We are
accoutredwithawiderangeofresourcesasbooksencyclopediasmagazinesnewspapers
andebooksibooksthatareavailabletosupportchildrenrsquosstudyWeencouragereadingfor
pleasure by providing access to the electronic resources and cultivate childrenrsquos research
andenquiryskillsduringourDEAR(DropEverythingAndRead) lessonsWealsomakethe
libraryafunandexcitingplacetobebyconductinglotsofactivities
CHOITHRAM INTERNATIONAL 2018 - 20
146
DiplomaProgrammePointMatrix
CHOITHRAM INTERNATIONAL 2018 - 20
147
LANGUAGEPOLICYLANGUAGEPHILOSOPHYChoithram International (CI) has English as the language of instruction and surveys andstatisticalanalysishaveidentifiedHindiastheMotherTongueforover80ofthestudentpopulationCIlanguagepolicyallowsstudentstostrengthentheirMotherTongueacquireproficiencyintheLanguageofInstructionandaspiretowardsmultilingualismForthisFrenchisofferedinLOTE(LanguageotherthanEnglish)-PYPLanguage-B-MYPampDPTheschooliscommittedto providing asmuch opportunity for bilingualmultilingual language learning as possibleacrossallthreeprogrammesCIworksontheIBideologyofldquoallteachersarelanguageteachersrdquoEveryteacherstrivestodevelopaconduciveenvironmenttoguidethestudenttowardsdevelopingcommunicationaswellasintrospectionfromtheMotherTonguetowardsthelanguageofinstructionLANGUAGELEARNINGATCILanguage learning is a part of all subject areas for gaining expertise in subject-specificterminology specific demands of different types of questions making connections fromclassroomexperiencestothetasksexamsandinwrittenandoralexpressionHomeRoomTeachers (HRTs) Tutors and subject teachers provide the studentswith opportunities todevelopeffectivecommunicationskillsintheirdisciplinesThesixskillsoflanguagelearningListeningSpeakingReadingWritingViewingandPresentingarefirmlyentrenchedinthecurriculumfromPYPtoDPAll CI teachers provide opportunities for prior understandings to be shared in order forbackground knowledge to be built upon to scaffoldmeaning to extend language and toaffirm identity It is accepted and understood that new learning and understanding isconstructeduponpreviousexperiencesandconceptualunderstandingsinadevelopmentalcontinuumTheongoinglanguagedevelopmentofourstudentsisthesharedresponsibilityofteachersparentsandstudentsLanguage learning is enhancedwhen parents andmembers of thewider community aresupportiveofthe learningprocessandare involvedin itTheschoolpromotescommunityawareness involvementand supportbypromotingandutilisingpositivecommunity linksespecially parents and teachers share the major responsibility for the education of thechildrenBELIEFSANDAIMSTheCIlanguagephilosophyaimsto Enable students to learn and use language effectively appropriately accurately andconfidentlyExtendactiveMotherTonguesupporttoallstudentstofacilitateoptimumlearningDevelopstudentsrsquoauraloralreadingwritingviewingandpresentingskillsEnablestudentstodevelopanduselanguageskillsinavarietyofcontextsandpurposes Promote the appreciation understanding and analysis of language and literature fromdiverse cultural and ethnic backgrounds varied perspectives of people belonging todifferentcultures
CHOITHRAM INTERNATIONAL 2018 - 20
148
UnderstandthespecificvocabularyandtermsusedindifferentsubjectareasEncouragestudentstoemployBasicInterpersonalCommunicativeSkills(BICS)inandoutof the classroom toaid in student-teacherand student-peer relationships andeffectivelymove towardsdevelopingCognitiveAcademic LanguageProficiency (CALP)11GuidelinesfordevelopingaschoollanguagepolicyInternationalBaccalaureateOrganizationCILANGUAGEPROFILEStatistical analysis reveals that over 80 students come from familieswhere theMotherTongueandthepreferredlanguageofcommunicationathomeisHindioritsdialectsoracombinationofbothInPYPafteradmissionofa studentparentsare required to fill in the form forLanguageProfilingForMYPandDPLanguageProfilingFormmadeavailableattheFrontDeskisapartoftheadmissionprocedureand is tobefilledbybothparentsandstudentstogetherAdmissionCounselorandFrontOfficeExecutiveprovideGoogleFormforthepurposeThisisdonetoestablishthestudentrsquoslanguagebackgroundandproficienciesEntranceevaluationtestsfornewadmissionsareconductedinEnglishtogaugetheproficiencyandidentifyanyspecificlanguageneedsofthestudentsLANGUAGEASSESSMENTSAll assessments across the programmes are formulated as per the CI Assessment PolicyFormativeandSummativeAssessmentsforalllanguagesareplannedperiodicallyStudentsareobservedandassessed intheclassroomsthroughoralpresentationswrittenassessments student-ledclassespeerassessmentsgroupactivitiesetcAll suchactivitiesareplannedkeepingspecific learnersrsquoneeds learningoutcomestaskspecificclarificationsandassessmentcriteriainmindMOTHERTONGUEDEVELOPMENTCI ensures the Mother Tongue (established as Hindi) is appropriately developed andmaintainedWe have awell-structured curriculum and strong facultymembers across allthe three programmes to aid the Mother Tongue development The Mother TongueCoordinatormonitorstheMotherTonguemaintenanceacrossthedifferentProgrammesIn MYP and DP for the small percentage of students for whom the Mother Tongue isneither English nor Hindi we counsel the parents regarding the importance of MotherTongue development and make the option of a self-taught course available for suchstudents(Appendix-4)IfastudentofforeignoriginexpressesaninterestinlearningHinditheschooloffersitasanoptionforLanguageAcquisitionPROGRAMME-SPECIFICPOLICYIMPLEMENTATIONPRIMARYYEARSPROGRAMMEApartfromEnglishandHinditheprogrammeoffersFrenchasLOTE(LanguageotherthanEnglish)whichisofferedPYP3onwardsLanguageLearningatCIPYPisaimedatpromotingstudentsrsquocapacitytouselanguagetoFulfiltheireverydayneedsDevelopmaintainandexpresstheirownsenseofidentity
CHOITHRAM INTERNATIONAL 2018 - 20
149
EstablishandmaintainrelationshipswithothersOrganisetheirthoughtsandlearnabouttheworldReflectupontheirexperiencesthoughtsandfeelingsandsharethesewithothersObtaininformationtodirectandadviceothersMakedecisionsandsolveproblemsinvolvingthemselvesandothersParticipateinrecreationalandimaginativeactivitiesAppreciateandcontributetowardstheirculturalheritagesInterrelatetheskillsoflisteningspeakingreadingwritingviewingandpresentingStudents in PYP are represented by awide range of personal and social backgrounds Tocatertothisrangeofstudentswebelievethelifelongprocessof learning languageisbestdevelopedthroughScaffoldingandmonitoringoflearningexperiencesRecognitionofindividuallearningstylesandratesProvisionofpurposefullearningexperiencesFosteringofthelearnerprofileattributesRecognitionandvaluingofpriorlearningexperiencesValuingdiversityofculturalintellectualandphysicalaspectsStudentsmaking the transition fromPYP toMYP should be able to use the languages toexpresseffectivelyInFrenchthelearnerisexpectedtobeabletodevelopanelementaryunderstandingandvocabularyforuse(Appendix-1)MIDDLEYEARSPROGRAMMECIMYPoffersLanguageandLiterature-EnglishandHinditoitslearnersLanguageAcquisition(LanguageB)-EnglishHindiFrench isoffereddependingon theLanguagepathwaysastudenthascoveredpreviouslyLanguageAcquisitionisstructuredinphasestoacknowledgeastudentrsquosproficiencylevelinthelanguageThephasesdonotcorrespondtothelearnersrsquoagegroupsorMYPyears If a student consistently scores Level 4 or more than that throughout an academicsession heshewill be promoted to the next phase otherwise heshecontinues in thesamephaseasbeforeAstudentwithnopriorexposuretoanyLanguageBoptionsavailablecanacquirethelanguagefromPhase1 The appropriate phase for a newly admitted student is determined throughLanguageProficiencyTestsEALLanguagesupportlessonsareprovideddependingonthestudentrsquoslanguageneedsThelanguagepathwayforastudentcontinuingfromMYPtoDPisaccordingtothetablegiveninAppendix-2MYP students continuing into theDPwill have developed an enquiring andreflectingapproachtolanguagelearningTheywillhavebilingualskillstobeappliedtoandextendedinDPlanguagecourses
CHOITHRAM INTERNATIONAL 2018 - 20
150
DIPLOMAPROGRAMMECIoffersEnglishALanguageandLiteratureandHindiALiteraturetoitslearnersinDP TheDP language courses endeavour tomake students observe and analyze the crucialrolelanguageplaysinshapinganindividualrsquoscultureandidentityandtheimpactlanguagehas on society through mass communication along with aspects of literary analysisappreciationandliterarycriticismLanguageBofferedinEnglishHindiandFrenchisaimedatgainingsufficientproficiencyintheselanguagesatAbinitioSLorHLLevels The curriculum is aimed towards preparing the students for university admissions atnationalandinternationallevelsPROGRAMMESPECIFICLANGUAGESUPPORTPRIMARYYEARSPROGRAMMELanguage Teaching (by the year level teacher subject teacher or supportenrichmentteacher)isrecommended As a language inquiry to directly support the collaboratively planned programme ofinquiryAsaconnectedexperiencewithinthetransdisciplinaryunitofinquiryAsastandaloneteachingtodirectlysupportaspecificneedinatransdisciplinaryunitofinquiryAspartoftheagreeduponknowledgeandskillstoindirectlysupporttheprogrammeofinquiryMIDDLEYEARSANDDIPLOMAPROGRAMMEAtthebeginningofthesessionlanguageteachersidentifystudentsinneedoflanguagesupport basing on their performance in previous yearLanguage Proficiency Tests (as perrelevance)giventothem After termsemester end assessments language teachers subject teachers and TutorstogetheranalyzetheresultThosestudentswhostruggleinwrittenororalexpressionsinthelanguagesareassignedsupport classes under the guidance of language teachers which includewriting and oralpracticebasedonacademiccontentandmovingtowardsgainingefficiencyREVIEW PROCESS The language policy is reviewed every two years by the LanguageSteeringCommitteeasapartoftheCIcurriculumreviewcycleorifanyspecialrequirementarises The Language Steering Committee is also responsible for overseeing effectiveimplementationoftheCILanguagePolicy
CHOITHRAM INTERNATIONAL 2018 - 20
151
INCLUSIVEEDUCATIONPOLICY
Inclusive Education Policy of CI is directly aligned with the motto of the organizationldquobecause every child deserves the bestrdquo It recognizes all students in spite of their widevariety of cultural backgrounds and believes that children possess a range of academicphysical emotional and social needs We believe in the inclusion of all students byresponding positively to their unique needs We aim to maximize the potential of allstudents through the removal of barriers and increase their learning opportunities Thepolicy ensures that curriculum planning and assessment for children with inclusiveeducationalneedstakesaccountofthetypeandextentofthedifficultyexperiencedbythechild It also provides a safe place to the students to come and share their personalproblemsaswellTheinformationsharedbyoraboutthestudentwillbekeptconfidentialandwillbesharedwiththeteachersresponsiblefortheeducationofthechildonlythroughconsultationwithparentsPolicyaims tocreateanenvironment tomeet the Inclusiveeducationalneedsofevery child it ensures that thediverse learningneedsof childrenare identified assessedand catered and enables all learners to have full access to all elements of the schoolcurriculumremovingallbarrierstolearningItalsostatesroleandresponsibilityofstaffinprovidingforchildrsquosInclusiveEducationalneedsandensuresthatparentsareabletoplaytheirpartactivelyinsupportingtheirchildrsquoseducationInclusiveEducationPolicyisalignedwiththeschoolrsquosadmissionpolicyitexpectsallparentstoconfidethediverselearningneedsoftheirchild(ifany)atthetimeofadmissionsothattheinterventionmaybeplannedrightfromtheadmissionThestudentshavetogothrougha strategicallydesignedpsychometric test to reveal theirdiverse learningneeds IEpolicycaters to diverse learning needs ranging from ADHD specific learning disabilities Highabilities amp multiple intelligences as well as different learning styles of learners physicaldisabilities or speechdisorders Social emotional andbehavioral difficulties and languagedifficultiesinchildren[ReferIEpolicydocumentfordetails]Homeroomteachercoordinateswithsubject tutorsand to identifyastudentwithdiverselearning needs emotional needs and report it to concerned coordinator then through aproper referral procedure the student is referred to IE coordinatorschool counselorfurtherplanofactionisdecidedbytheIEcoordinator[ReferIEpolicydocument]CIensuresadequatein-housesupporttoovercomebehavioralandlearningissuesinchildTheschoolsupportthestudentsattwolevelsnamelyschoolactionplanandschoolactionplusplanandanIEPwillbewritteninboththecases[ReferIEpolicydocumentfordetails]SchoolmaymakeseparatearrangementforassessmentsofstudentswithlearningdifficultyasperthenormsofIBAllAccessarrangementswillbecateredtoforthesestudentsduringall formativesummativeandformalexaminationsforMYPandDPasper IBrsquosassessmentaccessrequirement[ReferIEpolicydocumentfordetails]The policy clearly states the role and responsibilities of program coordinators teachersparentsandstudentsaswell[ReferIEpolicydocumentfordetails]
CHOITHRAM INTERNATIONAL 2018 - 20
152
ASSESSMENTPOLICYTheprimarypurposeofassessmentandevaluationatChoithramInternationalistosupportand improve theprocessof teaching and learningAs all studentshavedifferent learningstylesexperiencesandabilitiessotheassessmentandevaluationoftheirlearningmustbefairtoallstudentsbevariedinnatureandallowstudentstodemonstratethefullrangeoftheirlearningTeaching learning and Assessment are intertwined and interdependent and should befocusedonthehabitsofmindcriticalthinkingskills21stcenturyskillsknowledgeconceptandattitudesthatwillprovideforsuccesswithintheIBprograminschoolandbeyondAssessmentisavitalpartofthelearningprocessThepurposeofassessmentistheholisticdevelopmentofthelearnerswhichhelpsthemtounderstandtheircapabilitiesandenablesthemtoovercometheirshortcomingsAssessment reflects learning and is a process involving diagnostic assessment at thebeginning of each learning cycle formative assessment throughout and summativeassessment generallyat theendSummativeassessmentprovidesperiodic snapshotsofastudentrsquos academic progress while formative assessment essentially provides feedbackduringthelearningprocesstohelpteachersplanappropriatenextstepsforstudentsandforstudentstounderstandwhat isrequiredoftheminthe learningprocessLearningandassessmentatCIiscriterion-relatedandhaseducationalandpedagogicalvalueAssessmentsinDPAssessmentsoftheDParecriterion-relatedbasedonthefollowingaimswhichareelaboratedintheremainderofthissectionAssessmentpracticesTherearethreetypesofassessmentsinDPFormativeAssessmentsFormativeassessmentsareaimedtopreparethestudentsforsummativeassessmentsandinclude especially designed tasks to monitor student learning They may be formal orinformal (Observation Open ended tasks Performance Process journals Portfolioassessmentsquizzesclasstests)Theformativeassessmentswillincludeatleasttwomarkbasedassessmentsandoneopenendedtaskpersemesterto identifythe learningneedsandtogiveadetailedfeedbackonteachingandlearningSummativeAssessmentAt CIDiplomaprogramme is comprisedof semesters and at the endof each semester amarkbasedsummativeassessmentisheldTheweightingforthewrittenexaminationandInternalassessmentsisdifferentinsubjectsThefoursemesterexamsareasfollowsSemIExaminationSemIIExaminationalsoknownasEndofYearExamSemIIIExaminationSemIVExaminationalsoknownasMockExamFinalSummativeAssessments(FormalAssessments)Thefinalsummativeexamincludes
CHOITHRAM INTERNATIONAL 2018 - 20
153
1 IBDPexaminations(Includingsomeexternallyassessedcomponents)2 InternalAssessment-TheInternalassessmentsforallsubjectsaremarkedby
subjectteacherandmoderatedexternally3 AssessmentsofCorecomponents
TOKassessmentsconsistofacombinationofareinternallyassessedTOKPresentationwithaweightage of 33 and externally assessed essays with aweightage of 67 These twocomponentsfinallycontributetoagradefromA-EExtendedessaysareexternallyassessedandgradedonscaleofA-EThealphabeticalgradesofEEampTOKfetchanumericalgradeonascaleof3 fromdiplomapointmatrixCompletionofCASrequirements ismandatory forDiploma candidates Different DP subjects have different weightage for external andinternalassessmentsinallexaminationsasperthesubjectguidesldquoFormalassessmentsinDPistheassessmentdirectlycontributetofinalqualificationrepresentsthefinalsummativeassessmentinIBcontinuumofeducationrdquo[1]Formal examination of the DP includes some multiple-choice tests for a few subjectsstructuredandunstructuredexaminationformostsubjectsintendedtobetakenattheendof the two-year course and some internal assessments to be completed by students atvarious timesunder various conditions (asper the internal deadlineplanner) during theircoursewhichwillbeexternallymoderatedThestudentperformanceismarkedandgradedasperIBrsquossubject-specificgradeboundariesonascaleof1to7ThefinalDPscoreisgivenout of 45 of which a total of 42 come from 6 subjects of 7 points each and 3 from acombinationofTOKandEEgradesThefinaldiplomascoreandtheindividualsubjectpointsincluding the core component grades and completion of CAS requirements determinewhetherthestudentsecuresadiplomaoracourseAllsummativeassessmentsareassessedusinglatestsubject-specificgradeboundariesonascale of 1-7 given by IB so that students have a clear understanding of expectations andthereby find scope of improvement This will give a truly comprehensive feedback tostudentsInternal standardization of assessment is a regular feature of DP at CI Internalstandardization is done for the internal assessments TOK essays amp extended essays incollaborationwithinthedepartmentforIAsampEEswheremorethanoneteacherisinvolvedinteachingthecourseandwithalltheteachersforTOKEssaysThishelpstheteacherstoproduceauthenticampreliablepiecesofworkfromstudentsCIplansitsInternalAssessmentsubmissiondeadlinesintheformofanIADeadlineCalendarand publishes the same in the beginning of the academic year This calendar is strictlyfollowedby the studentswithan increasingdegreeofpenalties inplace for lackadaisicalstudentswhomissdeadlinesConductingExaminationTheschoolhasastrongExaminationdepartmentandexperiencedfacultywhotakecareofconductingthesummativeandformalexaminationsfromtimetotimeasperIBregulationTheexaminationisconductedunderthevigilanceoftrainedteachersRecordingandReportingRecordingandreportingofsummativeassessmentswillbedonetotheparentsandstudentsattheendofeachsemesterthroughaPTMThereportcardisitselfacomprehensive
CHOITHRAM INTERNATIONAL 2018 - 20
154
documentwhichgivesdetailedprogressaboutstudentrsquosacademicperformancethroughoutthe twoyears ineachdisciplineandcorecomponentsafter summativeassessments Theperformance of the student is recorded in the form of an Achieved grade and an Effortgrade The achieved grade is based on the studentrsquos performance in the summativeassessmentsandtheeffortgradeportraysthelevelofeffortstudenthasputinduringeachsemesterAttheendofeachsemesterthetutorssharethereportcardwiththeparentsthroughmailsandthenfacetofacereportingisdoneinparentteachermeetingStudent-led conferencesmark the part of first PTMwhere the students take initiative indemonstrating theirunderstanding throughavarietyofdifferent learningsituationsTheyshareassessmentdataabouttheirlearningwiththeirparentssupportedwithaportfolioofachievement and also reflect on the development of ATL skills The student identifiesstrengthsandareasforimprovementItenablesparentstogainaclearinsightintothekindofworktheirchildisdoingandoffersanopportunityforthemtodiscussitwiththeirchildThereafterthetutorsandsubjectteacherscommunicatetheperformanceofstudentsintheformofassessmentdataopenlyandtransparentlysupportedbythestudentrsquosworkAfter every summative assessment result is analysed to identify the students who needextralearningsupportTheschoolhasaninterventionplantohelpthestudentswhosecureagrade3orlessatSLand4orlessatHLinassessmentsintheformofremedialsupportclasseswhichareplannedasperthefreelessonsofthestudentsPredictedGradesPredicted grades for each subject are given to theDiploma studentswhich serve for theuniversity admission The same are also uploaded on the official IB site which helps inmoderation Predicted grades are given on the basis teachersrsquo judgement and studentrsquosperformanceresponsesinFormativeandSummativeAssessmentsAssessmentaccesstostudentswithdifferentlearningneedsTasksandthetimedurationwillbedefinedkeepinginmindtheindividuallearningneedsofstudentsExtratimeandadditionalsupportwillbeextendedtostudentswhohavetroublekeepingupwithclassroomteachingandlearningandassessmentsasperthereportoftheInclusiveeducation coordinator Inclusiveeducation coordinatorwill be regularlyupdatedabouttheprogressofstudentswithlearningdifficultysoastorefineassessmentroadmapsAllAccessarrangementswillbecateredtoforstudentswithlearningdifficultyduringfinalsummativeassessmentofDPasper IBmandateAll furtheraccommodationsprovidedbyschoolforstudentwithlearningdifficultyarementionedinInclusiveEducationPolicyNOTEMay2018gradeboundarieswillbefollowedforallsummativeassessments
CHOITHRAM INTERNATIONAL 2018 - 20
155
ACADEMICHONESTYPOLICYAcademichonestyandintegrityisanindispensablepartoftheInternationalBaccalaureateOrganizationandanessentialpartofChoithramInternationalAcademicHonestyPolicyofCIcloselyfollowstheIBpublicationAcademicHonestyGuidanceforSchoolsThepurposeofthispolicyistoclearlystatetheexpectationsthatthefacultyhasfromthestudentsandrole and responsibilities of the teachers andparents to ensure that the learners presentauthenticworkAcademicHonestyshouldbeviewedpositivelybyallthestakeholdersandactwith integrityandhonestytakingresponsibilityofouractionsandtheirconsequencesThusstrivingtobeldquoPrincipledrdquoAcademicMisconductincludesthefollowing
1 Plagiarismbull Notacknowledgingtheoriginalsourceofinformationorideasbull NotusingProperIn-textcitationsbull CloselyParaphrasedmaterialthatistoosimilartooriginalsourceshouldalsobe
in-textcited2 Collusion3 Duplicationofwork4 Fakingwebsitesincitations
Malpracticealsoincludesanyotherbehaviorthatgainsanunfairadvantageforacandidateor that affects the results of another candidate like taking unauthorizedmaterial into anexamroomormisconductduringanexaminationortakingundueadvantagefromexternaltutorwhileperforminghomeassignmentsResponsibilitiesofstudentsCandidatemustbeartheconsequencesifheshesubmitsanyworkthatisnothisherownregardlessofwhethertheplagiarismwasunintentionalordeliberateStudentsareexpectedNotto indulge inanykindofacademiccollusionplagiarismduplicationofworkandallotherformsofcheating Inform the staff when any other student has committed any of the abovementionedacademicdishonestyPresent authentic work by ensuring that they have used proper citations and usingauthenticwebsitesbyevaluatingtheresources Present work that acknowledges all the sources used in the work submitted withoutfakingthewebsitesormissinganyreferencesSubmitalltheworktaskswithalongwiththechecklisttoensureproficientresearchskillspracticedandacademichonestypolicyimplementedassignedThecandidateisultimatelyresponsibleforensuringthatallworksubmittedforassessmentisauthenticwithworkorideasofothersfullyandcorrectlyacknowledged
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ResponsibilitiesofparentsTodevelopasenseofacademichonestyintheirchildandbeviewedpositivelyToguidetheirchildtoanextentratherthanhelpingbeyondlimitToalwaysensureandencouragetheirchildtopresentauthenticworkToencouragetheirchildtoacknowledgeallthesourcesreferredtoforthecompletionoftheworkandtouseproperin-textcitationsToguidetheirchildinevaluatingauthenticresourcesoridentifyingqualityresourcesTosupporttheschoolstaffindevelopingasenseofresponsibilityintheirchildtobecomeprincipledEnforcementofthepolicyThe school reserves all rights to check the student-submitted work for authenticity Themethodofcheckingcanrange fromuseofexternalwebsites toothermethodswhich theteacherdeemsfitinordertoverifytheoriginalityofstudentworkConsequencesofviolationofacademichonestypolicyThe students need to be principled and maintain the norms of Academic honestyMalpractice incidents will be discussed with the student and then reported to parentscounselorsandCoordinatorsTheactionagainstmalpracticewillbetakeninthreephasesfromMYP1onwards1Firstviolationofnormswill call fornogrades (0) in theassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedverballyaboutthesame2Secondviolationofnormswillcallfornogrades(0)intheassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedaboutwrittenwarningissuedtotheirwards3Thirdviolationofnormscallsforexpulsionfromschool
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ICTPOLICYAt CI we believe that well-integrated use of technology resources makes twenty-first-century learning possible Students are often more actively engaged in projects whentechnologytoolsareaseamlesspartofthe learningprocess iPadsareusedasateachingandlearningtoolatCIICTrulesandregulations
Using the computer network is a privilege and shall be governed by the ChoithramInternationalrsquos policies anddiscretion This codeofpractice is tobeadheredby all Strictaction will be taken against those students who fail to follow these policies and rulesChoithramInternationalandtheSchoolrsquosManagementbyAuthorityhaveadutytoensurethatallusersaresafeandshallnotbeexposedtoany illegalor inappropriatecontentTothiseffect fromtime to time theSchoolrsquosAuthority shallbeexercised toensure thatnosuch illegal or inappropriate content is stored in electronic devices within the Schoolcampus These restrictions are not intended to interfere with the studentsrsquo educationShould students feel the need to understand these policies better they may talk to anauthorisedmemberoftheITDepartmenttodiscusstheirqueriesInternetandemailusearesubjecttomonitoringbytheSchoolanditsapprovedSoftwareand Firewall systems No personal Internetmedia (JIOWifi device SIM dongal etc) andstoragedevicesareallowedtobeusedbystudentsoncampusAllstudentshavetouseonlytheschoolWiFiorLANThecostofdamagingorlosinganyschoolrsquosICTequipmenthastobebornebythestudentusertowhomithasbeenissuedThemobilephonesandiPadswithSIMcardsmustnotbeusedontheSchoolcampusandmust be deposited at the School reception Students are not allowed to use theirlaptopsiPadsduringalessonwithoutspecificallybeingaskedtodosobytheteachertakingthelessonStudentsshouldnotunderanyconditionsharephotosoranypropertyoftheschoolwithanypersonorthirdpartyNorshouldstudentsshareanyphototakenintheschoolpremisesonanysocialmediawithoutpriorpermissionSocialnetworkingsitesandallkindsofonlinechattingtoolsareprohibitedforuseduringschoolhoursanddailyreportswouldbesenttoHeadofSchoolforallkindofbreachattemptsTheSchool logoandname in fact anyorganisations logoandnameare the intellectualproperties of the concerned organisations and using themwithout their permission is aninfringement of DPA (Data Protection Act) 2011 Information Technology Act 2008 andCopyrightsActStudentsindulginginputtingupstrongly-wordedpostsagainsttheSchoolcommunity or any engagement on social media that goes against the discipline anddecorumofChoithramInternationalwillbedealtwithseverelySoundMusicGamesorAppsbullTheSchoolprotocol involves installingprofilesrestrictionsonthestudents iPadDuetothispracticetheAPPSTOREwillbeblockedStudentswillbeallowedtodownloadallthecurriculum-relevantappsatthebeginningofthetermandthentheprofileswillbeinstalledProfileswillberemovedduringvacationsbullTheSchoolisnotresponsibleforanytypeoflossdamageortheftofhardwaresoftwareanddatafromthestudentrsquosiPadlaptop
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bull Soundmust bemuted at all times unless permission is obtained from the teacher forinstructionalpurposesbull The iPad name should be the studentrsquos name and hisher grade The students are notallowedtogiveanyrandomnametotheiriPadslaptopsbullMusicrelatedtothecurriculumisallowedontheiPadandcanbeusedatthediscretionoftheteacheranddiscretepoliciesbullThe studentsarenotallowed tocarryearphonesandanyothermedia storagedevices(Pendrive External harddisk MP3 Player) unless permission is given by the ProgrammeCoordinatorbullAppscanbeusedatthediscretionoftheteacherTheseappsneedtobedirectlyrelatedtothecurriculumandapprovedbythesubjectteacherbull Educational games can be used with prior permission from the coordinator and thesubjectteacherbullNogamesmoviesandanykindofvideos(TVShows)shouldbefoundinanyiPadslaptopsastheyarenotallowedinSchoolpremisesIfthesearefoundinthestudentrsquosiPadslaptopsthat device will be confiscated and a case against the student will be forwarded to therespective coordinator and HOS and returning the device to the student shall be at thediscretionofthecoordinatororHOSUseoftheInternetThe internet is provided to help studentswith learning activities such as research onlineactivitiesonlineeducationalgamesandmanyotherthingsTheinternetisnottobeusedtoaccess anything which is illegal or anything that someone else may find offensive ThisincludespornographydiscriminationandracialorreligioushatredIfthestudentisunsureaboutthisruleorcomesacrossanythingthatthestudentfeelsisinappropriatethestudentshouldturnhishercomputermonitoroffandinformtheteacherimmediatelyThe Internet is a vast world and the student as a responsible user of Internet shouldrespectothers sentimentsemotionsbeliefsandcultureThe student shouldnotbyanymeansinvolvehimselfherselfinanykindofcyber-bullyingorsendingsharingoffensiveordisrespectfulcommentsabouttheschoolandothersIngeneralwhenusingtheComputersiPadsthestudentshallbullalwaysusehisherowndevicenotanybodyelse(Thestudentsaresuggestedtostickalabelwhichcarriestheirnamesandgrades)bullalwaysbehaveinasensiblematurewayrespectingothersatalltimesbullkeeptheirpasswordsecretbullreportanysuspectedbreachofnetworksecurity(whetherbymyselforothers)totheITteachertheSchoolsNetworkManagerortheProgrammeCoordinatorbull not damage the computer computer systems or network If the student discovers anymethodsofcausingsuchdamageheshewillreportthemtotheITDepartmentWhenusingtheInternetandemailthestudentshallbullrefrainfromaccessinganynewsgroupslinkswebpagesorotherareasofcyberspacethatwould be considered offensive in the judgment of the IT Department because ofpornographicracistviolentillegalillicitorothercontentbull take responsibility for monitoring and appropriately reject any newsgroups links webpagesorotherareasofcyberspaceaccessedbyhimher
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159
bull never use valuable computer time playing non-educational games or accessinginformationwhichisnotpartofmyschoolworkbullnevertrytobypassanyofthesecuritysystemsinplaceThissecurityisinplacetoprotectthestudentfromillegalsitesandtostoppeoplefromhackingintootherpeoplesaccountsbull always be respectful of others and use appropriate language both to those aroundhimherandthosethestudent is incontactthroughthenetworkThestudentwill refrainfromusingobsceneharassingorabusivelanguageandwillreportanycasesofsuchusageagainsthimherorotherstohisherTutorandITDepartmentbull not download software games music graphics or video without first asking the ICTteacherandobtainingpermissionfromthecopyrightholderifrequiredbulluseanydownloadedmaterialinanappropriatemannerinhisherworklistingitssourceinabibliographyandclearlyspecifyinganydirectlyquotedmaterialbull never reveal personal information including passwords names addresses credit carddetailstelephonenumbersandphotographsofhimselfherselfandothersIfthestudentisuncertainas to theneedtorevealanyof this information thestudentshouldaskhisherteacherparent
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LISTOFHOLIDAYS(SESSION2018-19)Datesfortheclosingandre-openingoftheSessionwouldbedeclaredlater
220818 Wednesday Id-ul-ZuhaBakara-Eid
26082018 Sunday RakshaBandhan
3918 Monday Janmashthami
13918 Thursday GaneshChaturthi
21918 Friday Moharrum
24918 Monday nextdaytoAnantChaturdashi
21018 Tuesday GandhiJayanti
181010to211018 ThursdaytoSunday Dussehravacations
51118to91118 MondaytoFriday Diwalivacations
211118 Wednesday Eid-e-Milad
231118 Friday GurunanakJayanti
221218-1119 SaturdaytoTuesday ChristmasBreak
040319 Monday MahaShivratri
21319 Thursday Holi
22319 Friday GoodFriday
25319 Monday RangPanchami
14419 Sunday RamNavamiampAmbedkarJayanti
17419 Wednesday MahavirJayanti
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161
References
1 Language A Language and Literature guide First examinations 2015 copyInternationalBaccalaureateOrganization2011
2 Language A Literature guide First examinations 2015 copy InternationalBaccalaureateOrganization2011
3 French Ab initio guide First examinations 2020 copy International BaccalaureateOrganization2018
4 Language B guide First examinations 2020 copy International BaccalaureateOrganization2018
5 Economics guide First examinations 2013 copy International BaccalaureateOrganization2010
6 Business and Management guide First examinations 2016 copy InternationalBaccalaureateOrganization2012
7 Information Technology in Global Society guide First examinations 2012 copyInternationalBaccalaureateOrganization2010
8 HistoryguideFirstexaminations2020copyInternationalBaccalaureateOrganization2018
9 Environment Systems and Society guide First examinations 2011copy InternationalBaccalaureateOrganization2012
10 PhysicsguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
11 Chemistry guide First examinations 2016 copy International BaccalaureateOrganization2014
12 BiologyguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
13 Computer Science guide First examinations 2014 copy International BaccalaureateOrganization2012
14 MathematicsHLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
15 MathematicsSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
16 MathematicsStudiesSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
17 VisualArtsguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
18 Gradedescriptors(ForusefromDecember2017)
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162
ANNEXURE1
GRADEDESCRIPTORS
Group1(Studiesinlanguageandliterature)
Grade7
Demonstratesexcellentunderstandingandappreciationoftheinterplaybetweenformand
content in regard to the question or task responses thatmay be convincing detailed
independent in analysis synthesis and evaluation highly developed levels of expression
bothorallyandinwritingverygooddegreeofaccuracyandclarityverygoodawareness
ofcontext andappreciationoftheeffectontheaudiencereaderveryeffectivestructure
withrelevanttextualdetailtosupportacriticalengagementwiththethoughtsandfeelings
expressedinthework(s)
Demonstratesrefinedappreciationof literarystyleandafullengagementwiththeactof
transforming literature into performance the personal qualities necessary to work with
othersinapurposefulandeffectivemanner
Grade6
Demonstratesverygoodunderstandingandappreciationoftheinterplaybetweenformand
contentinregardtothequestionortaskresponsesthataremainlyconvincingaswellas
detailed and independent to some degree in analysis synthesis and evaluation well-
developed levels of expression both orally and inwriting good degree of accuracy and
claritygoodawarenessofcontextandappreciationof theeffectontheaudiencereader
effective structurewith relevant textual detail to support a critical engagementwith the
thoughtsandfeelingsexpressedinthework(s)
Demonstratesclearappreciationof literary styleanda solidengagementwith theactof
transformingliteratureintoperformancewillingnesstoworkwithothersinaconstructive
manner
Grade5
Demonstrates good understanding and appreciation of the interplay between form and
contentinregardtothequestionortaskresponsesthatoffergenerallyconsideredand
valid analysis synthesis and or evaluation good levels of expression bothorally and in
writingadequatedegreeofaccuracyandclarityawarenessofcontextandappreciationof
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163
theeffectontheaudiencereaderclearstructurewithrelevanttextualdetailtosupportan
engagementwiththethoughtsandfeelingsexpressedinthework(s)
Demonstrates an appreciation of literary style and an engagement with the act of
transformingliteratureintoperformancerecognizableinvolvementtoworkwithothersina
cooperativemanner
Grade4
Demonstratesadequate knowledgeandunderstandingof thequestionor task responses
that are generally valid in analysis and or synthesis satisfactory powers of expression
both orally and in writing only some lapses in accuracy and clarity some awareness of
context and appreciation of the effect on the audience reader a basic structure within
whichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates some appreciation of literary style and some commitment in the act of
transformingliteratureintoperformanceanacceptanceoftheneedtoworkwithothers
Grade3
Demonstratessomeknowledgeandsomeunderstandingofthequestionortaskresponses
thatareonlysometimesvalidandorappropriatelydetailedsomeappropriatepowersof
expressionbothorallyand inwriting lapses inaccuracyandclarity limitedawarenessof
context and appreciation of the effect on the audiencereader some evidence of a
structurewithinwhichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates little appreciation of literary style andmodest commitment to the act of
transforming literature into performance little apparent attempt to work with others
effectively
Grade2
Demonstratessuperficialknowledgeandunderstandingofthequestionortaskresponses
that are of generally limited validity limited powers of expression both orally and in
writing significant lapses in accuracy and clarity little awareness of context and
appreciationoftheeffectontheaudiencereaderrudimentarystructurewithinwhichthe
thoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationof literarystyleandlittlecommitmenttotheactof
transforming literature intoperformancesparseevidenceof involvement inworkingwith
otherseffectively
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164
Grade1
Demonstrates very rudimentary knowledge and understanding of the question or task
responsesthatareofverylimitedvalidityverylimitedpowersofexpressionbothorally
and in writing widespread lapses in accuracy and clarity no awareness of context and
appreciationoftheeffectontheaudiencereaderveryrudimentarystructurewithinwhich
thethoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationofliterarystyleandnegligibleinvolvementwiththe
actoftransformingliteratureintoperformanceinabilitytoworkwithothers
Appliestoliteratureandperformanceonly
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Group2(languageacquisition)
LanguageB(HL)
Grade7
Studentsspeakwithclarityandfluencyusearichlyvariedandidiomaticrangeoflanguage
veryaccuratelyhandleideaseffectivelyandskillfullywithactiveandcomplexinteraction
demonstrateathoroughunderstandingofthemeaningandpurposeofwrittentextshave
little difficulty with the most difficult questions recognize almost all the subtleties of
specific language usage write detailed and expressive texts demonstrating an excellent
command of vocabulary and complex structures with a consistently high level of
grammaticalaccuracydemonstrateclarityofthoughtintheorganizationoftheirworkand
anabilitytoengageconvinceandinfluencetheaudience
Grade6
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
moredifficultquestionsrecognizemostofthesubtletiesofspecificlanguageusagewrite
detailedtextsdemonstratingaverygoodcommandofvocabularyandcomplexstructures
withaverygood levelofgrammaticalaccuracyadapt theirwritingappropriately tosuit
theintendedaudienceandpurposeexpresstheirideasandorganizetheirworkcoherently
andconvincingly
Grade5
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideas mostly effectively with generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficult questions recognize some subtleties of specific languageusagewrite
fairly detailed texts demonstrating a good command of vocabulary with a good level of
grammaticalaccuracyshowareasonableabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkcoherently
Grade4
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywithfullinteractionattimesdemonstrateanadequateunderstandingofthe
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166
meaning and purpose of written texts have some difficulties with almost all difficult
questions and some average questions recognize a few subtleties of specific language
usagewrite texts demonstrating an adequate commandof vocabularywith an adequate
levelofgrammaticalaccuracyshowsomeabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkappropriately
Grade3
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectly
attimeshandleideaswithsomedifficultywithfairlylimitedinteractiondemonstratesome
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureproduceanidentifiabletexttypemakesomeattempt
atexpressingtheirideasandorganizingtheirwork
Grade2
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typewith limited
successmakesomeattemptatbasicorganizationcontentisrarelyconvincing
Grade1
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce a barely identifiable text type lack
organizationtoanextentthatcontentisunconvincing
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LanguageB(SL)
Grade7
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
more difficult questions write detailed texts demonstrating a very good command of
vocabularyandcomplexstructureswithaverygoodlevelofgrammaticalaccuracyadapt
theirwritingeffectivelytosuittheintendedaudienceandpurposeexpresstheirideasand
organizetheirworkcoherentlyandconvincingly
Grade6
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideasmostly effectivelywith generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficultquestionswritefairlydetailedtextsdemonstratingagoodcommandof
vocabularywithagoodlevelofgrammaticalaccuracyadapttheirwritingappropriatelyto
suit the intended audience and purpose express their ideas and organize their work
coherently
Grade5
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywith full interaction at timesdemonstrateanadequateunderstandingof the
meaning and purpose of written texts have some difficulties with almost all difficult
questionsandsomeaveragequestionswritetextsdemonstratinganadequatecommand
ofvocabularywithanadequatelevelofgrammaticalaccuracyshowareasonableabilityto
adapt theirwriting to suit the intended audience and purpose express their ideas and
organizetheirworkappropriately
Grade4
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectlyat
timeshandle ideaswith somedifficultywith fairly limited interactiondemonstrate some
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureshowsomeabilitytoadapttheirwritingtosuitthe
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intended audience and purpose make some attempt at expressing their ideas and
organisingtheirwork
Grade3
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typemake some
attemptatbasicorganizationcontentisrarelyconvincing
Grade2
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce an identifiable text typewith limited
successlackorganizationtoanextentthatcontentisunconvincing
Grade1
Students speak very hesitantly and unclearly use a very limited range of language
incorrectlyhandleideasunsuccessfullywithveryrestrictedinteractiondemonstrateavery
limitedunderstandingof themeaningandpurposeofwritten texts havedifficultieswith
almostallquestionswritetextsdemonstratingaverylimitedcommandofvocabularyand
verylittleawarenessofgrammaticalstructureproduceabarelyidentifiabletexttypelack
organizationtoanextentthatcontentisconfusing
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Languageabinitio(SL)
Grade7
Receptive skills students respond clearly and effectively to all simple andmost complex
informationandideas
Interactive skills students respond accurately communicate effectively and demonstrate
comprehension pronunciation and intonation always facilitate the understanding of the
message students sustain participation and make good independent contributions The
messageisalwaysclear
Productive skills students develop ideas well using an effective logical structure they
successfullyusearangeofsimpleandsomecomplexcohesivedevicestheyusebothbasic
andcomplexgrammaticalstructuresaccuratelyHowevertheymaymakeoccasionalerrors
in complex structures they use varied and effective vocabulary and appropriate register
theydemonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade6
Receptiveskills studentsrespondclearlytoallsimpleandmostcomplexinformationand
ideas
Interactive skills students respond mostly accurately communicate almost always
effectively and demonstrate comprehension pronunciation and intonation almost always
facilitate the understanding of themessage students almost always sustain participation
andmakeindependentcontributionsThemessageisalmostalwaysclear
Productiveskillsstudentsdevelopideaswellusingalogicalstructuretheysuccessfullyuse
a range of simple and some complex cohesive devices they use both basic and complex
grammatical structures accurately However they may make several errors in complex
structures they use varied vocabulary and appropriate register they almost always
demonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade5
Receptive skills students generally respond clearly to simple and some complex
informationandideas
Interactive skills students respondaccurately and generally demonstrate comprehension
pronunciationandintonationoftenfacilitatetheunderstandingofthemessagestudents
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generallysustainparticipationandmakesome independentcontributionsThemessage is
oftenclear
Productive skills students develop some ideas using a logical structure they often use a
rangeofsimpleandsomecomplexcohesivedevicestheyusebasicgrammaticalstructures
accurately However complex structures are rarely accurate they use a range of basic
vocabulary and appropriate register they often demonstrate evidence of intercultural
understandingwhererequired
Grade4
Receptiveskillsstudentsrespondclearlytomostsimpleinformationandideas
Interactive skills students respond accurately and demonstrate comprehension in simple
exchanges pronunciation and intonation usually facilitate the understanding of the
messagestudentssustainparticipationinsimpleexchangesThemessageisusuallyclear
Productiveskillsstudentsdevelopbasicideasusingalogicalstructuretheyusearangeof
simplecohesivedevicessuccessfullytheyusemostbasicgrammaticalstructuresaccurately
theyusebasic vocabularyandappropriate register successfully theyusuallydemonstrate
evidenceofinterculturalunderstandingwhererequired
Grade3
Receptiveskillsstudentssometimesrespondclearlytosimpleinformation
Interactive skills students sometimes respond accurately and sometimes demonstrate
comprehensioninsimpleexchangespronunciationandintonationsometimesfacilitatethe
understanding of the message students sometimes sustain participation in simple
exchangesThemessageissometimesclear
Productive skills students sometimes develop basic ideas they sometimes use simple
cohesivedevicessuccessfullytheysometimesusebasicgrammaticalstructuresaccurately
theysometimesusebasicvocabularyandappropriateregistersuccessfullytheysometimes
demonstrateevidenceofinterculturalunderstandingwhererequired
Grade2
Receptiveskillsstudentsrarelyrespondclearlytosimpleinformation
Interactive skills students rarely respond accurately or demonstrate comprehension
pronunciationand intonation rarely facilitate theunderstandingof themessage students
rarelysustainparticipationinsimpleexchangesThemessageisrarelyclear
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Productive skills students rarely develop basic ideas they rarely use simple cohesive
devices they rarely use simple grammatical structures accurately they rarely use basic
vocabulary or appropriate register successfully they rarely demonstrate evidence of
interculturalunderstandingwhererequired
Grade1
Receptiveskillsstudentsveryrarelyrespondclearlytosimpleinformation
Interactive skills students very rarely respondaccuratelyordemonstrate comprehension
pronunciation and intonation very rarely facilitate the understanding of the message
students very rarely sustainparticipation in simpleexchanges Themessage is very rarely
clear
Productive skills students very rarelydevelop ideas they very rarelyuse simple cohesive
devices theyvery rarelyusebasicgrammatical structuresaccurately theyvery rarelyuse
basicvocabularyorappropriateregistersuccessfullytheyveryrarelydemonstrateevidence
ofinterculturalunderstandingwhererequired
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Group3(individualsandsocieties)
Grade7
Demonstratesconceptualawarenessinsightandknowledgeandunderstandingwhichare
evidentintheskillsofcriticalthinkingahighlevelofabilitytoprovideanswerswhichare
fully developed structured in a logical and coherent manner and illustrated with
appropriate examples a precise use of terminology which is specific to the subject
familiaritywith the literature of the subject the ability to analyse and evaluate evidence
andtosynthesizeknowledge andconceptsawareness ofalternative pointsofviewand
subjective and ideological biases and the ability to come to reasonable albeit tentative
conclusionsconsistentevidenceofcriticalreflectivethinkingahighlevelofproficiencyin
analysingandevaluatingdataorproblemsolving
Grade6
Demonstratesdetailedknowledgeandunderstandinganswerswhicharecoherentlogically
structured and well developed consistent use of appropriate terminology an ability to
analyseevaluateandsynthesizeknowledgeandconceptsknowledgeofrelevantresearch
theoriesandissuesandawarenessofdifferentperspectivesandcontextsfromwhichthese
have been developed consistent evidence of critical thinking an ability to analyse and
evaluatedataortosolveproblemscompetently
Grade5
Demonstratesasoundknowledge andunderstandingofthesubjectusingsubject-specific
terminologyanswerswhichare logicallystructuredandcoherentbutnotfullydeveloped
an ability to provide competent answerswith some attempt to integrate knowledge and
concepts a tendency to be more descriptive than evaluative although some ability is
demonstratedtopresentanddevelopcontrastingpointsofviewsomeevidenceofcritical
thinkinganabilitytoanalyseandevaluatedataortosolveproblems
Grade4
Demonstratesasecureknowledgeandunderstandingofthesubjectgoingbeyondthemere
citing of isolated fragmentary irrelevant or ldquocommon senserdquo points some ability to
structure answers but with insufficient clarity and possibly some repetition an ability to
express knowledge and understanding in terminology specific to the subject some
understandingofthewayfactsorideasmayberelatedandembodiedinprinciplesand
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conceptssomeabilitytodevelopideasandsubstantiateassertionsuseofknowledgeand
understanding which is more descriptive than analytical some ability to compensate for
gapsinknowledgeandunderstandingthroughrudimentaryapplicationorevaluationofthat
knowledgeanabilitytointerpretdataortosolveproblemsandsomeabilitytoengagein
analysisandevaluation
Grade3
Demonstratessomeknowledgeandunderstandingofthesubjectabasicsenseofstructure
thatisnotsustainedthroughouttheanswersabasicuseofterminologyappropriatetothe
subjectsomeabilitytoestablishlinksbetweenfactsorideassomeabilitytocomprehend
dataortosolveproblems
Grade2
Demonstrates a limited knowledge and understanding of the subject some sense of
structureintheanswersalimiteduseofterminologyappropriatetothesubjectalimited
ability to establish links between facts or ideas a basic ability to comprehenddata or to
solveproblems
Grade1
Demonstrates very limited knowledge and understanding of the subject almost no
organizationalstructureintheanswers inappropriateorinadequateuseofterminologya
limitedabilitytocomprehenddataortosolveproblems
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Group4(sciences)
Grade7
Displays comprehensive knowledge of factual information in the syllabus and a thorough
command of concepts and principles Selects and applies relevant information concepts
and principles in a wide variety of contexts Analyses and evaluates quantitative andor
qualitative data thoroughly Constructs detailed explanations of complex phenomena and
makes appropriate predictions Solves most quantitative andor qualitative problems
proficiently Communicates logically and concisely using appropriate terminology and
conventionsShowsinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works very well within a team and
approaches investigations in an ethical manner paying full attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysconsiderable
attentiontosafetyandisfullycapableofworkingindependently
Grade6
Displays very broad knowledge of factual information in the syllabus and a thorough
understanding of concepts and principles Selects and applies relevant information
concepts and principles in most contexts Analyses and evaluates quantitative andor
qualitative data with a high level of competence Constructs explanations of complex
phenomenaandmakesappropriatepredictionsSolvesbasicorfamiliarproblemsandmost
newor difficult quantitative andor qualitative problems Communicates effectively using
appropriateterminologyandconventionsShowsoccasionalinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works well within a team and
approaches investigations in an ethical manner paying due attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysdueattention
tosafetyandisgenerallycapableofworkingindependently
Grade5
Displays broad knowledge of factual information in the syllabus Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextsAnalyses
CHOITHRAM INTERNATIONAL 2018 - 20
175
andevaluatesquantitativeandorqualitativedatacompetentlyConstructsexplanationsof
simple phenomena Solves most basic or familiar problems and some new or difficult
quantitativeandorqualitativeproblemsCommunicatesclearlywith littleorno irrelevant
material
Demonstrates personal skills perseverance and responsibility in a variety of investigative
activitiesinafairlyconsistentmannerGenerallyworkswellwithinateamandapproaches
investigations in an ethical manner paying attention to environmental impact Displays
competence in a range of investigative techniques pays attention to safety and is
sometimescapableofworkingindependently
Grade4
Displaysreasonableknowledgeoffactualinformationinthesyllabusthoughpossiblywith
somegapsShowsadequatecomprehensionofmostbasicconceptsandprinciplesbutwith
limitedabilitytoapplythemDemonstratessomeanalysisorevaluationofquantitativeor
qualitative data Solves some basic or routine problems but shows limited ability to deal
with new or difficult situations Communicates adequately although responses may lack
clarity and include some repetitive or irrelevant material Demonstrates personal skills
perseverance and responsibility in a variety of investigative activities although displays
some inconsistency Works within a team and generally approaches investigations in an
ethicalmanner with some attention to environmental impact Displays competence in a
range of investigative techniques pays some attention to safety although requires some
closesupervision
Grade3
Displays limited knowledge of factual information in the syllabus Shows a partial
comprehensionofbasic concepts andprinciples andaweakability to apply them Shows
someabilitytomanipulatedataandsolvebasicorroutineproblemsCommunicateswitha
possiblelackofclarityandusessomerepetitiveorirrelevantmaterial
Demonstrates personal skills perseverance and responsibility in some investigative
activities in an inconsistent manner Works within a team and sometimes approaches
investigationsinanethicalmannerwithsomeattentiontoenvironmentalimpactDisplays
competence in some investigative techniques occasionally pays attention to safety and
requiresclosesupervision
CHOITHRAM INTERNATIONAL 2018 - 20
176
Grade2
Displays little recall of factual information in the syllabus Showsweak comprehensionof
basicconceptsandprincipleswith littleevidenceofapplicationExhibitsminimalabilityto
manipulatedataandlittleornoabilitytosolveproblemsOffersresponseswhichareoften
incompleteorirrelevantRarelydemonstratespersonalskillsperseveranceorresponsibility
in investigative activities Works within a team occasionally but makes little or no
contributionOccasionallyapproaches investigations inanethicalmannerbutshowsvery
littleawarenessoftheenvironmental impactDisplayscompetenceinaverylimitedrange
ofinvestigativetechniquesshowinglittleawarenessofsafetyfactorsandneedingcontinual
andclosesupervision
Grade1
Recallsfragmentsoffactualinformationinthesyllabusandshowsverylittleunderstanding
of any concepts or principles Rarely demonstrates personal skills perseverance or
responsibility in investigative activities Does not work within a team Rarely approaches
investigations inanethicalmanneror showsanawarenessof theenvironmental impact
Displaysvery little competence in investigative techniquesgenerallypaysnoattention to
safetyandrequiresconstantsupervision
CHOITHRAM INTERNATIONAL 2018 - 20
177
Computerscience
Grade7
Displayscomprehensiveknowledgeofcomputersciencefactualinformationandathorough
command and understanding of concepts and principles Selects applies and analyses
relevant information concepts and principles in awide variety of contexts to solvemost
problems proficiently Able to interpret and construct fairly complex algorithms and
produce workable and mostly efficient solutions Communicates logically and concisely
usingappropriateterminologyShowsinsightandinitiativeinextendedresponsesAbleto
produce a complete plan and provides a fully consistent design overview The product
developedcompletelymatchestheplanandworksThedocumentationiscompleteandthe
product is fully tested and evaluated The use of techniques in solving problems
demonstrateshighlevelsofcomplexityandingenuity
Grade6
Displays very broad knowledge of computer science factual information and an
understanding of concepts and principles Selects and applies relevant information
conceptsandprinciplesinmostcontextstosolvebasicorfamiliarproblemsandmostnew
or difficult problems Able to interpret and construct fairly complex algorithms with few
errors to produce workable solutions Communicates effectively using appropriate
terminologyShowsoccasionalinsightorinitiativeinextendedresponsesAbletoproducea
plananddesignoverviewTheproductmatchestheplanandworksThedocumentationis
completeandtheproducthasbeentestedandevaluatedTheuseoftechniquesinsolving
problemsdemonstratesaverygoodlevelofcomplexityandingenuity
Grade5
Displays broad knowledge of computer science factual information Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextstosolve
mostbasicorfamiliarproblemsandsomenewordifficultproblemsAbletointerpretand
constructfairlycomplexalgorithmsandproduceapartiallyworkableorinefficientsolution
Communicatesclearlyusingappropriate terminologywith littleorno irrelevantmaterial
Able to produce a partial plan and a design overview thatmeets plan requirements The
productworksbutdoesnotfullymatchtheplanThetestinganddocumentationis
CHOITHRAM INTERNATIONAL 2018 - 20
178
complete but evaluation is incomplete The use of techniques in solving problems
demonstratesagoodlevelofcomplexityandingenuity
Grade4
Displaysreasonableknowledgeofcomputersciencefactualinformationthoughwithsome
gaps Shows adequate comprehension of most basic concepts and principles but with
limited ability to apply them Solves some basic or routine problems but shows limited
ability to deal with new or difficult situations Able to interpret and construct simple
algorithms Communicates adequately using mostly correct terminology although
responseslackclarityandincludesomerepetitiveorirrelevantmaterialAbletoproducea
basicplanandadesignoverviewTheproductmostlyworksbutdoesnotmatchallaspects
of the plan The documentation is complete and there is evidence of testing but the
evaluation is incomplete The use of techniques in solving problems demonstrates an
adequatelevelofcomplexityandingenuity
Grade3
Displays limited knowledge of computer science factual information Shows a partial
comprehensionofbasicconceptsandprinciplesand limitedability toapply themAbleto
interpret or construct simple algorithms Communicates using basic terminology with a
lackofclarityandsomerepetitiveorirrelevantmaterialProducesanincompleteplanand
designoverviewTheproductmatchessomeaspectsoftheplanandthereissomeevidence
of testingorevaluation in thedocumentation Theuseof techniques insolvingproblems
demonstratesalimitedlevelofcomplexityandingenuity
Grade2
DisplayslittlerecallofcomputersciencefactualinformationShowslimitedcomprehension
ofbasicconceptsandprinciplesandlittleevidenceofapplicationSomeevidenceofbeing
able to interpret or construct simple algorithms Offers responses which are often
incompleteorirrelevantProducesaweakandincompleteplanThedesignoverviewispoor
and does not match the plan The product is poor and does not work There is limited
evidence of testing poor documentation and limited or no evaluation The use of
techniquesinsolvingproblemsdemonstratesalowlevelofcomplexityandingenuity
CHOITHRAM INTERNATIONAL 2018 - 20
179
Grade1
Recalls fragments of computer science factual information and shows very little
understanding of any concepts or principles Little or no ability at algorithm construction
andinterpretationTheirdesignoverviewandplanarenotattemptedThereis littleorno
evidence of a working product and little or no evidence of testing documentation or
evaluation The use of techniques in solving problems fails to demonstrate any level of
complexityoringenuity
CHOITHRAM INTERNATIONAL 2018 - 20
180
Group5(mathematics)
Grade7
Demonstrates a thorough knowledge and comprehensive understanding of the syllabus
successfully constructs and appliesmathematical arguments at a sophisticated level in a
wide variety of contexts successfully uses problem-solving techniques in challenging
situations recognizes patterns and structures makes generalizations and justifies
conclusionsunderstandsandexplainsthesignificanceandvalidityofresultsanddrawsfull
and relevant conclusions communicates mathematics in a clear effective and concise
mannerusing correct techniquesnotation and terminologydemonstrates theability to
integrate knowledge understanding and skills from different areas of the course uses
technology correctly in challenging situationsmdashmakes efficient use of calculatorrsquos
functionalitywhenrequired
Grade6
Demonstrates a broad knowledge and comprehensive understanding of the syllabus
successfullyconstructs andappliesmathematicalarguments inavarietyofcontextsuses
problem-solving techniques in challenging situations recognizes patterns and structures
andmakessomegeneralizationsunderstandsandexplainsthesignificanceandvalidityof
resultsanddrawsrelevantconclusionscommunicatesmathematicsinaclearandeffective
mannerusingcorrecttechniquesnotationandterminologydemonstratessomeabilityto
integrate knowledge understanding and skills from different areas of the course uses
technologycorrectlyinroutinesituationsmdashmakesefficientuseofcalculatorrsquosfunctionality
whenrequired
Grade5
Demonstrates a broad knowledge and good understanding of the syllabus applies
mathematical arguments in performing routine tasks successfully uses problem-solving
techniques in routine situations successfully carries out mathematical processes in a
varietyofcontextsandrecognizespatternsandstructuresunderstandsthesignificanceof
results and draws some conclusions communicates mathematics effectively using
appropriatetechniquesnotationandterminologydemonstratesanawarenessofthelinks
CHOITHRAM INTERNATIONAL 2018 - 20
181
between different areas of the course makes use of calculatorrsquos functionality when
requiredmdashmayoccasionallybeinefficient
Grade4
Demonstratesasatisfactoryknowledgeofthesyllabusappliesmathematicalargumentsin
performing some routine tasks uses problem-solving techniques in routine situations
successfullycarriesoutmathematicalprocesses instraightforwardcontextsshowssome
abilitytorecognizepatternsandstructureshaslimitedunderstandingofthesignificanceof
results and attempts to draw some conclusions communicatesmathematics adequately
using some appropriate techniques notation and terminology makes some use of
calculatorrsquos functionality but perhaps not alwayswhen requiredmdashmay be inefficient at
times
Grade3
Demonstratespartialknowledgeofthesyllabusandlimitedunderstandingofmathematical
arguments in per forming some routine task s attempts to carry out mathematical
processes in straight forward contexts makes an attempt to use problem-solving
techniquesinroutinesituationscommunicatessomemathematicsusingsomeappropriate
techniquesnotationorterminologyoccasionallyusescalculatorrsquosfunctionalitybutoften
inefficiently does not always use it when required and may use an inefficient analytic
approach
Grade2
Demonstrates limited knowledge of the syllabus attempts to carry out mathematical
processesatabasic levelcommunicatessomemathematicsbutoftenuses inappropriate
techniques notation or terminology unable to use calculator correctly when requiredmdash
questionsexclusivelyrequiringtheuseoftheGDCaregenerallynotattempted
Grade1
Demonstratesminimal knowledgeof the syllabus demonstrates little or no ability touse
mathematicalprocessesevenwhenattemptingroutinetaskscommunicatesonlyminimal
mathematics and consistently uses inappropriate techniques notation or terminology is
unabletomakeeffectiveuseoftechnology
CHOITHRAM INTERNATIONAL 2018 - 20
182
Group6(arts)Grade7
Demonstrates in-depth and comprehensive knowledge and understanding of the media
usedwithpreciseuseof terminology tocommunicate thisunderstandingHighlyeffective
use of research investigation and technical skills In-depth understanding of artistic
intention and engagement with the artistic process demonstrated in consistent
developmentofideascreativityandcriticalreflection
Grade6
Demonstratesdetailedknowledgeandunderstandingof themediausedwithappropriate
and consistent use of terminology to communicate this understanding Effective use of
research investigation and technical skills Understanding of artistic intention and
engagementwiththeartisticprocessdemonstratedindevelopmentofideascreativityand
criticalreflection
Grade5
Demonstratessoundknowledgeandunderstandingofthemediausedwithappropriateuse
of terminology to communicate this understanding Research investigation and technical
skills are evident and sometimes well developed Evidence of understanding of artistic
intentionandtheartisticprocessanddevelopmentofideascreativityandcriticalreflection
Grade4
Demonstrates secure knowledge and understanding of themedia usedwith appropriate
useofterminologytocommunicatethisunderstandingResearchandorinvestigationskills
areevidentbutnotwelldevelopedSomeunderstandingofartisticintentionandtheartistic
process that is understanding of the work of others the studentrsquos own work and the
connections between these Some evidence through the studentrsquos own work of
understanding of the artistic process Technical skills are evident but not necessarilywell
developedThereissomeevidenceofdevelopmentofideasandsomeevidenceofcreativity
andcriticalreflection
Grade3
Demonstrates basic knowledge and understanding of the media used with some use of
terminology to communicate this understanding There is evidence of research andor
investigationbutthisremainsundevelopedPartialunderstandingofartisticintentionthat
isunderstandingoftheworkofothersandthestudentrsquosownworkEvidenceinthe
CHOITHRAM INTERNATIONAL 2018 - 20
183
studentrsquos own work of limited artistic process and technical skills Creativity and critical
reflectionemergeoccasionallyinthework
Grade2
Demonstrates little knowledge and understanding of themedia usedwith limited use of
terminology There is evidence of superficial research andor investigation The studentrsquos
ownworkdemonstratesvery limitedartisticprocess technicalskillscreativityandcritical
reflection
Grade1
Demonstratesverylittleknowledgeandunderstandingofthemediausedwithinadequate
use of terminology Irrelevant research andor investigation The studentrsquos own work
demonstratesalmostnoartisticprocesstechnicalskillscreativityorcriticalreflection
CHOITHRAM INTERNATIONAL 2018 - 20
184
Extendedessaygradedescriptors
GradeA
Demonstrateseffectiveresearchskillsresultinginawell-focusedandappropriateresearch
questionthatcanbeexploredwithinthescopeofthechosentopiceffectiveengagement
withrelevantresearchareasmethodsandsourcesexcellentknowledgeandunderstanding
ofthetopicinthewidercontextoftherelevantdisciplinetheeffectiveapplication
ofsourcematerialandcorrectuseofsubject-specificterminologyandorconceptsfurther
supportingthisconsistentandrelevantconclusionsthatareproficientlyanalysedsustained
reasoned argumentation supported effectively by evidence critically evaluated research
excellent presentationof theessaywhereby coherence and consistency further supports
thereadingoftheessayandpresentandcorrectlyappliedstructuralandlayoutelements
Engagementwiththeprocessisconceptualandpersonalkeydecision-makingduringthe
researchprocess isdocumentedandpersonalreflectionsareevidenced includingthose
thatareforward-thinking
GradeB
Demonstrates appropriate research skills resulting in a research question that can be
explored within the scope of the chosen topic reasonably effective engagement with
relevant researchareasmethodsandsourcesgoodknowledgeandunderstandingof the
topic in thewider context of the relevant discipline a reasonably effective applicationof
source material and use of subject-specific terminology andor concepts consistent
conclusions that are accurately analysed reasoned argumentation often supported by
evidenceresearchthatattimesevidencescriticalevaluationandaclearpresentationofall
structuralandlayoutelementswhichfurthersupportsthereadingoftheessay
Engagementwiththeprocessisgenerallyevidencedbythereflectionsandkeydecision-
makingduringtheresearchprocessisdocumented
GradeC
Demonstratesevidenceofresearchundertakenwhichhasledtoaresearchquestionthatis
not necessarily expressed in away that can be exploredwithin the scope of the chosen
topicpartiallyeffectiveengagementwithmostlyappropriateresearchareasmethodsand
sourcesmdashhowevertherearesomediscrepanciesinthoseprocessesalthoughthesedonot
interferewiththeplanningandapproachsomeknowledgeandunderstandingofthetopic
inthewidercontextofthedisciplinewhichismostlyrelevanttheattemptedapplicationof
CHOITHRAM INTERNATIONAL 2018 - 20
185
sourcematerial and appropriate terminology andor concepts an attempted synthesis of
research results with partially relevant analysis conclusions partly supported by the
evidence discussion that is descriptive rather than analytical attempted evaluation
satisfactorypresentationof theessaywithweaknesses thatdonothinder the readingof
the essay and some structural and layout elements that are missing or are incorrectly
appliedEngagementwiththeprocessisevidencedbutshowsmostlyfactualinformation
withpersonalreflectionmostlylimitedtoproceduralissues
GradeD
Demonstratesa lackof research resulting inunsatisfactory focusandaresearchquestion
that is not answerable within the scope of the chosen topic at times engagement with
appropriate research methods and sources but discrepancies in those processes that
occasionally interfere with the planning and approach some relevant knowledge and
understanding ofthe topic in the wider context of the discipline which are at times
irrelevanttheattemptedapplicationofsourcematerialbutwithinaccuraciesintheuseof
or underuse of terminology andor concepts irrelevant analysisand inconsistent
conclusionsasaresultofadescriptivediscussionalackofevaluationpresentationofthe
essaythatattimes is illogicalandhindersthereadingandstructuralandlayoutelements
that are missingEngagement with the process is evidenced but is superficial with
personalreflectionsthataresolelynarrativeandconcernedwithproceduralelements
GradeE(Failingcondition)
Demonstrates an unclear nature of the essay a generally unsystematic approach and
resulting unfocused research question limited engagement with limited research and
sourcesgenerally limitedandonlypartiallyaccurateknowledgeandunderstandingofthe
topic in the wider contextof the relevant discipline ineffective connections in the
applicationofsourcematerialandinaccuraciesintheterminologyandorconceptsuseda
summarizing of results of researchwith inconsistent analysis an attemptedoutline of an
argumentbutonethatisgenerallydescriptiveinnatureandalayoutthatgenerallylacks
orincorrectlyappliesseverallayoutandstructuralelements
Engagement with the process is limited with limited factual or decision- making
informationandnopersonalreflectionontheprocess
CHOITHRAM INTERNATIONAL 2018 - 20
186
Theoryofknowledgegradedescriptors
GradeA
Pertinent knowledge issues are explored thoroughly and linked effectively to areas of
knowledgeandorwaysofknowingThereisstrongevidenceofapersonalexplorationof
knowledge issues includingconsiderationofdifferentperspectivesArgumentsareclearly
developed and well supported by effective concrete examples counterclaims and
implicationsareexplored
GradeB
Pertinentknowledgeissuesareexplainedandlinkedtoareasofknowledgeandorwaysof
knowingThere issomeevidenceofapersonalexplorationofknowledge issues including
considerationofdifferentperspectivesArguments arepartially developedand supported
by effective concrete examples counterclaims are explored and some implications
identified
GradeC
Somepertinent knowledge issues aredescribedand linked to areasof knowledgeandor
waysofknowingThere is limitedevidenceofapersonalexplorationofknowledgeissues
somedifferentperspectivesaredescribedbutnotexploredArgumentsaredevelopedtoa
limitedextentandsupportedbyexamplescounterclaimsareidentified
GradeD
Some pertinent knowledge issues are identified with only superficial links to areas of
knowledgeandorwaysofknowingThere issimplisticpersonalexplorationofknowledge
issuesandminimal referencetodifferentperspectivesArgumentsarenotdevelopedand
notsupportedbyeffectiveexamples
GradeE
Demonstrateslittleornoevidenceofknowledgeissues
CHOITHRAM INTERNATIONAL 2018 - 20
187
The Grade Boundaries of May 2018 will be followed for assessing all Semester
ExaminationItwillbesharedassoonasreleasedbytheIB
CHOITHRAM INTERNATIONAL 2018 - 20
4
THEINTERNATIONALBACCALAUREATE(IB)The IB is a non-profit organization established in 1963 with its headquarters in Geneva
Switzerland and the examination office in Cardiff Wales In addition there are regional
officesandrepresentativesaroundtheworldTheIBpublicwebsitewwwiboorghasdetails
onthevariousIBprogrammesandservices
IBMISSIONSTATEMENTTheInternationalBaccalaureateOrganizationaimstodevelopinquiringknowledgeableand
caring young people who help to create a better and more peaceful world through
intercultural understanding and respect To this end the IB works with schools
governments and international organizations to develop challenging programmes of
international education and rigorous assessment These programmes encourage students
across theworld to become active compassionate and lifelong learnerswho understand
thatotherpeoplewiththeirdifferencescanalsoberight
CHOITHRAM INTERNATIONAL 2018 - 20
5
IBLEARNERPROFILEInquirersTheydeveloptheirnaturalcuriosityTheyacquiretheskillsnecessarytoconductinquiryandresearchandshowindependence in learningTheyactivelyenjoy learningandthisloveoflearningwillbesustainedthroughouttheirlivesKnowledgeable They explore concepts ideas and issues that have local and globalsignificance In so doing they acquire in-depth knowledge and develop understandingacrossabroadandbalancedrangeofdisciplinesThinkers They exercise initiative in applying thinking skills critically and creatively torecognizeandapproachcomplexproblemsandmakereasonedethicaldecisionsCommunicators They understand and express ideas and information confidently andcreatively inmore than one language and in a variety ofmodes of communication TheyworkeffectivelyandwillinglyincollaborationwithothersPrincipledTheyactwithintegrityandhonestywithastrongsenseoffairnessjusticeandrespect forthedignityof the individualgroupsandcommunitiesTheytakeresponsibilityfortheirownactionsandtheconsequencesthataccompanythemOpen-mindedTheyunderstandandappreciate theirownculturesandpersonalhistoriesand are open to the perspectives values and traditions of other individuals andcommunitiesTheyareaccustomedtoseekingandevaluatingarangeofpointsofviewandarewillingtogrowfromtheexperienceCaring They show empathy compassion and respect towards the needs and feelings ofothersTheyhaveapersonalcommitmenttoserviceandacttomakeapositivedifferencetothelivesofothersandtotheenvironmentRisk-takers They approach unfamiliar situations and uncertainty with courage andforethoughtandhavetheindependenceofspirittoexplorenewrolesideasandstrategiesTheyarebraveandarticulateindefendingtheirbeliefsBalancedTheyunderstandthe importanceof intellectualphysicalandemotionalbalancetoachievepersonalwell-beingforthemselvesandothersReflectiveTheygive thoughtfulconsideration to theirown learningandexperienceTheyareabletoassessandunderstandtheirstrengthsandlimitations inordertosupporttheirlearningandpersonaldevelopment httpswwwiboorgglobalassetspublicationsrecognitionlearnerprofile-enpdf
CHOITHRAM INTERNATIONAL 2018 - 20
6
SCHOOLTIMINGSGrade11and12 MondaytoFriday800amto310pm
Saturday[1stand3rdSaturdayofthemonth] 800amto1100am(ForStudents)
Saturday[1stand3rdSaturdayofthemonth] 800amto200pm(ForTeachers)
WintertimingsareasperCollectorrsquosorderinIndoreThedatesarecommunicated
totheentireschoolcommunitybyemail
VISITINGHOURSPrincipal Alldaysbypriorappointmentsonly
230to330MondaytoFriday(forstudents)
Coordinator 200pm-300pmonMondayandWednesday
Teachers 1100amto130pmon1stand3rdSaturday
CHOITHRAM INTERNATIONAL 2018 - 20
7
REFLECTIONBYALUMNII started studying in Choithram Internationalwhen Iwas in 1st grade and I
cannotrememberthelasttimethatIdidnotfeelproudofthefactthatIwas
studying inan IB schoolNowthat this journey isabout tocome toanend I
have the realization of the various areas I grew and excelled in It was a
revelationmy entire thought process has changed and I have reached great
heightsanddevelopedasan individualbynow IBhastaughtmethereal life
application of theoretical knowledge and I no longer question that how is
bookishknowledgeeverusefulforusNotonlydidInurturemyskillsbutalso
developed various abilities I wasnt even aware of At each point of time I
question things and do not settle until I find answers to it thanks to TOK I
unravelledvariousaspectsof lifeThanks toEE Iwasable to finishwritinga
4000-wordessayononeof thebiggestmultinational companies in theworld
withresearchinganalyzingandsolvinghugeproblemsthatthefirmislikelyto
encounter
There are so many skills that will help me forever in life such as time-
management social service collaborative skills which will help me at every
pointinmyfuturebeitadecadefromnoworthelaterpartofmylifeIhave
broadenedmyvision to keephighaims acceptpeople theway theyareand
nowknowthedifferencebetweenrightandwrongonlybecauseofthe12years
ofeducationinthisprestigiousinstitutioncalledChoithramInternational
ThankstomyalmamaterIamwhatIamtodayAndwhereverIgoIshallever
remainindebtedtoyouChoithramInternational
MerciBeaucoup
ndashPrachiJain(AlumniIBDP)
CHOITHRAM INTERNATIONAL 2018 - 20
8
THEIBDIPLOMAPROGRAMME
OverviewofDiplomaProgramme
TheInternationalBaccalaureatereg(IB)DiplomaProgramme(DP)isforstudentsaged16-19
ResearchsuggeststhattherearemanybenefitstochoosingtheDPTheProgrammeaimsto
develop students who have excellent breadth and depth of knowledge ndash students who
flourish physically intellectually emotionally and ethically The DP curriculum has six
subjectgroupsandtheDPcorecomprisingtheoryofknowledge(TOK)creativityactivity
service(CAS)andtheextendedessayThroughtheDPcorestudentsreflectonthenature
ofknowledgecompleteindependentresearchandundertakeaprojectthatofteninvolves
community service The International Baccalaureatereg (IB) assesses studentwork as direct
evidenceofachievementagainstthestatedgoalsoftheDiplomaProgramme(DP)courses
CHOITHRAM INTERNATIONAL 2018 - 20
9
ELIGIBILITYFORFULLDIPLOMATheDiplomaProgrammeatChoithramInternationalisavailabletoallcandidateswho
Are able to cope with the demanding schedule of rigorous courses offered by the
Programmes
Arewillingtodeveloptimemanagementskillsandappropriatestudyhabits
Haveabroadercanvastoacceptinternationalperspectivesandopinions
Are ready to go through brainstorming sessions which instill critical and creative
thinking
AdmissiontotheIBDiplomaProgrammeinChoithramInternationalisgovernedbythe
followingcriteriabasedonClassX(MYPIGCSECBSE)resultsofthecandidateEligibility
toopt foraHigherorStandard level in theDiplomasubjectwill solelydependon the
levelsorgradesachievedineachsubjectbythecandidateinthepassingexamination
MYP-Minimumlevel4inallsubjects
- AboveLevel4 HL - Level4 SL- Belowlevel4 NoAdmission
IGCSE-Minimum5Cs- AboveC HL - C SL - BelowC NoAdmission
CBSE-Minimum8CGPAinallsubjects- Above8 HL- 8 SL- Below8 NoAdmission
CHOITHRAM INTERNATIONAL 2018 - 20
10
DIPLOMAPROGRAMME
SUBJECTSOFFEREDATCHOITHRAMINTERNATIONALInCI the curriculum inDP1andDP2 isdesignedby teachers following the IBDPaimsand
objectivesTeachersdesignthecurriculumbybackwardplanningfromDP2andalsotaking
into consideration the global requirements The subjects offered at CI fall into 6 groups
whichare
Group1 EnglishALangandLitHLSLHindiALitHLSL
Group2 Hindi LanguageBHLSL EnglishBHLSL French LanguageBHLSL and
FrenchBabinitio
Group3 (IndividualsampSocieties)EconomicsHLSLBusinessManagementHLSL
Information Technology in a Global Society(ITGS) HLSL History HLSL
PsychologyHLSLEnvironmentalSystemsandSocietiesSL
Group4 (Sciences)BiologyHLSLChemistryHLSLPhysicsHLSLEnvironmental
SystemsandSocietiesSLComputerScienceHLSL
Group5 MathematicsHLSLStudies
Group6 (ArtsandElectives)VisualArtsHLSL
Thestudentshavetwooptionsforsubjectchoice
Option1 Thestudentcanselectonesubjectfromeachofthesixgroupsorselect
the6thsubjectfromGroup3OrGroup4
Option2 StudentswhoaspireforMedicalorEngineeringfieldshavetooptforall
the three sciences fromGroup4 These studentswill have to study 7
subjects
SubjectclustersofferedatCI
Cluster1ndashBiologyBusinessManagementHistory
Cluster2ndashPhysicsVisualArts
Cluster3ndashChemistryESSComputerScience
CHOITHRAM INTERNATIONAL 2018 - 20
11
Thecore
CreativityActionService Studentscompleteaprojectrelatedtothesethreeconcepts
ExtendedEssay Anindependentself-directedpieceofresearchfinishingwith
a4000-wordpaper
TheoryofKnowledge Studentsreflectonthenatureofknowledgeandonhowwe
knowwhatweclaimtoknow
Theavailabilityofsubjectchoicesforthestudentswillbebasedonthepreviousacademic
recordandtheirfutureprospects
Itisarulethatoncethesubjectchoiceshavebeenmadewiththediscretionofthestudent
andtheparentsnochangeswillbeacceptedSpecialcaseswillbeentertainedbytheDP
coordinatorandtheHeadoftheschool
UNIVERSITYRECOGNITIONTheIBdiplomaiswidelyrecognizedbytheworldrsquosleadinguniversities
TheIBworkscloselywithuniversitiesinallregionsoftheworldtogainrecognitionfortheIB
diploma To aid this process university admissions officers and governmentofficialshave
directonlineaccesstoallsyllabiandrecentexaminations
To assist IB diploma students inmaking appropriate subject choices the school conducts
plannedPsychometricteststoidentifythefieldsofstudentsrsquoaptitudeTheschoolconnects
itsstudentstoIBStudentRegistryofferedbytheIBasastrongdatabasecontainingdetails
of universities around the world together with up-to-date information about their
requirementsforadmission IBStudentRegistryhelpsstudentstoshowcasetheirportfolio
includingCASExtendedessayandother IBexperiences therebyopeningdoors fordirect
communication with other IB students and the admission officers of various universities
across theglobe It is the studentsrsquo responsibility tobuild theirownprofile toattract the
attentionofuniversitiesthatinterestthem
CHOITHRAM INTERNATIONAL 2018 - 20
12
Theschoolregularlyconductsscheduledsessionswithparentsandstudentsforgenerating
awareness about studying abroad and in India University visits are arranged and all
necessaryhelp is furnished to the studentsatappropriate time tohelp in theiruniversity
applicationsbasedontheirPredictedGrades
TheAllIndiaUniversity(AIU)alsoratesIBDiplomaProgrammeatparwithclassXIICBSEor
ICSEIBissuesmarksheetsinadditiontotheirgradessoastomaketheadmissionprocess
inanyIndianUniversitystraightforwardandtrouble-freeTheminimumrequirementforthe
AIUcertificationistohave3HLand3SLsubjectswithascoreofminimum24pointsinthe
IBDPfinalexamination
UniversityampCareerGuidanceSchoolCalendarforDPBatch2018-20
Dates ActionsYearI130818-180818 FirstStudent-CounsellorMeeting030918-140918 Parent-CounsellorMeeting(DiscussCollegeMajor)11118-311218 TakeTestsIELTSSATACT300119 StatementofPurpose300119 RequestforLOR040219-140219 Student ampParent-Counsellor Meeting( First discussion on short
listingofuniversitiesaspercareergoals)Mayrsquo2019 APExamSATsubjecttestSATimprovementYearIIDates Actions10819-090819 Student-Counsellor Meeting ( Preparation of final list of college
majorsandcolleges)160819-230819 Parent-CounsellorMeeting300819 StatementofPurpose100919 Essaywritingbasedonprompts300819 RequestforLOR14919ndash220919 StudentampParent-CounsellorMeeting200919 CollectLORfromTeachers251019 CollectPredictedGradesforEarlyApplications301119 CollectPredictedGradesforRegularAdmission71219 PrepareApplicationDocuments(RegularAdmissions)091219-161219 RegisterampApply(UKUSAAustraliaCanadaJulyintake200120 ApplyIrelandColleges
CHOITHRAM INTERNATIONAL 2018 - 20
13
CORECOMPONENTSTOK(THEORYOFKNOWLEDGE)
Theoryofknowledge(TOK)isassessedthroughanoralpresentationanda1600word
essay
TOK aims to make students aware of the interpretative nature of knowledge including
personalideologicalbiasesndashwhetherthesebiasesareretainedrevisedorrejectedItoffers
studentsandtheirteacherstheopportunityto
reflectcriticallyondiversewaysofknowingandonareasofknowledge
considertheroleandnatureofknowledgeintheirowncultureintheculturesof
othersandinthewiderworld
InadditionTOKpromptsstudentsto
beawareofthemselvesasthinkersencouragingthemtobecomemoreacquainted
withthecomplexityofknowledge
recognizetheneedtoactresponsiblyinanincreasinglyinterconnectedbut
uncertainworld
TOKalsoprovidescoherence for thestudentby linkingacademicsubjectareasaswellas
transcendingthemItthereforedemonstratesthewaysinwhichthestudentcanapplytheir
knowledgewithgreaterawarenessandcredibility
EE(EXTENDEDESSAY)
TheExtendedEssay(EE)isapieceofpersonalresearchofabout4000wordssupervisedbya
teacheratChoithram International inaccordancewith theguidelinespublishedby the IB
The EEmust be done in one of the DP subjectsmustmeet the assessment criteria and
followsubject-specificdetailsAllExtendedEssaysareexternallygradedonascalefrom0to
34ThesupervisorsubmitsapredictedgradeforthestudentrsquosEEtotheIB
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CAS(CREATIVITYACTIVITYSERVICE)
CASrequiresstudentstotakepartinarangeofactivitiesandprojectsTheseshouldalways
involve
realpurposefulactivitieswithsignificantoutcomes
personalchallenge
thoughtfulconsiderationsuchasplanningreviewingprogressreporting
reflectiononoutcomesandpersonallearning
TheIBdoesnrsquotprescribespecificprojectsoractivitiestostudents
HowevertheIBdoesrecommendthatstudentstakepartinatleastoneproject
involvingteamworkAllstudentsshouldbeinvolvedinactivitiestheyrsquoveinitiated
themselves
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GROUPWISESUBJECTDETAILS
GROUP1ENGLISHA-LANGUAGEANDLITERATUREPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ENGLISH ATCHOITHRAMINTERNATIONALINDOREThe IBDP English Curriculum is designed for students who have experience of using the
languageofthecourseinanacademiccontextThelanguagebackgroundofsuchstudents
howeverislikelytovaryconsiderablymdashfrommonolingualstudentstostudentswithmore
complex language profiles The study of texts both literary and non-literary provides a
focus for developing an understanding of how language works to create meanings in a
cultureaswellas inparticulartextsAlltextsmaybeunderstoodaccordingtotheirform
content purpose and audience and through the social historical cultural andworkplace
contexts that produce and value themResponding to andproducing texts promotes an
understandingofhowlanguagesustainsorchallengeswaysofthinkingandbeing
TofulfilltherequirementsoftheIBDiplomaProgrammeallstudentsmuststudyaGroup1
subjectselectedfromoneofthethreecoursesOnepathtoabilingualdiplomaistotake
twoGroup1courseseachinadifferentlanguageinanycombinationofthethreecourses
offered Both the Language A Literature course and the Language A Language and
LiteraturecourseareofferedatSLandHL
Group1coursesaredesignedtosupportfutureacademicstudybydevelopingahighsocial
aesthetic and cultural literacy as well as effective communication skills While there is
significantdifferenceinthetextspresentedforstudyinthethreecoursestheywillclearly
overlapsomewhatThereisnoaimforeachcoursetodefinecompletelyseparateterritory
Insteadthemaindifferenceliesinthedifferentareasoffocuseachtakes
IntheLanguageALiteraturecoursefocusisdirectedtowardsdevelopinganunderstanding
of the techniques involved in literary criticism and promoting the ability to form
independent literary judgments The focus of the Language A Language and Literature
course is directed towards developing and understanding the constructed nature of
meaningsgeneratedbylanguageandthefunctionofcontextinthisprocessLiteratureand
CHOITHRAM INTERNATIONAL 2018 - 20
16
performanceallowsstudentstocombineliteraryanalysiswiththeinvestigationoftherole
ofperformanceinourunderstandingofdramaticliterature
Aims
TheaimsofLanguageALiteratureandLanguageALanguageandLiteratureatSLandHL
areto
1 introducestudentstoarangeoftextsfromdifferentperiodsstylesandgenres
2 develop in students the ability to engage in close detailed analysis of individual texts
andmakerelevantconnections
3 developthestudentsrsquopowersofexpressionbothinoralandwrittencommunication
4 encourage students to recognize the importance of the contexts in which texts are
writtenandreceived
5 encouragethroughthestudyoftextsanappreciationofthedifferentperspectivesof
peoplefromotherculturesandhowtheseperspectivesconstructmeaning
6 encouragestudentstoappreciatetheformalstylisticandaestheticqualitiesoftexts
7 promoteinstudentsanenjoymentofandlifelonginterestinlanguageandliterature
8 developinstudentsanunderstandingofhowlanguagecultureandcontextdetermine
thewaysinwhichmeaningisconstructedintexts
9 encourage students to think critically about the different interactions between text
audienceandpurpose
Objectives
There are four assessment objectives at SL and at HL for the Language A Language and
Literaturecourse
1 Knowledgeandunderstanding
Demonstrateknowledgeandunderstandingofarangeoftexts
Demonstrateanunderstandingoftheuseoflanguagestructuretechniqueandstyle
Demonstrate a critical understanding of the various ways in which the reader
constructsmeaningandofhowcontextinfluencesthisconstructedmeaning
Demonstrateanunderstandingofhowdifferentperspectivesinfluencethereading
ofatext
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2 Applicationandanalysis
Demonstrateanabilitytochooseatexttypeappropriatetothepurposerequired
Demonstrateanabilitytouseterminologyrelevanttothevarioustexttypesstudied
Demonstrateanabilitytoanalysetheeffectsof languagestructuretechniqueand
styleonthereader
Demonstrate an awareness of theways inwhich the production and reception of
textscontributetotheirmeanings
Demonstrateanabilitytosubstantiateandjustifyideaswithrelevantexamples
3 Synthesisandevaluation
Demonstrateanability tocompareandcontrast the formalelementscontentand
contextoftexts
Discussthedifferentways inwhich languageandimagemaybeused inarangeof
texts
Demonstrateanabilitytoevaluateconflictingviewpointswithinandaboutatext
AtHLonlyProduceacriticalresponseevaluatingsomeaspectsoftextcontextand
meaning
4 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandwithfluencyinbothwrittenand
oralcommunication
Demonstrateanabilitytousetheoralandwrittenformsofthelanguageinarange
ofstylesregistersandsituations
Demonstrateanabilitytodiscussandanalysetextsinafocusedandlogicalmanner
AtHLonlyDemonstrateanabilitytowriteabalancedcomparativeanalysis
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Literaryworkschosenforeachofpartoftheprogramme
LanguageALanguageandLiterature
Higherlevel Standardlevel
Part1
LanguageinCulturalContext
GENDER GENDER
LANGUAGEANDCOMMUNITIES LANGUAGEANDCOMMUNITIES
TRANSLATION TRANSLATION
Part2
LanguageampMassCommunication
STEREOTYPES STEREOTYPES
USEOFPERSUASIVELANGUAGE USEOFPERSUASIVELANGUAGE
LANGUAGEANDTEXTUALBIAS LANGUAGEANDTEXTUALBIAS
Part3
LiteratureTextsampContexts
THEGREATGATSBYndashFSCOTTFITZGERALD THEGREATGATSBYndashFSCOTTFITZGERALD
REDOLEANDERSndashRABINDRANATHTAGORE REDOLEANDERSndashRABINDRANATHTAGORE
AMERICANAH-CHIMAMANDANGOZIADICHIE
Part4
LiteratureCriticalStudy
OTHELLOTHEMOOROFVENICE OTHELLOTHEMOOROFVENICE
SELECTEDPOETRYndashJOHNKEATS SELECTEDPOETRYndashJOHNKEATS
HEARTOFDARKNESS-JOSEPHCONRAD
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AssessmentObjectivesInPractice
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SYLLABUSOUTLINE
Year PartofSyllabus Content
SemI
PART-1LanguageinCulturalContextPart4CriticalStudy
Part1GenderEvolutionofEnglishLanguageSapirWhorfHypothesisMeghanMarklersquosSpeechatUNWomenHeForSheCampaignBlogson-LanguageshapesgenderInclusiveLanguageCartoonsbyLizaDonnellyTedTalkbyChimamandaNgoziAdichieMagazineCoversSlamPoetryCommunity-NationalismCatalonianConfusionImaginedCommunitiesSchoolrsquosLanguagePolicyRiverofBloodSpeechLanguageVariationRegionalismColonialMentalityAAEDialectSociolectIdiolectTranslation-BloginterviewExcerptsfromADollrsquosHouseDonQuixotePersepolisPart4CriticalStudySLOthelloTheMoorofVenicePoemsbyJohnKeatsHLOthelloTheMoorofVenicePoemsbyJohnKeatsHeartofDarkness
SemII
Part1LanguageinCulturalContextTranslationPart4CriticalStudyPart2MassCommunication
Part1TranslationPart4CriticalStudySLPoemsbyJohnKeatsHLPoemsbyJohnKeatsPart2MassCommunicationTermsrelatedtomassmediaTextualBiasVideoimagesmagazinecoversnewsarticleSpanishAmericanWarTETOffensivecartoonsUseofPersuasiveLanguageAtticusFinchClosingArgumentinlsquoToKillaMockingBirdrsquoAdvertisementsSpeeches-QueenElizabethITilburySpeechIHaveAdream-MartinLutherKingJr
CHOITHRAM INTERNATIONAL 2018 - 20
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MahatmaGandhi-OneWorldSquealerrsquosSpeechinAnimalFarmStereotypes-GenderandEthnicityCartoonsComicStripsAdvertisementsVideoGamesTweetsTedTalkVideos
SemIII Part3TextsandContexts
SL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanah
SemIV Part2LanguageampMassCommunication
Part3TextsandContextsSL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanahRevision
IBInternalandexternalassessmentrequirementstobecompletedduringthecourse
Brieflyexplainhowandwhenyouwillworkonthem Includethedatewhenyouwill first
introduce the internal andexternal assessment requirementswhen theywill bedue
andhowstudentswillbepreparedtocompletethem
FOA1amp2ndashConceptanddemandsoftheFOAtobeintroducedintheISemesterThefirst
FOAwillbecompletedbyendofSemISecondwillbecompletedinSemII
WT12amp3ndashConceptanddemandsoftheWTtobeintroducedintheISemesterFirstWT
SubmissionwillbedueinSemITheremaining2WTswillbesubmittedinSemII
IOCndashTheIOCwillbeintroducedinSemIThedetailsprocessmockandthefinalIOCwill
beheldinSemII
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23
AssessmentsinLanguageALanguageandLiterature(SLampHL)
ASSESSMENTOUTLINEndashSL Weighting
Externalassessment(3hours)Paper1Textualanalysis(1hour30minutes)ThepaperconsistsoftwounseentextsStudentswriteananalysisofoneofthesetexts(20marks)Paper2Essay(1hour30minutes)Inresponsetooneofsixquestionsstudentswriteanessaybasedonboththeliterarytextsstudiedinpart3ThequestionsarethesameatHLbuttheassessmentcriteriaaredifferent(25marks)WrittentaskStudentsproduceatleastthreewrittentasksbasedonmaterialstudiedinthecourseStudentssubmitonewrittentaskforexternalassessment(20marks)Thistaskmustbe800ndash1000wordsinlengthplusarationaleof200ndash300words
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
24
ASSESSMENTOUTLINEndashHL Weighting
Externalassessment(4hours)Paper1Comparativetextualanalysis(2hours)ThepaperconsistsoftwopairsofunseentextsStudentswriteacomparativeanalysisofonepairoftexts(20marks)Paper2Essay(2hours)Inresponsetooneofsixquestionsstudentswriteanessaybasedonatleasttwooftheliterarytextsstudiedinpart3ThequestionsarethesameatSLbuttheassessmentcriteriaaredifferent(25marks)WrittentasksStudentsproduceatleastfourwrittentasksbasedonmaterialstudiedinthecourseStudentssubmittwoofthesetasksforexternalassessment(20marksforeachtask)OneofthetaskssubmittedmustbeacriticalresponsetooneoftheprescribedquestionsfortheHLadditionalstudyEachtaskmustbe800ndash1000wordsinlengthtask1shouldbeaccompaniedbyarationaleof200ndash300wordswhiletask2shouldbeaccompaniedbyashortoutline
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
25
GROUP1HINDIA-LITERATURE
Assessmentobjectivesinpractice
TherearethreeassessmentobjectivesatSLandatHLforthelanguageAliteraturecourse
1 Knowledgeandunderstanding
Demonstrate knowledge and understanding of individual literary works as
representativesoftheirgenreandperiodandtherelationshipsbetweenthem
Demonstrateanunderstandingofthewaysinwhichculturalvaluesareexpressedin
literature
Demonstrateawarenessofthesignificanceofthecontextinwhichaworkiswritten
andreceivedSubstantiateandjustifyideaswithrelevantexamples
2 Analysissynthesisandevaluation
Demonstrate an ability to analyse language structure technique and style and
evaluatetheireffectsonthereader
Demonstrateanability toengage in independent literarycriticismonboth familiar
andunfamiliarliterarytexts
Showan ability to examine anddiscuss in depth the effects of literary techniques
andtheconnectionsbetweenstyleandmeaning(HLonly)
3 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandfluentlyinbothwrittenandoral
communicationwithaneffectivechoiceofregisterandstyle
Demonstrateacommandof terminologyandconceptsappropriate to thestudyof
literature
Demonstrateanabilitytoexpresswell-organizedoralandwrittenarguments
Demonstrate an ability towrite a sustained and detailed literary commentary (HL
only)
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The literary works chosen for each of part of the LanguageA Literatureprogramme
Partofthecourse
SL HL
Part1workintranslation
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)list
1रोमयो-जलयटशसपीयर(नाटक)2अतनचख़वक9लघकथाए
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)listStudyofthreeworksintranslationfromthePLTlist1रोमयो-जलयटशसपीयर(नाटक)
2अतनचख़वक9लघकथाए3टगौरकाकAवतासBह(गीताजलD)
Part2Detailedstudy
StudyoftwoworkseachofadifferentgenrechosenfromthisPLA3चEगFत(नाटक)जयशकरGसाद
4अIहJयाबाई(उपNयास)वदावनलालवमाP
Studyofthreeworkseachofadifferentgenre(oneofwhichmustbepoetry)chosenfromthisPLA4चEगFत(नाटक)जयशकरGसाद5अIहJयाबाई(उपNयास)वदावनलालवमाP6नागाजPन(कAवता)
Part3Literarygenres
StudyofthreeworksofthesamegenrechosenfromthisPLA
5 आपकाबटD(उपNयास)मNनभडारD6 सखदा(उपNयास)जनNEजन
7साराआकाश(उपNयास)राजNEयादव
StudyoffourworksofthesamegenrechosenfromthisPLA7आपकाबटD(उपNयास)मNनभडारD8सखदा(उपNयास)जनNEजन9साराआकाश(उपNयास)राजNEयादव10गबन(उपNयास)Gमचद
Part4Options
Studyofthreeworksfreelychosen Studyofthreeworksfreelychosen
8कबीरदोहऔरसाWखया9लघकथाए-खलDलिजYान10ठलपरIहमालय(या[ासमरण)धमPवीरभारती
11कबीरदोहऔरसाWखया12लघकथाए-खलDलिजYान13ठलपरIहमालय(या[ासमरण)धमPवीरभारती
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SYLLABUSOUTLINE
Year PartofSyllabus Content
Year1
Part4ndashOptions
Kabir
ShortstoriesofKhalilGibran
TheleparHimalaya-DharmveerBharti
FINALIndividualOralPresentationPART4WORKS
Part2ndashDetailedStudy
Chandragupt(Play)-JaishankarPrasad
Ahilyabai(Novel)-VrindavanlalVerma
Poetry-Nagarjun
FINALIndividualOralCommentaryPART2WORKS
Year2
Part1ndashworkintranslation
RomeoJuliet(Play)Shakespeare
Shortstories-AntonChekhov
Geetanjali-RavindranathTagore
FINALWrittenAssignmentPART1WORKS
PART3-LiteraryGenre
AapkaBanti(Novel)MannuBhandari
SaaraAakash(Novel)-RajendraYadav
Sukhada(Novel)ndashJainendaraJain
Gaban(Novel)-Premchand(HLOnly)
Paper2BasedonPart3Works
IBInternalAssessmentrequirementstobecompletedduringtheCourse
IOPndashConceptanddemandsoftheIOPtobeintroducedandcompletedinSemI
IOCndashTheIOCwillbeintroducedbrieflyinSemIandwillbebasedbroadlyonthedemands
ofIOCTheFinalIOCwillbetakeninSemII
WAndashConceptanddemandsof theWAtobe introduced inSemIIWASubmissionwillbe
dueinSemIII
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP2HINDIBPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HINDI AT
CHOITHRAMINTERNATIONALINDORE
HindiLanguagehasbeenoneofthemostpopularIndianlanguagesamongstudentsandthis
course emphasizes the development of the four skills ndash listening speaking reading and
writingListeningasaskillcanbedevelopedthroughTVRadioProgrammesandrecorded
CD Speaking can be developed through elocution debates skit enactment Reading can
develop through activities like newspaper magazines reading and different story books
Writing skills are developed through essay report writing letter writing and creativity
writing
TheHindiBcourserequiresstudentstohavesomeknowledgeofandexperiencewiththe
languageStudentsareexpectedtohavelinguisticskillsandtounderstandanduselanguage
insophisticatedwaysForexamplestudentsmustbeabletodiscussabstractconceptsand
ideasinthetargetlanguage
This course encourages students to broaden their knowledge of literature and culture of
differentstatesofIndia
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Developinternational-mindednessthroughthestudyof languagesculturesandideas
andissuesofglobalsignificance
2 Enable students to communicate in the language they have studied in a range of
contextsandforavarietyofpurposes
3 Encouragethroughthestudyoftextsandthroughsocialinteractionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4 Develop studentsrsquo understanding of the relationship between the languages and
cultureswithwhichtheyarefamiliar
5 Developstudentsrsquoawarenessofthe importanceof languageinrelationtootherareas
ofknowledge
CHOITHRAM INTERNATIONAL 2018 - 20
29
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and
creative-thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8 Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrateability
to
1 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
2 Understand and use language appropriate to a range of interpersonal andor
interculturalcontextsandaudiences
3 Understandanduse language toexpressand respond toa rangeof ideaswith fluency
andaccuracy
4 Identifyorganizeandpresentideasonarangeoftopics
5 Understandanalyseandreflectuponarangeofwrittenaudiovisualandaudio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year
Themes ThemeName ThemeTopics
SemI Theme1 Identities
bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
SemII Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
SemIII Theme4 Socialorganization
JourneytoFrenchspeakingcountries
Everycountryanditssymbolstraditionsandidentity
Forabetterworld
IntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
SemIV Theme5 Sharingtheplanet
BlueplanetGreenplanet
PlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetry
EqualityFraternity
Thesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
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ASSESSMENTS
The students will be evaluated based on their performances on tests debates oral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
CHOITHRAM INTERNATIONAL 2018 - 20
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HindiBSL
HindiBHL
CHOITHRAM INTERNATIONAL 2018 - 20
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Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP2FRENCHB
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN FRENCH AT
CHOITHRAMINTERNATIONALINDORE
Inthemodernworldofsocialpoliticalindustrialmaterialisticscientificandtechnological
advancementandgiventhattheworld isbecomingaglobalvillageduetothewondersof
the telecommunication and information technology and the increased tourism the
knowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglishFrench isoneof themostwidelycommunicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganisationssuch
asUnitedNationsOrganisationEuropeanUnionWorldTradeOrganisationWorldHealth
OrganisationandInternationalBaccalaureateOrganisationFrenchisalsosynonymouswith
internationalhotel industryandworldtourismwithParis_thecapitalofFranceasonethe
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognisedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
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Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
1 AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrate
abilityto
2 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
3 Understandanduselanguageappropriatetoarangeofinterpersonalandorintercultural
contextsandaudiences
4 Understandanduselanguagetoexpressandrespondtoarangeofideaswithfluencyand
accuracy
5 Identifyorganizeandpresentideasonarangeoftopics
6 Understand analyse and reflect upon a range ofwritten audio visual and audio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year Themes ThemeName ThemeTopics
Year1 Theme1 Identities bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
Year2 Theme4 Socialorganization
JourneytoFrenchspeakingcountriesEverycountryanditssymbolstraditionsandidentityForabetterworldIntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
Theme5 Sharingtheplanet BlueplanetGreenplanetPlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetryEqualityFraternityThesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
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ASSESSMENTS
Thestudentswillbeevaluatedbasedontheirperformancesontestsdebatesoral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
FrenchBSL
CHOITHRAM INTERNATIONAL 2018 - 20
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FrenchBHL
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP2FRENCHABINITIO
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINFRENCHABINITIO
ATCHOITHRAMINTERNATIONALINDORE
In todayrsquos modern world of social political industrial materialistic scientific and
technologicaladvancementandgiventhattheworldisbecomingaglobalvillageduetothe
wondersofthetelecommunicationandinformationtechnologyandtheincreasedtourism
theknowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglish French isoneof themostwidely communicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganizationssuch
asUnitedNationsOrganizationEuropeanUnionWorldTradeOrganizationWorldHealth
OrganizationandInternationalBaccalaureateOrganizationFrenchisalsosynonymouswith
internationalhotel industryandworld tourismwithParis thecapitalofFranceasone the
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognizedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
40
Aims
ThefollowingaimsarecommontobothlanguageabinitioandlanguageB
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7Providestudentswithabasis for furtherstudyworkand leisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
TherearefiveassessmentobjectivesforthelanguageabinitiocourseStudentswillbe
assessedontheirabilityto
1Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyof
purposes
2Understandanduselanguageappropriatetoarangeofinterpersonalandor
interculturalcontextsandaudiences
3Understandanduselanguagetoexpressandrespondtoarangeofideaswith
fluencyandaccuracy
4Identifyorganizeandpresentideasonarangeoftopics
5 Understand analyse and reflect upon a range of written audio visual and
audio-visualtexts
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI
Unit1 Identities 11Personalattributes
12Personalrelationships
13Eatinganddrinking
14Physicalwellbeing
Unit2 Experiences 21Dailyroutine
22Leisure
23Holidays
24Festivalsandcelebrations
SemII
Unit3 Humaningenuity 31Transport
32Entertainment
33Media
34Technology
SemIII
Unit4 Socialorganization 41Neighbourhood
42Education
43Theworkplace
44Socialissues
SemIV
Unit5 Sharingtheplanet 51Climate
52Physicalgeography
53Theenvironment
54Globalissues
AssessmentsinFrench
The students will be evaluated based on their performances on tests oral
presentationsdiscussionsListeningReadingandWritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
CHOITHRAM INTERNATIONAL 2018 - 20
42
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassing
grade)
Grades will be calculated mathematically based on raw scores which will be
convertedintopercentagesthatwillthenreflecttheirperformanceinthefollowing
categories
Externalassessment(2hours45minutes) 75
Paper1(1hour) 25
Productiveskillsmdashwriting(30marks)
Twowrittentasksof70ndash150wordseachfromachoiceofthreetaskschoosinga
texttypeforeachtaskfromamongthoselistedintheexaminationinstructions
Paper2(1hour45minutes) 50
Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
Comprehensionexercisesonthreeaudiopassagesandthreewrittentextsdrawn
fromallfivethemes
Internalassessment
25 Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedby
theIBattheendofthecourse
Individualoralassessment
Aconversationwiththeteacherbasedonavisualstimulusandatleastoneadditional
coursetheme(30marks)
Materials
ThebasiccoursematerialfortheFrenchabinitiocourse
- ibook
- PanoramaFrancophone1amp2
- Additionalmaterialsfromaselectionoftextbooksmagazinesandinternetsources
willcomplementthearticlesandexercisesfoundinthesetextsStudentsmustbring
theirtextbookandnotebooktoclasseachday
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ElementsoftheFinalExam
ExternalAssessment 75
Paper1Productiveskillsmdashwriting(30marks)25
Paper2Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)50
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
InternalassessmentOralcomponent25
Table2InternalassessmentsspannedthroughoutthetwoyearprogrammeExamination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOralPresentationPresentation(VisualStimulus)
25
SemesterIIExamination IndividualOralPresentationPresentationandFollow-updiscussion
25
SemesterIIIExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
SemesterIVExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
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GROUP3ECONOMICSPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN
ECONOMICSATCHOITHRAMINTERNATIONALINDORE
Economics isadynamic social science formingpartofgroup3mdashindividualsandsocieties
The studyof economics is essentially aboutdealingwith scarcity resource allocation and
themethodsandprocessesbywhichchoicesaremade in thepursuitofsatisfyinghuman
wantsAsasocialscienceeconomicsusesscientificmethodologiesthatincludequantitative
andqualitativeelements
The IB Diploma Programme economics course emphasizes on 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
variablesaffectingcountriesgovernmentsandsocietiesTheseeconomictheoriesarenot
tobestudied inavacuummdashrather theyaretobeappliedtoreal-world issuesProminent
among these issues are fluctuations in economic activity international trade economic
developmentandenvironmentalsustainability
The ethical dimensions involved in the application of economic theories and policies
permeatethroughouttheeconomicscourseasstudentsarerequiredtoconsiderandreflect
on human end-goals and values The economics course encourages students to develop
international perspectives fosters a concern for global issues and raises studentsrsquo
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
degreeofpersonal commitment in trying to resolve these issuesappreciatingour shared
responsibilityascitizensofanincreasinglyinterdependentworld
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Aims
TheaimsofEconomicsasGroup3subjectisasfollows
1 encourage the systematic and critical study of human experience and behaviour
physical economic and social environments and thehistory anddevelopmentof social
andculturalinstitutions
2 develop in the student the capacity to identify to analyse critically and to evaluate
theories concepts and arguments about the nature and activities of the individual and
society
3enablethestudenttocollectdescribeandanalysedatausedinstudiesofsocietytotest
hypothesesandtointerpretcomplexdataandsourcematerial
4promotetheappreciationofthewayinwhichlearningisrelevantbothtotheculturein
whichthestudentlivesandtothecultureofothersocieties
5developanawarenessinthestudentthathumanattitudesandbeliefsarewidelydiverse
andthatthestudyofsocietyrequiresanappreciationofsuchdiversity
6 enable the student to recognize that the content andmethodologiesof the subjects in
group3arecontestableandthattheirstudyrequiresthetoleranceofuncertainty
7developanunderstandingofmicroeconomicandmacroeconomictheoriesandconcepts
andtheirreal-worldapplication
8 develop an appreciation of the impact on individuals and societies of economic
interactionsbetweennations
9developanawarenessofdevelopmentissuesfacingnationsastheyundergotheprocess
ofchange
Assessmentobjectives
Therearefourassessmentobjectives(AOs)fortheSLandHLeconomicscourseHaving
followedthe
EconomicscourseatSLorHLstudentswillbeexpectedtodothefollowing
1Demonstrateknowledgeandunderstandingofspecifiedcontent
ndashndashDemonstrateknowledgeandunderstandingofthecommonSLHLsyllabus
ndashndashDemonstrateknowledgeandunderstandingofcurrenteconomicissuesanddata
ndashndashAtHLonlyDemonstrateknowledgeandunderstandingofthehigherlevelextension
topics
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2Demonstrateapplicationandanalysisofknowledgeandunderstanding
ndashndashApplyeconomicconceptsandtheoriestoreal-worldsituations
ndashndashIdentifyandinterpreteconomicdata
ndashndashDemonstratetheextenttowhicheconomicinformationisusedeffectivelyinparticular
contexts
ndashndashAtHLonlyDemonstrateapplicationandanalysisoftheextensiontopics
3Demonstratesynthesisandevaluation
ndashndashExamineeconomicconceptsandtheories
ndashndashUseeconomicconceptsandexamplestoconstructandpresentanargument
ndashndashDiscussandevaluateeconomicinformationandtheories
ndashndashAtHLonlyDemonstrateeconomicsynthesisandevaluationoftheextensiontopics
4Selectuseandapplyavarietyofappropriateskillsandtechniques
ndashndashProducewell-structuredwrittenmaterialusingappropriateeconomicterminology
withinspecifiedtimelimits
ndashndashUsecorrectlylabelleddiagramstohelpexplaineconomicconceptsandtheories
ndashndashSelectinterpretandanalyseappropriateextractsfromthenewsmedia
ndashndashInterpretappropriatedatasets
ndashndashAtHLonlyUsequantitativetechniquestoidentifyexplainandanalyseeconomic
relationships
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SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI Unit1 Microeconomics TheFoundationsofEconomicsMarketsDemandandSupplyTheroleofthepricemechanismMarketEfficiencyElasticityMarketFailureGovernmentInterventionTheoryofthefirm
SemII Unit2 MicroeconomicsMacroeconomics
MarketstructuresThelevelofoveralleconomicactivityAggregatedemandandaggregatesupplyMacroeconomicobjectivesFiscalPolicyMonetaryPolicySupplySidePolicies
SemIII Unit3 InternationalEconomics
InternationaltradeandprotectionExchangerateBalanceOfpaymentsTermsoftradeEconomicsIntegration
SemIV Unit4 DevelopmentalEconomics
DevelopmentalEconomicsMeasuringdevelopmentTheroleofdomesticfactorsTheroleofinternationaltradeTheroleofforeigndirectinvestment(FDI)TherolesofforeignaidandmultilateraldevelopmentassistanceTheroleofinternationaldebtThebalancebetweenmarketsandintervention
CHOITHRAM INTERNATIONAL 2018 - 20
48
AssessmentsinEconomics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bullconstructinganalysingandevaluating
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate for effective problem-solving and the manipulative skills necessary for
completingInternalAssessmentswithacademichonesty
Studentsrsquo success in theEconomics standard levelandhigher level course ismeasuredby
combiningtheirgradesonexternalandinternalassessment
In Economics the students achieve a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessment ineconomicsconsistsoftwoexaminationpapersatSLandthree
examinationpapersatHLthatareexternallysetandexternallymoderated
PapercomponentforSL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage40)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
40)
Assessmentobjectives1234SyllabusContentndashSection3and4
PapercomponentforHL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage30)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
30)
Assessmentobjectives1234SyllabusContentndashSection3and4
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Paper3(1hour)HLextensionpaper(50marks)(Weightage20)Syllabuscontentincluding
HL extension material sections 1 to 4mdashmicroeconomics macroeconomics international
economicsdevelopmenteconomics
Assessmentobjectives12and4
GDCsarepermittedforpaperthreeforHLstudentsonly
Thesearedesignedtoallowstudentstodemonstratetheircompetenciesinrelationtothe
economicsassessmentobjectivesandspecificpartsoftheeconomicssyllabusnamelythe
commontopicsandtheHLextensionmaterialAllquestionsontheexaminationpaperswill
bebasedonthetopicsinthisguide
IncommonwithallexaminationpapersstudentsatSLandHLaregivenfiveminutesof
readingtimebeforetheybeginansweringthepapers
InternalAssessments(20teachinghours)
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
the end of the course Students produce a portfolio of three commentaries based on
differentsectionsofthesyllabusandonpublishedextractsfromthenewsmediaMaximum
750wordsx3(45marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPEconomicsguide
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent ()Weightage
SemesterIExamination Writtenassignment 20
SemesterIIExamination WrittenCommentaryinMicroeconomics 20
SemesterIIIExamination WrittenCommentaryinMacroeconomics 20
SemesterIVExamination WrittenCommentaryinInternationalTrade 20
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GROUP3BUSINESSMANAGEMENT
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN BUSINESS AND
MANAGEMENTATCHOITHRAMINTERNATIONALINDORE
Businessmanagement is a rigorous challenging and dynamic discipline in the individuals
andsocietiessubjectgroupTheroleofbusinessesasdistinctfromotherorganizationsand
actors inasociety is toproduceandsellgoodsandservicesthatmeethumanneedsand
wants by organizing resources Profit-making risk-taking and operating in a competitive
environmentcharacterizemostbusinessorganizations
Business management studies business functions management processes and decision-
making in contemporary contexts of strategic uncertainty It examines how business
decisionsareinfluencedbyfactorsinternalandexternaltoanorganizationandhowthese
decisions impact upon its stakeholders both internally and externally Business
managementalsoexploreshowindividualsandgroupsinteractwithinanorganizationhow
theymaybesuccessfullymanagedandhowtheycanethicallyoptimizetheuseofresources
inaworldwithincreasingscarcityandconcernforsustainabilityBusinessmanagementis
therefore perfectly placed within the individuals and societies subject area aiming to
developinstudentsanappreciationbothforourindividualityandourcollectivepurposes
Aims
TheaimsofBusinessandManagementcourseathigherlevelandstandardlevelareto
1 Encourageaholisticviewoftheworldofbusiness
2 Empowerstudentstothinkcriticallyandstrategicallyaboutindividualandorganizational
behaviour
3 Promotetheimportanceofexploringbusinessissuesfromdifferentculturalperspectives
4 Enablethestudenttoappreciatethenatureandsignificanceofchangeinalocalregional
andglobalcontext
5 Promoteawarenessoftheimportanceofenvironmentalsocialandethicalfactorsinthe
actionsofindividualsandorganizations
6 Developanunderstandingoftheimportanceofinnovationinabusinessenvironment
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AssessmentObjectives
By the end of the business management course students are expected to reach the
followingassessmentobjectives
AO1Demonstrateknowledgeandunderstandingof
The businessmanagement tools techniques and theories specified in the syllabus
content
Thesixconceptsthatunderpinthesubject
Real-worldbusinessproblemsissuesanddecisions
TheHLextensiontopics(HLonly)
AO2Demonstrateapplicationandanalysisof
Knowledgeandskillstoavarietyofreal-worldandfictionalbusinesssituations
Businessdecisionsbyexplainingtheissue(s)atstakeselectingandinterpretingdata
andapplyingappropriatetoolstechniquestheoriesandconcepts
TheHLextensiontopics(HLonly)
AO3Demonstratesynthesisandevaluationof
Businessstrategiesandpracticesshowingevidenceofcriticalthinking
Businessdecisionsformulatingrecommendations
TheHLextensiontopics(HLonly)
AO4Demonstrateavarietyofappropriateskillsto
Producewell-structuredwrittenmaterialusingbusinessterminology
Selectandusequantitativeandqualitativebusinesstoolstechniquesandmethods
Selectandusebusinessmaterialfromarangeofprimaryandsecondarysources
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
Business
Organisation
and
Environment
11Introductiontobusinessmanagement12Typesoforganizations13Organizationalobjectives14Stakeholders15Externalenvironment16Growthandevolution17Organizationalplanningtools(HLonly)
Unit4 Marketing
41Theroleofmarketing42Marketingplanning(includingintroductiontothefourPs)43Salesforecasting(HLonly)44Marketresearch45ThefourPs(productpricepromotionplace)
SemII
Unit4 Marketing46TheextendedmarketingmixofsevenPs(HLonly)47Internationalmarketing(HLonly)48E-commerce
Unit3 Finance
31Sourcesoffinance32Costsandrevenues33Break-evenanalysis34Finalaccounts(someHLonly)35Profitabilityandliquidityratioanalysis36Efficiencyratioanalysis(HLonly)
SemIII Unit3 Finance37Cashflow38Investmentappraisal(someHLonly)39Budgets(HLonly)
Unit5Operations
Management
51Theroleofoperationsmanagement52Productionmethods53Leanproductionandqualitymanagement(HLonly)54Location55Productionplanning(HLonly)56Researchanddevelopment(HLonly)57Crisismanagementandcontingencyplanning(HLonly)
SemIV Unit2Humanresource
Management
21 Functions and evolution of human resourcemanagement22Organizationalstructure23Leadershipandmanagement24Motivation25Organizational(corporate)culture(HLonly)26Industrialemployeerelations(HLonly)
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AssessmentsinBusinessandManagement
StudentsrsquosuccessintheBusinessandManagementstandardlevelandhigherlevelcourseis
measuredbycombiningtheirgradesonexternalandinternalassessment
Externalassessment
TheexternalassessmentoftheDiplomaProgrammebusinessmanagementcourseconsists
of twoexaminationpapersat SLandatHL thatareexternally setandexternallymarked
Theyaredesignedtoallowstudentstodemonstratetheircompetencies inrelationtothe
businessmanagementassessmentobjectivesTheexternalcomponentscontribute75to
thefinalassessmentatbothSLandHL
Internalassessment
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourseTheexternalcomponentscontribute25tothefinalassessmentat
bothSLandHL
SLWrittencommentary
Studentsproduceawrittencommentarybasedonthreetofivesupportingdocuments
aboutarealissueorproblemfacingaparticularorganizationMaximum1500words(25
marks)
HLResearchproject
Studentsresearchandreportonanissuefacinganorganizationoradecisiontobemadeby
anorganization(orseveralorganizations)Maximum2000words(25marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPBampMguide
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GROUP3INFORMATIONTECHNOLOGYINAGLOBALSOCIETY(ITGS)
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ITGS AT
CHOITHRAMINTERNATIONALINDORE
TheIBDiplomaProgrammeinformationtechnology inaglobalsociety(ITGS)course isthe
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
informationatthelocalandgloballevel
ITGS provides a framework for the student to make informed judgments and decisions
abouttheuseofITwithinsocialcontexts
Although ITGS shares methods of critical investigation and analysis with other social
sciences it also considers social and ethical considerations that are common to other
subjects in group 3 Students come into contactwith IT on a daily basis because it is so
pervasive in theworld inwhichwe live This increasinglywidespread use of IT inevitably
raises importantquestionswithregardto thesocialandethicalconsiderations thatshape
oursocietytodayITGSoffersanopportunityforasystematicstudyoftheseconsiderations
whoserangeissuchthattheyfalloutsidethescopeofanyothersinglediscipline
Aims
Theaimsoftheinformationtechnologyinaglobalsociety(ITGS)courseatSLandHLareto
1 Enablethestudenttoevaluatesocialandethicalconsiderationsarisingfromthe
widespreaduseofITbyindividualsfamiliescommunitiesorganizationsand
societiesatthelocalandgloballevel
2 DevelopthestudentrsquosunderstandingofthecapabilitiesofcurrentandemergingIT
systemsandtoevaluatetheirimpactonarangeofstakeholders
3 EnablestudentstoapplytheirknowledgeofexistingITsystemstovariousscenarios
andtomakeinformedjudgmentsabouttheeffectsofITdevelopmentsonthem
4 EncouragestudentstousetheirknowledgeofITsystemsandpracticalITskillsto
justifyITsolutionsforaspecifiedclientorend-user
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Objectives
The assessment objectives for ITGS reflect those parts of the aims that will be formally
assessedeither internallyorexternallyTheseassessmentswill centreupon thenatureof
individualsandsocietiesand ITsystems It is the intentionofthesecoursesthatstudents
areabletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingof
bullawarenessofITapplicationsanddevelopmentsinspecifiedscenarios
bullawarenessofthesocialandethicalsignificanceofspecifiedITapplicationsand
developments
bulltechnicalknowledgeofITGSterminologyconceptsandtoolsandITSystems
bulltopicsrelatedtotheannuallyissuedcasestudy(HLpaper3only)
2 Applyandanalyze
bulltheimpactsofITapplicationsanddevelopmentsinspecifiedscenarios
bullthesocialandethicalsignificanceofspecifiedITapplicationsanddevelopments
bullITknowledgeandmakeconnectionsbetweenspecificscenarios
bulltechnicalknowledgeofITsystemsacquiredthroughindependentresearchto
providesupportingevidenceinpossibledecisionsrelatingtofuturecoursesof
actionrelatedtotheannuallyissuedcasestudy(HLpaper3only)
3 Synthesizeevaluateformulateandjustify
bulllocalandglobalimpactsofspecifiedITdevelopmentsthroughindividually
researchedstudies
bullsolutioninvolvingITtoaspecifiedproblemusingknowledgeofITsystems
bullsocialandethicalimplicationsofspecifiedITpoliciesanddevelopments
bulljustifypossiblestrategiccoursesofactionrelatedtotheannuallyissuedcasestudy
(HLpaper3only)
4 DemonstratetheappropriateusageofITGSskillsofprojectmanagementwithusageof
ITtoolsandtheproductdevelopmentlifecycle(PDLC)tocreateanoriginalproductwith
evidencesforconsultationwithaclientinthedevelopmentofawell-organizedproduct
toresolveaspecificissue
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SYLLABUSOUTLINE
Semester Unit UnitTitle
SemI
Unit1 OverviewofITGSand3Strands
Unit5 HealthEducationandTraining
Unit9 InternetMultimediadigitalmediaAI
SemII
Unit3 DatabasesandSpreadsheetsIntroductiontoprojectmanagement
Unit4 Roboticsartificialintelligenceandexpertsystems
Unit6 BusinessandEmployment
SemIII
Unit7 ModelingandsimulationPersonalandpubliccommunications
Unit8 ITsystemsinorganizations
Unit2 HardwareSoftwareNetworks
SemIVUnit10 EnvironmentPoliticsandGovernment
Unit11 Homeandleisure
AssessmentsinITGS
Theassessmentsaimtotestallstudentsrsquoknowledgeandunderstandingofkeyconcepts
through
DemonstrationofandetailedawarenessandknowledgeofITapplicationsdevelopment
anditssocialandethicalsignificanceinspecifiedscenarioswithdetailedknowledge
DemonstrationofdetailedtechnicalknowledgeofITGSterminologyconceptsandtools
anddetailedtechnicalknowledgeofITsystems
Explanation of detailed impacts of IT applications and developments in specified
scenarios
Analysis of detailed social and ethical significance of specified IT applications and
developments
Evaluation of detailed local and global impacts of specified IT developments through
individuallyresearchedstudies
EvaluationofdetailedsolutioninvolvingITtoaspecifiedproblemusingknowledgeofIT
systems
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Demonstration of detailed social and ethical implications of specified IT policies and
developments
DemonstrationofdetailedevidenceofprojectmanagementPDLCandappropriatetool
inthedevelopmentofawell-organizedproducttoresolveaspecificissue
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofstructuredquestionsthatassessinanintegratedwaythethreestrands
ofthesyllabus
Paper2consistsofThispaperconsistsofoneunseenarticle
Paper3consistsofbasedonapre-seencasestudy(forHLonly)
DurationofpapervariesfromSLtoHLlevelampfrompapercomponent
Internalassessment
Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedbythe
IBattheendofthecourse
Project
ThedevelopmentofanoriginalITproductforaspecifiedclientStudentsmustproduce
bullacoverpageusingprescribedformat
bullanoriginalITproduct
bulldocumentationsupportingtheproduct(wordlimit2000words)
InternalassessmentisanintegralpartofthecourseandiscompulsoryforbothSLandHL
studentsItenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge
andtopursuetheirpersonalinterestswithoutthetimelimitationsandotherconstraints
thatareassociatedwithwrittenexaminationsThe internalassessmentshouldasfaras
possible bewoven intonormal classroom teachingover a periodof timeandnot be a
shortintensiveactivityinthecourseorafterthecoursehasbeentaught
The internal assessment requirements at SL and at HL are the same However it
contributes to a different percentage of the overall mark Students are required to
produce a project that consists of a cover page the product (IT solution) and
documentationThefocusoftheITGSprojectisonprovidinganoriginalITsolutionfora
client The internal assessment component as well as being interesting practical and
productiveformsanimportantpartoftheassessmentoftheITGScourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
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GROUP3PSYCHOLOGYPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINPSYCHOLOGYAT
CHOITHRAMINTERNATIONALINDORE
Psychologyistherigorousandsystematicstudyofmentalprocessesandbehaviour It isa
complexsubjectwhichdrawsonconceptsmethodsandunderstandingsfromanumberof
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 involved social structures and cultures The
studyofbehaviourandmentalprocessesrequiresamultidisciplinaryapproachandtheuse
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
changesodoesbehaviour
AtthecoreoftheDPpsychologycourseisanintroductiontothreedifferentapproachesto
understandingbehaviour
bull biologicalapproachtounderstandingbehavior
bull cognitiveapproachtounderstandingbehavior
bull socioculturalapproachtounderstandingbehaviour
Theknowledgeconceptstheoriesandresearchthathavedevelopedtheunderstandingin
thesefieldswillbestudiedandcriticallyevaluatedtoanswersomeofthequestionsbeing
askedbypsychologiststodayFurthermoretheinteractionoftheseapproachestostudying
psychologywillformthebasisofaholisticandintegratedapproachtounderstanding
mentalprocessesandbehaviourasacomplexdynamicphenomenonallowingstudentsto
appreciatethediversityaswellasthecommonalitybetweentheirownbehaviourandthat
ofothersThecontributionandtheinteractionofthethreeapproachescanbebest
understoodthroughtheoptionsTherearefouroptionsinthecourseTheyfocusonareas
ofappliedpsychology
bull abnormalpsychology
bull developmentalpsychology
bull healthpsychology
bull psychologyofrelationships
CHOITHRAM INTERNATIONAL 2018 - 20
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The options provide an opportunity to take what is learned from the study of the
approaches topsychologyandput it into the contextof specific linesof inquiry broaden
studentsrsquo experience of the discipline and develop the studentsrsquo critical inquiry skills
Surrounding theapproachesand theoptionsare theoverarching themesof researchand
ethicsAconsiderationofbothisparamounttothenatureofthesubjectPsychologists
employarangeofresearchmethodsbothqualitativeandquantitativeinordertotesttheir
observations and hypotheses As a part of the core syllabus DP psychology promotes an
understandingofthevariousapproachestoresearchandhowtheyhavebeenusedinorder
tocriticallyreflectontheevidenceaswellasassistinthedesignimplementationanalysis
andevaluationofthestudentsrsquoowninvestigationsPsychologystudieshumanbeingsandas
such it is paramount that the ethical implications in any line of investigation and at all
pointsinthecoursearefullyexploredandunderstoodtoensurethatethicalguidelinesare
followedatalltimes
DistinctionbetweenSLandHL
TherearethreemaindistinctionsbetweenthiscourseatSLandatHL
1ThefollowingextensionstothecoreapproachesarestudiedatHLonly
- theroleofanimalresearchinunderstandinghumanbehaviour
- cognitiveprocessinginthedigitalworld
- theinfluenceofglobalizationonindividualattitudesidentitiesandbehaviour
Thisdifferentiationisreflectedinpaper1sectionBoftheexternalassessment
2SLstudentsarerequiredtostudyoneoptionwhileHLstudentsstudytwooptionsThis
differentiationisreflectedinpaper2oftheexternalassessment
3BothSLandHLstudentswillbeexpectedtoshowtheirunderstandingofapproachesto
researchintheinternalassessmentandforcriterionD(criticalthinking)inpaper1sectionB
and paper 2 responses Additionally HL students will be directly assessed on their
understandingof approaches to research in paper 3 of the external assessment Thiswill
coverbothqualitativeandquantitativeresearchmethods
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Aims
1 develop an understanding of the biological cognitive and sociocultural factors
affectingmentalprocessesandbehaviour
2 applyanunderstandingofthebiologicalcognitiveandsocioculturalfactorsaffecting
mentalprocessesandbehaviourtoatleastoneappliedareaofstudy
3 understanddiversemethodsofinquiry
4 understand the importanceof ethical practice in psychological research in general
andobserveethicalpracticeintheirowninquiries
5 ensurethatethicalpracticesareupheldinallpsychologicalinquiryanddiscussion
6 developanawarenessofhowpsychologicalresearchcanbeappliedtoaddressreal-
worldproblemsandpromotepositivechange
Assessmentobjectives
By the end of the psychology course at SL or at HL students will be expected to
demonstratethefollowing
1Knowledgeandcomprehensionofspecifiedcontent
bull Demonstrateknowledgeandcomprehensionofkeytermsandconceptsin
psychology
bull Demonstrateknowledgeandcomprehensionofarangeofpsychologicaltheories
andresearchstudies
bull Demonstrateknowledgeandcomprehensionofthebiologicalcognitiveand
socioculturalapproachestomentalprocessesandbehavior
bull Demonstrateknowledgeandcomprehensionofresearchmethodsusedin
psychologyApplicationandanalysis
2Applicationandanalysis
bull Demonstrateanabilitytouseexamplesofpsychologicalresearchandpsychological
conceptstoformulateanargumentinresponsetoaspecificquestion
bull Demonstrateapplicationandanalysisofarangeofpsychologicaltheoriesand
researchstudies
bull Demonstrateapplicationandanalysisoftheknowledgerelevanttoareasofapplied
psychology
CHOITHRAM INTERNATIONAL 2018 - 20
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bull AtHLonlyanalysequalitativeandquantitativeresearchinpsychology
3Synthesisandevaluation
Evaluatethecontributionofpsychologicaltheoriestounderstandinghuman
psychology
Evaluatethecontributionofresearchtounderstandinghumanpsychology
Evaluatethecontributionofthetheoriesandresearchinareasofapplied
psychology
AtHLonlyevaluateresearchscenariosfromamethodologicalandethical
perspective
4Selectionanduseofskillsappropriatetopsychology
Demonstratetheacquisitionofskillsrequiredforexperimentaldesigndatacollectionand
presentationdataanalysisandtheevaluationofasimpleexperimentwhiledemonstrating
ethicalpractice
Work in a group to design a method for a simple experimental investigation
organizetheinvestigationandrecordtherequireddataforasimpleexperiment
Writeareportofasimpleexperiment
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Syllabus
The recommended teaching time is 240 hours to complete HL courses and 150 hours to
complete SL courses as stated in thedocumentGeneral regulationsDiplomaProgramme
(article82)
SyllabusContent-
The approaches to understanding behaviour are laid out in topics The content for each
topic is detailed in the middle column with explanatory notes in the dropdown boxes
Guidance for the content is in the dropdown boxes in the right-hand column The
approaches to behaviour are compulsory for SL and HL students (except for the HL
extension which is for HL students only) The core will be assessed in paper 1 of the
external assessment but it also forms the foundation for teaching and learning in the
optionsTheapproachestoresearchareforbothSLandHLstudentsTheyareorganizedto
reflect the considerationsmadewhen reading or preparing a piece of research Only HL
studentswillbeformallyassessedontheapproachestoresearchinpaper3
CHOITHRAM INTERNATIONAL 2018 - 20
63
Biologicalapproachtounderstandingbehaviour
The biological approach to understanding behaviour is largely an investigation into
correlationsDoareasof thebraincorrelatewithbehaviourWhenchanges takeplace in
the brain do changes take place in behaviour or is the reverse the case Could an
individualrsquosbehaviourbepredictedfromtheirgenesIshumanbehavioursubjecttonatural
selection The relationship between biology and behaviour is a complex one of mutual
causality The technology available to investigate this relationship is becoming evermore
sophisticated while the ethics of this line of inquiry are increasingly an area for public
debate
Thebiologicalapproachtobehaviourlooksat
thebrainandbehaviour(SLandHL)
hormonesandbehaviour(SLandHL)
geneticsandbehaviour(SLandHL)
theroleofanimalresearchinunderstandinghumanbehavior(HLonly)
Relevanttoallthetopicsare
the contribution of research methods used in the biological approach to
understandinghumanbehaviour
ethical considerations in the investigation of the biological approach to
understandinghumanbehaviour
CHOITHRAM INTERNATIONAL 2018 - 20
64
SYLLABUSOUTLINE
Semester Unit UnitTitletopic
SemI Biologicallevelofanalysis
Physiologyandbehaviourgeneticsandbehaviouranintegrativelookatbehaviour
Cognitivelevelofanalysis
Cognitiveprocessescognitionandemotionanintegrativelookathappiness
Socioculturallevelofanalysis
Socioculturalcognitionsocialandculturalnormsanintegrativeapproachtoprejudiceanddiscrimination
SemII Simpleexperimentalstudy
TheuseofexperimentsinpsychologyoverviewofexperimentalvariablesdifferentkindsofexperimentsCorrelationalstudiesNonexperimentalmethodsinterviewsandcasestudies
Any1optionfromthe2options-1 Abnormal
psychology2 Developmental
psychology
SemIII Any1optionfromthe2options-1Psychologyofrelationships2HealthPsychology
2OptionalforHLstudents
SemIV Qualitativeresearchmethodology
TheoryandpracticeinterviewscasestudiesandobservationsSimpleexperimentalstudy
CHOITHRAM INTERNATIONAL 2018 - 20
65
ExternalassessmentcriteriamdashSL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessayfromachoiceofthreeTheessayismarkedout
of22marksAO3command termswillbeused in theessayquestionsTheessayswillbe
assessedusingtherubricbelow
Paper2
Paper2consistsofoneessayquestionfortheoptionstudiedEachoptionwillhaveachoice
of threeessaysAllessayswilluseanAO3commandtermTheessay ismarkedoutof22
marks
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
ExternalassessmentcriteriamdashHL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessay fromachoiceof threeOne twoorallof the
essayswill reference the additional HL topic The essay ismarked out of 22marks AO3
commandtermswillbeusedintheessayquestionsTheessayswillbeassessedusingthe
rubricbelow
CHOITHRAM INTERNATIONAL 2018 - 20
66
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
Paper3Paper3assessestheapproachestoresearchinpsychologyThepaperconsistsofaresearch
scenariofollowedbythreeshortanswerquestionsforatotalof24marksThequestionswill
beassessedusingananalyticalmarkscheme
Internalassessment
The internal assessment requirements at SL and at HL are the same Students will
investigateapublishedstudy theoryormodel relevant to their learning inpsychologyby
conductinganexperimentalinvestigationandreportingthefindingsTherequirementswill
beexplainedinmoredetailintheinternalassessmentdetails
InternalassessmentcriteriaSLandHL
TheassessmentoftheinternalassessmenttaskisthesameforbothSLandHLstudentsand
usesthefollowingrubric
Introduction Exploration Analysis Evaluation Total
6 4 6 6 20
CHOITHRAM INTERNATIONAL 2018 - 20
67
GROUP3HISTORY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HISTORY AT
CHOITHRAMINTERNATIONALINDORE
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
historicalconceptssuchaschangecausationandsignificance
History is an exploratory subject that fosters a sense of inquiry It is also an interpretive
disciplineallowingopportunityforengagementwithmultipleperspectivesandapluralityof
opinionsStudyinghistorydevelopsanunderstandingofthepastwhichleadstoadeeper
understandingofthenatureofhumansandoftheworldtoday
The IB Diploma Programme (DP) history course is a world history course based on a
comparativeandmulti-perspectiveapproachtohistoryItinvolvesthestudyofavarietyof
typesofhistoryincludingpoliticaleconomicsocialandculturalandprovidesabalanceof
structureandflexibilityThecourseemphasizestheimportanceofencouragingstudentsto
thinkhistoricallyandtodevelophistoricalskillsaswellasgainingfactualknowledgeItputs
apremiumondevelopingtheskillsofcriticalthinkingandondevelopinganunderstanding
of multiple interpretations of history In this way the course involves a challenging and
demandingcriticalexplorationofthepast
There are six key concepts that have particular prominence throughout the DP history
course ChangeContinuityCausationConsequenceSignificancePerspectives
AIMS
TheaimsofthehistorycourseatSLandHLareto
1 developanunderstandingofandcontinuinginterestinthepast
2 encourage students to engage with multiple perspectives and to appreciate thecomplexnatureofhistoricalconceptsissueseventsanddevelopments
3 promoteinternational-mindednessthroughthestudyofhistoryfrommorethanoneregionoftheworld
CHOITHRAM INTERNATIONAL 2018 - 20
68
4 develop an understanding of history as a discipline and to develop historical
consciousnessincludingasenseofchronologyandcontextandanunderstandingof
differenthistoricalperspectives
5 developkeyhistoricalskillsincludingengagingeffectivelywithsources
6 increase studentsrsquo understanding of themselves and of contemporary society by
encouragingreflectiononthepast
OBJECTIVES
Assessmentobjective1Knowledgeandunderstanding
bull Demonstratedetailedrelevantandaccuratehistoricalknowledge
bull Demonstrateunderstandingofhistoricalconceptsandcontext
bull Demonstrateunderstandingofhistoricalsources(Internalassessmentandpaper1)
Assessmentobjective2Applicationandanalysis
bull Formulateclearandcoherentarguments
bull Userelevanthistoricalknowledgetoeffectivelysupportanalysis
bull Analyseandinterpretavarietyofsources(Internalassessmentandpaper1)
Assessmentobjective3Synthesisandevaluation
bull Integrateevidenceandanalysistoproduceacoherentresponse
bull Evaluatedifferentperspectivesonhistoricalissuesandeventsandintegratethis
evaluationeffectivelyintoaresponse
bull Evaluatesourcesashistoricalevidencerecognizingtheirvalueandlimitations
(Internalassessmentandpaper1)
bull Synthesizeinformationfromaselectionofrelevantsources(Internalassessment
andpaper1)
Assessmentobjective4Useandapplicationofappropriateskills
bull Structureanddevelopfocusedessaysthatrespondeffectivelytothedemandsofa
question
bull Reflectonthemethodsusedbyandchallengesfacingthehistorian(Internal
assessment)
bull Formulateanappropriatefocusedquestiontoguideahistoricalinquiry(Internal
assessment)
CHOITHRAM INTERNATIONAL 2018 - 20
69
bull Demonstrateevidenceofresearchskillsorganizationreferencingandselectionof
appropriatesources(Internalassessment)
SYLLABUS
CHOITHRAM INTERNATIONAL 2018 - 20
70
SYLLABUSOUTLINE
Semester UnitTitle UnitContent
SemI PrescribedSubject3TheMovetoGlobalWarCasestudy1JapaneseexpansioninEastAsia(1931ndash1941
bull The impact of Japanese nationalism and militarism onforeignpolicybull Japanese domestic issues political and economic issuesandtheirimpactonforeignrelationsbullPoliticalinstabilityinChinaEventsbull Japanese invasion of Manchuria and northern China(1931)bullSino-JapaneseWar(1937ndash1941)bull The Three PowerTripartite Pact the outbreak of warPearlHarbor(1941)ResponsesbullLeagueofNationsandtheLyttonreportbull Political developmentswithin Chinamdashthe SecondUnitedFrontbull International response including US initiatives andincreasingtensionsbetweentheUSandJapan
SemII WordHistoryTopic10AuthoritarianStates(20thCentury)
Emergenceofauthoritarianstatesbull Conditions in which authoritarian states emergedeconomic factors social division impact ofwarweaknessofpoliticalsystembull Methods used to establish authoritarian statespersuasionandcoercion the roleof leaders ideology theuseofforcepropagandaConsolidationandmaintenanceofpowerbull Useoflegalmethodsuseofforcecharismatic
leadershipdisseminationofpropagandabull Natureextentandtreatmentofoppositionbull Theimpactofthesuccessandorfailureofforeign
policyonthemaintenanceofpowerAimsandresultsofpoliciesbull Aimsandimpactofdomesticeconomicpolitical
culturalandsocialpoliciesbull Theimpactofpoliciesonwomenandminoritiesbull Authoritariancontrolandtheextenttowhichitwas
achievedExamplesofCountriesandLeadersbull Europe-Germany-HitlerAsiaandOceania-China-Mao
CHOITHRAM INTERNATIONAL 2018 - 20
71
SemIII Worldhistorytopic12TheColdWarSuperpowertensionsandrivalries(20thcentury)
Rivalrymistrustandaccordbull The breakdown of the Grand Alliance and the
emergence of superpower rivalry in Europe and Asia(1943ndash1949) role of ideology fear and aggressioneconomicinterestsacomparisonoftherolesoftheUSandtheUSSR
bull TheUSUSSRandChinamdashsuperpower relations (1947ndash1979) containment peaceful co-existence Sino-SovietandSino-USrelationsdetente
bull Confrontationandreconciliationreasonsfortheendofthe Cold War (19801991) ideological challenges anddissenteconomicproblemsarmsrace
Leadersandnationsbull Theimpactoftwoleaderseachchosenfromadifferent
regiononthecourseanddevelopmentoftheColdWarbull The economic social and cultural impact of the Cold
War on two countries each chosen from a differentregion
ColdWarCrisesbull ColdWarcrisescasestudiesdetailedstudyofanytwo
ColdWarcrisesfromdifferentregionsexaminationandcomparisonofthecausesimpactandsignificanceofthetwocrises
ExampleofLeadersTrumanandStalinExampleofcrisisTheAmericasCubanMissileCrisis1962EuropeBerlinWall1958-1961
SemIV Casestudy2GermanandItalianexpansion(1933ndash1940)
CausesofexpansionbullImpactoffascismandNazismontheforeignpoliciesofItalyandGermanybullImpactofdomesticeconomicissuesontheforeignpoliciesofItalyandGermanybullChangingdiplomaticalignmentsinEuropetheendofcollectivesecurityappeasementEventsbullGermanchallengestothepost-warsettlements(1933ndash1938)bullItalianexpansionAbyssinia(1935ndash1936)AlbaniaentryintotheSecondWorldWar
CHOITHRAM INTERNATIONAL 2018 - 20
72
AssessmentsinHistory-SL
AssessmentComponent Weightings
Externalassessment(2hours30minutes)
Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessayquestions
ontwodifferenttopics(30marks)
75
30
45
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
25
CHOITHRAM INTERNATIONAL 2018 - 20
73
AssessmentsinHistory-HL
Assessmentcomponent Weighting
Externalassessment(5hours)Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessay
questionsontwodifferenttopics(30marks)
Paper3(2hours30minutes)
SeparatepapersforeachofthefourregionaloptionsFortheselected
regionanswerthreeessayquestions(45marks)
80
20
25
35
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
20
CHOITHRAM INTERNATIONAL 2018 - 20
74
Externalassessmentdetails
Paper1(SLandHL)
Duration1hourWeighting30SL20HL
Paper 1 is a source-based examination paper based on the prescribed subjects Each
prescribedsubjectconsistsof twospecifiedcasestudiesand ineachexaminationsession
thepaperwill focusononeof the twocasestudiesspecified foreachprescribedsubject
ThepaperwillcontainfoursourcesforeachprescribedsubjectSourceswillbeprimaryora
mixtureofprimaryandsecondaryandmaybewrittenpictorialordiagrammaticThepaper
willconsistoffourquestionsforeachprescribedsubjectandstudentsmustanswerallfour
questionsfromtheirchosenprescribedsubjectSomequestionswillbeansweredusingonly
evidencefromoneormoreofthesourcesasindicatedInotherquestionsstudentswillbe
askedtousetheirownknowledgeoftheprescribedsubjectaswellasevidencecontainedin
thesources
FirstquestionpartAThisquestionwilltestunderstandingofoneofthesources3marks
FirstquestionpartBThisquestionwilltestunderstandingofoneofthesources2marks
Secondquestion
Thisquestionwillaskstudentstoanalysethevalueand
limitationsofoneofthesourcesIntheiranalysisofvalue
andlimitationsstudentsshouldrefertotheorigin
purposeandcontentofthespecifiedsource
4marks
Thirdquestion
Thisquestionwillaskstudentstocompareandcontrast
whattwoofthesourcesrevealtoahistorianstudyingthe
particularaspectoftheprescribedsubject
6marks
Fourthquestion
Thiswillbeanevaluativequestionthatasksstudentsto
drawonboththesourcesandtheirownknowledgein
theirevaluation
9marks
CHOITHRAM INTERNATIONAL 2018 - 20
75
Themaximummarkforthispaperis24Thepaperismarkedusingapaper-specific
markschemeexceptforthefinalquestionforeachprescribedsubjectwhichismarked
usingthegenericmarkbandsthatfollowinadditiontoapaper-specificmarkscheme
Paper2(SLandHL)
Duration1hour30minutesWeighting45SL25HLPaper2isanessaypaperbasedonthe12worldhistorytopics
Thepaperconsistsof twoquestions foreachof the12topicsStudentsmustanswertwo
questionseachselectedfromadifferenttopicSomecomparativequestionsonthispaper
require that examples be drawn frommore than one regionWhen theword ldquoregionrdquo is
usedinapaper2questionitreferstooneofthefourregionaloptionsdefinedbytheworld
mapintheintroductiontotheworldhistorytopicsintheldquoWorldhistorytopicsrdquosection
Themaximummarkforthispaperis30Thepaperismarkedusinggenericmarkbandsanda
paper-specificmarkscheme
Paper3(HLonly)
Duration2hours30minutesWeighting35
Each of the four HL regional options has a separate examination paper Students are
registeredforoneofthesepapers
The paper 3 examination paper for each regional option will consist of 36 questions
consisting of two essay questions on each of the 18 sections specified for the regional
option Students must answer any three questions Questions that refer to specific
countries eventsorpeopleare restricted to those listed in the syllabusdescriptions The
maximummark for this paper is 45 Thepaper ismarkedusing genericmarkbands anda
paper-specificmarkscheme
CHOITHRAM INTERNATIONAL 2018 - 20
76
InternalassessmentdetailsmdashSLandHL
Historicalinvestigation
Duration20hours
Weighting25SL20HL
StudentsatbothSLandHLarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoiceThehistoricalinvestigationismadeofupthreesections
1Identificationandevaluationofsources
2Investigation
3Reflection
Studentshaveafreechoiceoftopicfortheirhistoricalinvestigationmdashthetopicneednotbe
relatedtothesyllabusandstudentsareencouragedtousetheirowninitiativewhen
decidingonatopicHoweverthetopicmustbehistoricalandthereforecannotbeonan
eventthathashappenedinthelast10years
Wordlimit
The word limit for the historical investigation is 2200 words A bibliography and clear
referencingofallsourcesmustbeincludedintheinvestigationbutarenotincludedinthe
overallwordcount
Belowaresuggestedwordallocationsforeachsectionofthehistoricalinvestigation
Section Suggestedword
allocation
Associated
assessmentcriteria
Marks
1Identificationand
evaluationofsources
500 AIdentificationand
evaluationofsources
6
2Investigation 1300 BInvestigation 15
3Reflection 400 CReflection 4
Bibliography Notapplicable Notapplicable Notapplicable
Total(maximumwordlimit) 2200words Total25
CHOITHRAM INTERNATIONAL 2018 - 20
77
GROUP4PHYSICS
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
Thewholeofphysicsmayberegardedasexpertise inproblemsolvingandthemannerin
whichphysicistssolveproblemsbyproposingandprovingnumericalmodelsofphenomena
and calculating their consequences has been widely copied in many practical fields For
instancephysicsliesattheheartofalmostallnewtechnologiesoperationalresearchand
information theory were largely invented by physicists physics has often led major
developmentsinbothmathematicsandcomputingandphysicistsareinstrongdemandin
many fields including defense research the electronics and computer industries and the
city precisely because of the problem-solving skills that they possess In our physics
courses analytical and problem-solving skills are central to all lectures practicals
supervisionsexamplesclassesprojectworkandtheexaminationsParticularskillsofwide
applicabilityincludetrainingindevelopingmodelsofphenomenamathematicalanalysisof
models ability to think in graphical terms ability to think in approximate terms when
appropriate ability in the design of devices computing skills at a deep level ability in
statisticalanalysisandcriticalabilityincludingcriticalanalysisofdataandawillingnessto
questionfundamentals
Aims
Theaimsofphysicscourseathigherlevelandstandardlevelareto
1provideopportunities forscientificstudyandcreativitywithinaglobalcontext thatwill
stimulateandchallengestudents
2 provide a body of knowledge methods and techniques that characterize science and
technology
3 enable students to apply and use a body of knowledgemethods and techniques that
characterizescienceandtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
CHOITHRAM INTERNATIONAL 2018 - 20
78
6developexperimentalandinvestigativescientificskills
7developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsinthe
studyofscience
8raiseawarenessofthemoralethicalsocialeconomicandenvironmentalimplicationsof
usingscienceandtechnology
9developanappreciationof thepossibilitiesand limitationsassociatedwith scienceand
scientists
10encourageanunderstandingoftherelationshipsbetweenscientificdisciplinesandthe
overarchingnatureofthescientificmethod
Objectives
Theassessmentobjectives forphysics reflect thosepartsof theaimsthatwillbe formally
assessed either internally or externally These assessments will based on the nature of
science It is the intention of these courses that students are able to fulfill the following
assessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
CHOITHRAM INTERNATIONAL 2018 - 20
79
PastexperienceshowsthatstudentswillbeabletostudyDPPhysicsatSLsuccessfullywith
nobackgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterized
bythespecificIBlearnerprofileattributesmdashinquirersthinkersandcommunicatorsmdashwillbe
significant here However for most students considering the study physics at HL some
previousexposuretothesubjectwouldbenecessary
SYLLABUSOUTLINE
Semester Unit UnitName
SemI
Unit1 Measurementsanduncertainties
Unit2 Mechanics
Unit6 Circularmotionandgravitation
Unit3 Thermalphysics
SemII Unit5 Electricityandmagnetism
Unit11 Electromagneticinduction(AHL)
Unit4 Waves
Unit9 Wavephenomena(AHL)
SemIII Unit10 Fields(AHL)
OptionC Imaging
Unit6 Atomicnuclearandparticlephysics
Unit12 Quantumandnuclearphysics(AHL)
SemIV Unit7 Energyproduction
Assessmentsinphysics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bull constructing analysing and evaluating scientific hypotheses research questions and
predictionsscientificmethodsandtechniquesandscientificexplanations
CHOITHRAM INTERNATIONAL 2018 - 20
80
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate foreffectivescientific investigationandproblem-solvingandthemanipulative
skillsnecessarytocarryoutscientificinvestigationswithprecisionandsafety
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedatthe
end of the two year programme through external examinations Internal Assessment
includingtheGroup4project
The Diploma Programme primarily focuses on formal assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
InPhysicsthestudentsachievedanumericgrade(1-7)onascaleof7pointthroughexternal
andinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
PhysicsSL
Paper1
Duration34hourWeighting20Marks30
30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration11frasl4hoursWeighting40Marks50
Short-answerandextended-responsequestionsoncorematerial
Thequestionsonpaper2testassessmentobjectives12and3
CHOITHRAM INTERNATIONAL 2018 - 20
81
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration1hourWeighting20Marks35
ThispaperwillhavequestionsoncoreandSLoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
PhysicsHL
Paper1
Duration1hourWeighting20Marks40
40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwithSL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration21frasl4hoursWeighting36Marks95
Short-answerandextended-responsequestionsonthecoreandAHLmaterial
Thequestionsonpaper2testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration11frasl4hoursWeighting24Marks45
ThispaperwillhavequestionsoncoreAHLandoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
CHOITHRAM INTERNATIONAL 2018 - 20
82
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3and4
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
CHOITHRAM INTERNATIONAL 2018 - 20
83
GROUP4CHEMISTRY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
IBDPChemistrygivesthestudentsanextensiveandinclusiveexperienceintheexperimental
subject of Chemistry a science based on the use of the scientific method to answer
questions about the composition structure and properties of all the things around us
Beginning with the simple atoms and molecules and gradually moving towards complex
reactions and their mechanisms students will require using textbooks laboratory
experimentscurrentworldwideliteraturecomputersimulationsvariouswebsourcesand
scientificjournalstoacquiretheskillstoobjectivelyaccessandpossiblycontributetosolve
someofambiguityinthephysicalthingsinourenvironmentThroughthisinquirystudents
willbecomeawareof latest inventions inchemistryandtheirapplicationsandtheireffect
onourday-to-daylivesandseehowchemistryhasaffectedthequalityoflifetoday
Thecoursewillalsofosterastrongsenseofinterdisciplinaryandinternationalmindedness
inordertounderstandthedevelopmentofvariousconceptsinchemistryandtheinfluence
ofchemistryonothersubjectsIBDPchemistrywouldalsoreinforceuseofvariousICTtools
andenablecommunicationandcooperationamongststudents in their scientificquests to
better prepare them to be the future members of the greater international scientific
community
Throughtheknowledgeofchemistrystudentswillbeabletogainawarenessaboutvarious
disposabletechniquesofchemicalssoastominimizedamagetotheenvironmentandalso
learnhowtodealsafelywiththechemicals
CHOITHRAM INTERNATIONAL 2018 - 20
84
Aims
TheaimsofIBChemistryareto
providestudentswithopportunities forscientificstudyandcreativitytohelpthem
critically analyze evaluate and synthesize scientific information that they study in
thecourseandinthemedia
provideabodyofknowledgeinthecontentareaofChemistrytoenablestudentsto
seetheredundancyandrepeatedapplicationofconceptsthatarecommonthreads
inallmatter
developexperimentalandinvestigativescientificskills
providetheopportunityforstudentstoskillfullyperformlaboratoryexperimentation
using the scientific method including stating a problem forming a hypothesis
testing the hypothesis under controlled conditions collecting data and drawing
conclusionsuponwhichtheycanvalidatemodifyorrefutethehypothesis
provide opportunities for students to see the advantages of cooperation and
collaborationamongsttheircolleaguesduringscientificinvestigation
introducestudentstothemostrecenttechniquesandmethodsusedininvestigative
scienceandtechnologyundercontrolledlaboratoryconditions
tomakestudentsaware thatwhat is truedoesnotbeginandendwithscience
butthatscienceisanevolvingprocessthatstrivestogetclosertothetruth
raise an awareness of the moral ethical social economic and environmental
implicationsofusingscientifictechnology
provide valid information to students that shows the interrelatedness of all
disciplines of sciencewith one another in order that they become aware that no
sciencedisciplinestandsalone
Objectives
Theassessmentobjectivesforbiologychemistryandphysicsreflectthosepartsoftheaims
thatwillbeformallyassessedeitherinternallyorexternallyTheseassessmentswillcentre
upon the nature of science It is the intention of these courses that students are able to
fulfillthefollowingassessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
CHOITHRAM INTERNATIONAL 2018 - 20
85
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
SYLLABUS
Semester Unit UnitName UnitTopics
SemISemII
Unit1 Stoichiometricrelationships 1
Unit2 AtomicStructure 313
Unit3 Periodicity 414
Unit4 Chemicalbondandstructure 717
Unit5 Thermochemistry 919
Unit6 ChemicalKinetics 1121
SemIIISemIV
Unit7 Chemicalequilibrium 212
Unit8 Measuringanddataprocessing 12
Unit9 Redoxprocesses 515
Unit10 AcidsandBases 818
Unit11 Organicchemistry 1020
Unit12 Option 616
CHOITHRAM INTERNATIONAL 2018 - 20
86
ASSESSMENTS
AssessmentsinChemistry
AssessmentsarethesoulandreflectionofdegreeoflearningbystudentsTheassessment
marks will be communicated to the students IBDP coordinator parents Scheduled
formativeassessmentswillbeconductedinvariousformslikequizzeswrittentestsgroup
discussionspresentationreportwritingonavisittoanindustryorafieldtripetc
As a part of summative assessments written examinations will be conducted for the
students For this purposenearly 50questionswill be taken frompast year papers and
remainingwouldbeframedbythesubjectteachermatchingthepatternsandstandardsof
IBDPexaminationpapers
DuringInternalAssessments(IA)varioustypesoflabsfromdifferenttopicsandsub-topics
wouldbeconductedMostoftheassessmentswouldbemarkedbymewhereassomewill
beevaluatedbypeergroupaswellbythesubjectteacher
ExternalassessmentdetailsmdashSL
Paper1
Duration34hourWeighting20Marks30
bull 30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration11frasl4hoursWeighting40Marks50
bull Short-answerandextended-responsequestionsoncorematerial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration1hourWeighting20Marks35
bull ThispaperwillhavequestionsoncoreandSLoptionmaterial
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Section A one data-based question and several short-answer questions on
experimentalwork
SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
ExternalassessmentdetailsmdashHL
Paper1
Duration1hourWeighting20Marks40
bull 40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwith
SL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration21frasl4hoursWeighting36Marks95
bull Short-answerandextended-responsequestionsonthecoreandAHLmaterial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration11frasl4hoursWeighting24Marks45
bull ThispaperwillhavequestionsoncoreAHLandoptionmaterial
bull Section A one data-based question and several short-answer questions on
experimentalwork
bull SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
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Internal Assessments (IA) Internal assessmentswill be extended over the period of two
years The labs aredesigned in such away that they cover concepts fromvarious topics
Thatwill help students understand topics in a betterway Labswill be framed in such a
manner so that students develop all necessary experimental skillswhich are required for
meetingnecessarycriteriaforthefinalinvestigationHoweverstudentswillbeencouraged
todevelopvariousmanipulativeskillsthroughtheirlabs
Atotalof40hourslabforHLand20hourslabforSLstudentshavebeenplannedSomeof
thelabswouldbedoneinagroupoftwoThiswouldhelpstudentstodevelopsharingand
communicate with each other better and respect each otherrsquos view The completion of
Internals would be done as per the schedule ascertained by the school There may be
occasionswherebytheinternalswouldbemoderatedbythesciencedepartmentteachers
toenhancelsquolearningbysharingrsquopracticeandalsotocreatemoretransparencyinwork
Besides a 10 hours of investigationwould be planned towards the beginning of the 3rd
termand thenecessary skills required for the samewouldbedeveloped through various
labshands-onactivitiesanddemonstrations
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesamplabreportwithtwocriteriaexplorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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GROUP4BIOLOGYIntroduction
Biology isadiversescienceembracingahugebodyof informationabout livingorganisms
This course isdesigned toallow students todevelopa limitedamountofdetailed factual
knowledgewhilstgainingabroadunderstandingofkeybiologicalprinciples
Biologists attempt to understand the living world at all levels using many different
approachesand techniquesAtoneendof thescale is thecell itsmolecularconstruction
and complexmetabolic reactions At the other endof the scale biologists investigate the
interactionsthatmakewholeecosystemsfunction
Manyareasofresearchinbiologyareextremelychallengingandmanydiscoveriesremainto
bemade
Biology is still a young science and great progress is expected in the 21st century This
progress is sorely needed at a timewhen the growing human population is placing ever
greaterpressureonfoodsuppliesandonthehabitatsofotherspeciesand isthreatening
theveryplanetweoccupy
AtChoithramInternationalthecoursewillutilizeavarietyofteachingandlearningstyles
Byitsverynaturebiologylendsitselftoanexperimentalapproachandthiswillbereflected
throughoutthecourseWeprovideafavorablelearningatmospheretoouryounglearners
sothatstudenttakeschargeoftheirownlearningthroughguidedlaboratoryinvestigations
iTunesCoursesprojectworkproblemsolvingmethodampthroughperiodicalsearches
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Aims
1appreciatescientificstudyandcreativitywithinaglobalcontextthroughstimulatingand
challengingopportunities
2 acquire a body of knowledge methods and techniques that characterize science and
technology
3applyanduseabodyofknowledgemethodsand techniques that characterize science
andtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5developacriticalawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
6 develop experimental and investigative scientific skills including the use of current
technologies
7developandapply21stcenturycommunicationskillsinthestudyofscience
8becomecriticallyawareasglobalcitizensoftheethicalimplicationsofusingscienceand
technology
9developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology
10 develop anunderstandingof the relationships between scientific disciplines and their
influenceonotherareasofknowledge
Objectives
Itistheintentionofthesecoursesthatstudentsareabletofulfilthefollowingassessment
objectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
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bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4Demonstratetheappropriateresearchexperimentalandpersonalskillsnecessaryto
carryoutinsightfulandethicalinvestigations
Pastexperienceshows that studentswillbeable to studyagroup4 sciencesubjectatSL
successfullywithnobackground in or previous knowledgeof science Their approach to
learningcharacterizedbytheIBlearnerprofileattributeswillbesignificanthere
Howeverformoststudentsconsideringthestudyofagroup4subjectatHLwhilethereis
no intention to restrict access to group 4 subjects some previous exposure to formal
scienceeducationwouldbenecessarySpecifictopicdetailsarenotspecifiedbutstudents
who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent
nationalsciencequalificationoraschool-basedsciencecoursewouldbewellpreparedfor
anHLsubject
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SYLLABUSOUTLINE
Semester Topicstobecovered
SemI
Topic1Cellbiology11Introductiontocells12Ultrastructureofcells13Membranestructure14Membranetransport15Theoriginofcells16CelldivisionTopic2Molecularbiology21Moleculestometabolism22Water23Carbohydratesandlipids24Proteins25Enzymes26StructureofDNAandRNA27DNAreplicationtranscriptionandtranslation
Topic7Nucleicacids71DNAstructureandreplication72Transcriptionandgeneexpression73TranslationTopic8Metabolismcellrespirationandphotosynthesis81Metabolism28Cellrespiration82Cellrespiration
SemII
29Photosynthesis83Photosynthesis
Topic3Genetics31Genes32Chromosomes33Meiosis34Inheritance35GeneticmodificationandbiotechnologyTopic10Geneticsandevolution101Meiosis102Inheritance103GenepoolsandspeciationTopic4Ecology41Speciescommunitiesandecosystems42Energyflow43Carboncycling44Climatechange
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Topic611ampOptionDHumanphysiology
61DigestionandabsorptionD1HumannutritionD2DigestionD3Functionsoftheliver62ThebloodsystemD4TheheartIA
SemIII
Topic611ampOptionDHumanphysiology64GasexchangeD6Transportofrespiratorygases65Neuronsandsynapses66HormoneshomeostasisandreproductionD5Hormonesandmetabolism112Movement63Defenceagainstinfectiousdisease111Antibodyproductionandvaccination
SemIV
113Thekidneyandosmoregulation114SexualreproductionTopic9Plantbiology91Transportinthexylemofplants92Transportinthephloemofplants93Growthinplants94ReproductioninplantsTopic5Evolutionandbiodiversity51Evidenceforevolution52Naturalselection53Classificationofbiodiversity54Cladistics
AssessmentinBiology
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
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In Biology the students achieved a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofmultiplechoicequestionsfromcoreampAHL
Paper2consistsofdatabasedshort-answerandextended-responsequestionsoncoreand
AHLmaterial
Paper 3 consists of short-answer and extended-response questions from one optionamp
questionbasedonexperimentalskillsfromcore
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2amp3
DurationofpapervariesfromSLtoHLlevelandfrompapercomponent
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3 and 4 The new assessment model uses five criteria to assess the final report of the
individualinvestigationwiththefollowingrawmarksandweightingsassigned
Personalengagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
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Table2Internalassessmentsspannedthroughoutthetwo-yearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria
explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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GROUP3ANDGROUP4ESSPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINESSATCHOITHRAM
INTERNATIONALINDORE
ESSisaninterdisciplinarygroup3and4coursethatisofferedonlyatstandardlevel(SL)As
an interdisciplinary course ESS is designed to combine themethodology techniques and
knowledge associated with group 4 (sciences) with those associated with group 3
(individualsandsocieties)Becauseit isaninterdisciplinarycoursestudentscanstudyESS
andhaveitcountaseitheragroup3oragroup4courseorasbothIfstudentschoosethe
latter option this leaves the opportunity to study an additional subject from any other
groupincludinganadditionalgroup3orgroup4subjectESSisacomplexcourserequiring
adiversesetofskillsfromitsstudentsItisfirmlygroundedinbothascientificexploration
ofenvironmentalsystemsintheirstructureandfunctionandintheexplorationofcultural
economicethicalpoliticalandsocial interactionsofsocietieswiththeenvironmentAsa
resultofstudyingthiscoursestudentswillbecomeequippedwiththeabilitytorecognize
and evaluate the impact of our complex system of societies on the natural world The
interdisciplinarynatureofthecourserequiresabroadskillsetfromstudentsandincludes
the ability to perform research and investigations and to participate in philosophical
discussion The course requires a systems approach to environmental understanding and
problem-solvingandpromotesholisticthinkingaboutenvironmentalissuesItisrecognized
that to understand the environmental issues of the 21st century and suggest suitable
management solutions both thehumanandenvironmental aspectsmust beunderstood
Studentsshouldbeencouragedtodevelopsolutionsfromapersonaltoacommunityandto
a global scaleThrough the exploration of cause and effect the course investigates how
values interact with choices and actions resulting in a range of environmental impacts
Studentsdevelopanunderstanding that theconnectionsbetweenenvironmental systems
and societies are diverse varied and dynamic The complexity of these interactions
challenges those working towards understanding the actions required for effective
guardianshipoftheplanetandsustainableandequitableuseofsharedresources
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AIMS
ThesystemsapproachprovidesthecoremethodologyofthiscourseItisamplifiedbyother
sources such as economic historical cultural socio-political and scientific to provide a
holisticperspectiveonenvironmentalissues
TheaimsoftheEnvironmentalSystemsandSocietiescourseareto
1 acquiretheknowledgeandunderstandingsofenvironmentalsystemsatavarietyof
scales
2 apply the knowledge methodologies and skills to analyse environmental systems
andissuesatavarietyofscales
3 appreciate the dynamic interconnectedness between environmental systems and
societies
4 valuethecombinationofpersonallocalandglobalperspectivesinmakinginformed
decisionsandtakingresponsibleactionsonenvironmentalissues
5 be critically aware that resources are finite and that these could be inequitably
distributed and exploited and thatmanagement of these inequities is the key to
sustainability
6 developawarenessofthediversityofenvironmentalvaluesystems
7 develop critical awareness that environmental problemsare caused and solvedby
decisions made by individuals and societies that are based on different areas of
knowledge
8 engagewiththecontroversiesthatsurroundavarietyofenvironmentalissues
9 createinnovativesolutionstoenvironmentalissuesbyengagingactivelyinlocaland
globalcontexts
OBJECTIVES
TheseobjectivesreflecthowtheaimsoftheESScoursewillbeassessedItistheintention
ofthiscoursethatstudentsinthecontextofenvironmentalsystemsandrelatedissuesare
abletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingofrelevant
bull factsandconcepts
bull methodologiesandtechniques
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bull valuesandattitudes
2 Applythisknowledgeandunderstandingintheanalysisof
bull explanationsconceptsandtheories
bull dataandmodels
bull casestudiesinunfamiliarcontexts
bull argumentsandvaluesystems
3 Evaluatejustifyandsynthesizeasappropriate
bull explanationstheoriesandmodels
bull argumentsandproposedsolutions
bull methodsoffieldworkandinvestigation
bull culturalviewpointsandvaluesystems
4 Engage with investigations of environmental and societal issues at the local and
globallevelthrough
bull evaluatingthepoliticaleconomicandsocialcontextsofissues
bull selecting and applying the appropriate research and practical skills
necessarytocarryoutinvestigations
bull suggesting collaborative and innovative solutions that demonstrate
awareness and respect for the cultural differences and value systems of
others
PastexperienceshowsthatstudentswillbeabletostudyDPESSatSLsuccessfullywithno
backgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterizedby
the specific IB learner profile attributesmdashinquirers thinkers and communicatorsmdashwill be
significanthere
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1Foundationsofenvironmentalsystemsandsocieties
11Environmentalvaluesystems
12Systemsandmodels
13Energyandequilibria
14Sustainability
15Humansandpollution
Unit2 Ecosystemsandecology
21Speciesandpopulations
22Communitiesandecosystems
23Flowsofenergyandmatter
24Biomeszonationandsuccession
25Investigatingecosystems
Unit3 Biodiversityandconservation
31Anintroductiontobiodiversity
32Originsofbiodiversity
33Threatstobiodiversity
34Conservationofbiodiversity
SemII
Unit4Waterandaquaticfoodproductionsystemsandsocieties
41Introductiontowatersystems
42Accesstofreshwater
43Aquaticfoodproductionsystems
44Waterpollution
Unit5
Soilsystemsandterrestrialfoodproductionsystemsandsocieties
51Introductiontosoilsystems
52Terrestrialfoodproductionsystemsandfoodchoices
53Soildegradationandconservation
SemIII Unit6 Atmosphericsystemsandsocieties 61Introductiontotheatmosphere
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62Stratosphericozone
63Photochemicalsmog
64Aciddeposition
Unit7 Climatechangeandenergyproduction 71Energychoicesandsecurity
72Climatechangemdashcausesandimpacts
73Climatechangemdashmitigationandadaptation
SemIV Unit8 Humansystemsandresourceuse 81Humanpopulationdynamics
82Resourceuseinsociety
83Soliddomesticwaste
84Humanpopulationcarryingcapacity
ASSESSMENTOUTLINE
IBASSESSMENTS
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)The Diploma Programme primarily focuses on summative assessment
designed to record student achievement at or towards the end of the course of study
However many of the assessment instruments can also be used formatively during the
courseofteachingandlearningInESSthestudentsachieveanumericgrade(1-7)onascale
of7pointthroughexternalandinternalassessment
AssessmentComponent Weighting Duration
Paper1ndashCaseStudy35marks
25 1hour
Paper2ndashShortanswersandstructuredessays65marks
50 2hours
InternalAssessmentndashIndividualinvestigation30marks
25 10hours
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EXTERNALASSESSMENT
Twodifferentmethodsareusedtoassessstudents
bullDetailedmarkschemesspecifictoeachexaminationpaper
bullMarkbands
The markbands are related to the assessment objectives and the grade descriptors
establishedfortheenvironmentalsystemsandsocietiescourseThegradedescriptorsare
availableontheonlinecurriculumcentreanddescribetheextenttowhichtheassessment
objectives should be met for each grade level The markschemes are specific to each
examination
Theexternalassessmentincludestwopaperswhosecombinedweightageis75forSLThe
remaining comes from the internal assessments which are internally marked by the
teachersandmoderatedbytheIBexaminers
Paper1-consistsofcasestudyStudentswillbeprovidedwitharangeofdatainavariety
of forms relating to a specific case study Students are required to make reasoned and
balancedjudgmentsbyanalyzingthisdata
Paper2-consistsofsections-AandBInsectionAshortanswerquestionsandinsectionB
essaytypequestions
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2
INTERNALASSESSMENT
The internal assessment includes25 Internal assessment inenvironmental systemsand
societiescomprisesaseriesofpracticalandfieldworkactivitiesthatareundertakenaspart
ofthepracticalschemeofworkTheinternalassessmentmodeladdressesobjectives6and
7inparticularbutalsoobjectives1to5ofthecourseobjectives
Table1Theperformanceininternalassessmentisjudgedagainstfourassessmentcriteria
Identifyingthecontext
Planning ResultsAnalysisandConclusion
DiscussionandEvaluation
Applications Communication Total
6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)
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TABLE2INTERNALASSESSMENTSSPANNEDTHROUGHOUTTHETWOYEARPROGRAMME
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesexperiments 20
SemesterIIExamination InvestigationReportPlanning 20
SemesterIIIExamination InvestigationRACandDEV 20
SemesterIVExamination AllInvestigationReportswithallCriteria
20
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GROUP4COMPUTERSCIENCE
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN COMPUTER SCIENCE AT
CHOITHRAMINTERNATIONALINDORE
ComputerScienceisanacademicdisciplinethatisdevelopingatanextraordinaryspeedIts
scopeand influence isnowbeing felt inall areasof lifeGraduatesof the futurewill find
employmentopportunities intraditionalareassuchas industrycommerceeducationand
financial services aswell as in new areas such as film television and the entertainment
industry in general electronic publishing health care and all aspects of the rapidly
expandingcommunicationindustrythatisbasedontheInternet
The aims of all our programmes are that you get a sound understanding of the
fundamentals of Computer Science that you have the opportunity to develop a deeper
knowledge of certain topics which are of particular interest to you and that you gain
considerable practical experience of developing computer systems Additionally the
programmes have been designed so that you can develop your personal and
communicationskillsanddevelopanawarenessofthebusinessenvironment
Aims
1 Theaimsofcomputersciencecourseathigherlevelandstandardlevelareto
2 provide opportunities for study and creativity within a global context that will
stimulate and challenge students developing the skills necessary for independent
andlifelonglearning
3 provideabodyofknowledgemethodsandtechniquesthatcharacterizecomputer
science
4 enablestudentstoapplyanduseabodyofknowledgemethodsandtechniquesthat
characterizecomputerscience
5 demonstrate initiative in applying thinking skills critical to identify and resolve
complexproblems
6 engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationinresolvingcomplexproblems
7 develop logical and critical thinking as well as experimental investigative and
problem-solvingskills
CHOITHRAM INTERNATIONAL 2018 - 20
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8 developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsin
the study of computer science to communicate information confidently and
effectively
9 raise awareness of the moral ethical social economic and environmental
implicationsofusingscienceandtechnology
10 develop an appreciation of the possibilities and limitations associated with
continueddevelopmentsinITsystemsandcomputerscience
1 encourage anunderstandingof the relationshipsbetween scientific disciplines and
theoverarchingnatureofthescientificmethod
Objectives
It is the intention of the Diploma Programme computer science course that students
achievethefollowingobjectives
1Knowandunderstand
a relevantfactsandconcepts
b appropriatemethodsandtechniques
c computerscienceterminology
d methodsofpresentinginformation
2Applyanduse
a relevantfactsandconcepts
b relevantdesignmethodsandtechniques
c terminologytocommunicateeffectively
d appropriatecommunicationmethodstopresentinformation
3Constructanalyseevaluateandformulate
a successcriteriasolutionspecificationsincludingtaskoutlinesdesignsandtestplans
b appropriatetechniqueswithinaspecifiedsolution
4Demonstratethepersonalskillsofcooperationandperseveranceaswellasappropriate
technicalskillsforeffectiveproblem-solvingindevelopingaspecifiedproduct
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1
ComputerOrganization
Computerarchitecture Secondarymemory Operatingsystemsand
applicationsystems Binaryrepresentation Simplelogicgates
Unit2
Computationalthinkingproblem-solvingandprogramming
Thinkingprocedurally Thinkinglogically Thinkingahead Thinkingconcurrently Thinkingabstractly Connectingcomputational
thinkingandprogramdesign Introductiontoprogramming Useofprogramminglanguages
SemII
Unit3 SystemFundamentals
Planningandsysteminstallation Userfocus Systembackup Softwaredeployment Systemdesignbasics Componentsofacomputer
system Systemdesignandanalysis Humaninteractionwiththe
system
Unit4 Abstractdatastructures
Thinkingrecursively Abstractdatastructures Linkedlists Trees Applications
Unit5 Options-PartOneDatabase
ModellingandSimulation
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WebScience
ObjectOrientedProgramming
SemIII
Unit5 Options-PartTwo
Database
ModellingandSimulation
WebScience
ObjectOrientedProgramming
Unit6 Networks Networkfundamentals Datatransmission Wirelessnetworking
SemIV
Unit7 ResourceManagement
Systemresources Roleoftheoperatingsystem
Unit8 Control Centralizedcontrolsystems Distributedsystems
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
Studentsrsquo success in the computer science standard level and higher level course is
measuredbycombiningtheirgradesonexternalandinternalassessment
CHOITHRAM INTERNATIONAL 2018 - 20
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ExternalAssessment
Theexternalassessment includesthreepaperswhosecombinedweightage is80forHL
and70forSLTheremainingcomes fromthe internalassessmentswhichare internally
markedbytheteachersandmoderatedbytheIBexaminers
Paper1consistsofshortanswerquestionsandstructuredquestions
Paper2consistsofquestionsinrelationtotheoptionchosenand
Paper3consistsofquestionsbasedonpre-seencasestudyproducedannuallybytheIB
Theuseofcalculatorsisnotpermittedinanycomputerscienceexamination
InternalAssessment
The internal assessment requirements at SL and at HL are the same However these
requirements contribute to a different percentage of the overall mark Students are
required to produce a solution that consists of a cover page the product and the
documentation The focus of the solution is on providing either an original product or
additionalfunctionalitytoanexistingproductforaclient
The internal assessment component (solution) aswell as being practical and productive
formsanimportantpartoftheassessmentofthecomputersciencecourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Criteria Planning SolutionOverview
Development FunctionalityandProductivityofproduct
Evaluation TotalMarks
(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)
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The IA collected in IV Term Examination will be the Final IA to be sent to IB formoderation
Examination InternalAssessmentComponent
Weightage(HL) Weightage(SL)
SemesterIExamination ReportonCriteriaAPlanning
20 30
SemesterIIExamination CriteriaBSolutionOverview
20 30
SemesterIIIExamination CriteriaCDevelopmentCriteriaDFunctionalityandProductivityofproduct
20 30
SemesterIVExamination CriteriaEEvaluation 20 30
CHOITHRAM INTERNATIONAL 2018 - 20
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THEGROUP4PROJECTThe group 4 project is a collaborative activity where students from different group 4
subjects work together on a scientific or technological topic allowing for concepts and
perceptions from across the disciplines to be shared The project can be practically or
theoreticallybasedCollaborationbetweenschools indifferentregions isencouragedThe
10hoursallocatedtothegroup4projectwhicharepartoftheteachingtimesetasidefor
IAcanbedividedintothreestagesplanningactionandevaluation
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GROUP5MATHHL
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN MATH HL AT
CHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINESemester Unit UnitName UnitTopics
SemI
Unit1 Algebra SequencesandseriesBinomialTheoremMathematicalInductionLogarithmandExponentialMathematicalInductionComplexNumbers
Unit2 Functions DomainandRangeInverseFunctionsCompositefunctionsInverseFunctionsTransformationFunction
SemII Unit3 Trigonometry bullRadianMeasurebullNonrightangledtrigonometrybullTrigonometricgraphsandfunctionsbullTrigonometricequationsandidentities
Unit4 DifferentialCalculus
bullMeaningofderivativedifferentiationusingfirstprinciplebulldifferentiationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullconceptoftangentnormalmaximaandminimabullApplicationofderivativebullKinematics
Semr3 Unit4(Contd)
IntegralCalculus
bullMeaningofAntiderivativebullIntegrationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullSubstitutionMethod
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bullIntegrationofproductoftwofunctionsbullKinematicsbullAreaandVolumeofafunction
Unit5 Statistics bullFrequencyDistributionbullProbabilitybullDiscreteRandomVariablebullContinuousrandomvariablebullBinomialDistributionbullPoissonDistributionbullNormalDistribution
Unit6 Vectors bullMeaningofVectorsbullConceptofaddingvectorsusingtrianglelawbullVectorequationofalineandplanebullIntersectionoftwolinesbullIntersectionofalineandplanebullApplicationofvectors
Sem4 OptionalPaper
Statistics LinearcombinationofindependentrandomvariablesSamplingDiscreteandcontinuousprobabilitydistributionsCumulativeprobabilitydistributionsProbabilitygeneratingfunctionssamplingDistributiontestingofhypothesisBivariatedata
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AssessmentsinMATHSHL
Externalassessment5hrs80
Writtenpapers
Paper12hrs30
Nocalculatorallowed(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper22hrs30
Graphicdisplaycalculator(GDC)required(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper31hr20
Graphicdisplaycalculator(GDC)required(50Marks)
Extended-responsequestionsbasedmainlyonthesyllabusoptions
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsHLisanindividualexploration
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GROUP5MATHSLIntroduction
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1 Algebra 11sequenceandseries
12Binomialtheorem
13exponentsandlogarithm
SemIandII Unit2
Functionsandequations 21Conceptoffunctions
22Graphsoffunctions
23transformationoffunctions
24Quadraticfunctions
25reciprocalfunctions
26Exponentialfunctions
27solvingequations
28Applicationsofgraphingskillsandequationsolving
SemII Unit3
Circularfunctionsandtrigonometry
31Thecircle
32Unitcirclesineandcosinefunctions
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33Pythagoreananddoubleangleproperties
34Circularfunctions
35Solvingtrigonometricequations
36Solutionoftriangles
SemIII Unit4 Vectors 41Vectorasdisplacementinplane
42Scalarproduct
43Vectorequations
44Distinguishingbetweencoincidentandparallel
lines
SemIIIandIV
Unit5 Statisticsandprobability
51Conceptsofpopulationsamplerandomsamplediscreteandcontinuousdata
52Statisticalmeasuresandtheirinterpretations
53Cumulativefrequencycumulativefrequencygraphs
54Linearcorrelationofbivariatedata
55Conceptsoftrialoutcomeequallylikelyoutcomessamplespace(U)andevent
56Combinedevents
57Conceptofdiscreterandomvariablesandtheirprobabilitydistributions
58Binomialdistribution
59Normaldistributionsandcurves
Unit6 Calculus Informalideasoflimitandconvergence Differentiationofpolynomialexponential
logarithmicandtrigonometricfunctions Derivativeinterpretedasgradientfunctionand
asrateofchange Tangentsandnormalsandtheirequations Thechainruleforcompositefunctions Theproductandquotientrules Thesecondderivative LocalmaximumandminimumpointsTesting
formaximumorminimum Pointsofinflexionwithzeroandnon-zero
gradients
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Graphicalbehaviouroffunctions Optimization Indefiniteintegrationasanti-differentiation Integrationbyinspectionorsubstitution Anti-differentiationwithaboundarycondition
todeterminetheconstantterm Definiteintegralsbothanalyticallyandusing
technology Areasundercurves(betweenthecurveandthe
x-axis) Areasbetweencurves Volumesofrevolutionaboutthex-axis Kinematicproblemsinvolvingdisplacements
velocityvandaccelerationa
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AssessmentsinMathematicsSL
Assessmentoutline
ForMathematicsSL
Externalassessment3hrs80
Writtenpapers
Paper11frac12hrs40
Nocalculatorallowed(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper21frac12hrs40
Graphicdisplaycalculator(GDC)required(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsSLisanindividualexploration
Thisisapieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics(20
marks)
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GROUP5MATHSTUDIESSL
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINMATHSTUDIESSL
ATCHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstractsystemofideasorasausefultool
For many people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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122
Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
ObjectivesProblem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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123
3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontext sketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
NumbersandAlgebra
11NumbersApproximationsandEstimations
12PairofLinearequationsandquadraticequations
13Conversionofunitsandcurrency
14SequencesandSeries(APandGP)
15CompoundInterestandannualDepreciation
Unit2 DescriptiveStatistics
21ClassificationofDiscreteandContinuousdata
22Groupedfrequencydata
23Pictorialrepresentationofdata
24Measureofcentraltendencies
25MeasureofDispersion
Unit3LogicSetsandProbability
31LogicConnectorsandTruthtables
32BasicsettheoryandVenndiagrams
33ProbabilityandExpectedvalue
34Probabilityofcombinedeventstreediagramsandconditionalprobability
SemII Unit4GeometryandTrigonometry
51Equationoflinein2DslopeinterceptsandpointofIntersection
52Trigonometricratiosanglesofelevationanddepression
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53SineruleCosineruleandareaoftriangle
54Geometryof3dimensionalsolidfigureslikecuboidrightprismpyramidcylinderconesphereandhemisphere
55VolumesandSurfaceareasofsolidfigures
SemIII
Unit5
StatisticalApplications
41NormalDistributionInversenormalcalculations
42ConceptofCorrelationScatterdiagramandproductmomentcorrelation
43Regressionlineanditsuseinprediction
44TheChi-squaretestofindependencenullhypothesisdegreesoffreedomp-valuesandexpectedfrequencies
Unit6 64DrawingaccurategraphsandusingGDCtosolveequationsinvolvingcombinationoffunctions
SemIV Unit7IntroductiontoDifferentialCalculus
71ConceptofthederivativeasarateofchangeTangenttoacurve
72Diffoffunctionax^nandequationofthetangentatagivenpoint
73IncreasinganddecreasingfunctionsStationarypointsLocalmaximumandminimumpoints
74Optimizationproblems
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AssessmentsinMathematicalStudiesSL
Externalassessment3hrs80
Writtenpapers
Paper11hr30mins40
15compulsoryshort-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Paper21hr30mins40
6compulsoryextended-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Internalassessment20
ProjectTheprojectisanindividualpieceofworkinvolvingthecollectionofinformationor
thegenerationofmeasurementsandtheanalysisandevaluationoftheinformationor
measurements
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GROUP6VISUALARTS
Introduction
VisualartisanintegralpartofdaytodaylifeItrangesfromtraditionalformsembeddedin
localandwidercommunitiessocietiesandculturestothevariedanddivergentpractices
associatedwithnewemergingandcontemporaryformsofvisuallanguage
WeatChoithramInternationalcelebratevisualartsnotonlyinthewaywecreateimages
andobjectsbutalsointhewayweappreciateenjoyrespectandrespondtothepractices
ofart-makingbyothersfromaroundtheworld
Visual arts course encourages students to challenge their own creative and cultural
expectationsandboundaries It isa thought-provokingcourse inwhichstudentsdevelop
analyticalskillsinproblem-solvinganddivergentthinkingwhileworkingtowardstechnical
proficiencyandconfidenceasart-makersThecourseisdesignedforstudentswhoaspire
to study visual arts in higher education as well as for those who are seeking lifelong
enrichmentthroughvisualarts
AIMS
Theaimsoftheartssubjectsaretoenablestudentsto
1Enjoylifelongengagementwiththearts
2Becomeinformedreflectiveandcriticalpractitionersinthearts
3Understandthedynamicandchangingnatureofthearts
4Exploreandvaluethediversityoftheartsacrosstimeplaceandcultures
5Expressideaswithconfidenceandcompetence
6Developperceptualandanalyticalskills
InadditiontheaimsoftheVisualartscourseatSLandHLaretoenablestudentsto
7Makeartworkthatisinfluencedbypersonalandculturalcontexts
8Becomeinformedandcriticalobserversandmakersofvisualcultureandmedia
9Developskillstechniquesandprocessesinordertocommunicateconceptsandideas
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OBJECTIVES
HavingfollowedthevisualartscourseatSLorHLstudentswillbeexpectedto
Assessmentobjective1demonstrateknowledgeandunderstandingofspecifiedcontent
aIdentifyvariouscontextsinwhichthevisualartscanbecreatedandpresented
b Describe artwork from differing contexts and identify the ideas conventions and
techniquesemployedbytheart-makers
cRecognizetheskillstechniquesmediaformsandprocessesassociatedwiththevisual
arts
dPresentworkusingappropriatevisualartslanguageasappropriatetointentions
Assessment objective 2 demonstrate application and analysis of knowledge and
understanding
aExpressconceptsideasandmeaningthroughvisualcommunication
bAnalyseartworksfromavarietyofdifferentcontexts
c Apply knowledge andunderstandingof skills techniquesmedia forms andprocesses
relatedtoartmaking
Assessmentobjective3demonstratesynthesisandevaluation
aCriticallyanalyseanddiscussartworkscreatedbythemselvesandothersandarticulate
aninformedpersonalresponse
b Formulate personal intentions for theplanning development andmakingof artworks
thatconsiderhowmeaningcanbeconveyedtoanaudience
c Demonstrate the use of critical reflection to highlight success and failure in order to
progresswork
d Evaluate how andwhy art-making evolves and justify the choicesmade in their own
visualpractice
Assessment objective 4 select use and apply a variety of appropriate skills and
techniques
aExperimentwithdifferentmediamaterialsandtechniquesinart-making
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bMakeappropriatechoicesintheselectionofimagesmediamaterialsandtechniquesin
art-making
cDemonstratetechnicalproficiencyintheuseandapplicationofskillstechniquesmedia
imagesformsandprocesses
dProduceabodyofresolvedandunresolvedartworksasappropriatetointentions
SYLLABUSOUTLINE
Semester UnitName UnitTopics
SemI
Formalanalysis-ElementsofartPrinciplesofdesignExplorationofthedevelopmentofart-makingskillsandtechniquesExperimentswithmediaandtechnologiesandpersonalreflectionsInvestigationofownartdevelopmentinthecontextofrelatedartgenresDetailedevaluationsandcriticalanalysisArt-makingforms-experiencesinmediaandtechniques(includingtwo-dimensionalformsthree-dimensionalformsandlens-basedelectronicandscreen-basedforms)withparticularreferencetothehistoricaldevelopmentofprocessesandtechniquesanddifferentculturalandtraditionalusesoftheseTwo-dimensionalformsDrawingsuchascharcoalpencilinkcollagePaintingsuchasacrylicoilwatercolourmurals
SemII
Comparativeanalysisoftheworksofartistsfromaperiodofarthistoryorartmovement Introductiontotheuseofthevisualartsjournalasarecordofindividualinquiryandinvestigation with particular emphasis on how toappropriatelycitesourcesArthistorymdashanoverviewofdevelopmentsandmovementsfrom earliest times to the present day Introduction to arangeofmodels for analysing critiquing interpreting anddeconstructing artworks offering opportunities forstudents to engage with these and become familiar with
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themArtcriticismorrespondingtoartwithreferencetovariouscultural contexts differing art forms and artists learningspecialist art vocabulary and terms through the use of aglossaryTechnical instruction and demonstrations in the use ofparticular media (such as oil painting ink drawing claymodellingdigital techniquesandsoon)withreferencetoparticular artists Investigation of the historical andtechnological changes and developments of particularmediaandtechniquesClasstheorylessons(suchascolourtheoryhistoryofpigmentsandsoon)
SemIII
Introduction of 3D Three-dimensional Forms Claymodelling such as hand built forms thrown vesselsmould-made objects Constructed sculpture such asassemblage paper glass etc Designed objects such asmodels interior design jewellery Site specificephemeralsuchaslandartinstallationFamiliarization with various art genres styles regionalschoolsandassociationsArtcriticismorrespondingtoartbullinvestigatingthehistoricalandtechnologicalchangesanddevelopments of particular media and techniques bullassociated relevant class theory lessons (such as colourtheoryhistoryofpigmentsandsoon)Communicating through visual and written meansProducingabodyofartworkthroughaprocessofreflectionand evaluation showing a synthesis of skill media andconcept
SemIV
Introduction of Lens-based electronic and screen-basedforms - photography Presentation of resolved works forexhibitionwithexplanationCuratorialpractices- throughvisits togalleriesandartistsrsquostudios reviewing catalogues for local exhibitionspresentations by visiting artists and exploration ofalternative display spaces The study of artist statementsand accepted conventions for titling and annotatingexhibitedworksExhibition of studentsrsquo own work supported byappropriateartiststatementswithattentiontodisplayand
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labelling Individual drafting and redrafting of artiststatementsofintentionStudioworkinthelightofstudentrsquosowndevelopingartiststatementsPresentationtechniqueswhichincluderefiningpersonal statements matting mounts layout andproducingexhibitiontextArt criticism or responding to art via various modelsIndividualpresentationsExhibition text - compilation ofwrittenmaterial studentsidentify contextualize and justify their selections forexhibition
HLstudentsshouldasaminimumexperienceworkingwithatleastthreeart-makingforms
selected fromaminimumof twocolumnsof the tablebelowTheexamplesgivenare for
guidanceonlyandarenotintendedtorepresentadefinitivelist
SYLLABUSOUTLINE
Two-dimensionalforms Three-dimensionalforms Lens-based electronicandscreen-basedforms
bull Drawing such ascharcoal pencil inkcollage
bull Painting such as acrylicoilwatercolourmurals
bull Printmaking such asrelief intaglioplanographicchinecolleacute
bull Graphics such asillustration and designgraphicnovelstoryboard
Carved sculpture such as carvedwoodstoneblock
bullModelled sculpture such as waxpolymerclays
bull Constructed sculpture such asassemblagebricolagewoodplasticpaperglass
bull Cast sculpture such as plasterwax bronze paper plastic glass bullCeramics such as hand built formsthrownvesselsmould-madeobjects
bullDesigned objects such asmodelsinteriordesignjewellery
bull Site specificephemeral such aslandartinstallationperformanceart
bull Textiles such as fibre weavingconstructedtextiles
Time-based andsequential art such asstop-motion digitalanimationvideoartbullLensmedia such as analogue(wet) photography digitalphotographymontage
bullLens-lessmedia suchasphotogramrayographscenography pinholephotography cyanotypesaltedpaper
bull Digitalscreen basedsuch as vector graphicssoftware developedpainting design andillustration
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ExternalassessmentcriteriamdashSLandHL
Part1ComparativestudySummary
Weighting20
Students are required toanalyseand compareartworks objectsor artifactsbydifferent
artists This independent critical and contextual investigation should explore artworks
objectsandartifactsfromdifferingculturalcontexts
Students select artworks objects and artifacts for comparison from differing cultural
contextsthatmayhavebeenproducedacrossanyoftheart-makingformsandthathold
individualresonanceforthestudentandhaverelevancetotheirownartmakingpractice
ThisisofparticularimportancetoHLstudents
StudentsatbothSLandHLmustexamineandcompareatleastthreepiecesatleasttwo
ofwhichshouldbebydifferentartists
Students use research and inquiry skills to investigate and interpret the selected pieces
usingbothvisualandwrittenformsofnotationStudentsmustsupporttheirinterpretation
withreferencestosoundandreliablesources
Candidates are required to submit the list of sources used and in-text referencing is
requiredthroughoutthecomparativestudy
Part1Comparativestudy Marks Total
A Identificationandanalysisofformalqualities 6 30
B Analysisandunderstandingoffunctionandpurpose 6
C Analysisandevaluationofculturalsignificance 6
D Makingcomparisonsandconnections 6
E Presentationandsubject-specificlanguage 6
F (HLonly)Makingconnectionstoownart-makingpractice 12 42
FormalrequirementsofthetaskmdashSL
bullSLstudentssubmit10ndash15screenswhichexamineandcompareat leastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullSLstudentssubmitalistofsourcesused
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FormalrequirementsofthetaskmdashHL
bullHLstudentssubmit10ndash15screenswhichexamineandcompareatleastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullHLstudentssubmit3ndash5additionalscreenswhichanalysetheextenttowhichtheirwork
andpracticeshavebeeninfluencedbytheartandartistsexamined
bullHLstudentssubmitalistofsourcesused
ExternalassessmenttasksmdashSLandHL
Part2Processportfolio
Weighting40
Students at SL and HL submit carefully selected materials which demonstrate their
experimentation exploration manipulation and refinement of a variety of visual arts
activities during the two-year course The selected process portfolio work should show
evidence of their technical accomplishment during the visual arts course and an
understanding of the use of materials ideas and practices appropriate to visual
communication
Thework selected for submission should showhow studentshaveexploredandworked
withavarietyoftechniqueseffectsandprocessesinordertoextendtheirart-makingskills
base
Part2Processportfolio SLmarks
SLtotal
HLmarks
HLtotal
A Skillstechniquesandprocesses 12 34 12 34
B Criticalinvestigation 6 6
C Communicationofideasandintentions 6 6
D Reviewingrefiningandreflecting 6 6
E Presentationandsubject-specificlanguage 4 4
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FormalrequirementsofthetaskmdashSL
bull SL students submit 9ndash18 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For SL
studentsthesubmittedworkmustbeinatleasttwoart-makingformseachfromseparate
columnsoftheart-makingformstable
FormalrequirementsofthetaskmdashHL
bull HL students submit 13ndash25 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For HL
studentsthesubmittedworkmusthavebeencreated inat leastthreeart-makingforms
selectedfromaminimumoftwocolumnsoftheart-makingformstable
InternalassessmentdetailsmdashSLandHL
Part3Exhibition
Weighting40
Students at SL and HL submit for assessment a selection of resolved artworks for their
exhibition The selected pieces should show evidence of their technical accomplishment
during the visual arts course and an understanding of the use of materials ideas and
practices to realize their intentions Students also evidence the decision-making process
whichunderpinstheselectionofthisconnectedandcohesivebodyofworkforanaudience
intheformofacuratorialrationale
Students at SL select 4ndash7 artworks for submission while students at HL select 8ndash11
artworksforsubmission
Part3Exhibition SLmarks SLTotal HLmarks
HLtotal
A Coherentbodyofworks 9 30 9 30
B Technicalcompetence 9 9
C Conceptualqualities 9 9
D Curatorialpractice 3 3
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134
FormalrequirementsofthetaskmdashSL
SLstudentssubmitacuratorialrationalethatdoesnotexceed400words
bullSLstudentssubmit4ndash7artworks
bullSL studentssubmitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullSLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
FormalrequirementsofthetaskmdashHL
bullHLstudentssubmitacuratorialrationalethatdoesnotexceed700words
bullHLstudentssubmit8ndash11artworks
bullHL students submitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullHLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
CHOITHRAM INTERNATIONAL 2018 - 20
135
InternalAssessmentCalendar2018-20
IACalendar-DPBatch2018-20
MONTH DATE SUBJECT IADETAIL WEIGHTAGE2018 DPYearI
AUGUST 17th EnglishLanguageampLiterature
WT1firstdraft
SEPTEMBER 1st EnglishLanguageampLiterature
WT1finaldraft 20
15th HindiLiterature FinalIOP 15
28thamp29th EnglishLanguageampLiterature
FOA1 15
Oct-Nov2018
15thOct-31stOct2018
SummativeAssessmentSemesterIExamination
OCTOBER 10th Visualart Processportfolio-3-4pagesStudiowork-2artworks
NOVEMBER 19th EnglishLanguageampLiterature
WT2firstdraft
30th Economics Microeconomics-firstdraft DECEMBER 1stand3rd English
LanguageampLiterature
FinalIOC 15
14th Economics Microeconomics-Final 20
17th EnglishLanguageampLiterature
WT2finalsubmission 20
2019 DPYearI
JANUARY
19th HindiLiterature IOC 15
FEBRUARY 11thamp12th EnglishLanguageampLiterature
FOA2 15
5th Group4Project IntroductiontoGroup4Project
8th Group4Project PlanningPhase
19th Group4Project ActionPhase
28th Group4Project EvaluationPhase
MARCH 5th English WT3firstdraft
CHOITHRAM INTERNATIONAL 2018 - 20
136
LanguageampLiterature
19thand20th
TOK TOKpresentation 33
21st Economics Macroeconomics-Firstdraft 20
26th EnglishLanguageampLiterature
WT3finalsubmission 20
APRIL 10th-25thApril2019
SummativeAssessmentSemesterIIExamination(EndofYearI)
APRIL 1st Visualart Processportfolio-4-5pagesStudiowork-3-4artworks
Comparativestudy
MAY-JUNE SUMMERVACATION
JULY 11th Economics Macroeconomics-FinalSubmission
AUGUST 8th ESS FirstDraft
26th Mathematics FinalisethetopicofIA 20
SEPTEMBER 12th BusinessManagement
BMIAFirstDraft 25
18th-21st FrenchHLSLAbinitio
IOA 25
24th Psychology FirstDraftPsychologyIA 20
26th Mathematics FirstDraftMathIA 20
OCTOBER 1st HindiLiterature FirstDraftHindiWA 25
4th Economics Internationaleconomics-Firstdraft
10th Visualart Processportfolio-5-6pagesStudiowork-3-4artworks
Comparativestudy
17th ITGS FirstDraft-Project 2030
27th Chemistry FirstdraftChemistryIA
28th HindiLiterature FinalSubmissionofHindiWA 25
31st Mathematics FinalSubmissionofMathIA 20
Oct2019 14th-25thOct2019
SummativeAssessmentSemesterIIIExamination
NOVEMBER 4th BusinessManagement
FinalSubmissionBMIA 25
10th ESS FinalSubmissionESSIA 25
15th Psychology FinalSubmissionPsychologyIA
20th TOK FirstdraftTOKEssay
25th EE FirstDraft
CHOITHRAM INTERNATIONAL 2018 - 20
137
29th Economics Internationaleconomics-Final 20
DECEMBER 5th CS FirstDraftSubmission SL30HL20
13th Chemistry FinalIAsubmission 20
16th ITGS FinalSubmission-Project 2030
18th Biology FirstDraft
19th Physics FinalIAsubmission 20
20th CS FinalIASubmission
2020 Year2
JANUARY 4th Biology FinalIAsubmission 20
9th-11th EE FinalSubmissionandViva
15th TOK FinalTOKEssaysubmission 66
FEBRUARY 10th-24thFeb2020
MockExamination(DP2)
MARCH Visualart FINALEXHIBITIONProcessportfolio-13-25pages
Studiowork-8-11artworkswithtextandCuratorialrationale
Comparativestudyfinalsubmission
40
40
20
Total100
CHOITHRAM INTERNATIONAL 2018 - 20
138
CHANNELSOFCOMMUNICATIONWebelievethatthechallengesareresolvedat thepointof theoriginusingthefollowing
procedure
Speaktothepersonclosesttotheproblem(thepastoralfacilitatorTutor)
Speaktothecoordinator
CommunicatewithHead of Senior School Head of School only if thematter has not
beenresolvedbytherespectiveteacher
If the concern relates to the general school matters administrative decisions or the
school policies you should contact the Head of Senior School first and thereafter the
HeadofSchool
Parentteachermeeting(PTM)
Parent-TeachermeetingwillbeheldaftereverysummativeassessmentOccasionallythe
parentsmight schedulemeetings through prior appointment with the DP coordinator as
wellasDPTeachers
TheFormativeAssessmentsareaimedtopreparethestudentsforSummativeAssessments
and include specially designed tasktest to monitor students learning Formative
Assessments include minimum of two tests per semester and one open ended task to
develop theLearnerProfilesandATLskillsTheperformance in the testswillbe recorded
andreported to thestudentbysubject teacherswithproper feedback Ifa student isnot
meetingtheminimumachievement level inthetests thentheparentsof thestudentare
calledinschoolforgettingnotified
AssignmentsorHomeWork
Homeworkisavitalcomponentforpracticingandmasteringtheskillsandknowledgelearnt
intheclassThedaytodayworkthatiscompletedafterthelessonsprovidesbothformative
learningandevaluation
Homeworkisanintegralpartofthelearningandisgivenatthediscretionoftheteachers
andmayvaryfromtimetotimeandsubjecttosubject
CHOITHRAM INTERNATIONAL 2018 - 20
139
STAYINGAFTERSCHOOL
Theschoolisscheduledtocloseat310pmforthestudentsAclosesupervisionisrequired
forthestudentswhowishtostaybackaftertheprescribeddeparturetimePriorpermission
from the parent Head of School and Programme Coordinator is required so that the
arrangementscanbemade
ATTENDANCE1 Parents should ensure that theirward comes to school regularly as 85attendance is
compulsoryforeverystudent
2 No student should remain absent from school without a pre-approved application for
leave
3 Please avoid calling your child home before the school time except in case of an
emergency
4Pleasedonotsendstudenttoschoolifhesheissufferingfromacontagiousdiseasetill
hesheiscompletelyfreefrominfection
5 If a student turnsup lateheshemusthave the late comingapplication signedby the
parentsbeforeheshereportstoschool
6Whenever the student is absent or on leave due tomedical reasons the certificate of
doctorshouldbeprovidedalongwiththeapplication
CHOITHRAM INTERNATIONAL 2018 - 20
140
SCHOOLUNIFORMBoys
Pattern FullpantswithsidepocketsonehippocketNolowwaisttrouserstobeworn
Colour NavyBluetrouserswithWhiteshirtandNavyblueTie
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Turban or headgear
Navyblue(OnlyforSikhs)
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoes
Girls
Pattern Pleated skirts shirt with cape collar scarf The skirts need to be ofkneelength
Colour Navyblueskirtswithwhiteshirtsandredscarf
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoesSportsshortscanbecarriedtoschoolandwornasperthesportsscheduleonly
RulesforUniform
Uniformshouldbeproperlyironedandshoesshouldbepolishedregularly
Students must come to school in school uniform on all days including vacations
whateveristhepurpose
The uniform for the boys and the girls should be comfort fit so as not to cause any
inconvenience
CHOITHRAM INTERNATIONAL 2018 - 20
141
CODEOFCONDUCTThe school Codeof Conduct comprises principles standards of behavior identification of
disruptivebehaviorandconsequencesofnon-complianceItspurposeistocreateasafeand
productivelearningenvironmentbyoutlininganexpectedbehaviorcodeamongststudents
Inordertodevelopasenseofresponsibilityfortheiractionsandanawarenessoftheneed
to care for and value the rights of others a code of conduct has been developed in our
schoolandanydeviationsfromthesamewillbedealtwithstrictlybytheauthorities
1 Students should demonstrate respect for others irrespective of racial gender cultural
andreligiousdifferences
2Studentsshoulddemonstrateself-disciplineandcometoschoolontime
3Studentsshouldfollowtheestablishedrulesandtakeresponsibilityoftheirownactions
4Studentsshouldexhibitapositiveandcooperativeattitudetowardsschoolandlearning
5Studentsshouldavoiduseofprofaneandobscenelanguagesandgestures
6Studentsshouldkeepschoolequipmentandbooksingoodcondition
7Studentsshouldreturnborrowedpropertyingoodcondition
8Studentsshouldreturnthelostitemstotheschooloffice
9Studentsshoulddepositlitterandwasteinappropriatecontainers
10Studentsshouldleaveothersrsquopropertyalone
11Studentsshouldmaintainasafecleanenvironmentforothers
12 Students should refrain from bringing any harmful substance to school that may
compromisethesafetyofothers
13 Committing an act of Vandalism that causes damage to school property would be a
punishableoffence
14 Students are not allowed to leave the school premises without obtaining prior
permissionfromconcernedschoolauthoritiesandparents
15Any improperdisplayofaffection towardsother studentorengaging in inappropriate
socialbehaviourisapunishableoffence
16AnyotherelectronicdeviceotherthanthecalculatorlikehandycamscellphonesCDs
shouldnotbebroughttoschool
CHOITHRAM INTERNATIONAL 2018 - 20
142
SCHOOLTRANSPORT
This facility isprovided toall desirous studentsonpayment It is the responsibilityof the
parent to ensure that their children are made to board the bus and escorted home on
returnfromtheirrespectivebusstopsNorequestfromparenttodroptheirchildrenata
busstopotherthantheoneallottedwillbeentertainedIncaseyouneedtochangethebus
stopaformalletteraddressedtoadministrativeinchargemustbesentstatingthereason
forchange
TELEPHONECALLSParentsshouldnotcallstudentswhiletheclassesaregoingonTheyarerequestedtoleave
amessageattheschoolreceptionunlessitisanemergencyAlsostudentscanmakephone
callsonlyduringthebreaktime ifthematter isurgentandrequires immediateattention
Phonecallsshouldnotbemadeforcallingassignmentsorhomeworktoschoolwhichisa
partofstudentrsquosresponsibility
CHOITHRAM INTERNATIONAL 2018 - 20
143
EMERGENCYPROCEDURESIn the event of an emergency at school due to any untoward accident during play the
studentisdriventoChoithramhospitalwhichisinsidetheChoithrampremisesTheparent
ofthestudentiscontactedbytheschoolattheemergencynumbers
SCHOOLLEAVINGCERTIFICATEToobtain a school leaving certificatetransfer certificate the school requires at least one
weekrsquoswrittennotice
PASTORALCAREPastoral care forms an integral element of the philosophy and mission statement at
Choithram International and all staffmembers have a responsibility to care for thewell-
being of our students Its significance is reflected in our structures leadership roles
proceduresandcurriculumItalsounderpinsthedaily interactionsbetweenandamongst
bothstaffandstudents
Eachgrade level issupportedbytwotutors theuniversityguidancecounselorandthe IE
CoordinatorforstudentlearningsupportThetutoristhefirstpointofcontactforstudents
andparentsPastoralcareinvolvesregularone-to-onetrackingandmentoringofstudents
It focuses on thewell-being and progression of each student on an individual basis Our
pastoral curriculum is comprehensive age appropriate and addresses the students social
and emotional development It equips them with the skills they will need to face the
challenges in an ever-changing world Everyday students interact with their tutors and
classmates on several issues of global importance which helps in generating awareness
among the young learners The main aim of the pastoral curriculum is to inculcate and
strengthenthelearnerprofileattributesinstudents
CHOITHRAM INTERNATIONAL 2018 - 20
144
CLUBSANDHOUSESATCIAtCItheDPstudentsaregivenanopportunitytorunanyoftheCIclubsastheCreativity
aspectforCAS
Clubsprovide studentswithopportunities to learn inways thatmaynotbeanoptionby
simplyconcentratingonacademicsClubsoftenprovidestudentswiththechancetospend
time and make friends with those who have the same interests Once students have
somethingincommonschoolbecomesamorepositiveplacetobeAtChoithramweoffer
various clubs like the instrument club dance club creativewriting club drama club etc
These club activities serve as a positive outlet for students to socialize and expand their
horizons
TheHousesystemisofgreatimportancetoschoollifeItsfunctionistoinculcateafeeling
of belongingness and the spirit of fair competition among the students and encourage it
withintheschoolTheinter-Houseactivitiesgiveallstudentstheopportunitytoparticipate
in representative sport music and other activities with the aim of raising self-esteem
developing self-confidence and giving opportunities for leadership and teamwork beyond
thosealreadyavailablewithinschool
AschoolisdividedintoourhousesandeachstudentisallocatedtoonehouseHousesmay
competewithoneanotherat sportsandmaybe inotherways thusprovidinga focus for
grouployaltyorteamwork
At Choithram International we have four Houses named Gandhi Lincoln Mandela and
Tagore these names represent certain qualities and attributes which are personified in
theseiconicfigures
CHOITHRAM INTERNATIONAL 2018 - 20
145
SPORTSATCISportsplayan important role ina childrsquosgrowth
and development Sports not only have health
benefits but also increase the concentration
developasenseofselfbringindividualstogether
At Choithram International we offer various
sports activities ie Football Basketball Lawn
tennisTabletennisBadmintonandCricket
LIBRARYATCIThe library at Choithram International aspires to make every aspect of the library
experience appealing and enjoyable for the student as well as the teachers We are
accoutredwithawiderangeofresourcesasbooksencyclopediasmagazinesnewspapers
andebooksibooksthatareavailabletosupportchildrenrsquosstudyWeencouragereadingfor
pleasure by providing access to the electronic resources and cultivate childrenrsquos research
andenquiryskillsduringourDEAR(DropEverythingAndRead) lessonsWealsomakethe
libraryafunandexcitingplacetobebyconductinglotsofactivities
CHOITHRAM INTERNATIONAL 2018 - 20
146
DiplomaProgrammePointMatrix
CHOITHRAM INTERNATIONAL 2018 - 20
147
LANGUAGEPOLICYLANGUAGEPHILOSOPHYChoithram International (CI) has English as the language of instruction and surveys andstatisticalanalysishaveidentifiedHindiastheMotherTongueforover80ofthestudentpopulationCIlanguagepolicyallowsstudentstostrengthentheirMotherTongueacquireproficiencyintheLanguageofInstructionandaspiretowardsmultilingualismForthisFrenchisofferedinLOTE(LanguageotherthanEnglish)-PYPLanguage-B-MYPampDPTheschooliscommittedto providing asmuch opportunity for bilingualmultilingual language learning as possibleacrossallthreeprogrammesCIworksontheIBideologyofldquoallteachersarelanguageteachersrdquoEveryteacherstrivestodevelopaconduciveenvironmenttoguidethestudenttowardsdevelopingcommunicationaswellasintrospectionfromtheMotherTonguetowardsthelanguageofinstructionLANGUAGELEARNINGATCILanguage learning is a part of all subject areas for gaining expertise in subject-specificterminology specific demands of different types of questions making connections fromclassroomexperiencestothetasksexamsandinwrittenandoralexpressionHomeRoomTeachers (HRTs) Tutors and subject teachers provide the studentswith opportunities todevelopeffectivecommunicationskillsintheirdisciplinesThesixskillsoflanguagelearningListeningSpeakingReadingWritingViewingandPresentingarefirmlyentrenchedinthecurriculumfromPYPtoDPAll CI teachers provide opportunities for prior understandings to be shared in order forbackground knowledge to be built upon to scaffoldmeaning to extend language and toaffirm identity It is accepted and understood that new learning and understanding isconstructeduponpreviousexperiencesandconceptualunderstandingsinadevelopmentalcontinuumTheongoinglanguagedevelopmentofourstudentsisthesharedresponsibilityofteachersparentsandstudentsLanguage learning is enhancedwhen parents andmembers of thewider community aresupportiveofthe learningprocessandare involvedin itTheschoolpromotescommunityawareness involvementand supportbypromotingandutilisingpositivecommunity linksespecially parents and teachers share the major responsibility for the education of thechildrenBELIEFSANDAIMSTheCIlanguagephilosophyaimsto Enable students to learn and use language effectively appropriately accurately andconfidentlyExtendactiveMotherTonguesupporttoallstudentstofacilitateoptimumlearningDevelopstudentsrsquoauraloralreadingwritingviewingandpresentingskillsEnablestudentstodevelopanduselanguageskillsinavarietyofcontextsandpurposes Promote the appreciation understanding and analysis of language and literature fromdiverse cultural and ethnic backgrounds varied perspectives of people belonging todifferentcultures
CHOITHRAM INTERNATIONAL 2018 - 20
148
UnderstandthespecificvocabularyandtermsusedindifferentsubjectareasEncouragestudentstoemployBasicInterpersonalCommunicativeSkills(BICS)inandoutof the classroom toaid in student-teacherand student-peer relationships andeffectivelymove towardsdevelopingCognitiveAcademic LanguageProficiency (CALP)11GuidelinesfordevelopingaschoollanguagepolicyInternationalBaccalaureateOrganizationCILANGUAGEPROFILEStatistical analysis reveals that over 80 students come from familieswhere theMotherTongueandthepreferredlanguageofcommunicationathomeisHindioritsdialectsoracombinationofbothInPYPafteradmissionofa studentparentsare required to fill in the form forLanguageProfilingForMYPandDPLanguageProfilingFormmadeavailableattheFrontDeskisapartoftheadmissionprocedureand is tobefilledbybothparentsandstudentstogetherAdmissionCounselorandFrontOfficeExecutiveprovideGoogleFormforthepurposeThisisdonetoestablishthestudentrsquoslanguagebackgroundandproficienciesEntranceevaluationtestsfornewadmissionsareconductedinEnglishtogaugetheproficiencyandidentifyanyspecificlanguageneedsofthestudentsLANGUAGEASSESSMENTSAll assessments across the programmes are formulated as per the CI Assessment PolicyFormativeandSummativeAssessmentsforalllanguagesareplannedperiodicallyStudentsareobservedandassessed intheclassroomsthroughoralpresentationswrittenassessments student-ledclassespeerassessmentsgroupactivitiesetcAll suchactivitiesareplannedkeepingspecific learnersrsquoneeds learningoutcomestaskspecificclarificationsandassessmentcriteriainmindMOTHERTONGUEDEVELOPMENTCI ensures the Mother Tongue (established as Hindi) is appropriately developed andmaintainedWe have awell-structured curriculum and strong facultymembers across allthe three programmes to aid the Mother Tongue development The Mother TongueCoordinatormonitorstheMotherTonguemaintenanceacrossthedifferentProgrammesIn MYP and DP for the small percentage of students for whom the Mother Tongue isneither English nor Hindi we counsel the parents regarding the importance of MotherTongue development and make the option of a self-taught course available for suchstudents(Appendix-4)IfastudentofforeignoriginexpressesaninterestinlearningHinditheschooloffersitasanoptionforLanguageAcquisitionPROGRAMME-SPECIFICPOLICYIMPLEMENTATIONPRIMARYYEARSPROGRAMMEApartfromEnglishandHinditheprogrammeoffersFrenchasLOTE(LanguageotherthanEnglish)whichisofferedPYP3onwardsLanguageLearningatCIPYPisaimedatpromotingstudentsrsquocapacitytouselanguagetoFulfiltheireverydayneedsDevelopmaintainandexpresstheirownsenseofidentity
CHOITHRAM INTERNATIONAL 2018 - 20
149
EstablishandmaintainrelationshipswithothersOrganisetheirthoughtsandlearnabouttheworldReflectupontheirexperiencesthoughtsandfeelingsandsharethesewithothersObtaininformationtodirectandadviceothersMakedecisionsandsolveproblemsinvolvingthemselvesandothersParticipateinrecreationalandimaginativeactivitiesAppreciateandcontributetowardstheirculturalheritagesInterrelatetheskillsoflisteningspeakingreadingwritingviewingandpresentingStudents in PYP are represented by awide range of personal and social backgrounds Tocatertothisrangeofstudentswebelievethelifelongprocessof learning languageisbestdevelopedthroughScaffoldingandmonitoringoflearningexperiencesRecognitionofindividuallearningstylesandratesProvisionofpurposefullearningexperiencesFosteringofthelearnerprofileattributesRecognitionandvaluingofpriorlearningexperiencesValuingdiversityofculturalintellectualandphysicalaspectsStudentsmaking the transition fromPYP toMYP should be able to use the languages toexpresseffectivelyInFrenchthelearnerisexpectedtobeabletodevelopanelementaryunderstandingandvocabularyforuse(Appendix-1)MIDDLEYEARSPROGRAMMECIMYPoffersLanguageandLiterature-EnglishandHinditoitslearnersLanguageAcquisition(LanguageB)-EnglishHindiFrench isoffereddependingon theLanguagepathwaysastudenthascoveredpreviouslyLanguageAcquisitionisstructuredinphasestoacknowledgeastudentrsquosproficiencylevelinthelanguageThephasesdonotcorrespondtothelearnersrsquoagegroupsorMYPyears If a student consistently scores Level 4 or more than that throughout an academicsession heshewill be promoted to the next phase otherwise heshecontinues in thesamephaseasbeforeAstudentwithnopriorexposuretoanyLanguageBoptionsavailablecanacquirethelanguagefromPhase1 The appropriate phase for a newly admitted student is determined throughLanguageProficiencyTestsEALLanguagesupportlessonsareprovideddependingonthestudentrsquoslanguageneedsThelanguagepathwayforastudentcontinuingfromMYPtoDPisaccordingtothetablegiveninAppendix-2MYP students continuing into theDPwill have developed an enquiring andreflectingapproachtolanguagelearningTheywillhavebilingualskillstobeappliedtoandextendedinDPlanguagecourses
CHOITHRAM INTERNATIONAL 2018 - 20
150
DIPLOMAPROGRAMMECIoffersEnglishALanguageandLiteratureandHindiALiteraturetoitslearnersinDP TheDP language courses endeavour tomake students observe and analyze the crucialrolelanguageplaysinshapinganindividualrsquoscultureandidentityandtheimpactlanguagehas on society through mass communication along with aspects of literary analysisappreciationandliterarycriticismLanguageBofferedinEnglishHindiandFrenchisaimedatgainingsufficientproficiencyintheselanguagesatAbinitioSLorHLLevels The curriculum is aimed towards preparing the students for university admissions atnationalandinternationallevelsPROGRAMMESPECIFICLANGUAGESUPPORTPRIMARYYEARSPROGRAMMELanguage Teaching (by the year level teacher subject teacher or supportenrichmentteacher)isrecommended As a language inquiry to directly support the collaboratively planned programme ofinquiryAsaconnectedexperiencewithinthetransdisciplinaryunitofinquiryAsastandaloneteachingtodirectlysupportaspecificneedinatransdisciplinaryunitofinquiryAspartoftheagreeduponknowledgeandskillstoindirectlysupporttheprogrammeofinquiryMIDDLEYEARSANDDIPLOMAPROGRAMMEAtthebeginningofthesessionlanguageteachersidentifystudentsinneedoflanguagesupport basing on their performance in previous yearLanguage Proficiency Tests (as perrelevance)giventothem After termsemester end assessments language teachers subject teachers and TutorstogetheranalyzetheresultThosestudentswhostruggleinwrittenororalexpressionsinthelanguagesareassignedsupport classes under the guidance of language teachers which includewriting and oralpracticebasedonacademiccontentandmovingtowardsgainingefficiencyREVIEW PROCESS The language policy is reviewed every two years by the LanguageSteeringCommitteeasapartoftheCIcurriculumreviewcycleorifanyspecialrequirementarises The Language Steering Committee is also responsible for overseeing effectiveimplementationoftheCILanguagePolicy
CHOITHRAM INTERNATIONAL 2018 - 20
151
INCLUSIVEEDUCATIONPOLICY
Inclusive Education Policy of CI is directly aligned with the motto of the organizationldquobecause every child deserves the bestrdquo It recognizes all students in spite of their widevariety of cultural backgrounds and believes that children possess a range of academicphysical emotional and social needs We believe in the inclusion of all students byresponding positively to their unique needs We aim to maximize the potential of allstudents through the removal of barriers and increase their learning opportunities Thepolicy ensures that curriculum planning and assessment for children with inclusiveeducationalneedstakesaccountofthetypeandextentofthedifficultyexperiencedbythechild It also provides a safe place to the students to come and share their personalproblemsaswellTheinformationsharedbyoraboutthestudentwillbekeptconfidentialandwillbesharedwiththeteachersresponsiblefortheeducationofthechildonlythroughconsultationwithparentsPolicyaims tocreateanenvironment tomeet the Inclusiveeducationalneedsofevery child it ensures that thediverse learningneedsof childrenare identified assessedand catered and enables all learners to have full access to all elements of the schoolcurriculumremovingallbarrierstolearningItalsostatesroleandresponsibilityofstaffinprovidingforchildrsquosInclusiveEducationalneedsandensuresthatparentsareabletoplaytheirpartactivelyinsupportingtheirchildrsquoseducationInclusiveEducationPolicyisalignedwiththeschoolrsquosadmissionpolicyitexpectsallparentstoconfidethediverselearningneedsoftheirchild(ifany)atthetimeofadmissionsothattheinterventionmaybeplannedrightfromtheadmissionThestudentshavetogothrougha strategicallydesignedpsychometric test to reveal theirdiverse learningneeds IEpolicycaters to diverse learning needs ranging from ADHD specific learning disabilities Highabilities amp multiple intelligences as well as different learning styles of learners physicaldisabilities or speechdisorders Social emotional andbehavioral difficulties and languagedifficultiesinchildren[ReferIEpolicydocumentfordetails]Homeroomteachercoordinateswithsubject tutorsand to identifyastudentwithdiverselearning needs emotional needs and report it to concerned coordinator then through aproper referral procedure the student is referred to IE coordinatorschool counselorfurtherplanofactionisdecidedbytheIEcoordinator[ReferIEpolicydocument]CIensuresadequatein-housesupporttoovercomebehavioralandlearningissuesinchildTheschoolsupportthestudentsattwolevelsnamelyschoolactionplanandschoolactionplusplanandanIEPwillbewritteninboththecases[ReferIEpolicydocumentfordetails]SchoolmaymakeseparatearrangementforassessmentsofstudentswithlearningdifficultyasperthenormsofIBAllAccessarrangementswillbecateredtoforthesestudentsduringall formativesummativeandformalexaminationsforMYPandDPasper IBrsquosassessmentaccessrequirement[ReferIEpolicydocumentfordetails]The policy clearly states the role and responsibilities of program coordinators teachersparentsandstudentsaswell[ReferIEpolicydocumentfordetails]
CHOITHRAM INTERNATIONAL 2018 - 20
152
ASSESSMENTPOLICYTheprimarypurposeofassessmentandevaluationatChoithramInternationalistosupportand improve theprocessof teaching and learningAs all studentshavedifferent learningstylesexperiencesandabilitiessotheassessmentandevaluationoftheirlearningmustbefairtoallstudentsbevariedinnatureandallowstudentstodemonstratethefullrangeoftheirlearningTeaching learning and Assessment are intertwined and interdependent and should befocusedonthehabitsofmindcriticalthinkingskills21stcenturyskillsknowledgeconceptandattitudesthatwillprovideforsuccesswithintheIBprograminschoolandbeyondAssessmentisavitalpartofthelearningprocessThepurposeofassessmentistheholisticdevelopmentofthelearnerswhichhelpsthemtounderstandtheircapabilitiesandenablesthemtoovercometheirshortcomingsAssessment reflects learning and is a process involving diagnostic assessment at thebeginning of each learning cycle formative assessment throughout and summativeassessment generallyat theendSummativeassessmentprovidesperiodic snapshotsofastudentrsquos academic progress while formative assessment essentially provides feedbackduringthelearningprocesstohelpteachersplanappropriatenextstepsforstudentsandforstudentstounderstandwhat isrequiredoftheminthe learningprocessLearningandassessmentatCIiscriterion-relatedandhaseducationalandpedagogicalvalueAssessmentsinDPAssessmentsoftheDParecriterion-relatedbasedonthefollowingaimswhichareelaboratedintheremainderofthissectionAssessmentpracticesTherearethreetypesofassessmentsinDPFormativeAssessmentsFormativeassessmentsareaimedtopreparethestudentsforsummativeassessmentsandinclude especially designed tasks to monitor student learning They may be formal orinformal (Observation Open ended tasks Performance Process journals Portfolioassessmentsquizzesclasstests)Theformativeassessmentswillincludeatleasttwomarkbasedassessmentsandoneopenendedtaskpersemesterto identifythe learningneedsandtogiveadetailedfeedbackonteachingandlearningSummativeAssessmentAt CIDiplomaprogramme is comprisedof semesters and at the endof each semester amarkbasedsummativeassessmentisheldTheweightingforthewrittenexaminationandInternalassessmentsisdifferentinsubjectsThefoursemesterexamsareasfollowsSemIExaminationSemIIExaminationalsoknownasEndofYearExamSemIIIExaminationSemIVExaminationalsoknownasMockExamFinalSummativeAssessments(FormalAssessments)Thefinalsummativeexamincludes
CHOITHRAM INTERNATIONAL 2018 - 20
153
1 IBDPexaminations(Includingsomeexternallyassessedcomponents)2 InternalAssessment-TheInternalassessmentsforallsubjectsaremarkedby
subjectteacherandmoderatedexternally3 AssessmentsofCorecomponents
TOKassessmentsconsistofacombinationofareinternallyassessedTOKPresentationwithaweightage of 33 and externally assessed essays with aweightage of 67 These twocomponentsfinallycontributetoagradefromA-EExtendedessaysareexternallyassessedandgradedonscaleofA-EThealphabeticalgradesofEEampTOKfetchanumericalgradeonascaleof3 fromdiplomapointmatrixCompletionofCASrequirements ismandatory forDiploma candidates Different DP subjects have different weightage for external andinternalassessmentsinallexaminationsasperthesubjectguidesldquoFormalassessmentsinDPistheassessmentdirectlycontributetofinalqualificationrepresentsthefinalsummativeassessmentinIBcontinuumofeducationrdquo[1]Formal examination of the DP includes some multiple-choice tests for a few subjectsstructuredandunstructuredexaminationformostsubjectsintendedtobetakenattheendof the two-year course and some internal assessments to be completed by students atvarious timesunder various conditions (asper the internal deadlineplanner) during theircoursewhichwillbeexternallymoderatedThestudentperformanceismarkedandgradedasperIBrsquossubject-specificgradeboundariesonascaleof1to7ThefinalDPscoreisgivenout of 45 of which a total of 42 come from 6 subjects of 7 points each and 3 from acombinationofTOKandEEgradesThefinaldiplomascoreandtheindividualsubjectpointsincluding the core component grades and completion of CAS requirements determinewhetherthestudentsecuresadiplomaoracourseAllsummativeassessmentsareassessedusinglatestsubject-specificgradeboundariesonascale of 1-7 given by IB so that students have a clear understanding of expectations andthereby find scope of improvement This will give a truly comprehensive feedback tostudentsInternal standardization of assessment is a regular feature of DP at CI Internalstandardization is done for the internal assessments TOK essays amp extended essays incollaborationwithinthedepartmentforIAsampEEswheremorethanoneteacherisinvolvedinteachingthecourseandwithalltheteachersforTOKEssaysThishelpstheteacherstoproduceauthenticampreliablepiecesofworkfromstudentsCIplansitsInternalAssessmentsubmissiondeadlinesintheformofanIADeadlineCalendarand publishes the same in the beginning of the academic year This calendar is strictlyfollowedby the studentswithan increasingdegreeofpenalties inplace for lackadaisicalstudentswhomissdeadlinesConductingExaminationTheschoolhasastrongExaminationdepartmentandexperiencedfacultywhotakecareofconductingthesummativeandformalexaminationsfromtimetotimeasperIBregulationTheexaminationisconductedunderthevigilanceoftrainedteachersRecordingandReportingRecordingandreportingofsummativeassessmentswillbedonetotheparentsandstudentsattheendofeachsemesterthroughaPTMThereportcardisitselfacomprehensive
CHOITHRAM INTERNATIONAL 2018 - 20
154
documentwhichgivesdetailedprogressaboutstudentrsquosacademicperformancethroughoutthe twoyears ineachdisciplineandcorecomponentsafter summativeassessments Theperformance of the student is recorded in the form of an Achieved grade and an Effortgrade The achieved grade is based on the studentrsquos performance in the summativeassessmentsandtheeffortgradeportraysthelevelofeffortstudenthasputinduringeachsemesterAttheendofeachsemesterthetutorssharethereportcardwiththeparentsthroughmailsandthenfacetofacereportingisdoneinparentteachermeetingStudent-led conferencesmark the part of first PTMwhere the students take initiative indemonstrating theirunderstanding throughavarietyofdifferent learningsituationsTheyshareassessmentdataabouttheirlearningwiththeirparentssupportedwithaportfolioofachievement and also reflect on the development of ATL skills The student identifiesstrengthsandareasforimprovementItenablesparentstogainaclearinsightintothekindofworktheirchildisdoingandoffersanopportunityforthemtodiscussitwiththeirchildThereafterthetutorsandsubjectteacherscommunicatetheperformanceofstudentsintheformofassessmentdataopenlyandtransparentlysupportedbythestudentrsquosworkAfter every summative assessment result is analysed to identify the students who needextralearningsupportTheschoolhasaninterventionplantohelpthestudentswhosecureagrade3orlessatSLand4orlessatHLinassessmentsintheformofremedialsupportclasseswhichareplannedasperthefreelessonsofthestudentsPredictedGradesPredicted grades for each subject are given to theDiploma studentswhich serve for theuniversity admission The same are also uploaded on the official IB site which helps inmoderation Predicted grades are given on the basis teachersrsquo judgement and studentrsquosperformanceresponsesinFormativeandSummativeAssessmentsAssessmentaccesstostudentswithdifferentlearningneedsTasksandthetimedurationwillbedefinedkeepinginmindtheindividuallearningneedsofstudentsExtratimeandadditionalsupportwillbeextendedtostudentswhohavetroublekeepingupwithclassroomteachingandlearningandassessmentsasperthereportoftheInclusiveeducation coordinator Inclusiveeducation coordinatorwill be regularlyupdatedabouttheprogressofstudentswithlearningdifficultysoastorefineassessmentroadmapsAllAccessarrangementswillbecateredtoforstudentswithlearningdifficultyduringfinalsummativeassessmentofDPasper IBmandateAll furtheraccommodationsprovidedbyschoolforstudentwithlearningdifficultyarementionedinInclusiveEducationPolicyNOTEMay2018gradeboundarieswillbefollowedforallsummativeassessments
CHOITHRAM INTERNATIONAL 2018 - 20
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ACADEMICHONESTYPOLICYAcademichonestyandintegrityisanindispensablepartoftheInternationalBaccalaureateOrganizationandanessentialpartofChoithramInternationalAcademicHonestyPolicyofCIcloselyfollowstheIBpublicationAcademicHonestyGuidanceforSchoolsThepurposeofthispolicyistoclearlystatetheexpectationsthatthefacultyhasfromthestudentsandrole and responsibilities of the teachers andparents to ensure that the learners presentauthenticworkAcademicHonestyshouldbeviewedpositivelybyallthestakeholdersandactwith integrityandhonestytakingresponsibilityofouractionsandtheirconsequencesThusstrivingtobeldquoPrincipledrdquoAcademicMisconductincludesthefollowing
1 Plagiarismbull Notacknowledgingtheoriginalsourceofinformationorideasbull NotusingProperIn-textcitationsbull CloselyParaphrasedmaterialthatistoosimilartooriginalsourceshouldalsobe
in-textcited2 Collusion3 Duplicationofwork4 Fakingwebsitesincitations
Malpracticealsoincludesanyotherbehaviorthatgainsanunfairadvantageforacandidateor that affects the results of another candidate like taking unauthorizedmaterial into anexamroomormisconductduringanexaminationortakingundueadvantagefromexternaltutorwhileperforminghomeassignmentsResponsibilitiesofstudentsCandidatemustbeartheconsequencesifheshesubmitsanyworkthatisnothisherownregardlessofwhethertheplagiarismwasunintentionalordeliberateStudentsareexpectedNotto indulge inanykindofacademiccollusionplagiarismduplicationofworkandallotherformsofcheating Inform the staff when any other student has committed any of the abovementionedacademicdishonestyPresent authentic work by ensuring that they have used proper citations and usingauthenticwebsitesbyevaluatingtheresources Present work that acknowledges all the sources used in the work submitted withoutfakingthewebsitesormissinganyreferencesSubmitalltheworktaskswithalongwiththechecklisttoensureproficientresearchskillspracticedandacademichonestypolicyimplementedassignedThecandidateisultimatelyresponsibleforensuringthatallworksubmittedforassessmentisauthenticwithworkorideasofothersfullyandcorrectlyacknowledged
CHOITHRAM INTERNATIONAL 2018 - 20
156
ResponsibilitiesofparentsTodevelopasenseofacademichonestyintheirchildandbeviewedpositivelyToguidetheirchildtoanextentratherthanhelpingbeyondlimitToalwaysensureandencouragetheirchildtopresentauthenticworkToencouragetheirchildtoacknowledgeallthesourcesreferredtoforthecompletionoftheworkandtouseproperin-textcitationsToguidetheirchildinevaluatingauthenticresourcesoridentifyingqualityresourcesTosupporttheschoolstaffindevelopingasenseofresponsibilityintheirchildtobecomeprincipledEnforcementofthepolicyThe school reserves all rights to check the student-submitted work for authenticity Themethodofcheckingcanrange fromuseofexternalwebsites toothermethodswhich theteacherdeemsfitinordertoverifytheoriginalityofstudentworkConsequencesofviolationofacademichonestypolicyThe students need to be principled and maintain the norms of Academic honestyMalpractice incidents will be discussed with the student and then reported to parentscounselorsandCoordinatorsTheactionagainstmalpracticewillbetakeninthreephasesfromMYP1onwards1Firstviolationofnormswill call fornogrades (0) in theassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedverballyaboutthesame2Secondviolationofnormswillcallfornogrades(0)intheassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedaboutwrittenwarningissuedtotheirwards3Thirdviolationofnormscallsforexpulsionfromschool
CHOITHRAM INTERNATIONAL 2018 - 20
157
ICTPOLICYAt CI we believe that well-integrated use of technology resources makes twenty-first-century learning possible Students are often more actively engaged in projects whentechnologytoolsareaseamlesspartofthe learningprocess iPadsareusedasateachingandlearningtoolatCIICTrulesandregulations
Using the computer network is a privilege and shall be governed by the ChoithramInternationalrsquos policies anddiscretion This codeofpractice is tobeadheredby all Strictaction will be taken against those students who fail to follow these policies and rulesChoithramInternationalandtheSchoolrsquosManagementbyAuthorityhaveadutytoensurethatallusersaresafeandshallnotbeexposedtoany illegalor inappropriatecontentTothiseffect fromtime to time theSchoolrsquosAuthority shallbeexercised toensure thatnosuch illegal or inappropriate content is stored in electronic devices within the Schoolcampus These restrictions are not intended to interfere with the studentsrsquo educationShould students feel the need to understand these policies better they may talk to anauthorisedmemberoftheITDepartmenttodiscusstheirqueriesInternetandemailusearesubjecttomonitoringbytheSchoolanditsapprovedSoftwareand Firewall systems No personal Internetmedia (JIOWifi device SIM dongal etc) andstoragedevicesareallowedtobeusedbystudentsoncampusAllstudentshavetouseonlytheschoolWiFiorLANThecostofdamagingorlosinganyschoolrsquosICTequipmenthastobebornebythestudentusertowhomithasbeenissuedThemobilephonesandiPadswithSIMcardsmustnotbeusedontheSchoolcampusandmust be deposited at the School reception Students are not allowed to use theirlaptopsiPadsduringalessonwithoutspecificallybeingaskedtodosobytheteachertakingthelessonStudentsshouldnotunderanyconditionsharephotosoranypropertyoftheschoolwithanypersonorthirdpartyNorshouldstudentsshareanyphototakenintheschoolpremisesonanysocialmediawithoutpriorpermissionSocialnetworkingsitesandallkindsofonlinechattingtoolsareprohibitedforuseduringschoolhoursanddailyreportswouldbesenttoHeadofSchoolforallkindofbreachattemptsTheSchool logoandname in fact anyorganisations logoandnameare the intellectualproperties of the concerned organisations and using themwithout their permission is aninfringement of DPA (Data Protection Act) 2011 Information Technology Act 2008 andCopyrightsActStudentsindulginginputtingupstrongly-wordedpostsagainsttheSchoolcommunity or any engagement on social media that goes against the discipline anddecorumofChoithramInternationalwillbedealtwithseverelySoundMusicGamesorAppsbullTheSchoolprotocol involves installingprofilesrestrictionsonthestudents iPadDuetothispracticetheAPPSTOREwillbeblockedStudentswillbeallowedtodownloadallthecurriculum-relevantappsatthebeginningofthetermandthentheprofileswillbeinstalledProfileswillberemovedduringvacationsbullTheSchoolisnotresponsibleforanytypeoflossdamageortheftofhardwaresoftwareanddatafromthestudentrsquosiPadlaptop
CHOITHRAM INTERNATIONAL 2018 - 20
158
bull Soundmust bemuted at all times unless permission is obtained from the teacher forinstructionalpurposesbull The iPad name should be the studentrsquos name and hisher grade The students are notallowedtogiveanyrandomnametotheiriPadslaptopsbullMusicrelatedtothecurriculumisallowedontheiPadandcanbeusedatthediscretionoftheteacheranddiscretepoliciesbullThe studentsarenotallowed tocarryearphonesandanyothermedia storagedevices(Pendrive External harddisk MP3 Player) unless permission is given by the ProgrammeCoordinatorbullAppscanbeusedatthediscretionoftheteacherTheseappsneedtobedirectlyrelatedtothecurriculumandapprovedbythesubjectteacherbull Educational games can be used with prior permission from the coordinator and thesubjectteacherbullNogamesmoviesandanykindofvideos(TVShows)shouldbefoundinanyiPadslaptopsastheyarenotallowedinSchoolpremisesIfthesearefoundinthestudentrsquosiPadslaptopsthat device will be confiscated and a case against the student will be forwarded to therespective coordinator and HOS and returning the device to the student shall be at thediscretionofthecoordinatororHOSUseoftheInternetThe internet is provided to help studentswith learning activities such as research onlineactivitiesonlineeducationalgamesandmanyotherthingsTheinternetisnottobeusedtoaccess anything which is illegal or anything that someone else may find offensive ThisincludespornographydiscriminationandracialorreligioushatredIfthestudentisunsureaboutthisruleorcomesacrossanythingthatthestudentfeelsisinappropriatethestudentshouldturnhishercomputermonitoroffandinformtheteacherimmediatelyThe Internet is a vast world and the student as a responsible user of Internet shouldrespectothers sentimentsemotionsbeliefsandcultureThe student shouldnotbyanymeansinvolvehimselfherselfinanykindofcyber-bullyingorsendingsharingoffensiveordisrespectfulcommentsabouttheschoolandothersIngeneralwhenusingtheComputersiPadsthestudentshallbullalwaysusehisherowndevicenotanybodyelse(Thestudentsaresuggestedtostickalabelwhichcarriestheirnamesandgrades)bullalwaysbehaveinasensiblematurewayrespectingothersatalltimesbullkeeptheirpasswordsecretbullreportanysuspectedbreachofnetworksecurity(whetherbymyselforothers)totheITteachertheSchoolsNetworkManagerortheProgrammeCoordinatorbull not damage the computer computer systems or network If the student discovers anymethodsofcausingsuchdamageheshewillreportthemtotheITDepartmentWhenusingtheInternetandemailthestudentshallbullrefrainfromaccessinganynewsgroupslinkswebpagesorotherareasofcyberspacethatwould be considered offensive in the judgment of the IT Department because ofpornographicracistviolentillegalillicitorothercontentbull take responsibility for monitoring and appropriately reject any newsgroups links webpagesorotherareasofcyberspaceaccessedbyhimher
CHOITHRAM INTERNATIONAL 2018 - 20
159
bull never use valuable computer time playing non-educational games or accessinginformationwhichisnotpartofmyschoolworkbullnevertrytobypassanyofthesecuritysystemsinplaceThissecurityisinplacetoprotectthestudentfromillegalsitesandtostoppeoplefromhackingintootherpeoplesaccountsbull always be respectful of others and use appropriate language both to those aroundhimherandthosethestudent is incontactthroughthenetworkThestudentwill refrainfromusingobsceneharassingorabusivelanguageandwillreportanycasesofsuchusageagainsthimherorotherstohisherTutorandITDepartmentbull not download software games music graphics or video without first asking the ICTteacherandobtainingpermissionfromthecopyrightholderifrequiredbulluseanydownloadedmaterialinanappropriatemannerinhisherworklistingitssourceinabibliographyandclearlyspecifyinganydirectlyquotedmaterialbull never reveal personal information including passwords names addresses credit carddetailstelephonenumbersandphotographsofhimselfherselfandothersIfthestudentisuncertainas to theneedtorevealanyof this information thestudentshouldaskhisherteacherparent
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160
LISTOFHOLIDAYS(SESSION2018-19)Datesfortheclosingandre-openingoftheSessionwouldbedeclaredlater
220818 Wednesday Id-ul-ZuhaBakara-Eid
26082018 Sunday RakshaBandhan
3918 Monday Janmashthami
13918 Thursday GaneshChaturthi
21918 Friday Moharrum
24918 Monday nextdaytoAnantChaturdashi
21018 Tuesday GandhiJayanti
181010to211018 ThursdaytoSunday Dussehravacations
51118to91118 MondaytoFriday Diwalivacations
211118 Wednesday Eid-e-Milad
231118 Friday GurunanakJayanti
221218-1119 SaturdaytoTuesday ChristmasBreak
040319 Monday MahaShivratri
21319 Thursday Holi
22319 Friday GoodFriday
25319 Monday RangPanchami
14419 Sunday RamNavamiampAmbedkarJayanti
17419 Wednesday MahavirJayanti
CHOITHRAM INTERNATIONAL 2018 - 20
161
References
1 Language A Language and Literature guide First examinations 2015 copyInternationalBaccalaureateOrganization2011
2 Language A Literature guide First examinations 2015 copy InternationalBaccalaureateOrganization2011
3 French Ab initio guide First examinations 2020 copy International BaccalaureateOrganization2018
4 Language B guide First examinations 2020 copy International BaccalaureateOrganization2018
5 Economics guide First examinations 2013 copy International BaccalaureateOrganization2010
6 Business and Management guide First examinations 2016 copy InternationalBaccalaureateOrganization2012
7 Information Technology in Global Society guide First examinations 2012 copyInternationalBaccalaureateOrganization2010
8 HistoryguideFirstexaminations2020copyInternationalBaccalaureateOrganization2018
9 Environment Systems and Society guide First examinations 2011copy InternationalBaccalaureateOrganization2012
10 PhysicsguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
11 Chemistry guide First examinations 2016 copy International BaccalaureateOrganization2014
12 BiologyguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
13 Computer Science guide First examinations 2014 copy International BaccalaureateOrganization2012
14 MathematicsHLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
15 MathematicsSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
16 MathematicsStudiesSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
17 VisualArtsguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
18 Gradedescriptors(ForusefromDecember2017)
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162
ANNEXURE1
GRADEDESCRIPTORS
Group1(Studiesinlanguageandliterature)
Grade7
Demonstratesexcellentunderstandingandappreciationoftheinterplaybetweenformand
content in regard to the question or task responses thatmay be convincing detailed
independent in analysis synthesis and evaluation highly developed levels of expression
bothorallyandinwritingverygooddegreeofaccuracyandclarityverygoodawareness
ofcontext andappreciationoftheeffectontheaudiencereaderveryeffectivestructure
withrelevanttextualdetailtosupportacriticalengagementwiththethoughtsandfeelings
expressedinthework(s)
Demonstratesrefinedappreciationof literarystyleandafullengagementwiththeactof
transforming literature into performance the personal qualities necessary to work with
othersinapurposefulandeffectivemanner
Grade6
Demonstratesverygoodunderstandingandappreciationoftheinterplaybetweenformand
contentinregardtothequestionortaskresponsesthataremainlyconvincingaswellas
detailed and independent to some degree in analysis synthesis and evaluation well-
developed levels of expression both orally and inwriting good degree of accuracy and
claritygoodawarenessofcontextandappreciationof theeffectontheaudiencereader
effective structurewith relevant textual detail to support a critical engagementwith the
thoughtsandfeelingsexpressedinthework(s)
Demonstratesclearappreciationof literary styleanda solidengagementwith theactof
transformingliteratureintoperformancewillingnesstoworkwithothersinaconstructive
manner
Grade5
Demonstrates good understanding and appreciation of the interplay between form and
contentinregardtothequestionortaskresponsesthatoffergenerallyconsideredand
valid analysis synthesis and or evaluation good levels of expression bothorally and in
writingadequatedegreeofaccuracyandclarityawarenessofcontextandappreciationof
CHOITHRAM INTERNATIONAL 2018 - 20
163
theeffectontheaudiencereaderclearstructurewithrelevanttextualdetailtosupportan
engagementwiththethoughtsandfeelingsexpressedinthework(s)
Demonstrates an appreciation of literary style and an engagement with the act of
transformingliteratureintoperformancerecognizableinvolvementtoworkwithothersina
cooperativemanner
Grade4
Demonstratesadequate knowledgeandunderstandingof thequestionor task responses
that are generally valid in analysis and or synthesis satisfactory powers of expression
both orally and in writing only some lapses in accuracy and clarity some awareness of
context and appreciation of the effect on the audience reader a basic structure within
whichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates some appreciation of literary style and some commitment in the act of
transformingliteratureintoperformanceanacceptanceoftheneedtoworkwithothers
Grade3
Demonstratessomeknowledgeandsomeunderstandingofthequestionortaskresponses
thatareonlysometimesvalidandorappropriatelydetailedsomeappropriatepowersof
expressionbothorallyand inwriting lapses inaccuracyandclarity limitedawarenessof
context and appreciation of the effect on the audiencereader some evidence of a
structurewithinwhichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates little appreciation of literary style andmodest commitment to the act of
transforming literature into performance little apparent attempt to work with others
effectively
Grade2
Demonstratessuperficialknowledgeandunderstandingofthequestionortaskresponses
that are of generally limited validity limited powers of expression both orally and in
writing significant lapses in accuracy and clarity little awareness of context and
appreciationoftheeffectontheaudiencereaderrudimentarystructurewithinwhichthe
thoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationof literarystyleandlittlecommitmenttotheactof
transforming literature intoperformancesparseevidenceof involvement inworkingwith
otherseffectively
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164
Grade1
Demonstrates very rudimentary knowledge and understanding of the question or task
responsesthatareofverylimitedvalidityverylimitedpowersofexpressionbothorally
and in writing widespread lapses in accuracy and clarity no awareness of context and
appreciationoftheeffectontheaudiencereaderveryrudimentarystructurewithinwhich
thethoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationofliterarystyleandnegligibleinvolvementwiththe
actoftransformingliteratureintoperformanceinabilitytoworkwithothers
Appliestoliteratureandperformanceonly
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165
Group2(languageacquisition)
LanguageB(HL)
Grade7
Studentsspeakwithclarityandfluencyusearichlyvariedandidiomaticrangeoflanguage
veryaccuratelyhandleideaseffectivelyandskillfullywithactiveandcomplexinteraction
demonstrateathoroughunderstandingofthemeaningandpurposeofwrittentextshave
little difficulty with the most difficult questions recognize almost all the subtleties of
specific language usage write detailed and expressive texts demonstrating an excellent
command of vocabulary and complex structures with a consistently high level of
grammaticalaccuracydemonstrateclarityofthoughtintheorganizationoftheirworkand
anabilitytoengageconvinceandinfluencetheaudience
Grade6
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
moredifficultquestionsrecognizemostofthesubtletiesofspecificlanguageusagewrite
detailedtextsdemonstratingaverygoodcommandofvocabularyandcomplexstructures
withaverygood levelofgrammaticalaccuracyadapt theirwritingappropriately tosuit
theintendedaudienceandpurposeexpresstheirideasandorganizetheirworkcoherently
andconvincingly
Grade5
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideas mostly effectively with generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficult questions recognize some subtleties of specific languageusagewrite
fairly detailed texts demonstrating a good command of vocabulary with a good level of
grammaticalaccuracyshowareasonableabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkcoherently
Grade4
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywithfullinteractionattimesdemonstrateanadequateunderstandingofthe
CHOITHRAM INTERNATIONAL 2018 - 20
166
meaning and purpose of written texts have some difficulties with almost all difficult
questions and some average questions recognize a few subtleties of specific language
usagewrite texts demonstrating an adequate commandof vocabularywith an adequate
levelofgrammaticalaccuracyshowsomeabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkappropriately
Grade3
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectly
attimeshandleideaswithsomedifficultywithfairlylimitedinteractiondemonstratesome
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureproduceanidentifiabletexttypemakesomeattempt
atexpressingtheirideasandorganizingtheirwork
Grade2
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typewith limited
successmakesomeattemptatbasicorganizationcontentisrarelyconvincing
Grade1
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce a barely identifiable text type lack
organizationtoanextentthatcontentisunconvincing
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LanguageB(SL)
Grade7
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
more difficult questions write detailed texts demonstrating a very good command of
vocabularyandcomplexstructureswithaverygoodlevelofgrammaticalaccuracyadapt
theirwritingeffectivelytosuittheintendedaudienceandpurposeexpresstheirideasand
organizetheirworkcoherentlyandconvincingly
Grade6
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideasmostly effectivelywith generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficultquestionswritefairlydetailedtextsdemonstratingagoodcommandof
vocabularywithagoodlevelofgrammaticalaccuracyadapttheirwritingappropriatelyto
suit the intended audience and purpose express their ideas and organize their work
coherently
Grade5
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywith full interaction at timesdemonstrateanadequateunderstandingof the
meaning and purpose of written texts have some difficulties with almost all difficult
questionsandsomeaveragequestionswritetextsdemonstratinganadequatecommand
ofvocabularywithanadequatelevelofgrammaticalaccuracyshowareasonableabilityto
adapt theirwriting to suit the intended audience and purpose express their ideas and
organizetheirworkappropriately
Grade4
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectlyat
timeshandle ideaswith somedifficultywith fairly limited interactiondemonstrate some
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureshowsomeabilitytoadapttheirwritingtosuitthe
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168
intended audience and purpose make some attempt at expressing their ideas and
organisingtheirwork
Grade3
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typemake some
attemptatbasicorganizationcontentisrarelyconvincing
Grade2
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce an identifiable text typewith limited
successlackorganizationtoanextentthatcontentisunconvincing
Grade1
Students speak very hesitantly and unclearly use a very limited range of language
incorrectlyhandleideasunsuccessfullywithveryrestrictedinteractiondemonstrateavery
limitedunderstandingof themeaningandpurposeofwritten texts havedifficultieswith
almostallquestionswritetextsdemonstratingaverylimitedcommandofvocabularyand
verylittleawarenessofgrammaticalstructureproduceabarelyidentifiabletexttypelack
organizationtoanextentthatcontentisconfusing
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169
Languageabinitio(SL)
Grade7
Receptive skills students respond clearly and effectively to all simple andmost complex
informationandideas
Interactive skills students respond accurately communicate effectively and demonstrate
comprehension pronunciation and intonation always facilitate the understanding of the
message students sustain participation and make good independent contributions The
messageisalwaysclear
Productive skills students develop ideas well using an effective logical structure they
successfullyusearangeofsimpleandsomecomplexcohesivedevicestheyusebothbasic
andcomplexgrammaticalstructuresaccuratelyHowevertheymaymakeoccasionalerrors
in complex structures they use varied and effective vocabulary and appropriate register
theydemonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade6
Receptiveskills studentsrespondclearlytoallsimpleandmostcomplexinformationand
ideas
Interactive skills students respond mostly accurately communicate almost always
effectively and demonstrate comprehension pronunciation and intonation almost always
facilitate the understanding of themessage students almost always sustain participation
andmakeindependentcontributionsThemessageisalmostalwaysclear
Productiveskillsstudentsdevelopideaswellusingalogicalstructuretheysuccessfullyuse
a range of simple and some complex cohesive devices they use both basic and complex
grammatical structures accurately However they may make several errors in complex
structures they use varied vocabulary and appropriate register they almost always
demonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade5
Receptive skills students generally respond clearly to simple and some complex
informationandideas
Interactive skills students respondaccurately and generally demonstrate comprehension
pronunciationandintonationoftenfacilitatetheunderstandingofthemessagestudents
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170
generallysustainparticipationandmakesome independentcontributionsThemessage is
oftenclear
Productive skills students develop some ideas using a logical structure they often use a
rangeofsimpleandsomecomplexcohesivedevicestheyusebasicgrammaticalstructures
accurately However complex structures are rarely accurate they use a range of basic
vocabulary and appropriate register they often demonstrate evidence of intercultural
understandingwhererequired
Grade4
Receptiveskillsstudentsrespondclearlytomostsimpleinformationandideas
Interactive skills students respond accurately and demonstrate comprehension in simple
exchanges pronunciation and intonation usually facilitate the understanding of the
messagestudentssustainparticipationinsimpleexchangesThemessageisusuallyclear
Productiveskillsstudentsdevelopbasicideasusingalogicalstructuretheyusearangeof
simplecohesivedevicessuccessfullytheyusemostbasicgrammaticalstructuresaccurately
theyusebasic vocabularyandappropriate register successfully theyusuallydemonstrate
evidenceofinterculturalunderstandingwhererequired
Grade3
Receptiveskillsstudentssometimesrespondclearlytosimpleinformation
Interactive skills students sometimes respond accurately and sometimes demonstrate
comprehensioninsimpleexchangespronunciationandintonationsometimesfacilitatethe
understanding of the message students sometimes sustain participation in simple
exchangesThemessageissometimesclear
Productive skills students sometimes develop basic ideas they sometimes use simple
cohesivedevicessuccessfullytheysometimesusebasicgrammaticalstructuresaccurately
theysometimesusebasicvocabularyandappropriateregistersuccessfullytheysometimes
demonstrateevidenceofinterculturalunderstandingwhererequired
Grade2
Receptiveskillsstudentsrarelyrespondclearlytosimpleinformation
Interactive skills students rarely respond accurately or demonstrate comprehension
pronunciationand intonation rarely facilitate theunderstandingof themessage students
rarelysustainparticipationinsimpleexchangesThemessageisrarelyclear
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Productive skills students rarely develop basic ideas they rarely use simple cohesive
devices they rarely use simple grammatical structures accurately they rarely use basic
vocabulary or appropriate register successfully they rarely demonstrate evidence of
interculturalunderstandingwhererequired
Grade1
Receptiveskillsstudentsveryrarelyrespondclearlytosimpleinformation
Interactive skills students very rarely respondaccuratelyordemonstrate comprehension
pronunciation and intonation very rarely facilitate the understanding of the message
students very rarely sustainparticipation in simpleexchanges Themessage is very rarely
clear
Productive skills students very rarelydevelop ideas they very rarelyuse simple cohesive
devices theyvery rarelyusebasicgrammatical structuresaccurately theyvery rarelyuse
basicvocabularyorappropriateregistersuccessfullytheyveryrarelydemonstrateevidence
ofinterculturalunderstandingwhererequired
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Group3(individualsandsocieties)
Grade7
Demonstratesconceptualawarenessinsightandknowledgeandunderstandingwhichare
evidentintheskillsofcriticalthinkingahighlevelofabilitytoprovideanswerswhichare
fully developed structured in a logical and coherent manner and illustrated with
appropriate examples a precise use of terminology which is specific to the subject
familiaritywith the literature of the subject the ability to analyse and evaluate evidence
andtosynthesizeknowledge andconceptsawareness ofalternative pointsofviewand
subjective and ideological biases and the ability to come to reasonable albeit tentative
conclusionsconsistentevidenceofcriticalreflectivethinkingahighlevelofproficiencyin
analysingandevaluatingdataorproblemsolving
Grade6
Demonstratesdetailedknowledgeandunderstandinganswerswhicharecoherentlogically
structured and well developed consistent use of appropriate terminology an ability to
analyseevaluateandsynthesizeknowledgeandconceptsknowledgeofrelevantresearch
theoriesandissuesandawarenessofdifferentperspectivesandcontextsfromwhichthese
have been developed consistent evidence of critical thinking an ability to analyse and
evaluatedataortosolveproblemscompetently
Grade5
Demonstratesasoundknowledge andunderstandingofthesubjectusingsubject-specific
terminologyanswerswhichare logicallystructuredandcoherentbutnotfullydeveloped
an ability to provide competent answerswith some attempt to integrate knowledge and
concepts a tendency to be more descriptive than evaluative although some ability is
demonstratedtopresentanddevelopcontrastingpointsofviewsomeevidenceofcritical
thinkinganabilitytoanalyseandevaluatedataortosolveproblems
Grade4
Demonstratesasecureknowledgeandunderstandingofthesubjectgoingbeyondthemere
citing of isolated fragmentary irrelevant or ldquocommon senserdquo points some ability to
structure answers but with insufficient clarity and possibly some repetition an ability to
express knowledge and understanding in terminology specific to the subject some
understandingofthewayfactsorideasmayberelatedandembodiedinprinciplesand
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conceptssomeabilitytodevelopideasandsubstantiateassertionsuseofknowledgeand
understanding which is more descriptive than analytical some ability to compensate for
gapsinknowledgeandunderstandingthroughrudimentaryapplicationorevaluationofthat
knowledgeanabilitytointerpretdataortosolveproblemsandsomeabilitytoengagein
analysisandevaluation
Grade3
Demonstratessomeknowledgeandunderstandingofthesubjectabasicsenseofstructure
thatisnotsustainedthroughouttheanswersabasicuseofterminologyappropriatetothe
subjectsomeabilitytoestablishlinksbetweenfactsorideassomeabilitytocomprehend
dataortosolveproblems
Grade2
Demonstrates a limited knowledge and understanding of the subject some sense of
structureintheanswersalimiteduseofterminologyappropriatetothesubjectalimited
ability to establish links between facts or ideas a basic ability to comprehenddata or to
solveproblems
Grade1
Demonstrates very limited knowledge and understanding of the subject almost no
organizationalstructureintheanswers inappropriateorinadequateuseofterminologya
limitedabilitytocomprehenddataortosolveproblems
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Group4(sciences)
Grade7
Displays comprehensive knowledge of factual information in the syllabus and a thorough
command of concepts and principles Selects and applies relevant information concepts
and principles in a wide variety of contexts Analyses and evaluates quantitative andor
qualitative data thoroughly Constructs detailed explanations of complex phenomena and
makes appropriate predictions Solves most quantitative andor qualitative problems
proficiently Communicates logically and concisely using appropriate terminology and
conventionsShowsinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works very well within a team and
approaches investigations in an ethical manner paying full attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysconsiderable
attentiontosafetyandisfullycapableofworkingindependently
Grade6
Displays very broad knowledge of factual information in the syllabus and a thorough
understanding of concepts and principles Selects and applies relevant information
concepts and principles in most contexts Analyses and evaluates quantitative andor
qualitative data with a high level of competence Constructs explanations of complex
phenomenaandmakesappropriatepredictionsSolvesbasicorfamiliarproblemsandmost
newor difficult quantitative andor qualitative problems Communicates effectively using
appropriateterminologyandconventionsShowsoccasionalinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works well within a team and
approaches investigations in an ethical manner paying due attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysdueattention
tosafetyandisgenerallycapableofworkingindependently
Grade5
Displays broad knowledge of factual information in the syllabus Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextsAnalyses
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175
andevaluatesquantitativeandorqualitativedatacompetentlyConstructsexplanationsof
simple phenomena Solves most basic or familiar problems and some new or difficult
quantitativeandorqualitativeproblemsCommunicatesclearlywith littleorno irrelevant
material
Demonstrates personal skills perseverance and responsibility in a variety of investigative
activitiesinafairlyconsistentmannerGenerallyworkswellwithinateamandapproaches
investigations in an ethical manner paying attention to environmental impact Displays
competence in a range of investigative techniques pays attention to safety and is
sometimescapableofworkingindependently
Grade4
Displaysreasonableknowledgeoffactualinformationinthesyllabusthoughpossiblywith
somegapsShowsadequatecomprehensionofmostbasicconceptsandprinciplesbutwith
limitedabilitytoapplythemDemonstratessomeanalysisorevaluationofquantitativeor
qualitative data Solves some basic or routine problems but shows limited ability to deal
with new or difficult situations Communicates adequately although responses may lack
clarity and include some repetitive or irrelevant material Demonstrates personal skills
perseverance and responsibility in a variety of investigative activities although displays
some inconsistency Works within a team and generally approaches investigations in an
ethicalmanner with some attention to environmental impact Displays competence in a
range of investigative techniques pays some attention to safety although requires some
closesupervision
Grade3
Displays limited knowledge of factual information in the syllabus Shows a partial
comprehensionofbasic concepts andprinciples andaweakability to apply them Shows
someabilitytomanipulatedataandsolvebasicorroutineproblemsCommunicateswitha
possiblelackofclarityandusessomerepetitiveorirrelevantmaterial
Demonstrates personal skills perseverance and responsibility in some investigative
activities in an inconsistent manner Works within a team and sometimes approaches
investigationsinanethicalmannerwithsomeattentiontoenvironmentalimpactDisplays
competence in some investigative techniques occasionally pays attention to safety and
requiresclosesupervision
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Grade2
Displays little recall of factual information in the syllabus Showsweak comprehensionof
basicconceptsandprincipleswith littleevidenceofapplicationExhibitsminimalabilityto
manipulatedataandlittleornoabilitytosolveproblemsOffersresponseswhichareoften
incompleteorirrelevantRarelydemonstratespersonalskillsperseveranceorresponsibility
in investigative activities Works within a team occasionally but makes little or no
contributionOccasionallyapproaches investigations inanethicalmannerbutshowsvery
littleawarenessoftheenvironmental impactDisplayscompetenceinaverylimitedrange
ofinvestigativetechniquesshowinglittleawarenessofsafetyfactorsandneedingcontinual
andclosesupervision
Grade1
Recallsfragmentsoffactualinformationinthesyllabusandshowsverylittleunderstanding
of any concepts or principles Rarely demonstrates personal skills perseverance or
responsibility in investigative activities Does not work within a team Rarely approaches
investigations inanethicalmanneror showsanawarenessof theenvironmental impact
Displaysvery little competence in investigative techniquesgenerallypaysnoattention to
safetyandrequiresconstantsupervision
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Computerscience
Grade7
Displayscomprehensiveknowledgeofcomputersciencefactualinformationandathorough
command and understanding of concepts and principles Selects applies and analyses
relevant information concepts and principles in awide variety of contexts to solvemost
problems proficiently Able to interpret and construct fairly complex algorithms and
produce workable and mostly efficient solutions Communicates logically and concisely
usingappropriateterminologyShowsinsightandinitiativeinextendedresponsesAbleto
produce a complete plan and provides a fully consistent design overview The product
developedcompletelymatchestheplanandworksThedocumentationiscompleteandthe
product is fully tested and evaluated The use of techniques in solving problems
demonstrateshighlevelsofcomplexityandingenuity
Grade6
Displays very broad knowledge of computer science factual information and an
understanding of concepts and principles Selects and applies relevant information
conceptsandprinciplesinmostcontextstosolvebasicorfamiliarproblemsandmostnew
or difficult problems Able to interpret and construct fairly complex algorithms with few
errors to produce workable solutions Communicates effectively using appropriate
terminologyShowsoccasionalinsightorinitiativeinextendedresponsesAbletoproducea
plananddesignoverviewTheproductmatchestheplanandworksThedocumentationis
completeandtheproducthasbeentestedandevaluatedTheuseoftechniquesinsolving
problemsdemonstratesaverygoodlevelofcomplexityandingenuity
Grade5
Displays broad knowledge of computer science factual information Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextstosolve
mostbasicorfamiliarproblemsandsomenewordifficultproblemsAbletointerpretand
constructfairlycomplexalgorithmsandproduceapartiallyworkableorinefficientsolution
Communicatesclearlyusingappropriate terminologywith littleorno irrelevantmaterial
Able to produce a partial plan and a design overview thatmeets plan requirements The
productworksbutdoesnotfullymatchtheplanThetestinganddocumentationis
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178
complete but evaluation is incomplete The use of techniques in solving problems
demonstratesagoodlevelofcomplexityandingenuity
Grade4
Displaysreasonableknowledgeofcomputersciencefactualinformationthoughwithsome
gaps Shows adequate comprehension of most basic concepts and principles but with
limited ability to apply them Solves some basic or routine problems but shows limited
ability to deal with new or difficult situations Able to interpret and construct simple
algorithms Communicates adequately using mostly correct terminology although
responseslackclarityandincludesomerepetitiveorirrelevantmaterialAbletoproducea
basicplanandadesignoverviewTheproductmostlyworksbutdoesnotmatchallaspects
of the plan The documentation is complete and there is evidence of testing but the
evaluation is incomplete The use of techniques in solving problems demonstrates an
adequatelevelofcomplexityandingenuity
Grade3
Displays limited knowledge of computer science factual information Shows a partial
comprehensionofbasicconceptsandprinciplesand limitedability toapply themAbleto
interpret or construct simple algorithms Communicates using basic terminology with a
lackofclarityandsomerepetitiveorirrelevantmaterialProducesanincompleteplanand
designoverviewTheproductmatchessomeaspectsoftheplanandthereissomeevidence
of testingorevaluation in thedocumentation Theuseof techniques insolvingproblems
demonstratesalimitedlevelofcomplexityandingenuity
Grade2
DisplayslittlerecallofcomputersciencefactualinformationShowslimitedcomprehension
ofbasicconceptsandprinciplesandlittleevidenceofapplicationSomeevidenceofbeing
able to interpret or construct simple algorithms Offers responses which are often
incompleteorirrelevantProducesaweakandincompleteplanThedesignoverviewispoor
and does not match the plan The product is poor and does not work There is limited
evidence of testing poor documentation and limited or no evaluation The use of
techniquesinsolvingproblemsdemonstratesalowlevelofcomplexityandingenuity
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Grade1
Recalls fragments of computer science factual information and shows very little
understanding of any concepts or principles Little or no ability at algorithm construction
andinterpretationTheirdesignoverviewandplanarenotattemptedThereis littleorno
evidence of a working product and little or no evidence of testing documentation or
evaluation The use of techniques in solving problems fails to demonstrate any level of
complexityoringenuity
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Group5(mathematics)
Grade7
Demonstrates a thorough knowledge and comprehensive understanding of the syllabus
successfully constructs and appliesmathematical arguments at a sophisticated level in a
wide variety of contexts successfully uses problem-solving techniques in challenging
situations recognizes patterns and structures makes generalizations and justifies
conclusionsunderstandsandexplainsthesignificanceandvalidityofresultsanddrawsfull
and relevant conclusions communicates mathematics in a clear effective and concise
mannerusing correct techniquesnotation and terminologydemonstrates theability to
integrate knowledge understanding and skills from different areas of the course uses
technology correctly in challenging situationsmdashmakes efficient use of calculatorrsquos
functionalitywhenrequired
Grade6
Demonstrates a broad knowledge and comprehensive understanding of the syllabus
successfullyconstructs andappliesmathematicalarguments inavarietyofcontextsuses
problem-solving techniques in challenging situations recognizes patterns and structures
andmakessomegeneralizationsunderstandsandexplainsthesignificanceandvalidityof
resultsanddrawsrelevantconclusionscommunicatesmathematicsinaclearandeffective
mannerusingcorrecttechniquesnotationandterminologydemonstratessomeabilityto
integrate knowledge understanding and skills from different areas of the course uses
technologycorrectlyinroutinesituationsmdashmakesefficientuseofcalculatorrsquosfunctionality
whenrequired
Grade5
Demonstrates a broad knowledge and good understanding of the syllabus applies
mathematical arguments in performing routine tasks successfully uses problem-solving
techniques in routine situations successfully carries out mathematical processes in a
varietyofcontextsandrecognizespatternsandstructuresunderstandsthesignificanceof
results and draws some conclusions communicates mathematics effectively using
appropriatetechniquesnotationandterminologydemonstratesanawarenessofthelinks
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181
between different areas of the course makes use of calculatorrsquos functionality when
requiredmdashmayoccasionallybeinefficient
Grade4
Demonstratesasatisfactoryknowledgeofthesyllabusappliesmathematicalargumentsin
performing some routine tasks uses problem-solving techniques in routine situations
successfullycarriesoutmathematicalprocesses instraightforwardcontextsshowssome
abilitytorecognizepatternsandstructureshaslimitedunderstandingofthesignificanceof
results and attempts to draw some conclusions communicatesmathematics adequately
using some appropriate techniques notation and terminology makes some use of
calculatorrsquos functionality but perhaps not alwayswhen requiredmdashmay be inefficient at
times
Grade3
Demonstratespartialknowledgeofthesyllabusandlimitedunderstandingofmathematical
arguments in per forming some routine task s attempts to carry out mathematical
processes in straight forward contexts makes an attempt to use problem-solving
techniquesinroutinesituationscommunicatessomemathematicsusingsomeappropriate
techniquesnotationorterminologyoccasionallyusescalculatorrsquosfunctionalitybutoften
inefficiently does not always use it when required and may use an inefficient analytic
approach
Grade2
Demonstrates limited knowledge of the syllabus attempts to carry out mathematical
processesatabasic levelcommunicatessomemathematicsbutoftenuses inappropriate
techniques notation or terminology unable to use calculator correctly when requiredmdash
questionsexclusivelyrequiringtheuseoftheGDCaregenerallynotattempted
Grade1
Demonstratesminimal knowledgeof the syllabus demonstrates little or no ability touse
mathematicalprocessesevenwhenattemptingroutinetaskscommunicatesonlyminimal
mathematics and consistently uses inappropriate techniques notation or terminology is
unabletomakeeffectiveuseoftechnology
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Group6(arts)Grade7
Demonstrates in-depth and comprehensive knowledge and understanding of the media
usedwithpreciseuseof terminology tocommunicate thisunderstandingHighlyeffective
use of research investigation and technical skills In-depth understanding of artistic
intention and engagement with the artistic process demonstrated in consistent
developmentofideascreativityandcriticalreflection
Grade6
Demonstratesdetailedknowledgeandunderstandingof themediausedwithappropriate
and consistent use of terminology to communicate this understanding Effective use of
research investigation and technical skills Understanding of artistic intention and
engagementwiththeartisticprocessdemonstratedindevelopmentofideascreativityand
criticalreflection
Grade5
Demonstratessoundknowledgeandunderstandingofthemediausedwithappropriateuse
of terminology to communicate this understanding Research investigation and technical
skills are evident and sometimes well developed Evidence of understanding of artistic
intentionandtheartisticprocessanddevelopmentofideascreativityandcriticalreflection
Grade4
Demonstrates secure knowledge and understanding of themedia usedwith appropriate
useofterminologytocommunicatethisunderstandingResearchandorinvestigationskills
areevidentbutnotwelldevelopedSomeunderstandingofartisticintentionandtheartistic
process that is understanding of the work of others the studentrsquos own work and the
connections between these Some evidence through the studentrsquos own work of
understanding of the artistic process Technical skills are evident but not necessarilywell
developedThereissomeevidenceofdevelopmentofideasandsomeevidenceofcreativity
andcriticalreflection
Grade3
Demonstrates basic knowledge and understanding of the media used with some use of
terminology to communicate this understanding There is evidence of research andor
investigationbutthisremainsundevelopedPartialunderstandingofartisticintentionthat
isunderstandingoftheworkofothersandthestudentrsquosownworkEvidenceinthe
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183
studentrsquos own work of limited artistic process and technical skills Creativity and critical
reflectionemergeoccasionallyinthework
Grade2
Demonstrates little knowledge and understanding of themedia usedwith limited use of
terminology There is evidence of superficial research andor investigation The studentrsquos
ownworkdemonstratesvery limitedartisticprocess technicalskillscreativityandcritical
reflection
Grade1
Demonstratesverylittleknowledgeandunderstandingofthemediausedwithinadequate
use of terminology Irrelevant research andor investigation The studentrsquos own work
demonstratesalmostnoartisticprocesstechnicalskillscreativityorcriticalreflection
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184
Extendedessaygradedescriptors
GradeA
Demonstrateseffectiveresearchskillsresultinginawell-focusedandappropriateresearch
questionthatcanbeexploredwithinthescopeofthechosentopiceffectiveengagement
withrelevantresearchareasmethodsandsourcesexcellentknowledgeandunderstanding
ofthetopicinthewidercontextoftherelevantdisciplinetheeffectiveapplication
ofsourcematerialandcorrectuseofsubject-specificterminologyandorconceptsfurther
supportingthisconsistentandrelevantconclusionsthatareproficientlyanalysedsustained
reasoned argumentation supported effectively by evidence critically evaluated research
excellent presentationof theessaywhereby coherence and consistency further supports
thereadingoftheessayandpresentandcorrectlyappliedstructuralandlayoutelements
Engagementwiththeprocessisconceptualandpersonalkeydecision-makingduringthe
researchprocess isdocumentedandpersonalreflectionsareevidenced includingthose
thatareforward-thinking
GradeB
Demonstrates appropriate research skills resulting in a research question that can be
explored within the scope of the chosen topic reasonably effective engagement with
relevant researchareasmethodsandsourcesgoodknowledgeandunderstandingof the
topic in thewider context of the relevant discipline a reasonably effective applicationof
source material and use of subject-specific terminology andor concepts consistent
conclusions that are accurately analysed reasoned argumentation often supported by
evidenceresearchthatattimesevidencescriticalevaluationandaclearpresentationofall
structuralandlayoutelementswhichfurthersupportsthereadingoftheessay
Engagementwiththeprocessisgenerallyevidencedbythereflectionsandkeydecision-
makingduringtheresearchprocessisdocumented
GradeC
Demonstratesevidenceofresearchundertakenwhichhasledtoaresearchquestionthatis
not necessarily expressed in away that can be exploredwithin the scope of the chosen
topicpartiallyeffectiveengagementwithmostlyappropriateresearchareasmethodsand
sourcesmdashhowevertherearesomediscrepanciesinthoseprocessesalthoughthesedonot
interferewiththeplanningandapproachsomeknowledgeandunderstandingofthetopic
inthewidercontextofthedisciplinewhichismostlyrelevanttheattemptedapplicationof
CHOITHRAM INTERNATIONAL 2018 - 20
185
sourcematerial and appropriate terminology andor concepts an attempted synthesis of
research results with partially relevant analysis conclusions partly supported by the
evidence discussion that is descriptive rather than analytical attempted evaluation
satisfactorypresentationof theessaywithweaknesses thatdonothinder the readingof
the essay and some structural and layout elements that are missing or are incorrectly
appliedEngagementwiththeprocessisevidencedbutshowsmostlyfactualinformation
withpersonalreflectionmostlylimitedtoproceduralissues
GradeD
Demonstratesa lackof research resulting inunsatisfactory focusandaresearchquestion
that is not answerable within the scope of the chosen topic at times engagement with
appropriate research methods and sources but discrepancies in those processes that
occasionally interfere with the planning and approach some relevant knowledge and
understanding ofthe topic in the wider context of the discipline which are at times
irrelevanttheattemptedapplicationofsourcematerialbutwithinaccuraciesintheuseof
or underuse of terminology andor concepts irrelevant analysisand inconsistent
conclusionsasaresultofadescriptivediscussionalackofevaluationpresentationofthe
essaythatattimes is illogicalandhindersthereadingandstructuralandlayoutelements
that are missingEngagement with the process is evidenced but is superficial with
personalreflectionsthataresolelynarrativeandconcernedwithproceduralelements
GradeE(Failingcondition)
Demonstrates an unclear nature of the essay a generally unsystematic approach and
resulting unfocused research question limited engagement with limited research and
sourcesgenerally limitedandonlypartiallyaccurateknowledgeandunderstandingofthe
topic in the wider contextof the relevant discipline ineffective connections in the
applicationofsourcematerialandinaccuraciesintheterminologyandorconceptsuseda
summarizing of results of researchwith inconsistent analysis an attemptedoutline of an
argumentbutonethatisgenerallydescriptiveinnatureandalayoutthatgenerallylacks
orincorrectlyappliesseverallayoutandstructuralelements
Engagement with the process is limited with limited factual or decision- making
informationandnopersonalreflectionontheprocess
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186
Theoryofknowledgegradedescriptors
GradeA
Pertinent knowledge issues are explored thoroughly and linked effectively to areas of
knowledgeandorwaysofknowingThereisstrongevidenceofapersonalexplorationof
knowledge issues includingconsiderationofdifferentperspectivesArgumentsareclearly
developed and well supported by effective concrete examples counterclaims and
implicationsareexplored
GradeB
Pertinentknowledgeissuesareexplainedandlinkedtoareasofknowledgeandorwaysof
knowingThere issomeevidenceofapersonalexplorationofknowledge issues including
considerationofdifferentperspectivesArguments arepartially developedand supported
by effective concrete examples counterclaims are explored and some implications
identified
GradeC
Somepertinent knowledge issues aredescribedand linked to areasof knowledgeandor
waysofknowingThere is limitedevidenceofapersonalexplorationofknowledgeissues
somedifferentperspectivesaredescribedbutnotexploredArgumentsaredevelopedtoa
limitedextentandsupportedbyexamplescounterclaimsareidentified
GradeD
Some pertinent knowledge issues are identified with only superficial links to areas of
knowledgeandorwaysofknowingThere issimplisticpersonalexplorationofknowledge
issuesandminimal referencetodifferentperspectivesArgumentsarenotdevelopedand
notsupportedbyeffectiveexamples
GradeE
Demonstrateslittleornoevidenceofknowledgeissues
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187
The Grade Boundaries of May 2018 will be followed for assessing all Semester
ExaminationItwillbesharedassoonasreleasedbytheIB
CHOITHRAM INTERNATIONAL 2018 - 20
5
IBLEARNERPROFILEInquirersTheydeveloptheirnaturalcuriosityTheyacquiretheskillsnecessarytoconductinquiryandresearchandshowindependence in learningTheyactivelyenjoy learningandthisloveoflearningwillbesustainedthroughouttheirlivesKnowledgeable They explore concepts ideas and issues that have local and globalsignificance In so doing they acquire in-depth knowledge and develop understandingacrossabroadandbalancedrangeofdisciplinesThinkers They exercise initiative in applying thinking skills critically and creatively torecognizeandapproachcomplexproblemsandmakereasonedethicaldecisionsCommunicators They understand and express ideas and information confidently andcreatively inmore than one language and in a variety ofmodes of communication TheyworkeffectivelyandwillinglyincollaborationwithothersPrincipledTheyactwithintegrityandhonestywithastrongsenseoffairnessjusticeandrespect forthedignityof the individualgroupsandcommunitiesTheytakeresponsibilityfortheirownactionsandtheconsequencesthataccompanythemOpen-mindedTheyunderstandandappreciate theirownculturesandpersonalhistoriesand are open to the perspectives values and traditions of other individuals andcommunitiesTheyareaccustomedtoseekingandevaluatingarangeofpointsofviewandarewillingtogrowfromtheexperienceCaring They show empathy compassion and respect towards the needs and feelings ofothersTheyhaveapersonalcommitmenttoserviceandacttomakeapositivedifferencetothelivesofothersandtotheenvironmentRisk-takers They approach unfamiliar situations and uncertainty with courage andforethoughtandhavetheindependenceofspirittoexplorenewrolesideasandstrategiesTheyarebraveandarticulateindefendingtheirbeliefsBalancedTheyunderstandthe importanceof intellectualphysicalandemotionalbalancetoachievepersonalwell-beingforthemselvesandothersReflectiveTheygive thoughtfulconsideration to theirown learningandexperienceTheyareabletoassessandunderstandtheirstrengthsandlimitations inordertosupporttheirlearningandpersonaldevelopment httpswwwiboorgglobalassetspublicationsrecognitionlearnerprofile-enpdf
CHOITHRAM INTERNATIONAL 2018 - 20
6
SCHOOLTIMINGSGrade11and12 MondaytoFriday800amto310pm
Saturday[1stand3rdSaturdayofthemonth] 800amto1100am(ForStudents)
Saturday[1stand3rdSaturdayofthemonth] 800amto200pm(ForTeachers)
WintertimingsareasperCollectorrsquosorderinIndoreThedatesarecommunicated
totheentireschoolcommunitybyemail
VISITINGHOURSPrincipal Alldaysbypriorappointmentsonly
230to330MondaytoFriday(forstudents)
Coordinator 200pm-300pmonMondayandWednesday
Teachers 1100amto130pmon1stand3rdSaturday
CHOITHRAM INTERNATIONAL 2018 - 20
7
REFLECTIONBYALUMNII started studying in Choithram Internationalwhen Iwas in 1st grade and I
cannotrememberthelasttimethatIdidnotfeelproudofthefactthatIwas
studying inan IB schoolNowthat this journey isabout tocome toanend I
have the realization of the various areas I grew and excelled in It was a
revelationmy entire thought process has changed and I have reached great
heightsanddevelopedasan individualbynow IBhastaughtmethereal life
application of theoretical knowledge and I no longer question that how is
bookishknowledgeeverusefulforusNotonlydidInurturemyskillsbutalso
developed various abilities I wasnt even aware of At each point of time I
question things and do not settle until I find answers to it thanks to TOK I
unravelledvariousaspectsof lifeThanks toEE Iwasable to finishwritinga
4000-wordessayononeof thebiggestmultinational companies in theworld
withresearchinganalyzingandsolvinghugeproblemsthatthefirmislikelyto
encounter
There are so many skills that will help me forever in life such as time-
management social service collaborative skills which will help me at every
pointinmyfuturebeitadecadefromnoworthelaterpartofmylifeIhave
broadenedmyvision to keephighaims acceptpeople theway theyareand
nowknowthedifferencebetweenrightandwrongonlybecauseofthe12years
ofeducationinthisprestigiousinstitutioncalledChoithramInternational
ThankstomyalmamaterIamwhatIamtodayAndwhereverIgoIshallever
remainindebtedtoyouChoithramInternational
MerciBeaucoup
ndashPrachiJain(AlumniIBDP)
CHOITHRAM INTERNATIONAL 2018 - 20
8
THEIBDIPLOMAPROGRAMME
OverviewofDiplomaProgramme
TheInternationalBaccalaureatereg(IB)DiplomaProgramme(DP)isforstudentsaged16-19
ResearchsuggeststhattherearemanybenefitstochoosingtheDPTheProgrammeaimsto
develop students who have excellent breadth and depth of knowledge ndash students who
flourish physically intellectually emotionally and ethically The DP curriculum has six
subjectgroupsandtheDPcorecomprisingtheoryofknowledge(TOK)creativityactivity
service(CAS)andtheextendedessayThroughtheDPcorestudentsreflectonthenature
ofknowledgecompleteindependentresearchandundertakeaprojectthatofteninvolves
community service The International Baccalaureatereg (IB) assesses studentwork as direct
evidenceofachievementagainstthestatedgoalsoftheDiplomaProgramme(DP)courses
CHOITHRAM INTERNATIONAL 2018 - 20
9
ELIGIBILITYFORFULLDIPLOMATheDiplomaProgrammeatChoithramInternationalisavailabletoallcandidateswho
Are able to cope with the demanding schedule of rigorous courses offered by the
Programmes
Arewillingtodeveloptimemanagementskillsandappropriatestudyhabits
Haveabroadercanvastoacceptinternationalperspectivesandopinions
Are ready to go through brainstorming sessions which instill critical and creative
thinking
AdmissiontotheIBDiplomaProgrammeinChoithramInternationalisgovernedbythe
followingcriteriabasedonClassX(MYPIGCSECBSE)resultsofthecandidateEligibility
toopt foraHigherorStandard level in theDiplomasubjectwill solelydependon the
levelsorgradesachievedineachsubjectbythecandidateinthepassingexamination
MYP-Minimumlevel4inallsubjects
- AboveLevel4 HL - Level4 SL- Belowlevel4 NoAdmission
IGCSE-Minimum5Cs- AboveC HL - C SL - BelowC NoAdmission
CBSE-Minimum8CGPAinallsubjects- Above8 HL- 8 SL- Below8 NoAdmission
CHOITHRAM INTERNATIONAL 2018 - 20
10
DIPLOMAPROGRAMME
SUBJECTSOFFEREDATCHOITHRAMINTERNATIONALInCI the curriculum inDP1andDP2 isdesignedby teachers following the IBDPaimsand
objectivesTeachersdesignthecurriculumbybackwardplanningfromDP2andalsotaking
into consideration the global requirements The subjects offered at CI fall into 6 groups
whichare
Group1 EnglishALangandLitHLSLHindiALitHLSL
Group2 Hindi LanguageBHLSL EnglishBHLSL French LanguageBHLSL and
FrenchBabinitio
Group3 (IndividualsampSocieties)EconomicsHLSLBusinessManagementHLSL
Information Technology in a Global Society(ITGS) HLSL History HLSL
PsychologyHLSLEnvironmentalSystemsandSocietiesSL
Group4 (Sciences)BiologyHLSLChemistryHLSLPhysicsHLSLEnvironmental
SystemsandSocietiesSLComputerScienceHLSL
Group5 MathematicsHLSLStudies
Group6 (ArtsandElectives)VisualArtsHLSL
Thestudentshavetwooptionsforsubjectchoice
Option1 Thestudentcanselectonesubjectfromeachofthesixgroupsorselect
the6thsubjectfromGroup3OrGroup4
Option2 StudentswhoaspireforMedicalorEngineeringfieldshavetooptforall
the three sciences fromGroup4 These studentswill have to study 7
subjects
SubjectclustersofferedatCI
Cluster1ndashBiologyBusinessManagementHistory
Cluster2ndashPhysicsVisualArts
Cluster3ndashChemistryESSComputerScience
CHOITHRAM INTERNATIONAL 2018 - 20
11
Thecore
CreativityActionService Studentscompleteaprojectrelatedtothesethreeconcepts
ExtendedEssay Anindependentself-directedpieceofresearchfinishingwith
a4000-wordpaper
TheoryofKnowledge Studentsreflectonthenatureofknowledgeandonhowwe
knowwhatweclaimtoknow
Theavailabilityofsubjectchoicesforthestudentswillbebasedonthepreviousacademic
recordandtheirfutureprospects
Itisarulethatoncethesubjectchoiceshavebeenmadewiththediscretionofthestudent
andtheparentsnochangeswillbeacceptedSpecialcaseswillbeentertainedbytheDP
coordinatorandtheHeadoftheschool
UNIVERSITYRECOGNITIONTheIBdiplomaiswidelyrecognizedbytheworldrsquosleadinguniversities
TheIBworkscloselywithuniversitiesinallregionsoftheworldtogainrecognitionfortheIB
diploma To aid this process university admissions officers and governmentofficialshave
directonlineaccesstoallsyllabiandrecentexaminations
To assist IB diploma students inmaking appropriate subject choices the school conducts
plannedPsychometricteststoidentifythefieldsofstudentsrsquoaptitudeTheschoolconnects
itsstudentstoIBStudentRegistryofferedbytheIBasastrongdatabasecontainingdetails
of universities around the world together with up-to-date information about their
requirementsforadmission IBStudentRegistryhelpsstudentstoshowcasetheirportfolio
includingCASExtendedessayandother IBexperiences therebyopeningdoors fordirect
communication with other IB students and the admission officers of various universities
across theglobe It is the studentsrsquo responsibility tobuild theirownprofile toattract the
attentionofuniversitiesthatinterestthem
CHOITHRAM INTERNATIONAL 2018 - 20
12
Theschoolregularlyconductsscheduledsessionswithparentsandstudentsforgenerating
awareness about studying abroad and in India University visits are arranged and all
necessaryhelp is furnished to the studentsatappropriate time tohelp in theiruniversity
applicationsbasedontheirPredictedGrades
TheAllIndiaUniversity(AIU)alsoratesIBDiplomaProgrammeatparwithclassXIICBSEor
ICSEIBissuesmarksheetsinadditiontotheirgradessoastomaketheadmissionprocess
inanyIndianUniversitystraightforwardandtrouble-freeTheminimumrequirementforthe
AIUcertificationistohave3HLand3SLsubjectswithascoreofminimum24pointsinthe
IBDPfinalexamination
UniversityampCareerGuidanceSchoolCalendarforDPBatch2018-20
Dates ActionsYearI130818-180818 FirstStudent-CounsellorMeeting030918-140918 Parent-CounsellorMeeting(DiscussCollegeMajor)11118-311218 TakeTestsIELTSSATACT300119 StatementofPurpose300119 RequestforLOR040219-140219 Student ampParent-Counsellor Meeting( First discussion on short
listingofuniversitiesaspercareergoals)Mayrsquo2019 APExamSATsubjecttestSATimprovementYearIIDates Actions10819-090819 Student-Counsellor Meeting ( Preparation of final list of college
majorsandcolleges)160819-230819 Parent-CounsellorMeeting300819 StatementofPurpose100919 Essaywritingbasedonprompts300819 RequestforLOR14919ndash220919 StudentampParent-CounsellorMeeting200919 CollectLORfromTeachers251019 CollectPredictedGradesforEarlyApplications301119 CollectPredictedGradesforRegularAdmission71219 PrepareApplicationDocuments(RegularAdmissions)091219-161219 RegisterampApply(UKUSAAustraliaCanadaJulyintake200120 ApplyIrelandColleges
CHOITHRAM INTERNATIONAL 2018 - 20
13
CORECOMPONENTSTOK(THEORYOFKNOWLEDGE)
Theoryofknowledge(TOK)isassessedthroughanoralpresentationanda1600word
essay
TOK aims to make students aware of the interpretative nature of knowledge including
personalideologicalbiasesndashwhetherthesebiasesareretainedrevisedorrejectedItoffers
studentsandtheirteacherstheopportunityto
reflectcriticallyondiversewaysofknowingandonareasofknowledge
considertheroleandnatureofknowledgeintheirowncultureintheculturesof
othersandinthewiderworld
InadditionTOKpromptsstudentsto
beawareofthemselvesasthinkersencouragingthemtobecomemoreacquainted
withthecomplexityofknowledge
recognizetheneedtoactresponsiblyinanincreasinglyinterconnectedbut
uncertainworld
TOKalsoprovidescoherence for thestudentby linkingacademicsubjectareasaswellas
transcendingthemItthereforedemonstratesthewaysinwhichthestudentcanapplytheir
knowledgewithgreaterawarenessandcredibility
EE(EXTENDEDESSAY)
TheExtendedEssay(EE)isapieceofpersonalresearchofabout4000wordssupervisedbya
teacheratChoithram International inaccordancewith theguidelinespublishedby the IB
The EEmust be done in one of the DP subjectsmustmeet the assessment criteria and
followsubject-specificdetailsAllExtendedEssaysareexternallygradedonascalefrom0to
34ThesupervisorsubmitsapredictedgradeforthestudentrsquosEEtotheIB
CHOITHRAM INTERNATIONAL 2018 - 20
14
CAS(CREATIVITYACTIVITYSERVICE)
CASrequiresstudentstotakepartinarangeofactivitiesandprojectsTheseshouldalways
involve
realpurposefulactivitieswithsignificantoutcomes
personalchallenge
thoughtfulconsiderationsuchasplanningreviewingprogressreporting
reflectiononoutcomesandpersonallearning
TheIBdoesnrsquotprescribespecificprojectsoractivitiestostudents
HowevertheIBdoesrecommendthatstudentstakepartinatleastoneproject
involvingteamworkAllstudentsshouldbeinvolvedinactivitiestheyrsquoveinitiated
themselves
CHOITHRAM INTERNATIONAL 2018 - 20
15
GROUPWISESUBJECTDETAILS
GROUP1ENGLISHA-LANGUAGEANDLITERATUREPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ENGLISH ATCHOITHRAMINTERNATIONALINDOREThe IBDP English Curriculum is designed for students who have experience of using the
languageofthecourseinanacademiccontextThelanguagebackgroundofsuchstudents
howeverislikelytovaryconsiderablymdashfrommonolingualstudentstostudentswithmore
complex language profiles The study of texts both literary and non-literary provides a
focus for developing an understanding of how language works to create meanings in a
cultureaswellas inparticulartextsAlltextsmaybeunderstoodaccordingtotheirform
content purpose and audience and through the social historical cultural andworkplace
contexts that produce and value themResponding to andproducing texts promotes an
understandingofhowlanguagesustainsorchallengeswaysofthinkingandbeing
TofulfilltherequirementsoftheIBDiplomaProgrammeallstudentsmuststudyaGroup1
subjectselectedfromoneofthethreecoursesOnepathtoabilingualdiplomaistotake
twoGroup1courseseachinadifferentlanguageinanycombinationofthethreecourses
offered Both the Language A Literature course and the Language A Language and
LiteraturecourseareofferedatSLandHL
Group1coursesaredesignedtosupportfutureacademicstudybydevelopingahighsocial
aesthetic and cultural literacy as well as effective communication skills While there is
significantdifferenceinthetextspresentedforstudyinthethreecoursestheywillclearly
overlapsomewhatThereisnoaimforeachcoursetodefinecompletelyseparateterritory
Insteadthemaindifferenceliesinthedifferentareasoffocuseachtakes
IntheLanguageALiteraturecoursefocusisdirectedtowardsdevelopinganunderstanding
of the techniques involved in literary criticism and promoting the ability to form
independent literary judgments The focus of the Language A Language and Literature
course is directed towards developing and understanding the constructed nature of
meaningsgeneratedbylanguageandthefunctionofcontextinthisprocessLiteratureand
CHOITHRAM INTERNATIONAL 2018 - 20
16
performanceallowsstudentstocombineliteraryanalysiswiththeinvestigationoftherole
ofperformanceinourunderstandingofdramaticliterature
Aims
TheaimsofLanguageALiteratureandLanguageALanguageandLiteratureatSLandHL
areto
1 introducestudentstoarangeoftextsfromdifferentperiodsstylesandgenres
2 develop in students the ability to engage in close detailed analysis of individual texts
andmakerelevantconnections
3 developthestudentsrsquopowersofexpressionbothinoralandwrittencommunication
4 encourage students to recognize the importance of the contexts in which texts are
writtenandreceived
5 encouragethroughthestudyoftextsanappreciationofthedifferentperspectivesof
peoplefromotherculturesandhowtheseperspectivesconstructmeaning
6 encouragestudentstoappreciatetheformalstylisticandaestheticqualitiesoftexts
7 promoteinstudentsanenjoymentofandlifelonginterestinlanguageandliterature
8 developinstudentsanunderstandingofhowlanguagecultureandcontextdetermine
thewaysinwhichmeaningisconstructedintexts
9 encourage students to think critically about the different interactions between text
audienceandpurpose
Objectives
There are four assessment objectives at SL and at HL for the Language A Language and
Literaturecourse
1 Knowledgeandunderstanding
Demonstrateknowledgeandunderstandingofarangeoftexts
Demonstrateanunderstandingoftheuseoflanguagestructuretechniqueandstyle
Demonstrate a critical understanding of the various ways in which the reader
constructsmeaningandofhowcontextinfluencesthisconstructedmeaning
Demonstrateanunderstandingofhowdifferentperspectivesinfluencethereading
ofatext
CHOITHRAM INTERNATIONAL 2018 - 20
17
2 Applicationandanalysis
Demonstrateanabilitytochooseatexttypeappropriatetothepurposerequired
Demonstrateanabilitytouseterminologyrelevanttothevarioustexttypesstudied
Demonstrateanabilitytoanalysetheeffectsof languagestructuretechniqueand
styleonthereader
Demonstrate an awareness of theways inwhich the production and reception of
textscontributetotheirmeanings
Demonstrateanabilitytosubstantiateandjustifyideaswithrelevantexamples
3 Synthesisandevaluation
Demonstrateanability tocompareandcontrast the formalelementscontentand
contextoftexts
Discussthedifferentways inwhich languageandimagemaybeused inarangeof
texts
Demonstrateanabilitytoevaluateconflictingviewpointswithinandaboutatext
AtHLonlyProduceacriticalresponseevaluatingsomeaspectsoftextcontextand
meaning
4 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandwithfluencyinbothwrittenand
oralcommunication
Demonstrateanabilitytousetheoralandwrittenformsofthelanguageinarange
ofstylesregistersandsituations
Demonstrateanabilitytodiscussandanalysetextsinafocusedandlogicalmanner
AtHLonlyDemonstrateanabilitytowriteabalancedcomparativeanalysis
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18
Literaryworkschosenforeachofpartoftheprogramme
LanguageALanguageandLiterature
Higherlevel Standardlevel
Part1
LanguageinCulturalContext
GENDER GENDER
LANGUAGEANDCOMMUNITIES LANGUAGEANDCOMMUNITIES
TRANSLATION TRANSLATION
Part2
LanguageampMassCommunication
STEREOTYPES STEREOTYPES
USEOFPERSUASIVELANGUAGE USEOFPERSUASIVELANGUAGE
LANGUAGEANDTEXTUALBIAS LANGUAGEANDTEXTUALBIAS
Part3
LiteratureTextsampContexts
THEGREATGATSBYndashFSCOTTFITZGERALD THEGREATGATSBYndashFSCOTTFITZGERALD
REDOLEANDERSndashRABINDRANATHTAGORE REDOLEANDERSndashRABINDRANATHTAGORE
AMERICANAH-CHIMAMANDANGOZIADICHIE
Part4
LiteratureCriticalStudy
OTHELLOTHEMOOROFVENICE OTHELLOTHEMOOROFVENICE
SELECTEDPOETRYndashJOHNKEATS SELECTEDPOETRYndashJOHNKEATS
HEARTOFDARKNESS-JOSEPHCONRAD
CHOITHRAM INTERNATIONAL 2018 - 20
19
AssessmentObjectivesInPractice
CHOITHRAM INTERNATIONAL 2018 - 20
20
CHOITHRAM INTERNATIONAL 2018 - 20
21
SYLLABUSOUTLINE
Year PartofSyllabus Content
SemI
PART-1LanguageinCulturalContextPart4CriticalStudy
Part1GenderEvolutionofEnglishLanguageSapirWhorfHypothesisMeghanMarklersquosSpeechatUNWomenHeForSheCampaignBlogson-LanguageshapesgenderInclusiveLanguageCartoonsbyLizaDonnellyTedTalkbyChimamandaNgoziAdichieMagazineCoversSlamPoetryCommunity-NationalismCatalonianConfusionImaginedCommunitiesSchoolrsquosLanguagePolicyRiverofBloodSpeechLanguageVariationRegionalismColonialMentalityAAEDialectSociolectIdiolectTranslation-BloginterviewExcerptsfromADollrsquosHouseDonQuixotePersepolisPart4CriticalStudySLOthelloTheMoorofVenicePoemsbyJohnKeatsHLOthelloTheMoorofVenicePoemsbyJohnKeatsHeartofDarkness
SemII
Part1LanguageinCulturalContextTranslationPart4CriticalStudyPart2MassCommunication
Part1TranslationPart4CriticalStudySLPoemsbyJohnKeatsHLPoemsbyJohnKeatsPart2MassCommunicationTermsrelatedtomassmediaTextualBiasVideoimagesmagazinecoversnewsarticleSpanishAmericanWarTETOffensivecartoonsUseofPersuasiveLanguageAtticusFinchClosingArgumentinlsquoToKillaMockingBirdrsquoAdvertisementsSpeeches-QueenElizabethITilburySpeechIHaveAdream-MartinLutherKingJr
CHOITHRAM INTERNATIONAL 2018 - 20
22
MahatmaGandhi-OneWorldSquealerrsquosSpeechinAnimalFarmStereotypes-GenderandEthnicityCartoonsComicStripsAdvertisementsVideoGamesTweetsTedTalkVideos
SemIII Part3TextsandContexts
SL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanah
SemIV Part2LanguageampMassCommunication
Part3TextsandContextsSL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanahRevision
IBInternalandexternalassessmentrequirementstobecompletedduringthecourse
Brieflyexplainhowandwhenyouwillworkonthem Includethedatewhenyouwill first
introduce the internal andexternal assessment requirementswhen theywill bedue
andhowstudentswillbepreparedtocompletethem
FOA1amp2ndashConceptanddemandsoftheFOAtobeintroducedintheISemesterThefirst
FOAwillbecompletedbyendofSemISecondwillbecompletedinSemII
WT12amp3ndashConceptanddemandsoftheWTtobeintroducedintheISemesterFirstWT
SubmissionwillbedueinSemITheremaining2WTswillbesubmittedinSemII
IOCndashTheIOCwillbeintroducedinSemIThedetailsprocessmockandthefinalIOCwill
beheldinSemII
CHOITHRAM INTERNATIONAL 2018 - 20
23
AssessmentsinLanguageALanguageandLiterature(SLampHL)
ASSESSMENTOUTLINEndashSL Weighting
Externalassessment(3hours)Paper1Textualanalysis(1hour30minutes)ThepaperconsistsoftwounseentextsStudentswriteananalysisofoneofthesetexts(20marks)Paper2Essay(1hour30minutes)Inresponsetooneofsixquestionsstudentswriteanessaybasedonboththeliterarytextsstudiedinpart3ThequestionsarethesameatHLbuttheassessmentcriteriaaredifferent(25marks)WrittentaskStudentsproduceatleastthreewrittentasksbasedonmaterialstudiedinthecourseStudentssubmitonewrittentaskforexternalassessment(20marks)Thistaskmustbe800ndash1000wordsinlengthplusarationaleof200ndash300words
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
24
ASSESSMENTOUTLINEndashHL Weighting
Externalassessment(4hours)Paper1Comparativetextualanalysis(2hours)ThepaperconsistsoftwopairsofunseentextsStudentswriteacomparativeanalysisofonepairoftexts(20marks)Paper2Essay(2hours)Inresponsetooneofsixquestionsstudentswriteanessaybasedonatleasttwooftheliterarytextsstudiedinpart3ThequestionsarethesameatSLbuttheassessmentcriteriaaredifferent(25marks)WrittentasksStudentsproduceatleastfourwrittentasksbasedonmaterialstudiedinthecourseStudentssubmittwoofthesetasksforexternalassessment(20marksforeachtask)OneofthetaskssubmittedmustbeacriticalresponsetooneoftheprescribedquestionsfortheHLadditionalstudyEachtaskmustbe800ndash1000wordsinlengthtask1shouldbeaccompaniedbyarationaleof200ndash300wordswhiletask2shouldbeaccompaniedbyashortoutline
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
25
GROUP1HINDIA-LITERATURE
Assessmentobjectivesinpractice
TherearethreeassessmentobjectivesatSLandatHLforthelanguageAliteraturecourse
1 Knowledgeandunderstanding
Demonstrate knowledge and understanding of individual literary works as
representativesoftheirgenreandperiodandtherelationshipsbetweenthem
Demonstrateanunderstandingofthewaysinwhichculturalvaluesareexpressedin
literature
Demonstrateawarenessofthesignificanceofthecontextinwhichaworkiswritten
andreceivedSubstantiateandjustifyideaswithrelevantexamples
2 Analysissynthesisandevaluation
Demonstrate an ability to analyse language structure technique and style and
evaluatetheireffectsonthereader
Demonstrateanability toengage in independent literarycriticismonboth familiar
andunfamiliarliterarytexts
Showan ability to examine anddiscuss in depth the effects of literary techniques
andtheconnectionsbetweenstyleandmeaning(HLonly)
3 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandfluentlyinbothwrittenandoral
communicationwithaneffectivechoiceofregisterandstyle
Demonstrateacommandof terminologyandconceptsappropriate to thestudyof
literature
Demonstrateanabilitytoexpresswell-organizedoralandwrittenarguments
Demonstrate an ability towrite a sustained and detailed literary commentary (HL
only)
CHOITHRAM INTERNATIONAL 2018 - 20
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The literary works chosen for each of part of the LanguageA Literatureprogramme
Partofthecourse
SL HL
Part1workintranslation
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)list
1रोमयो-जलयटशसपीयर(नाटक)2अतनचख़वक9लघकथाए
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)listStudyofthreeworksintranslationfromthePLTlist1रोमयो-जलयटशसपीयर(नाटक)
2अतनचख़वक9लघकथाए3टगौरकाकAवतासBह(गीताजलD)
Part2Detailedstudy
StudyoftwoworkseachofadifferentgenrechosenfromthisPLA3चEगFत(नाटक)जयशकरGसाद
4अIहJयाबाई(उपNयास)वदावनलालवमाP
Studyofthreeworkseachofadifferentgenre(oneofwhichmustbepoetry)chosenfromthisPLA4चEगFत(नाटक)जयशकरGसाद5अIहJयाबाई(उपNयास)वदावनलालवमाP6नागाजPन(कAवता)
Part3Literarygenres
StudyofthreeworksofthesamegenrechosenfromthisPLA
5 आपकाबटD(उपNयास)मNनभडारD6 सखदा(उपNयास)जनNEजन
7साराआकाश(उपNयास)राजNEयादव
StudyoffourworksofthesamegenrechosenfromthisPLA7आपकाबटD(उपNयास)मNनभडारD8सखदा(उपNयास)जनNEजन9साराआकाश(उपNयास)राजNEयादव10गबन(उपNयास)Gमचद
Part4Options
Studyofthreeworksfreelychosen Studyofthreeworksfreelychosen
8कबीरदोहऔरसाWखया9लघकथाए-खलDलिजYान10ठलपरIहमालय(या[ासमरण)धमPवीरभारती
11कबीरदोहऔरसाWखया12लघकथाए-खलDलिजYान13ठलपरIहमालय(या[ासमरण)धमPवीरभारती
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year PartofSyllabus Content
Year1
Part4ndashOptions
Kabir
ShortstoriesofKhalilGibran
TheleparHimalaya-DharmveerBharti
FINALIndividualOralPresentationPART4WORKS
Part2ndashDetailedStudy
Chandragupt(Play)-JaishankarPrasad
Ahilyabai(Novel)-VrindavanlalVerma
Poetry-Nagarjun
FINALIndividualOralCommentaryPART2WORKS
Year2
Part1ndashworkintranslation
RomeoJuliet(Play)Shakespeare
Shortstories-AntonChekhov
Geetanjali-RavindranathTagore
FINALWrittenAssignmentPART1WORKS
PART3-LiteraryGenre
AapkaBanti(Novel)MannuBhandari
SaaraAakash(Novel)-RajendraYadav
Sukhada(Novel)ndashJainendaraJain
Gaban(Novel)-Premchand(HLOnly)
Paper2BasedonPart3Works
IBInternalAssessmentrequirementstobecompletedduringtheCourse
IOPndashConceptanddemandsoftheIOPtobeintroducedandcompletedinSemI
IOCndashTheIOCwillbeintroducedbrieflyinSemIandwillbebasedbroadlyonthedemands
ofIOCTheFinalIOCwillbetakeninSemII
WAndashConceptanddemandsof theWAtobe introduced inSemIIWASubmissionwillbe
dueinSemIII
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP2HINDIBPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HINDI AT
CHOITHRAMINTERNATIONALINDORE
HindiLanguagehasbeenoneofthemostpopularIndianlanguagesamongstudentsandthis
course emphasizes the development of the four skills ndash listening speaking reading and
writingListeningasaskillcanbedevelopedthroughTVRadioProgrammesandrecorded
CD Speaking can be developed through elocution debates skit enactment Reading can
develop through activities like newspaper magazines reading and different story books
Writing skills are developed through essay report writing letter writing and creativity
writing
TheHindiBcourserequiresstudentstohavesomeknowledgeofandexperiencewiththe
languageStudentsareexpectedtohavelinguisticskillsandtounderstandanduselanguage
insophisticatedwaysForexamplestudentsmustbeabletodiscussabstractconceptsand
ideasinthetargetlanguage
This course encourages students to broaden their knowledge of literature and culture of
differentstatesofIndia
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Developinternational-mindednessthroughthestudyof languagesculturesandideas
andissuesofglobalsignificance
2 Enable students to communicate in the language they have studied in a range of
contextsandforavarietyofpurposes
3 Encouragethroughthestudyoftextsandthroughsocialinteractionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4 Develop studentsrsquo understanding of the relationship between the languages and
cultureswithwhichtheyarefamiliar
5 Developstudentsrsquoawarenessofthe importanceof languageinrelationtootherareas
ofknowledge
CHOITHRAM INTERNATIONAL 2018 - 20
29
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and
creative-thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8 Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrateability
to
1 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
2 Understand and use language appropriate to a range of interpersonal andor
interculturalcontextsandaudiences
3 Understandanduse language toexpressand respond toa rangeof ideaswith fluency
andaccuracy
4 Identifyorganizeandpresentideasonarangeoftopics
5 Understandanalyseandreflectuponarangeofwrittenaudiovisualandaudio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year
Themes ThemeName ThemeTopics
SemI Theme1 Identities
bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
SemII Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
SemIII Theme4 Socialorganization
JourneytoFrenchspeakingcountries
Everycountryanditssymbolstraditionsandidentity
Forabetterworld
IntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
SemIV Theme5 Sharingtheplanet
BlueplanetGreenplanet
PlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetry
EqualityFraternity
Thesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
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ASSESSMENTS
The students will be evaluated based on their performances on tests debates oral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
CHOITHRAM INTERNATIONAL 2018 - 20
32
HindiBSL
HindiBHL
CHOITHRAM INTERNATIONAL 2018 - 20
33
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP2FRENCHB
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN FRENCH AT
CHOITHRAMINTERNATIONALINDORE
Inthemodernworldofsocialpoliticalindustrialmaterialisticscientificandtechnological
advancementandgiventhattheworld isbecomingaglobalvillageduetothewondersof
the telecommunication and information technology and the increased tourism the
knowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglishFrench isoneof themostwidelycommunicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganisationssuch
asUnitedNationsOrganisationEuropeanUnionWorldTradeOrganisationWorldHealth
OrganisationandInternationalBaccalaureateOrganisationFrenchisalsosynonymouswith
internationalhotel industryandworldtourismwithParis_thecapitalofFranceasonethe
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognisedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
35
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
1 AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrate
abilityto
2 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
3 Understandanduselanguageappropriatetoarangeofinterpersonalandorintercultural
contextsandaudiences
4 Understandanduselanguagetoexpressandrespondtoarangeofideaswithfluencyand
accuracy
5 Identifyorganizeandpresentideasonarangeoftopics
6 Understand analyse and reflect upon a range ofwritten audio visual and audio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
36
SYLLABUSOUTLINE
Year Themes ThemeName ThemeTopics
Year1 Theme1 Identities bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
Year2 Theme4 Socialorganization
JourneytoFrenchspeakingcountriesEverycountryanditssymbolstraditionsandidentityForabetterworldIntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
Theme5 Sharingtheplanet BlueplanetGreenplanetPlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetryEqualityFraternityThesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
37
ASSESSMENTS
Thestudentswillbeevaluatedbasedontheirperformancesontestsdebatesoral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
FrenchBSL
CHOITHRAM INTERNATIONAL 2018 - 20
38
FrenchBHL
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
39
GROUP2FRENCHABINITIO
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINFRENCHABINITIO
ATCHOITHRAMINTERNATIONALINDORE
In todayrsquos modern world of social political industrial materialistic scientific and
technologicaladvancementandgiventhattheworldisbecomingaglobalvillageduetothe
wondersofthetelecommunicationandinformationtechnologyandtheincreasedtourism
theknowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglish French isoneof themostwidely communicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganizationssuch
asUnitedNationsOrganizationEuropeanUnionWorldTradeOrganizationWorldHealth
OrganizationandInternationalBaccalaureateOrganizationFrenchisalsosynonymouswith
internationalhotel industryandworld tourismwithParis thecapitalofFranceasone the
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognizedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
40
Aims
ThefollowingaimsarecommontobothlanguageabinitioandlanguageB
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7Providestudentswithabasis for furtherstudyworkand leisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
TherearefiveassessmentobjectivesforthelanguageabinitiocourseStudentswillbe
assessedontheirabilityto
1Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyof
purposes
2Understandanduselanguageappropriatetoarangeofinterpersonalandor
interculturalcontextsandaudiences
3Understandanduselanguagetoexpressandrespondtoarangeofideaswith
fluencyandaccuracy
4Identifyorganizeandpresentideasonarangeoftopics
5 Understand analyse and reflect upon a range of written audio visual and
audio-visualtexts
CHOITHRAM INTERNATIONAL 2018 - 20
41
SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI
Unit1 Identities 11Personalattributes
12Personalrelationships
13Eatinganddrinking
14Physicalwellbeing
Unit2 Experiences 21Dailyroutine
22Leisure
23Holidays
24Festivalsandcelebrations
SemII
Unit3 Humaningenuity 31Transport
32Entertainment
33Media
34Technology
SemIII
Unit4 Socialorganization 41Neighbourhood
42Education
43Theworkplace
44Socialissues
SemIV
Unit5 Sharingtheplanet 51Climate
52Physicalgeography
53Theenvironment
54Globalissues
AssessmentsinFrench
The students will be evaluated based on their performances on tests oral
presentationsdiscussionsListeningReadingandWritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
CHOITHRAM INTERNATIONAL 2018 - 20
42
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassing
grade)
Grades will be calculated mathematically based on raw scores which will be
convertedintopercentagesthatwillthenreflecttheirperformanceinthefollowing
categories
Externalassessment(2hours45minutes) 75
Paper1(1hour) 25
Productiveskillsmdashwriting(30marks)
Twowrittentasksof70ndash150wordseachfromachoiceofthreetaskschoosinga
texttypeforeachtaskfromamongthoselistedintheexaminationinstructions
Paper2(1hour45minutes) 50
Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
Comprehensionexercisesonthreeaudiopassagesandthreewrittentextsdrawn
fromallfivethemes
Internalassessment
25 Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedby
theIBattheendofthecourse
Individualoralassessment
Aconversationwiththeteacherbasedonavisualstimulusandatleastoneadditional
coursetheme(30marks)
Materials
ThebasiccoursematerialfortheFrenchabinitiocourse
- ibook
- PanoramaFrancophone1amp2
- Additionalmaterialsfromaselectionoftextbooksmagazinesandinternetsources
willcomplementthearticlesandexercisesfoundinthesetextsStudentsmustbring
theirtextbookandnotebooktoclasseachday
CHOITHRAM INTERNATIONAL 2018 - 20
43
ElementsoftheFinalExam
ExternalAssessment 75
Paper1Productiveskillsmdashwriting(30marks)25
Paper2Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)50
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
InternalassessmentOralcomponent25
Table2InternalassessmentsspannedthroughoutthetwoyearprogrammeExamination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOralPresentationPresentation(VisualStimulus)
25
SemesterIIExamination IndividualOralPresentationPresentationandFollow-updiscussion
25
SemesterIIIExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
SemesterIVExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
CHOITHRAM INTERNATIONAL 2018 - 20
44
GROUP3ECONOMICSPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN
ECONOMICSATCHOITHRAMINTERNATIONALINDORE
Economics isadynamic social science formingpartofgroup3mdashindividualsandsocieties
The studyof economics is essentially aboutdealingwith scarcity resource allocation and
themethodsandprocessesbywhichchoicesaremade in thepursuitofsatisfyinghuman
wantsAsasocialscienceeconomicsusesscientificmethodologiesthatincludequantitative
andqualitativeelements
The IB Diploma Programme economics course emphasizes on 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
variablesaffectingcountriesgovernmentsandsocietiesTheseeconomictheoriesarenot
tobestudied inavacuummdashrather theyaretobeappliedtoreal-world issuesProminent
among these issues are fluctuations in economic activity international trade economic
developmentandenvironmentalsustainability
The ethical dimensions involved in the application of economic theories and policies
permeatethroughouttheeconomicscourseasstudentsarerequiredtoconsiderandreflect
on human end-goals and values The economics course encourages students to develop
international perspectives fosters a concern for global issues and raises studentsrsquo
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
degreeofpersonal commitment in trying to resolve these issuesappreciatingour shared
responsibilityascitizensofanincreasinglyinterdependentworld
CHOITHRAM INTERNATIONAL 2018 - 20
45
Aims
TheaimsofEconomicsasGroup3subjectisasfollows
1 encourage the systematic and critical study of human experience and behaviour
physical economic and social environments and thehistory anddevelopmentof social
andculturalinstitutions
2 develop in the student the capacity to identify to analyse critically and to evaluate
theories concepts and arguments about the nature and activities of the individual and
society
3enablethestudenttocollectdescribeandanalysedatausedinstudiesofsocietytotest
hypothesesandtointerpretcomplexdataandsourcematerial
4promotetheappreciationofthewayinwhichlearningisrelevantbothtotheculturein
whichthestudentlivesandtothecultureofothersocieties
5developanawarenessinthestudentthathumanattitudesandbeliefsarewidelydiverse
andthatthestudyofsocietyrequiresanappreciationofsuchdiversity
6 enable the student to recognize that the content andmethodologiesof the subjects in
group3arecontestableandthattheirstudyrequiresthetoleranceofuncertainty
7developanunderstandingofmicroeconomicandmacroeconomictheoriesandconcepts
andtheirreal-worldapplication
8 develop an appreciation of the impact on individuals and societies of economic
interactionsbetweennations
9developanawarenessofdevelopmentissuesfacingnationsastheyundergotheprocess
ofchange
Assessmentobjectives
Therearefourassessmentobjectives(AOs)fortheSLandHLeconomicscourseHaving
followedthe
EconomicscourseatSLorHLstudentswillbeexpectedtodothefollowing
1Demonstrateknowledgeandunderstandingofspecifiedcontent
ndashndashDemonstrateknowledgeandunderstandingofthecommonSLHLsyllabus
ndashndashDemonstrateknowledgeandunderstandingofcurrenteconomicissuesanddata
ndashndashAtHLonlyDemonstrateknowledgeandunderstandingofthehigherlevelextension
topics
CHOITHRAM INTERNATIONAL 2018 - 20
46
2Demonstrateapplicationandanalysisofknowledgeandunderstanding
ndashndashApplyeconomicconceptsandtheoriestoreal-worldsituations
ndashndashIdentifyandinterpreteconomicdata
ndashndashDemonstratetheextenttowhicheconomicinformationisusedeffectivelyinparticular
contexts
ndashndashAtHLonlyDemonstrateapplicationandanalysisoftheextensiontopics
3Demonstratesynthesisandevaluation
ndashndashExamineeconomicconceptsandtheories
ndashndashUseeconomicconceptsandexamplestoconstructandpresentanargument
ndashndashDiscussandevaluateeconomicinformationandtheories
ndashndashAtHLonlyDemonstrateeconomicsynthesisandevaluationoftheextensiontopics
4Selectuseandapplyavarietyofappropriateskillsandtechniques
ndashndashProducewell-structuredwrittenmaterialusingappropriateeconomicterminology
withinspecifiedtimelimits
ndashndashUsecorrectlylabelleddiagramstohelpexplaineconomicconceptsandtheories
ndashndashSelectinterpretandanalyseappropriateextractsfromthenewsmedia
ndashndashInterpretappropriatedatasets
ndashndashAtHLonlyUsequantitativetechniquestoidentifyexplainandanalyseeconomic
relationships
CHOITHRAM INTERNATIONAL 2018 - 20
47
SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI Unit1 Microeconomics TheFoundationsofEconomicsMarketsDemandandSupplyTheroleofthepricemechanismMarketEfficiencyElasticityMarketFailureGovernmentInterventionTheoryofthefirm
SemII Unit2 MicroeconomicsMacroeconomics
MarketstructuresThelevelofoveralleconomicactivityAggregatedemandandaggregatesupplyMacroeconomicobjectivesFiscalPolicyMonetaryPolicySupplySidePolicies
SemIII Unit3 InternationalEconomics
InternationaltradeandprotectionExchangerateBalanceOfpaymentsTermsoftradeEconomicsIntegration
SemIV Unit4 DevelopmentalEconomics
DevelopmentalEconomicsMeasuringdevelopmentTheroleofdomesticfactorsTheroleofinternationaltradeTheroleofforeigndirectinvestment(FDI)TherolesofforeignaidandmultilateraldevelopmentassistanceTheroleofinternationaldebtThebalancebetweenmarketsandintervention
CHOITHRAM INTERNATIONAL 2018 - 20
48
AssessmentsinEconomics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bullconstructinganalysingandevaluating
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate for effective problem-solving and the manipulative skills necessary for
completingInternalAssessmentswithacademichonesty
Studentsrsquo success in theEconomics standard levelandhigher level course ismeasuredby
combiningtheirgradesonexternalandinternalassessment
In Economics the students achieve a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessment ineconomicsconsistsoftwoexaminationpapersatSLandthree
examinationpapersatHLthatareexternallysetandexternallymoderated
PapercomponentforSL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage40)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
40)
Assessmentobjectives1234SyllabusContentndashSection3and4
PapercomponentforHL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage30)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
30)
Assessmentobjectives1234SyllabusContentndashSection3and4
CHOITHRAM INTERNATIONAL 2018 - 20
49
Paper3(1hour)HLextensionpaper(50marks)(Weightage20)Syllabuscontentincluding
HL extension material sections 1 to 4mdashmicroeconomics macroeconomics international
economicsdevelopmenteconomics
Assessmentobjectives12and4
GDCsarepermittedforpaperthreeforHLstudentsonly
Thesearedesignedtoallowstudentstodemonstratetheircompetenciesinrelationtothe
economicsassessmentobjectivesandspecificpartsoftheeconomicssyllabusnamelythe
commontopicsandtheHLextensionmaterialAllquestionsontheexaminationpaperswill
bebasedonthetopicsinthisguide
IncommonwithallexaminationpapersstudentsatSLandHLaregivenfiveminutesof
readingtimebeforetheybeginansweringthepapers
InternalAssessments(20teachinghours)
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
the end of the course Students produce a portfolio of three commentaries based on
differentsectionsofthesyllabusandonpublishedextractsfromthenewsmediaMaximum
750wordsx3(45marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPEconomicsguide
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent ()Weightage
SemesterIExamination Writtenassignment 20
SemesterIIExamination WrittenCommentaryinMicroeconomics 20
SemesterIIIExamination WrittenCommentaryinMacroeconomics 20
SemesterIVExamination WrittenCommentaryinInternationalTrade 20
CHOITHRAM INTERNATIONAL 2018 - 20
50
GROUP3BUSINESSMANAGEMENT
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN BUSINESS AND
MANAGEMENTATCHOITHRAMINTERNATIONALINDORE
Businessmanagement is a rigorous challenging and dynamic discipline in the individuals
andsocietiessubjectgroupTheroleofbusinessesasdistinctfromotherorganizationsand
actors inasociety is toproduceandsellgoodsandservicesthatmeethumanneedsand
wants by organizing resources Profit-making risk-taking and operating in a competitive
environmentcharacterizemostbusinessorganizations
Business management studies business functions management processes and decision-
making in contemporary contexts of strategic uncertainty It examines how business
decisionsareinfluencedbyfactorsinternalandexternaltoanorganizationandhowthese
decisions impact upon its stakeholders both internally and externally Business
managementalsoexploreshowindividualsandgroupsinteractwithinanorganizationhow
theymaybesuccessfullymanagedandhowtheycanethicallyoptimizetheuseofresources
inaworldwithincreasingscarcityandconcernforsustainabilityBusinessmanagementis
therefore perfectly placed within the individuals and societies subject area aiming to
developinstudentsanappreciationbothforourindividualityandourcollectivepurposes
Aims
TheaimsofBusinessandManagementcourseathigherlevelandstandardlevelareto
1 Encourageaholisticviewoftheworldofbusiness
2 Empowerstudentstothinkcriticallyandstrategicallyaboutindividualandorganizational
behaviour
3 Promotetheimportanceofexploringbusinessissuesfromdifferentculturalperspectives
4 Enablethestudenttoappreciatethenatureandsignificanceofchangeinalocalregional
andglobalcontext
5 Promoteawarenessoftheimportanceofenvironmentalsocialandethicalfactorsinthe
actionsofindividualsandorganizations
6 Developanunderstandingoftheimportanceofinnovationinabusinessenvironment
CHOITHRAM INTERNATIONAL 2018 - 20
51
AssessmentObjectives
By the end of the business management course students are expected to reach the
followingassessmentobjectives
AO1Demonstrateknowledgeandunderstandingof
The businessmanagement tools techniques and theories specified in the syllabus
content
Thesixconceptsthatunderpinthesubject
Real-worldbusinessproblemsissuesanddecisions
TheHLextensiontopics(HLonly)
AO2Demonstrateapplicationandanalysisof
Knowledgeandskillstoavarietyofreal-worldandfictionalbusinesssituations
Businessdecisionsbyexplainingtheissue(s)atstakeselectingandinterpretingdata
andapplyingappropriatetoolstechniquestheoriesandconcepts
TheHLextensiontopics(HLonly)
AO3Demonstratesynthesisandevaluationof
Businessstrategiesandpracticesshowingevidenceofcriticalthinking
Businessdecisionsformulatingrecommendations
TheHLextensiontopics(HLonly)
AO4Demonstrateavarietyofappropriateskillsto
Producewell-structuredwrittenmaterialusingbusinessterminology
Selectandusequantitativeandqualitativebusinesstoolstechniquesandmethods
Selectandusebusinessmaterialfromarangeofprimaryandsecondarysources
CHOITHRAM INTERNATIONAL 2018 - 20
52
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
Business
Organisation
and
Environment
11Introductiontobusinessmanagement12Typesoforganizations13Organizationalobjectives14Stakeholders15Externalenvironment16Growthandevolution17Organizationalplanningtools(HLonly)
Unit4 Marketing
41Theroleofmarketing42Marketingplanning(includingintroductiontothefourPs)43Salesforecasting(HLonly)44Marketresearch45ThefourPs(productpricepromotionplace)
SemII
Unit4 Marketing46TheextendedmarketingmixofsevenPs(HLonly)47Internationalmarketing(HLonly)48E-commerce
Unit3 Finance
31Sourcesoffinance32Costsandrevenues33Break-evenanalysis34Finalaccounts(someHLonly)35Profitabilityandliquidityratioanalysis36Efficiencyratioanalysis(HLonly)
SemIII Unit3 Finance37Cashflow38Investmentappraisal(someHLonly)39Budgets(HLonly)
Unit5Operations
Management
51Theroleofoperationsmanagement52Productionmethods53Leanproductionandqualitymanagement(HLonly)54Location55Productionplanning(HLonly)56Researchanddevelopment(HLonly)57Crisismanagementandcontingencyplanning(HLonly)
SemIV Unit2Humanresource
Management
21 Functions and evolution of human resourcemanagement22Organizationalstructure23Leadershipandmanagement24Motivation25Organizational(corporate)culture(HLonly)26Industrialemployeerelations(HLonly)
CHOITHRAM INTERNATIONAL 2018 - 20
53
AssessmentsinBusinessandManagement
StudentsrsquosuccessintheBusinessandManagementstandardlevelandhigherlevelcourseis
measuredbycombiningtheirgradesonexternalandinternalassessment
Externalassessment
TheexternalassessmentoftheDiplomaProgrammebusinessmanagementcourseconsists
of twoexaminationpapersat SLandatHL thatareexternally setandexternallymarked
Theyaredesignedtoallowstudentstodemonstratetheircompetencies inrelationtothe
businessmanagementassessmentobjectivesTheexternalcomponentscontribute75to
thefinalassessmentatbothSLandHL
Internalassessment
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourseTheexternalcomponentscontribute25tothefinalassessmentat
bothSLandHL
SLWrittencommentary
Studentsproduceawrittencommentarybasedonthreetofivesupportingdocuments
aboutarealissueorproblemfacingaparticularorganizationMaximum1500words(25
marks)
HLResearchproject
Studentsresearchandreportonanissuefacinganorganizationoradecisiontobemadeby
anorganization(orseveralorganizations)Maximum2000words(25marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPBampMguide
CHOITHRAM INTERNATIONAL 2018 - 20
54
GROUP3INFORMATIONTECHNOLOGYINAGLOBALSOCIETY(ITGS)
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ITGS AT
CHOITHRAMINTERNATIONALINDORE
TheIBDiplomaProgrammeinformationtechnology inaglobalsociety(ITGS)course isthe
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
informationatthelocalandgloballevel
ITGS provides a framework for the student to make informed judgments and decisions
abouttheuseofITwithinsocialcontexts
Although ITGS shares methods of critical investigation and analysis with other social
sciences it also considers social and ethical considerations that are common to other
subjects in group 3 Students come into contactwith IT on a daily basis because it is so
pervasive in theworld inwhichwe live This increasinglywidespread use of IT inevitably
raises importantquestionswithregardto thesocialandethicalconsiderations thatshape
oursocietytodayITGSoffersanopportunityforasystematicstudyoftheseconsiderations
whoserangeissuchthattheyfalloutsidethescopeofanyothersinglediscipline
Aims
Theaimsoftheinformationtechnologyinaglobalsociety(ITGS)courseatSLandHLareto
1 Enablethestudenttoevaluatesocialandethicalconsiderationsarisingfromthe
widespreaduseofITbyindividualsfamiliescommunitiesorganizationsand
societiesatthelocalandgloballevel
2 DevelopthestudentrsquosunderstandingofthecapabilitiesofcurrentandemergingIT
systemsandtoevaluatetheirimpactonarangeofstakeholders
3 EnablestudentstoapplytheirknowledgeofexistingITsystemstovariousscenarios
andtomakeinformedjudgmentsabouttheeffectsofITdevelopmentsonthem
4 EncouragestudentstousetheirknowledgeofITsystemsandpracticalITskillsto
justifyITsolutionsforaspecifiedclientorend-user
CHOITHRAM INTERNATIONAL 2018 - 20
55
Objectives
The assessment objectives for ITGS reflect those parts of the aims that will be formally
assessedeither internallyorexternallyTheseassessmentswill centreupon thenatureof
individualsandsocietiesand ITsystems It is the intentionofthesecoursesthatstudents
areabletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingof
bullawarenessofITapplicationsanddevelopmentsinspecifiedscenarios
bullawarenessofthesocialandethicalsignificanceofspecifiedITapplicationsand
developments
bulltechnicalknowledgeofITGSterminologyconceptsandtoolsandITSystems
bulltopicsrelatedtotheannuallyissuedcasestudy(HLpaper3only)
2 Applyandanalyze
bulltheimpactsofITapplicationsanddevelopmentsinspecifiedscenarios
bullthesocialandethicalsignificanceofspecifiedITapplicationsanddevelopments
bullITknowledgeandmakeconnectionsbetweenspecificscenarios
bulltechnicalknowledgeofITsystemsacquiredthroughindependentresearchto
providesupportingevidenceinpossibledecisionsrelatingtofuturecoursesof
actionrelatedtotheannuallyissuedcasestudy(HLpaper3only)
3 Synthesizeevaluateformulateandjustify
bulllocalandglobalimpactsofspecifiedITdevelopmentsthroughindividually
researchedstudies
bullsolutioninvolvingITtoaspecifiedproblemusingknowledgeofITsystems
bullsocialandethicalimplicationsofspecifiedITpoliciesanddevelopments
bulljustifypossiblestrategiccoursesofactionrelatedtotheannuallyissuedcasestudy
(HLpaper3only)
4 DemonstratetheappropriateusageofITGSskillsofprojectmanagementwithusageof
ITtoolsandtheproductdevelopmentlifecycle(PDLC)tocreateanoriginalproductwith
evidencesforconsultationwithaclientinthedevelopmentofawell-organizedproduct
toresolveaspecificissue
CHOITHRAM INTERNATIONAL 2018 - 20
56
SYLLABUSOUTLINE
Semester Unit UnitTitle
SemI
Unit1 OverviewofITGSand3Strands
Unit5 HealthEducationandTraining
Unit9 InternetMultimediadigitalmediaAI
SemII
Unit3 DatabasesandSpreadsheetsIntroductiontoprojectmanagement
Unit4 Roboticsartificialintelligenceandexpertsystems
Unit6 BusinessandEmployment
SemIII
Unit7 ModelingandsimulationPersonalandpubliccommunications
Unit8 ITsystemsinorganizations
Unit2 HardwareSoftwareNetworks
SemIVUnit10 EnvironmentPoliticsandGovernment
Unit11 Homeandleisure
AssessmentsinITGS
Theassessmentsaimtotestallstudentsrsquoknowledgeandunderstandingofkeyconcepts
through
DemonstrationofandetailedawarenessandknowledgeofITapplicationsdevelopment
anditssocialandethicalsignificanceinspecifiedscenarioswithdetailedknowledge
DemonstrationofdetailedtechnicalknowledgeofITGSterminologyconceptsandtools
anddetailedtechnicalknowledgeofITsystems
Explanation of detailed impacts of IT applications and developments in specified
scenarios
Analysis of detailed social and ethical significance of specified IT applications and
developments
Evaluation of detailed local and global impacts of specified IT developments through
individuallyresearchedstudies
EvaluationofdetailedsolutioninvolvingITtoaspecifiedproblemusingknowledgeofIT
systems
CHOITHRAM INTERNATIONAL 2018 - 20
57
Demonstration of detailed social and ethical implications of specified IT policies and
developments
DemonstrationofdetailedevidenceofprojectmanagementPDLCandappropriatetool
inthedevelopmentofawell-organizedproducttoresolveaspecificissue
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofstructuredquestionsthatassessinanintegratedwaythethreestrands
ofthesyllabus
Paper2consistsofThispaperconsistsofoneunseenarticle
Paper3consistsofbasedonapre-seencasestudy(forHLonly)
DurationofpapervariesfromSLtoHLlevelampfrompapercomponent
Internalassessment
Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedbythe
IBattheendofthecourse
Project
ThedevelopmentofanoriginalITproductforaspecifiedclientStudentsmustproduce
bullacoverpageusingprescribedformat
bullanoriginalITproduct
bulldocumentationsupportingtheproduct(wordlimit2000words)
InternalassessmentisanintegralpartofthecourseandiscompulsoryforbothSLandHL
studentsItenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge
andtopursuetheirpersonalinterestswithoutthetimelimitationsandotherconstraints
thatareassociatedwithwrittenexaminationsThe internalassessmentshouldasfaras
possible bewoven intonormal classroom teachingover a periodof timeandnot be a
shortintensiveactivityinthecourseorafterthecoursehasbeentaught
The internal assessment requirements at SL and at HL are the same However it
contributes to a different percentage of the overall mark Students are required to
produce a project that consists of a cover page the product (IT solution) and
documentationThefocusoftheITGSprojectisonprovidinganoriginalITsolutionfora
client The internal assessment component as well as being interesting practical and
productiveformsanimportantpartoftheassessmentoftheITGScourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
CHOITHRAM INTERNATIONAL 2018 - 20
58
GROUP3PSYCHOLOGYPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINPSYCHOLOGYAT
CHOITHRAMINTERNATIONALINDORE
Psychologyistherigorousandsystematicstudyofmentalprocessesandbehaviour It isa
complexsubjectwhichdrawsonconceptsmethodsandunderstandingsfromanumberof
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 involved social structures and cultures The
studyofbehaviourandmentalprocessesrequiresamultidisciplinaryapproachandtheuse
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
changesodoesbehaviour
AtthecoreoftheDPpsychologycourseisanintroductiontothreedifferentapproachesto
understandingbehaviour
bull biologicalapproachtounderstandingbehavior
bull cognitiveapproachtounderstandingbehavior
bull socioculturalapproachtounderstandingbehaviour
Theknowledgeconceptstheoriesandresearchthathavedevelopedtheunderstandingin
thesefieldswillbestudiedandcriticallyevaluatedtoanswersomeofthequestionsbeing
askedbypsychologiststodayFurthermoretheinteractionoftheseapproachestostudying
psychologywillformthebasisofaholisticandintegratedapproachtounderstanding
mentalprocessesandbehaviourasacomplexdynamicphenomenonallowingstudentsto
appreciatethediversityaswellasthecommonalitybetweentheirownbehaviourandthat
ofothersThecontributionandtheinteractionofthethreeapproachescanbebest
understoodthroughtheoptionsTherearefouroptionsinthecourseTheyfocusonareas
ofappliedpsychology
bull abnormalpsychology
bull developmentalpsychology
bull healthpsychology
bull psychologyofrelationships
CHOITHRAM INTERNATIONAL 2018 - 20
59
The options provide an opportunity to take what is learned from the study of the
approaches topsychologyandput it into the contextof specific linesof inquiry broaden
studentsrsquo experience of the discipline and develop the studentsrsquo critical inquiry skills
Surrounding theapproachesand theoptionsare theoverarching themesof researchand
ethicsAconsiderationofbothisparamounttothenatureofthesubjectPsychologists
employarangeofresearchmethodsbothqualitativeandquantitativeinordertotesttheir
observations and hypotheses As a part of the core syllabus DP psychology promotes an
understandingofthevariousapproachestoresearchandhowtheyhavebeenusedinorder
tocriticallyreflectontheevidenceaswellasassistinthedesignimplementationanalysis
andevaluationofthestudentsrsquoowninvestigationsPsychologystudieshumanbeingsandas
such it is paramount that the ethical implications in any line of investigation and at all
pointsinthecoursearefullyexploredandunderstoodtoensurethatethicalguidelinesare
followedatalltimes
DistinctionbetweenSLandHL
TherearethreemaindistinctionsbetweenthiscourseatSLandatHL
1ThefollowingextensionstothecoreapproachesarestudiedatHLonly
- theroleofanimalresearchinunderstandinghumanbehaviour
- cognitiveprocessinginthedigitalworld
- theinfluenceofglobalizationonindividualattitudesidentitiesandbehaviour
Thisdifferentiationisreflectedinpaper1sectionBoftheexternalassessment
2SLstudentsarerequiredtostudyoneoptionwhileHLstudentsstudytwooptionsThis
differentiationisreflectedinpaper2oftheexternalassessment
3BothSLandHLstudentswillbeexpectedtoshowtheirunderstandingofapproachesto
researchintheinternalassessmentandforcriterionD(criticalthinking)inpaper1sectionB
and paper 2 responses Additionally HL students will be directly assessed on their
understandingof approaches to research in paper 3 of the external assessment Thiswill
coverbothqualitativeandquantitativeresearchmethods
CHOITHRAM INTERNATIONAL 2018 - 20
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Aims
1 develop an understanding of the biological cognitive and sociocultural factors
affectingmentalprocessesandbehaviour
2 applyanunderstandingofthebiologicalcognitiveandsocioculturalfactorsaffecting
mentalprocessesandbehaviourtoatleastoneappliedareaofstudy
3 understanddiversemethodsofinquiry
4 understand the importanceof ethical practice in psychological research in general
andobserveethicalpracticeintheirowninquiries
5 ensurethatethicalpracticesareupheldinallpsychologicalinquiryanddiscussion
6 developanawarenessofhowpsychologicalresearchcanbeappliedtoaddressreal-
worldproblemsandpromotepositivechange
Assessmentobjectives
By the end of the psychology course at SL or at HL students will be expected to
demonstratethefollowing
1Knowledgeandcomprehensionofspecifiedcontent
bull Demonstrateknowledgeandcomprehensionofkeytermsandconceptsin
psychology
bull Demonstrateknowledgeandcomprehensionofarangeofpsychologicaltheories
andresearchstudies
bull Demonstrateknowledgeandcomprehensionofthebiologicalcognitiveand
socioculturalapproachestomentalprocessesandbehavior
bull Demonstrateknowledgeandcomprehensionofresearchmethodsusedin
psychologyApplicationandanalysis
2Applicationandanalysis
bull Demonstrateanabilitytouseexamplesofpsychologicalresearchandpsychological
conceptstoformulateanargumentinresponsetoaspecificquestion
bull Demonstrateapplicationandanalysisofarangeofpsychologicaltheoriesand
researchstudies
bull Demonstrateapplicationandanalysisoftheknowledgerelevanttoareasofapplied
psychology
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61
bull AtHLonlyanalysequalitativeandquantitativeresearchinpsychology
3Synthesisandevaluation
Evaluatethecontributionofpsychologicaltheoriestounderstandinghuman
psychology
Evaluatethecontributionofresearchtounderstandinghumanpsychology
Evaluatethecontributionofthetheoriesandresearchinareasofapplied
psychology
AtHLonlyevaluateresearchscenariosfromamethodologicalandethical
perspective
4Selectionanduseofskillsappropriatetopsychology
Demonstratetheacquisitionofskillsrequiredforexperimentaldesigndatacollectionand
presentationdataanalysisandtheevaluationofasimpleexperimentwhiledemonstrating
ethicalpractice
Work in a group to design a method for a simple experimental investigation
organizetheinvestigationandrecordtherequireddataforasimpleexperiment
Writeareportofasimpleexperiment
CHOITHRAM INTERNATIONAL 2018 - 20
62
Syllabus
The recommended teaching time is 240 hours to complete HL courses and 150 hours to
complete SL courses as stated in thedocumentGeneral regulationsDiplomaProgramme
(article82)
SyllabusContent-
The approaches to understanding behaviour are laid out in topics The content for each
topic is detailed in the middle column with explanatory notes in the dropdown boxes
Guidance for the content is in the dropdown boxes in the right-hand column The
approaches to behaviour are compulsory for SL and HL students (except for the HL
extension which is for HL students only) The core will be assessed in paper 1 of the
external assessment but it also forms the foundation for teaching and learning in the
optionsTheapproachestoresearchareforbothSLandHLstudentsTheyareorganizedto
reflect the considerationsmadewhen reading or preparing a piece of research Only HL
studentswillbeformallyassessedontheapproachestoresearchinpaper3
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63
Biologicalapproachtounderstandingbehaviour
The biological approach to understanding behaviour is largely an investigation into
correlationsDoareasof thebraincorrelatewithbehaviourWhenchanges takeplace in
the brain do changes take place in behaviour or is the reverse the case Could an
individualrsquosbehaviourbepredictedfromtheirgenesIshumanbehavioursubjecttonatural
selection The relationship between biology and behaviour is a complex one of mutual
causality The technology available to investigate this relationship is becoming evermore
sophisticated while the ethics of this line of inquiry are increasingly an area for public
debate
Thebiologicalapproachtobehaviourlooksat
thebrainandbehaviour(SLandHL)
hormonesandbehaviour(SLandHL)
geneticsandbehaviour(SLandHL)
theroleofanimalresearchinunderstandinghumanbehavior(HLonly)
Relevanttoallthetopicsare
the contribution of research methods used in the biological approach to
understandinghumanbehaviour
ethical considerations in the investigation of the biological approach to
understandinghumanbehaviour
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64
SYLLABUSOUTLINE
Semester Unit UnitTitletopic
SemI Biologicallevelofanalysis
Physiologyandbehaviourgeneticsandbehaviouranintegrativelookatbehaviour
Cognitivelevelofanalysis
Cognitiveprocessescognitionandemotionanintegrativelookathappiness
Socioculturallevelofanalysis
Socioculturalcognitionsocialandculturalnormsanintegrativeapproachtoprejudiceanddiscrimination
SemII Simpleexperimentalstudy
TheuseofexperimentsinpsychologyoverviewofexperimentalvariablesdifferentkindsofexperimentsCorrelationalstudiesNonexperimentalmethodsinterviewsandcasestudies
Any1optionfromthe2options-1 Abnormal
psychology2 Developmental
psychology
SemIII Any1optionfromthe2options-1Psychologyofrelationships2HealthPsychology
2OptionalforHLstudents
SemIV Qualitativeresearchmethodology
TheoryandpracticeinterviewscasestudiesandobservationsSimpleexperimentalstudy
CHOITHRAM INTERNATIONAL 2018 - 20
65
ExternalassessmentcriteriamdashSL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessayfromachoiceofthreeTheessayismarkedout
of22marksAO3command termswillbeused in theessayquestionsTheessayswillbe
assessedusingtherubricbelow
Paper2
Paper2consistsofoneessayquestionfortheoptionstudiedEachoptionwillhaveachoice
of threeessaysAllessayswilluseanAO3commandtermTheessay ismarkedoutof22
marks
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
ExternalassessmentcriteriamdashHL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessay fromachoiceof threeOne twoorallof the
essayswill reference the additional HL topic The essay ismarked out of 22marks AO3
commandtermswillbeusedintheessayquestionsTheessayswillbeassessedusingthe
rubricbelow
CHOITHRAM INTERNATIONAL 2018 - 20
66
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
Paper3Paper3assessestheapproachestoresearchinpsychologyThepaperconsistsofaresearch
scenariofollowedbythreeshortanswerquestionsforatotalof24marksThequestionswill
beassessedusingananalyticalmarkscheme
Internalassessment
The internal assessment requirements at SL and at HL are the same Students will
investigateapublishedstudy theoryormodel relevant to their learning inpsychologyby
conductinganexperimentalinvestigationandreportingthefindingsTherequirementswill
beexplainedinmoredetailintheinternalassessmentdetails
InternalassessmentcriteriaSLandHL
TheassessmentoftheinternalassessmenttaskisthesameforbothSLandHLstudentsand
usesthefollowingrubric
Introduction Exploration Analysis Evaluation Total
6 4 6 6 20
CHOITHRAM INTERNATIONAL 2018 - 20
67
GROUP3HISTORY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HISTORY AT
CHOITHRAMINTERNATIONALINDORE
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
historicalconceptssuchaschangecausationandsignificance
History is an exploratory subject that fosters a sense of inquiry It is also an interpretive
disciplineallowingopportunityforengagementwithmultipleperspectivesandapluralityof
opinionsStudyinghistorydevelopsanunderstandingofthepastwhichleadstoadeeper
understandingofthenatureofhumansandoftheworldtoday
The IB Diploma Programme (DP) history course is a world history course based on a
comparativeandmulti-perspectiveapproachtohistoryItinvolvesthestudyofavarietyof
typesofhistoryincludingpoliticaleconomicsocialandculturalandprovidesabalanceof
structureandflexibilityThecourseemphasizestheimportanceofencouragingstudentsto
thinkhistoricallyandtodevelophistoricalskillsaswellasgainingfactualknowledgeItputs
apremiumondevelopingtheskillsofcriticalthinkingandondevelopinganunderstanding
of multiple interpretations of history In this way the course involves a challenging and
demandingcriticalexplorationofthepast
There are six key concepts that have particular prominence throughout the DP history
course ChangeContinuityCausationConsequenceSignificancePerspectives
AIMS
TheaimsofthehistorycourseatSLandHLareto
1 developanunderstandingofandcontinuinginterestinthepast
2 encourage students to engage with multiple perspectives and to appreciate thecomplexnatureofhistoricalconceptsissueseventsanddevelopments
3 promoteinternational-mindednessthroughthestudyofhistoryfrommorethanoneregionoftheworld
CHOITHRAM INTERNATIONAL 2018 - 20
68
4 develop an understanding of history as a discipline and to develop historical
consciousnessincludingasenseofchronologyandcontextandanunderstandingof
differenthistoricalperspectives
5 developkeyhistoricalskillsincludingengagingeffectivelywithsources
6 increase studentsrsquo understanding of themselves and of contemporary society by
encouragingreflectiononthepast
OBJECTIVES
Assessmentobjective1Knowledgeandunderstanding
bull Demonstratedetailedrelevantandaccuratehistoricalknowledge
bull Demonstrateunderstandingofhistoricalconceptsandcontext
bull Demonstrateunderstandingofhistoricalsources(Internalassessmentandpaper1)
Assessmentobjective2Applicationandanalysis
bull Formulateclearandcoherentarguments
bull Userelevanthistoricalknowledgetoeffectivelysupportanalysis
bull Analyseandinterpretavarietyofsources(Internalassessmentandpaper1)
Assessmentobjective3Synthesisandevaluation
bull Integrateevidenceandanalysistoproduceacoherentresponse
bull Evaluatedifferentperspectivesonhistoricalissuesandeventsandintegratethis
evaluationeffectivelyintoaresponse
bull Evaluatesourcesashistoricalevidencerecognizingtheirvalueandlimitations
(Internalassessmentandpaper1)
bull Synthesizeinformationfromaselectionofrelevantsources(Internalassessment
andpaper1)
Assessmentobjective4Useandapplicationofappropriateskills
bull Structureanddevelopfocusedessaysthatrespondeffectivelytothedemandsofa
question
bull Reflectonthemethodsusedbyandchallengesfacingthehistorian(Internal
assessment)
bull Formulateanappropriatefocusedquestiontoguideahistoricalinquiry(Internal
assessment)
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69
bull Demonstrateevidenceofresearchskillsorganizationreferencingandselectionof
appropriatesources(Internalassessment)
SYLLABUS
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70
SYLLABUSOUTLINE
Semester UnitTitle UnitContent
SemI PrescribedSubject3TheMovetoGlobalWarCasestudy1JapaneseexpansioninEastAsia(1931ndash1941
bull The impact of Japanese nationalism and militarism onforeignpolicybull Japanese domestic issues political and economic issuesandtheirimpactonforeignrelationsbullPoliticalinstabilityinChinaEventsbull Japanese invasion of Manchuria and northern China(1931)bullSino-JapaneseWar(1937ndash1941)bull The Three PowerTripartite Pact the outbreak of warPearlHarbor(1941)ResponsesbullLeagueofNationsandtheLyttonreportbull Political developmentswithin Chinamdashthe SecondUnitedFrontbull International response including US initiatives andincreasingtensionsbetweentheUSandJapan
SemII WordHistoryTopic10AuthoritarianStates(20thCentury)
Emergenceofauthoritarianstatesbull Conditions in which authoritarian states emergedeconomic factors social division impact ofwarweaknessofpoliticalsystembull Methods used to establish authoritarian statespersuasionandcoercion the roleof leaders ideology theuseofforcepropagandaConsolidationandmaintenanceofpowerbull Useoflegalmethodsuseofforcecharismatic
leadershipdisseminationofpropagandabull Natureextentandtreatmentofoppositionbull Theimpactofthesuccessandorfailureofforeign
policyonthemaintenanceofpowerAimsandresultsofpoliciesbull Aimsandimpactofdomesticeconomicpolitical
culturalandsocialpoliciesbull Theimpactofpoliciesonwomenandminoritiesbull Authoritariancontrolandtheextenttowhichitwas
achievedExamplesofCountriesandLeadersbull Europe-Germany-HitlerAsiaandOceania-China-Mao
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71
SemIII Worldhistorytopic12TheColdWarSuperpowertensionsandrivalries(20thcentury)
Rivalrymistrustandaccordbull The breakdown of the Grand Alliance and the
emergence of superpower rivalry in Europe and Asia(1943ndash1949) role of ideology fear and aggressioneconomicinterestsacomparisonoftherolesoftheUSandtheUSSR
bull TheUSUSSRandChinamdashsuperpower relations (1947ndash1979) containment peaceful co-existence Sino-SovietandSino-USrelationsdetente
bull Confrontationandreconciliationreasonsfortheendofthe Cold War (19801991) ideological challenges anddissenteconomicproblemsarmsrace
Leadersandnationsbull Theimpactoftwoleaderseachchosenfromadifferent
regiononthecourseanddevelopmentoftheColdWarbull The economic social and cultural impact of the Cold
War on two countries each chosen from a differentregion
ColdWarCrisesbull ColdWarcrisescasestudiesdetailedstudyofanytwo
ColdWarcrisesfromdifferentregionsexaminationandcomparisonofthecausesimpactandsignificanceofthetwocrises
ExampleofLeadersTrumanandStalinExampleofcrisisTheAmericasCubanMissileCrisis1962EuropeBerlinWall1958-1961
SemIV Casestudy2GermanandItalianexpansion(1933ndash1940)
CausesofexpansionbullImpactoffascismandNazismontheforeignpoliciesofItalyandGermanybullImpactofdomesticeconomicissuesontheforeignpoliciesofItalyandGermanybullChangingdiplomaticalignmentsinEuropetheendofcollectivesecurityappeasementEventsbullGermanchallengestothepost-warsettlements(1933ndash1938)bullItalianexpansionAbyssinia(1935ndash1936)AlbaniaentryintotheSecondWorldWar
CHOITHRAM INTERNATIONAL 2018 - 20
72
AssessmentsinHistory-SL
AssessmentComponent Weightings
Externalassessment(2hours30minutes)
Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessayquestions
ontwodifferenttopics(30marks)
75
30
45
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
25
CHOITHRAM INTERNATIONAL 2018 - 20
73
AssessmentsinHistory-HL
Assessmentcomponent Weighting
Externalassessment(5hours)Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessay
questionsontwodifferenttopics(30marks)
Paper3(2hours30minutes)
SeparatepapersforeachofthefourregionaloptionsFortheselected
regionanswerthreeessayquestions(45marks)
80
20
25
35
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
20
CHOITHRAM INTERNATIONAL 2018 - 20
74
Externalassessmentdetails
Paper1(SLandHL)
Duration1hourWeighting30SL20HL
Paper 1 is a source-based examination paper based on the prescribed subjects Each
prescribedsubjectconsistsof twospecifiedcasestudiesand ineachexaminationsession
thepaperwill focusononeof the twocasestudiesspecified foreachprescribedsubject
ThepaperwillcontainfoursourcesforeachprescribedsubjectSourceswillbeprimaryora
mixtureofprimaryandsecondaryandmaybewrittenpictorialordiagrammaticThepaper
willconsistoffourquestionsforeachprescribedsubjectandstudentsmustanswerallfour
questionsfromtheirchosenprescribedsubjectSomequestionswillbeansweredusingonly
evidencefromoneormoreofthesourcesasindicatedInotherquestionsstudentswillbe
askedtousetheirownknowledgeoftheprescribedsubjectaswellasevidencecontainedin
thesources
FirstquestionpartAThisquestionwilltestunderstandingofoneofthesources3marks
FirstquestionpartBThisquestionwilltestunderstandingofoneofthesources2marks
Secondquestion
Thisquestionwillaskstudentstoanalysethevalueand
limitationsofoneofthesourcesIntheiranalysisofvalue
andlimitationsstudentsshouldrefertotheorigin
purposeandcontentofthespecifiedsource
4marks
Thirdquestion
Thisquestionwillaskstudentstocompareandcontrast
whattwoofthesourcesrevealtoahistorianstudyingthe
particularaspectoftheprescribedsubject
6marks
Fourthquestion
Thiswillbeanevaluativequestionthatasksstudentsto
drawonboththesourcesandtheirownknowledgein
theirevaluation
9marks
CHOITHRAM INTERNATIONAL 2018 - 20
75
Themaximummarkforthispaperis24Thepaperismarkedusingapaper-specific
markschemeexceptforthefinalquestionforeachprescribedsubjectwhichismarked
usingthegenericmarkbandsthatfollowinadditiontoapaper-specificmarkscheme
Paper2(SLandHL)
Duration1hour30minutesWeighting45SL25HLPaper2isanessaypaperbasedonthe12worldhistorytopics
Thepaperconsistsof twoquestions foreachof the12topicsStudentsmustanswertwo
questionseachselectedfromadifferenttopicSomecomparativequestionsonthispaper
require that examples be drawn frommore than one regionWhen theword ldquoregionrdquo is
usedinapaper2questionitreferstooneofthefourregionaloptionsdefinedbytheworld
mapintheintroductiontotheworldhistorytopicsintheldquoWorldhistorytopicsrdquosection
Themaximummarkforthispaperis30Thepaperismarkedusinggenericmarkbandsanda
paper-specificmarkscheme
Paper3(HLonly)
Duration2hours30minutesWeighting35
Each of the four HL regional options has a separate examination paper Students are
registeredforoneofthesepapers
The paper 3 examination paper for each regional option will consist of 36 questions
consisting of two essay questions on each of the 18 sections specified for the regional
option Students must answer any three questions Questions that refer to specific
countries eventsorpeopleare restricted to those listed in the syllabusdescriptions The
maximummark for this paper is 45 Thepaper ismarkedusing genericmarkbands anda
paper-specificmarkscheme
CHOITHRAM INTERNATIONAL 2018 - 20
76
InternalassessmentdetailsmdashSLandHL
Historicalinvestigation
Duration20hours
Weighting25SL20HL
StudentsatbothSLandHLarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoiceThehistoricalinvestigationismadeofupthreesections
1Identificationandevaluationofsources
2Investigation
3Reflection
Studentshaveafreechoiceoftopicfortheirhistoricalinvestigationmdashthetopicneednotbe
relatedtothesyllabusandstudentsareencouragedtousetheirowninitiativewhen
decidingonatopicHoweverthetopicmustbehistoricalandthereforecannotbeonan
eventthathashappenedinthelast10years
Wordlimit
The word limit for the historical investigation is 2200 words A bibliography and clear
referencingofallsourcesmustbeincludedintheinvestigationbutarenotincludedinthe
overallwordcount
Belowaresuggestedwordallocationsforeachsectionofthehistoricalinvestigation
Section Suggestedword
allocation
Associated
assessmentcriteria
Marks
1Identificationand
evaluationofsources
500 AIdentificationand
evaluationofsources
6
2Investigation 1300 BInvestigation 15
3Reflection 400 CReflection 4
Bibliography Notapplicable Notapplicable Notapplicable
Total(maximumwordlimit) 2200words Total25
CHOITHRAM INTERNATIONAL 2018 - 20
77
GROUP4PHYSICS
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
Thewholeofphysicsmayberegardedasexpertise inproblemsolvingandthemannerin
whichphysicistssolveproblemsbyproposingandprovingnumericalmodelsofphenomena
and calculating their consequences has been widely copied in many practical fields For
instancephysicsliesattheheartofalmostallnewtechnologiesoperationalresearchand
information theory were largely invented by physicists physics has often led major
developmentsinbothmathematicsandcomputingandphysicistsareinstrongdemandin
many fields including defense research the electronics and computer industries and the
city precisely because of the problem-solving skills that they possess In our physics
courses analytical and problem-solving skills are central to all lectures practicals
supervisionsexamplesclassesprojectworkandtheexaminationsParticularskillsofwide
applicabilityincludetrainingindevelopingmodelsofphenomenamathematicalanalysisof
models ability to think in graphical terms ability to think in approximate terms when
appropriate ability in the design of devices computing skills at a deep level ability in
statisticalanalysisandcriticalabilityincludingcriticalanalysisofdataandawillingnessto
questionfundamentals
Aims
Theaimsofphysicscourseathigherlevelandstandardlevelareto
1provideopportunities forscientificstudyandcreativitywithinaglobalcontext thatwill
stimulateandchallengestudents
2 provide a body of knowledge methods and techniques that characterize science and
technology
3 enable students to apply and use a body of knowledgemethods and techniques that
characterizescienceandtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
CHOITHRAM INTERNATIONAL 2018 - 20
78
6developexperimentalandinvestigativescientificskills
7developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsinthe
studyofscience
8raiseawarenessofthemoralethicalsocialeconomicandenvironmentalimplicationsof
usingscienceandtechnology
9developanappreciationof thepossibilitiesand limitationsassociatedwith scienceand
scientists
10encourageanunderstandingoftherelationshipsbetweenscientificdisciplinesandthe
overarchingnatureofthescientificmethod
Objectives
Theassessmentobjectives forphysics reflect thosepartsof theaimsthatwillbe formally
assessed either internally or externally These assessments will based on the nature of
science It is the intention of these courses that students are able to fulfill the following
assessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
CHOITHRAM INTERNATIONAL 2018 - 20
79
PastexperienceshowsthatstudentswillbeabletostudyDPPhysicsatSLsuccessfullywith
nobackgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterized
bythespecificIBlearnerprofileattributesmdashinquirersthinkersandcommunicatorsmdashwillbe
significant here However for most students considering the study physics at HL some
previousexposuretothesubjectwouldbenecessary
SYLLABUSOUTLINE
Semester Unit UnitName
SemI
Unit1 Measurementsanduncertainties
Unit2 Mechanics
Unit6 Circularmotionandgravitation
Unit3 Thermalphysics
SemII Unit5 Electricityandmagnetism
Unit11 Electromagneticinduction(AHL)
Unit4 Waves
Unit9 Wavephenomena(AHL)
SemIII Unit10 Fields(AHL)
OptionC Imaging
Unit6 Atomicnuclearandparticlephysics
Unit12 Quantumandnuclearphysics(AHL)
SemIV Unit7 Energyproduction
Assessmentsinphysics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bull constructing analysing and evaluating scientific hypotheses research questions and
predictionsscientificmethodsandtechniquesandscientificexplanations
CHOITHRAM INTERNATIONAL 2018 - 20
80
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate foreffectivescientific investigationandproblem-solvingandthemanipulative
skillsnecessarytocarryoutscientificinvestigationswithprecisionandsafety
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedatthe
end of the two year programme through external examinations Internal Assessment
includingtheGroup4project
The Diploma Programme primarily focuses on formal assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
InPhysicsthestudentsachievedanumericgrade(1-7)onascaleof7pointthroughexternal
andinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
PhysicsSL
Paper1
Duration34hourWeighting20Marks30
30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration11frasl4hoursWeighting40Marks50
Short-answerandextended-responsequestionsoncorematerial
Thequestionsonpaper2testassessmentobjectives12and3
CHOITHRAM INTERNATIONAL 2018 - 20
81
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration1hourWeighting20Marks35
ThispaperwillhavequestionsoncoreandSLoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
PhysicsHL
Paper1
Duration1hourWeighting20Marks40
40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwithSL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration21frasl4hoursWeighting36Marks95
Short-answerandextended-responsequestionsonthecoreandAHLmaterial
Thequestionsonpaper2testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration11frasl4hoursWeighting24Marks45
ThispaperwillhavequestionsoncoreAHLandoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
CHOITHRAM INTERNATIONAL 2018 - 20
82
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3and4
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
CHOITHRAM INTERNATIONAL 2018 - 20
83
GROUP4CHEMISTRY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
IBDPChemistrygivesthestudentsanextensiveandinclusiveexperienceintheexperimental
subject of Chemistry a science based on the use of the scientific method to answer
questions about the composition structure and properties of all the things around us
Beginning with the simple atoms and molecules and gradually moving towards complex
reactions and their mechanisms students will require using textbooks laboratory
experimentscurrentworldwideliteraturecomputersimulationsvariouswebsourcesand
scientificjournalstoacquiretheskillstoobjectivelyaccessandpossiblycontributetosolve
someofambiguityinthephysicalthingsinourenvironmentThroughthisinquirystudents
willbecomeawareof latest inventions inchemistryandtheirapplicationsandtheireffect
onourday-to-daylivesandseehowchemistryhasaffectedthequalityoflifetoday
Thecoursewillalsofosterastrongsenseofinterdisciplinaryandinternationalmindedness
inordertounderstandthedevelopmentofvariousconceptsinchemistryandtheinfluence
ofchemistryonothersubjectsIBDPchemistrywouldalsoreinforceuseofvariousICTtools
andenablecommunicationandcooperationamongststudents in their scientificquests to
better prepare them to be the future members of the greater international scientific
community
Throughtheknowledgeofchemistrystudentswillbeabletogainawarenessaboutvarious
disposabletechniquesofchemicalssoastominimizedamagetotheenvironmentandalso
learnhowtodealsafelywiththechemicals
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Aims
TheaimsofIBChemistryareto
providestudentswithopportunities forscientificstudyandcreativitytohelpthem
critically analyze evaluate and synthesize scientific information that they study in
thecourseandinthemedia
provideabodyofknowledgeinthecontentareaofChemistrytoenablestudentsto
seetheredundancyandrepeatedapplicationofconceptsthatarecommonthreads
inallmatter
developexperimentalandinvestigativescientificskills
providetheopportunityforstudentstoskillfullyperformlaboratoryexperimentation
using the scientific method including stating a problem forming a hypothesis
testing the hypothesis under controlled conditions collecting data and drawing
conclusionsuponwhichtheycanvalidatemodifyorrefutethehypothesis
provide opportunities for students to see the advantages of cooperation and
collaborationamongsttheircolleaguesduringscientificinvestigation
introducestudentstothemostrecenttechniquesandmethodsusedininvestigative
scienceandtechnologyundercontrolledlaboratoryconditions
tomakestudentsaware thatwhat is truedoesnotbeginandendwithscience
butthatscienceisanevolvingprocessthatstrivestogetclosertothetruth
raise an awareness of the moral ethical social economic and environmental
implicationsofusingscientifictechnology
provide valid information to students that shows the interrelatedness of all
disciplines of sciencewith one another in order that they become aware that no
sciencedisciplinestandsalone
Objectives
Theassessmentobjectivesforbiologychemistryandphysicsreflectthosepartsoftheaims
thatwillbeformallyassessedeitherinternallyorexternallyTheseassessmentswillcentre
upon the nature of science It is the intention of these courses that students are able to
fulfillthefollowingassessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
CHOITHRAM INTERNATIONAL 2018 - 20
85
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
SYLLABUS
Semester Unit UnitName UnitTopics
SemISemII
Unit1 Stoichiometricrelationships 1
Unit2 AtomicStructure 313
Unit3 Periodicity 414
Unit4 Chemicalbondandstructure 717
Unit5 Thermochemistry 919
Unit6 ChemicalKinetics 1121
SemIIISemIV
Unit7 Chemicalequilibrium 212
Unit8 Measuringanddataprocessing 12
Unit9 Redoxprocesses 515
Unit10 AcidsandBases 818
Unit11 Organicchemistry 1020
Unit12 Option 616
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ASSESSMENTS
AssessmentsinChemistry
AssessmentsarethesoulandreflectionofdegreeoflearningbystudentsTheassessment
marks will be communicated to the students IBDP coordinator parents Scheduled
formativeassessmentswillbeconductedinvariousformslikequizzeswrittentestsgroup
discussionspresentationreportwritingonavisittoanindustryorafieldtripetc
As a part of summative assessments written examinations will be conducted for the
students For this purposenearly 50questionswill be taken frompast year papers and
remainingwouldbeframedbythesubjectteachermatchingthepatternsandstandardsof
IBDPexaminationpapers
DuringInternalAssessments(IA)varioustypesoflabsfromdifferenttopicsandsub-topics
wouldbeconductedMostoftheassessmentswouldbemarkedbymewhereassomewill
beevaluatedbypeergroupaswellbythesubjectteacher
ExternalassessmentdetailsmdashSL
Paper1
Duration34hourWeighting20Marks30
bull 30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration11frasl4hoursWeighting40Marks50
bull Short-answerandextended-responsequestionsoncorematerial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration1hourWeighting20Marks35
bull ThispaperwillhavequestionsoncoreandSLoptionmaterial
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Section A one data-based question and several short-answer questions on
experimentalwork
SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
ExternalassessmentdetailsmdashHL
Paper1
Duration1hourWeighting20Marks40
bull 40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwith
SL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration21frasl4hoursWeighting36Marks95
bull Short-answerandextended-responsequestionsonthecoreandAHLmaterial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration11frasl4hoursWeighting24Marks45
bull ThispaperwillhavequestionsoncoreAHLandoptionmaterial
bull Section A one data-based question and several short-answer questions on
experimentalwork
bull SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
CHOITHRAM INTERNATIONAL 2018 - 20
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Internal Assessments (IA) Internal assessmentswill be extended over the period of two
years The labs aredesigned in such away that they cover concepts fromvarious topics
Thatwill help students understand topics in a betterway Labswill be framed in such a
manner so that students develop all necessary experimental skillswhich are required for
meetingnecessarycriteriaforthefinalinvestigationHoweverstudentswillbeencouraged
todevelopvariousmanipulativeskillsthroughtheirlabs
Atotalof40hourslabforHLand20hourslabforSLstudentshavebeenplannedSomeof
thelabswouldbedoneinagroupoftwoThiswouldhelpstudentstodevelopsharingand
communicate with each other better and respect each otherrsquos view The completion of
Internals would be done as per the schedule ascertained by the school There may be
occasionswherebytheinternalswouldbemoderatedbythesciencedepartmentteachers
toenhancelsquolearningbysharingrsquopracticeandalsotocreatemoretransparencyinwork
Besides a 10 hours of investigationwould be planned towards the beginning of the 3rd
termand thenecessary skills required for the samewouldbedeveloped through various
labshands-onactivitiesanddemonstrations
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesamplabreportwithtwocriteriaexplorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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GROUP4BIOLOGYIntroduction
Biology isadiversescienceembracingahugebodyof informationabout livingorganisms
This course isdesigned toallow students todevelopa limitedamountofdetailed factual
knowledgewhilstgainingabroadunderstandingofkeybiologicalprinciples
Biologists attempt to understand the living world at all levels using many different
approachesand techniquesAtoneendof thescale is thecell itsmolecularconstruction
and complexmetabolic reactions At the other endof the scale biologists investigate the
interactionsthatmakewholeecosystemsfunction
Manyareasofresearchinbiologyareextremelychallengingandmanydiscoveriesremainto
bemade
Biology is still a young science and great progress is expected in the 21st century This
progress is sorely needed at a timewhen the growing human population is placing ever
greaterpressureonfoodsuppliesandonthehabitatsofotherspeciesand isthreatening
theveryplanetweoccupy
AtChoithramInternationalthecoursewillutilizeavarietyofteachingandlearningstyles
Byitsverynaturebiologylendsitselftoanexperimentalapproachandthiswillbereflected
throughoutthecourseWeprovideafavorablelearningatmospheretoouryounglearners
sothatstudenttakeschargeoftheirownlearningthroughguidedlaboratoryinvestigations
iTunesCoursesprojectworkproblemsolvingmethodampthroughperiodicalsearches
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Aims
1appreciatescientificstudyandcreativitywithinaglobalcontextthroughstimulatingand
challengingopportunities
2 acquire a body of knowledge methods and techniques that characterize science and
technology
3applyanduseabodyofknowledgemethodsand techniques that characterize science
andtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5developacriticalawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
6 develop experimental and investigative scientific skills including the use of current
technologies
7developandapply21stcenturycommunicationskillsinthestudyofscience
8becomecriticallyawareasglobalcitizensoftheethicalimplicationsofusingscienceand
technology
9developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology
10 develop anunderstandingof the relationships between scientific disciplines and their
influenceonotherareasofknowledge
Objectives
Itistheintentionofthesecoursesthatstudentsareabletofulfilthefollowingassessment
objectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
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bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4Demonstratetheappropriateresearchexperimentalandpersonalskillsnecessaryto
carryoutinsightfulandethicalinvestigations
Pastexperienceshows that studentswillbeable to studyagroup4 sciencesubjectatSL
successfullywithnobackground in or previous knowledgeof science Their approach to
learningcharacterizedbytheIBlearnerprofileattributeswillbesignificanthere
Howeverformoststudentsconsideringthestudyofagroup4subjectatHLwhilethereis
no intention to restrict access to group 4 subjects some previous exposure to formal
scienceeducationwouldbenecessarySpecifictopicdetailsarenotspecifiedbutstudents
who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent
nationalsciencequalificationoraschool-basedsciencecoursewouldbewellpreparedfor
anHLsubject
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SYLLABUSOUTLINE
Semester Topicstobecovered
SemI
Topic1Cellbiology11Introductiontocells12Ultrastructureofcells13Membranestructure14Membranetransport15Theoriginofcells16CelldivisionTopic2Molecularbiology21Moleculestometabolism22Water23Carbohydratesandlipids24Proteins25Enzymes26StructureofDNAandRNA27DNAreplicationtranscriptionandtranslation
Topic7Nucleicacids71DNAstructureandreplication72Transcriptionandgeneexpression73TranslationTopic8Metabolismcellrespirationandphotosynthesis81Metabolism28Cellrespiration82Cellrespiration
SemII
29Photosynthesis83Photosynthesis
Topic3Genetics31Genes32Chromosomes33Meiosis34Inheritance35GeneticmodificationandbiotechnologyTopic10Geneticsandevolution101Meiosis102Inheritance103GenepoolsandspeciationTopic4Ecology41Speciescommunitiesandecosystems42Energyflow43Carboncycling44Climatechange
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Topic611ampOptionDHumanphysiology
61DigestionandabsorptionD1HumannutritionD2DigestionD3Functionsoftheliver62ThebloodsystemD4TheheartIA
SemIII
Topic611ampOptionDHumanphysiology64GasexchangeD6Transportofrespiratorygases65Neuronsandsynapses66HormoneshomeostasisandreproductionD5Hormonesandmetabolism112Movement63Defenceagainstinfectiousdisease111Antibodyproductionandvaccination
SemIV
113Thekidneyandosmoregulation114SexualreproductionTopic9Plantbiology91Transportinthexylemofplants92Transportinthephloemofplants93Growthinplants94ReproductioninplantsTopic5Evolutionandbiodiversity51Evidenceforevolution52Naturalselection53Classificationofbiodiversity54Cladistics
AssessmentinBiology
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
CHOITHRAM INTERNATIONAL 2018 - 20
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In Biology the students achieved a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofmultiplechoicequestionsfromcoreampAHL
Paper2consistsofdatabasedshort-answerandextended-responsequestionsoncoreand
AHLmaterial
Paper 3 consists of short-answer and extended-response questions from one optionamp
questionbasedonexperimentalskillsfromcore
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2amp3
DurationofpapervariesfromSLtoHLlevelandfrompapercomponent
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3 and 4 The new assessment model uses five criteria to assess the final report of the
individualinvestigationwiththefollowingrawmarksandweightingsassigned
Personalengagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
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Table2Internalassessmentsspannedthroughoutthetwo-yearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria
explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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GROUP3ANDGROUP4ESSPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINESSATCHOITHRAM
INTERNATIONALINDORE
ESSisaninterdisciplinarygroup3and4coursethatisofferedonlyatstandardlevel(SL)As
an interdisciplinary course ESS is designed to combine themethodology techniques and
knowledge associated with group 4 (sciences) with those associated with group 3
(individualsandsocieties)Becauseit isaninterdisciplinarycoursestudentscanstudyESS
andhaveitcountaseitheragroup3oragroup4courseorasbothIfstudentschoosethe
latter option this leaves the opportunity to study an additional subject from any other
groupincludinganadditionalgroup3orgroup4subjectESSisacomplexcourserequiring
adiversesetofskillsfromitsstudentsItisfirmlygroundedinbothascientificexploration
ofenvironmentalsystemsintheirstructureandfunctionandintheexplorationofcultural
economicethicalpoliticalandsocial interactionsofsocietieswiththeenvironmentAsa
resultofstudyingthiscoursestudentswillbecomeequippedwiththeabilitytorecognize
and evaluate the impact of our complex system of societies on the natural world The
interdisciplinarynatureofthecourserequiresabroadskillsetfromstudentsandincludes
the ability to perform research and investigations and to participate in philosophical
discussion The course requires a systems approach to environmental understanding and
problem-solvingandpromotesholisticthinkingaboutenvironmentalissuesItisrecognized
that to understand the environmental issues of the 21st century and suggest suitable
management solutions both thehumanandenvironmental aspectsmust beunderstood
Studentsshouldbeencouragedtodevelopsolutionsfromapersonaltoacommunityandto
a global scaleThrough the exploration of cause and effect the course investigates how
values interact with choices and actions resulting in a range of environmental impacts
Studentsdevelopanunderstanding that theconnectionsbetweenenvironmental systems
and societies are diverse varied and dynamic The complexity of these interactions
challenges those working towards understanding the actions required for effective
guardianshipoftheplanetandsustainableandequitableuseofsharedresources
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AIMS
ThesystemsapproachprovidesthecoremethodologyofthiscourseItisamplifiedbyother
sources such as economic historical cultural socio-political and scientific to provide a
holisticperspectiveonenvironmentalissues
TheaimsoftheEnvironmentalSystemsandSocietiescourseareto
1 acquiretheknowledgeandunderstandingsofenvironmentalsystemsatavarietyof
scales
2 apply the knowledge methodologies and skills to analyse environmental systems
andissuesatavarietyofscales
3 appreciate the dynamic interconnectedness between environmental systems and
societies
4 valuethecombinationofpersonallocalandglobalperspectivesinmakinginformed
decisionsandtakingresponsibleactionsonenvironmentalissues
5 be critically aware that resources are finite and that these could be inequitably
distributed and exploited and thatmanagement of these inequities is the key to
sustainability
6 developawarenessofthediversityofenvironmentalvaluesystems
7 develop critical awareness that environmental problemsare caused and solvedby
decisions made by individuals and societies that are based on different areas of
knowledge
8 engagewiththecontroversiesthatsurroundavarietyofenvironmentalissues
9 createinnovativesolutionstoenvironmentalissuesbyengagingactivelyinlocaland
globalcontexts
OBJECTIVES
TheseobjectivesreflecthowtheaimsoftheESScoursewillbeassessedItistheintention
ofthiscoursethatstudentsinthecontextofenvironmentalsystemsandrelatedissuesare
abletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingofrelevant
bull factsandconcepts
bull methodologiesandtechniques
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bull valuesandattitudes
2 Applythisknowledgeandunderstandingintheanalysisof
bull explanationsconceptsandtheories
bull dataandmodels
bull casestudiesinunfamiliarcontexts
bull argumentsandvaluesystems
3 Evaluatejustifyandsynthesizeasappropriate
bull explanationstheoriesandmodels
bull argumentsandproposedsolutions
bull methodsoffieldworkandinvestigation
bull culturalviewpointsandvaluesystems
4 Engage with investigations of environmental and societal issues at the local and
globallevelthrough
bull evaluatingthepoliticaleconomicandsocialcontextsofissues
bull selecting and applying the appropriate research and practical skills
necessarytocarryoutinvestigations
bull suggesting collaborative and innovative solutions that demonstrate
awareness and respect for the cultural differences and value systems of
others
PastexperienceshowsthatstudentswillbeabletostudyDPESSatSLsuccessfullywithno
backgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterizedby
the specific IB learner profile attributesmdashinquirers thinkers and communicatorsmdashwill be
significanthere
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1Foundationsofenvironmentalsystemsandsocieties
11Environmentalvaluesystems
12Systemsandmodels
13Energyandequilibria
14Sustainability
15Humansandpollution
Unit2 Ecosystemsandecology
21Speciesandpopulations
22Communitiesandecosystems
23Flowsofenergyandmatter
24Biomeszonationandsuccession
25Investigatingecosystems
Unit3 Biodiversityandconservation
31Anintroductiontobiodiversity
32Originsofbiodiversity
33Threatstobiodiversity
34Conservationofbiodiversity
SemII
Unit4Waterandaquaticfoodproductionsystemsandsocieties
41Introductiontowatersystems
42Accesstofreshwater
43Aquaticfoodproductionsystems
44Waterpollution
Unit5
Soilsystemsandterrestrialfoodproductionsystemsandsocieties
51Introductiontosoilsystems
52Terrestrialfoodproductionsystemsandfoodchoices
53Soildegradationandconservation
SemIII Unit6 Atmosphericsystemsandsocieties 61Introductiontotheatmosphere
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62Stratosphericozone
63Photochemicalsmog
64Aciddeposition
Unit7 Climatechangeandenergyproduction 71Energychoicesandsecurity
72Climatechangemdashcausesandimpacts
73Climatechangemdashmitigationandadaptation
SemIV Unit8 Humansystemsandresourceuse 81Humanpopulationdynamics
82Resourceuseinsociety
83Soliddomesticwaste
84Humanpopulationcarryingcapacity
ASSESSMENTOUTLINE
IBASSESSMENTS
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)The Diploma Programme primarily focuses on summative assessment
designed to record student achievement at or towards the end of the course of study
However many of the assessment instruments can also be used formatively during the
courseofteachingandlearningInESSthestudentsachieveanumericgrade(1-7)onascale
of7pointthroughexternalandinternalassessment
AssessmentComponent Weighting Duration
Paper1ndashCaseStudy35marks
25 1hour
Paper2ndashShortanswersandstructuredessays65marks
50 2hours
InternalAssessmentndashIndividualinvestigation30marks
25 10hours
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EXTERNALASSESSMENT
Twodifferentmethodsareusedtoassessstudents
bullDetailedmarkschemesspecifictoeachexaminationpaper
bullMarkbands
The markbands are related to the assessment objectives and the grade descriptors
establishedfortheenvironmentalsystemsandsocietiescourseThegradedescriptorsare
availableontheonlinecurriculumcentreanddescribetheextenttowhichtheassessment
objectives should be met for each grade level The markschemes are specific to each
examination
Theexternalassessmentincludestwopaperswhosecombinedweightageis75forSLThe
remaining comes from the internal assessments which are internally marked by the
teachersandmoderatedbytheIBexaminers
Paper1-consistsofcasestudyStudentswillbeprovidedwitharangeofdatainavariety
of forms relating to a specific case study Students are required to make reasoned and
balancedjudgmentsbyanalyzingthisdata
Paper2-consistsofsections-AandBInsectionAshortanswerquestionsandinsectionB
essaytypequestions
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2
INTERNALASSESSMENT
The internal assessment includes25 Internal assessment inenvironmental systemsand
societiescomprisesaseriesofpracticalandfieldworkactivitiesthatareundertakenaspart
ofthepracticalschemeofworkTheinternalassessmentmodeladdressesobjectives6and
7inparticularbutalsoobjectives1to5ofthecourseobjectives
Table1Theperformanceininternalassessmentisjudgedagainstfourassessmentcriteria
Identifyingthecontext
Planning ResultsAnalysisandConclusion
DiscussionandEvaluation
Applications Communication Total
6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)
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TABLE2INTERNALASSESSMENTSSPANNEDTHROUGHOUTTHETWOYEARPROGRAMME
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesexperiments 20
SemesterIIExamination InvestigationReportPlanning 20
SemesterIIIExamination InvestigationRACandDEV 20
SemesterIVExamination AllInvestigationReportswithallCriteria
20
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GROUP4COMPUTERSCIENCE
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN COMPUTER SCIENCE AT
CHOITHRAMINTERNATIONALINDORE
ComputerScienceisanacademicdisciplinethatisdevelopingatanextraordinaryspeedIts
scopeand influence isnowbeing felt inall areasof lifeGraduatesof the futurewill find
employmentopportunities intraditionalareassuchas industrycommerceeducationand
financial services aswell as in new areas such as film television and the entertainment
industry in general electronic publishing health care and all aspects of the rapidly
expandingcommunicationindustrythatisbasedontheInternet
The aims of all our programmes are that you get a sound understanding of the
fundamentals of Computer Science that you have the opportunity to develop a deeper
knowledge of certain topics which are of particular interest to you and that you gain
considerable practical experience of developing computer systems Additionally the
programmes have been designed so that you can develop your personal and
communicationskillsanddevelopanawarenessofthebusinessenvironment
Aims
1 Theaimsofcomputersciencecourseathigherlevelandstandardlevelareto
2 provide opportunities for study and creativity within a global context that will
stimulate and challenge students developing the skills necessary for independent
andlifelonglearning
3 provideabodyofknowledgemethodsandtechniquesthatcharacterizecomputer
science
4 enablestudentstoapplyanduseabodyofknowledgemethodsandtechniquesthat
characterizecomputerscience
5 demonstrate initiative in applying thinking skills critical to identify and resolve
complexproblems
6 engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationinresolvingcomplexproblems
7 develop logical and critical thinking as well as experimental investigative and
problem-solvingskills
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8 developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsin
the study of computer science to communicate information confidently and
effectively
9 raise awareness of the moral ethical social economic and environmental
implicationsofusingscienceandtechnology
10 develop an appreciation of the possibilities and limitations associated with
continueddevelopmentsinITsystemsandcomputerscience
1 encourage anunderstandingof the relationshipsbetween scientific disciplines and
theoverarchingnatureofthescientificmethod
Objectives
It is the intention of the Diploma Programme computer science course that students
achievethefollowingobjectives
1Knowandunderstand
a relevantfactsandconcepts
b appropriatemethodsandtechniques
c computerscienceterminology
d methodsofpresentinginformation
2Applyanduse
a relevantfactsandconcepts
b relevantdesignmethodsandtechniques
c terminologytocommunicateeffectively
d appropriatecommunicationmethodstopresentinformation
3Constructanalyseevaluateandformulate
a successcriteriasolutionspecificationsincludingtaskoutlinesdesignsandtestplans
b appropriatetechniqueswithinaspecifiedsolution
4Demonstratethepersonalskillsofcooperationandperseveranceaswellasappropriate
technicalskillsforeffectiveproblem-solvingindevelopingaspecifiedproduct
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1
ComputerOrganization
Computerarchitecture Secondarymemory Operatingsystemsand
applicationsystems Binaryrepresentation Simplelogicgates
Unit2
Computationalthinkingproblem-solvingandprogramming
Thinkingprocedurally Thinkinglogically Thinkingahead Thinkingconcurrently Thinkingabstractly Connectingcomputational
thinkingandprogramdesign Introductiontoprogramming Useofprogramminglanguages
SemII
Unit3 SystemFundamentals
Planningandsysteminstallation Userfocus Systembackup Softwaredeployment Systemdesignbasics Componentsofacomputer
system Systemdesignandanalysis Humaninteractionwiththe
system
Unit4 Abstractdatastructures
Thinkingrecursively Abstractdatastructures Linkedlists Trees Applications
Unit5 Options-PartOneDatabase
ModellingandSimulation
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WebScience
ObjectOrientedProgramming
SemIII
Unit5 Options-PartTwo
Database
ModellingandSimulation
WebScience
ObjectOrientedProgramming
Unit6 Networks Networkfundamentals Datatransmission Wirelessnetworking
SemIV
Unit7 ResourceManagement
Systemresources Roleoftheoperatingsystem
Unit8 Control Centralizedcontrolsystems Distributedsystems
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
Studentsrsquo success in the computer science standard level and higher level course is
measuredbycombiningtheirgradesonexternalandinternalassessment
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ExternalAssessment
Theexternalassessment includesthreepaperswhosecombinedweightage is80forHL
and70forSLTheremainingcomes fromthe internalassessmentswhichare internally
markedbytheteachersandmoderatedbytheIBexaminers
Paper1consistsofshortanswerquestionsandstructuredquestions
Paper2consistsofquestionsinrelationtotheoptionchosenand
Paper3consistsofquestionsbasedonpre-seencasestudyproducedannuallybytheIB
Theuseofcalculatorsisnotpermittedinanycomputerscienceexamination
InternalAssessment
The internal assessment requirements at SL and at HL are the same However these
requirements contribute to a different percentage of the overall mark Students are
required to produce a solution that consists of a cover page the product and the
documentation The focus of the solution is on providing either an original product or
additionalfunctionalitytoanexistingproductforaclient
The internal assessment component (solution) aswell as being practical and productive
formsanimportantpartoftheassessmentofthecomputersciencecourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Criteria Planning SolutionOverview
Development FunctionalityandProductivityofproduct
Evaluation TotalMarks
(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)
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The IA collected in IV Term Examination will be the Final IA to be sent to IB formoderation
Examination InternalAssessmentComponent
Weightage(HL) Weightage(SL)
SemesterIExamination ReportonCriteriaAPlanning
20 30
SemesterIIExamination CriteriaBSolutionOverview
20 30
SemesterIIIExamination CriteriaCDevelopmentCriteriaDFunctionalityandProductivityofproduct
20 30
SemesterIVExamination CriteriaEEvaluation 20 30
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THEGROUP4PROJECTThe group 4 project is a collaborative activity where students from different group 4
subjects work together on a scientific or technological topic allowing for concepts and
perceptions from across the disciplines to be shared The project can be practically or
theoreticallybasedCollaborationbetweenschools indifferentregions isencouragedThe
10hoursallocatedtothegroup4projectwhicharepartoftheteachingtimesetasidefor
IAcanbedividedintothreestagesplanningactionandevaluation
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GROUP5MATHHL
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN MATH HL AT
CHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINESemester Unit UnitName UnitTopics
SemI
Unit1 Algebra SequencesandseriesBinomialTheoremMathematicalInductionLogarithmandExponentialMathematicalInductionComplexNumbers
Unit2 Functions DomainandRangeInverseFunctionsCompositefunctionsInverseFunctionsTransformationFunction
SemII Unit3 Trigonometry bullRadianMeasurebullNonrightangledtrigonometrybullTrigonometricgraphsandfunctionsbullTrigonometricequationsandidentities
Unit4 DifferentialCalculus
bullMeaningofderivativedifferentiationusingfirstprinciplebulldifferentiationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullconceptoftangentnormalmaximaandminimabullApplicationofderivativebullKinematics
Semr3 Unit4(Contd)
IntegralCalculus
bullMeaningofAntiderivativebullIntegrationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullSubstitutionMethod
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bullIntegrationofproductoftwofunctionsbullKinematicsbullAreaandVolumeofafunction
Unit5 Statistics bullFrequencyDistributionbullProbabilitybullDiscreteRandomVariablebullContinuousrandomvariablebullBinomialDistributionbullPoissonDistributionbullNormalDistribution
Unit6 Vectors bullMeaningofVectorsbullConceptofaddingvectorsusingtrianglelawbullVectorequationofalineandplanebullIntersectionoftwolinesbullIntersectionofalineandplanebullApplicationofvectors
Sem4 OptionalPaper
Statistics LinearcombinationofindependentrandomvariablesSamplingDiscreteandcontinuousprobabilitydistributionsCumulativeprobabilitydistributionsProbabilitygeneratingfunctionssamplingDistributiontestingofhypothesisBivariatedata
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AssessmentsinMATHSHL
Externalassessment5hrs80
Writtenpapers
Paper12hrs30
Nocalculatorallowed(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper22hrs30
Graphicdisplaycalculator(GDC)required(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper31hr20
Graphicdisplaycalculator(GDC)required(50Marks)
Extended-responsequestionsbasedmainlyonthesyllabusoptions
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsHLisanindividualexploration
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GROUP5MATHSLIntroduction
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1 Algebra 11sequenceandseries
12Binomialtheorem
13exponentsandlogarithm
SemIandII Unit2
Functionsandequations 21Conceptoffunctions
22Graphsoffunctions
23transformationoffunctions
24Quadraticfunctions
25reciprocalfunctions
26Exponentialfunctions
27solvingequations
28Applicationsofgraphingskillsandequationsolving
SemII Unit3
Circularfunctionsandtrigonometry
31Thecircle
32Unitcirclesineandcosinefunctions
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33Pythagoreananddoubleangleproperties
34Circularfunctions
35Solvingtrigonometricequations
36Solutionoftriangles
SemIII Unit4 Vectors 41Vectorasdisplacementinplane
42Scalarproduct
43Vectorequations
44Distinguishingbetweencoincidentandparallel
lines
SemIIIandIV
Unit5 Statisticsandprobability
51Conceptsofpopulationsamplerandomsamplediscreteandcontinuousdata
52Statisticalmeasuresandtheirinterpretations
53Cumulativefrequencycumulativefrequencygraphs
54Linearcorrelationofbivariatedata
55Conceptsoftrialoutcomeequallylikelyoutcomessamplespace(U)andevent
56Combinedevents
57Conceptofdiscreterandomvariablesandtheirprobabilitydistributions
58Binomialdistribution
59Normaldistributionsandcurves
Unit6 Calculus Informalideasoflimitandconvergence Differentiationofpolynomialexponential
logarithmicandtrigonometricfunctions Derivativeinterpretedasgradientfunctionand
asrateofchange Tangentsandnormalsandtheirequations Thechainruleforcompositefunctions Theproductandquotientrules Thesecondderivative LocalmaximumandminimumpointsTesting
formaximumorminimum Pointsofinflexionwithzeroandnon-zero
gradients
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Graphicalbehaviouroffunctions Optimization Indefiniteintegrationasanti-differentiation Integrationbyinspectionorsubstitution Anti-differentiationwithaboundarycondition
todeterminetheconstantterm Definiteintegralsbothanalyticallyandusing
technology Areasundercurves(betweenthecurveandthe
x-axis) Areasbetweencurves Volumesofrevolutionaboutthex-axis Kinematicproblemsinvolvingdisplacements
velocityvandaccelerationa
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AssessmentsinMathematicsSL
Assessmentoutline
ForMathematicsSL
Externalassessment3hrs80
Writtenpapers
Paper11frac12hrs40
Nocalculatorallowed(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper21frac12hrs40
Graphicdisplaycalculator(GDC)required(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsSLisanindividualexploration
Thisisapieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics(20
marks)
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GROUP5MATHSTUDIESSL
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINMATHSTUDIESSL
ATCHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstractsystemofideasorasausefultool
For many people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
CHOITHRAM INTERNATIONAL 2018 - 20
122
Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
ObjectivesProblem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontext sketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
NumbersandAlgebra
11NumbersApproximationsandEstimations
12PairofLinearequationsandquadraticequations
13Conversionofunitsandcurrency
14SequencesandSeries(APandGP)
15CompoundInterestandannualDepreciation
Unit2 DescriptiveStatistics
21ClassificationofDiscreteandContinuousdata
22Groupedfrequencydata
23Pictorialrepresentationofdata
24Measureofcentraltendencies
25MeasureofDispersion
Unit3LogicSetsandProbability
31LogicConnectorsandTruthtables
32BasicsettheoryandVenndiagrams
33ProbabilityandExpectedvalue
34Probabilityofcombinedeventstreediagramsandconditionalprobability
SemII Unit4GeometryandTrigonometry
51Equationoflinein2DslopeinterceptsandpointofIntersection
52Trigonometricratiosanglesofelevationanddepression
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53SineruleCosineruleandareaoftriangle
54Geometryof3dimensionalsolidfigureslikecuboidrightprismpyramidcylinderconesphereandhemisphere
55VolumesandSurfaceareasofsolidfigures
SemIII
Unit5
StatisticalApplications
41NormalDistributionInversenormalcalculations
42ConceptofCorrelationScatterdiagramandproductmomentcorrelation
43Regressionlineanditsuseinprediction
44TheChi-squaretestofindependencenullhypothesisdegreesoffreedomp-valuesandexpectedfrequencies
Unit6 64DrawingaccurategraphsandusingGDCtosolveequationsinvolvingcombinationoffunctions
SemIV Unit7IntroductiontoDifferentialCalculus
71ConceptofthederivativeasarateofchangeTangenttoacurve
72Diffoffunctionax^nandequationofthetangentatagivenpoint
73IncreasinganddecreasingfunctionsStationarypointsLocalmaximumandminimumpoints
74Optimizationproblems
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AssessmentsinMathematicalStudiesSL
Externalassessment3hrs80
Writtenpapers
Paper11hr30mins40
15compulsoryshort-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Paper21hr30mins40
6compulsoryextended-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Internalassessment20
ProjectTheprojectisanindividualpieceofworkinvolvingthecollectionofinformationor
thegenerationofmeasurementsandtheanalysisandevaluationoftheinformationor
measurements
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GROUP6VISUALARTS
Introduction
VisualartisanintegralpartofdaytodaylifeItrangesfromtraditionalformsembeddedin
localandwidercommunitiessocietiesandculturestothevariedanddivergentpractices
associatedwithnewemergingandcontemporaryformsofvisuallanguage
WeatChoithramInternationalcelebratevisualartsnotonlyinthewaywecreateimages
andobjectsbutalsointhewayweappreciateenjoyrespectandrespondtothepractices
ofart-makingbyothersfromaroundtheworld
Visual arts course encourages students to challenge their own creative and cultural
expectationsandboundaries It isa thought-provokingcourse inwhichstudentsdevelop
analyticalskillsinproblem-solvinganddivergentthinkingwhileworkingtowardstechnical
proficiencyandconfidenceasart-makersThecourseisdesignedforstudentswhoaspire
to study visual arts in higher education as well as for those who are seeking lifelong
enrichmentthroughvisualarts
AIMS
Theaimsoftheartssubjectsaretoenablestudentsto
1Enjoylifelongengagementwiththearts
2Becomeinformedreflectiveandcriticalpractitionersinthearts
3Understandthedynamicandchangingnatureofthearts
4Exploreandvaluethediversityoftheartsacrosstimeplaceandcultures
5Expressideaswithconfidenceandcompetence
6Developperceptualandanalyticalskills
InadditiontheaimsoftheVisualartscourseatSLandHLaretoenablestudentsto
7Makeartworkthatisinfluencedbypersonalandculturalcontexts
8Becomeinformedandcriticalobserversandmakersofvisualcultureandmedia
9Developskillstechniquesandprocessesinordertocommunicateconceptsandideas
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OBJECTIVES
HavingfollowedthevisualartscourseatSLorHLstudentswillbeexpectedto
Assessmentobjective1demonstrateknowledgeandunderstandingofspecifiedcontent
aIdentifyvariouscontextsinwhichthevisualartscanbecreatedandpresented
b Describe artwork from differing contexts and identify the ideas conventions and
techniquesemployedbytheart-makers
cRecognizetheskillstechniquesmediaformsandprocessesassociatedwiththevisual
arts
dPresentworkusingappropriatevisualartslanguageasappropriatetointentions
Assessment objective 2 demonstrate application and analysis of knowledge and
understanding
aExpressconceptsideasandmeaningthroughvisualcommunication
bAnalyseartworksfromavarietyofdifferentcontexts
c Apply knowledge andunderstandingof skills techniquesmedia forms andprocesses
relatedtoartmaking
Assessmentobjective3demonstratesynthesisandevaluation
aCriticallyanalyseanddiscussartworkscreatedbythemselvesandothersandarticulate
aninformedpersonalresponse
b Formulate personal intentions for theplanning development andmakingof artworks
thatconsiderhowmeaningcanbeconveyedtoanaudience
c Demonstrate the use of critical reflection to highlight success and failure in order to
progresswork
d Evaluate how andwhy art-making evolves and justify the choicesmade in their own
visualpractice
Assessment objective 4 select use and apply a variety of appropriate skills and
techniques
aExperimentwithdifferentmediamaterialsandtechniquesinart-making
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bMakeappropriatechoicesintheselectionofimagesmediamaterialsandtechniquesin
art-making
cDemonstratetechnicalproficiencyintheuseandapplicationofskillstechniquesmedia
imagesformsandprocesses
dProduceabodyofresolvedandunresolvedartworksasappropriatetointentions
SYLLABUSOUTLINE
Semester UnitName UnitTopics
SemI
Formalanalysis-ElementsofartPrinciplesofdesignExplorationofthedevelopmentofart-makingskillsandtechniquesExperimentswithmediaandtechnologiesandpersonalreflectionsInvestigationofownartdevelopmentinthecontextofrelatedartgenresDetailedevaluationsandcriticalanalysisArt-makingforms-experiencesinmediaandtechniques(includingtwo-dimensionalformsthree-dimensionalformsandlens-basedelectronicandscreen-basedforms)withparticularreferencetothehistoricaldevelopmentofprocessesandtechniquesanddifferentculturalandtraditionalusesoftheseTwo-dimensionalformsDrawingsuchascharcoalpencilinkcollagePaintingsuchasacrylicoilwatercolourmurals
SemII
Comparativeanalysisoftheworksofartistsfromaperiodofarthistoryorartmovement Introductiontotheuseofthevisualartsjournalasarecordofindividualinquiryandinvestigation with particular emphasis on how toappropriatelycitesourcesArthistorymdashanoverviewofdevelopmentsandmovementsfrom earliest times to the present day Introduction to arangeofmodels for analysing critiquing interpreting anddeconstructing artworks offering opportunities forstudents to engage with these and become familiar with
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themArtcriticismorrespondingtoartwithreferencetovariouscultural contexts differing art forms and artists learningspecialist art vocabulary and terms through the use of aglossaryTechnical instruction and demonstrations in the use ofparticular media (such as oil painting ink drawing claymodellingdigital techniquesandsoon)withreferencetoparticular artists Investigation of the historical andtechnological changes and developments of particularmediaandtechniquesClasstheorylessons(suchascolourtheoryhistoryofpigmentsandsoon)
SemIII
Introduction of 3D Three-dimensional Forms Claymodelling such as hand built forms thrown vesselsmould-made objects Constructed sculpture such asassemblage paper glass etc Designed objects such asmodels interior design jewellery Site specificephemeralsuchaslandartinstallationFamiliarization with various art genres styles regionalschoolsandassociationsArtcriticismorrespondingtoartbullinvestigatingthehistoricalandtechnologicalchangesanddevelopments of particular media and techniques bullassociated relevant class theory lessons (such as colourtheoryhistoryofpigmentsandsoon)Communicating through visual and written meansProducingabodyofartworkthroughaprocessofreflectionand evaluation showing a synthesis of skill media andconcept
SemIV
Introduction of Lens-based electronic and screen-basedforms - photography Presentation of resolved works forexhibitionwithexplanationCuratorialpractices- throughvisits togalleriesandartistsrsquostudios reviewing catalogues for local exhibitionspresentations by visiting artists and exploration ofalternative display spaces The study of artist statementsand accepted conventions for titling and annotatingexhibitedworksExhibition of studentsrsquo own work supported byappropriateartiststatementswithattentiontodisplayand
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labelling Individual drafting and redrafting of artiststatementsofintentionStudioworkinthelightofstudentrsquosowndevelopingartiststatementsPresentationtechniqueswhichincluderefiningpersonal statements matting mounts layout andproducingexhibitiontextArt criticism or responding to art via various modelsIndividualpresentationsExhibition text - compilation ofwrittenmaterial studentsidentify contextualize and justify their selections forexhibition
HLstudentsshouldasaminimumexperienceworkingwithatleastthreeart-makingforms
selected fromaminimumof twocolumnsof the tablebelowTheexamplesgivenare for
guidanceonlyandarenotintendedtorepresentadefinitivelist
SYLLABUSOUTLINE
Two-dimensionalforms Three-dimensionalforms Lens-based electronicandscreen-basedforms
bull Drawing such ascharcoal pencil inkcollage
bull Painting such as acrylicoilwatercolourmurals
bull Printmaking such asrelief intaglioplanographicchinecolleacute
bull Graphics such asillustration and designgraphicnovelstoryboard
Carved sculpture such as carvedwoodstoneblock
bullModelled sculpture such as waxpolymerclays
bull Constructed sculpture such asassemblagebricolagewoodplasticpaperglass
bull Cast sculpture such as plasterwax bronze paper plastic glass bullCeramics such as hand built formsthrownvesselsmould-madeobjects
bullDesigned objects such asmodelsinteriordesignjewellery
bull Site specificephemeral such aslandartinstallationperformanceart
bull Textiles such as fibre weavingconstructedtextiles
Time-based andsequential art such asstop-motion digitalanimationvideoartbullLensmedia such as analogue(wet) photography digitalphotographymontage
bullLens-lessmedia suchasphotogramrayographscenography pinholephotography cyanotypesaltedpaper
bull Digitalscreen basedsuch as vector graphicssoftware developedpainting design andillustration
CHOITHRAM INTERNATIONAL 2018 - 20
131
ExternalassessmentcriteriamdashSLandHL
Part1ComparativestudySummary
Weighting20
Students are required toanalyseand compareartworks objectsor artifactsbydifferent
artists This independent critical and contextual investigation should explore artworks
objectsandartifactsfromdifferingculturalcontexts
Students select artworks objects and artifacts for comparison from differing cultural
contextsthatmayhavebeenproducedacrossanyoftheart-makingformsandthathold
individualresonanceforthestudentandhaverelevancetotheirownartmakingpractice
ThisisofparticularimportancetoHLstudents
StudentsatbothSLandHLmustexamineandcompareatleastthreepiecesatleasttwo
ofwhichshouldbebydifferentartists
Students use research and inquiry skills to investigate and interpret the selected pieces
usingbothvisualandwrittenformsofnotationStudentsmustsupporttheirinterpretation
withreferencestosoundandreliablesources
Candidates are required to submit the list of sources used and in-text referencing is
requiredthroughoutthecomparativestudy
Part1Comparativestudy Marks Total
A Identificationandanalysisofformalqualities 6 30
B Analysisandunderstandingoffunctionandpurpose 6
C Analysisandevaluationofculturalsignificance 6
D Makingcomparisonsandconnections 6
E Presentationandsubject-specificlanguage 6
F (HLonly)Makingconnectionstoownart-makingpractice 12 42
FormalrequirementsofthetaskmdashSL
bullSLstudentssubmit10ndash15screenswhichexamineandcompareat leastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullSLstudentssubmitalistofsourcesused
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132
FormalrequirementsofthetaskmdashHL
bullHLstudentssubmit10ndash15screenswhichexamineandcompareatleastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullHLstudentssubmit3ndash5additionalscreenswhichanalysetheextenttowhichtheirwork
andpracticeshavebeeninfluencedbytheartandartistsexamined
bullHLstudentssubmitalistofsourcesused
ExternalassessmenttasksmdashSLandHL
Part2Processportfolio
Weighting40
Students at SL and HL submit carefully selected materials which demonstrate their
experimentation exploration manipulation and refinement of a variety of visual arts
activities during the two-year course The selected process portfolio work should show
evidence of their technical accomplishment during the visual arts course and an
understanding of the use of materials ideas and practices appropriate to visual
communication
Thework selected for submission should showhow studentshaveexploredandworked
withavarietyoftechniqueseffectsandprocessesinordertoextendtheirart-makingskills
base
Part2Processportfolio SLmarks
SLtotal
HLmarks
HLtotal
A Skillstechniquesandprocesses 12 34 12 34
B Criticalinvestigation 6 6
C Communicationofideasandintentions 6 6
D Reviewingrefiningandreflecting 6 6
E Presentationandsubject-specificlanguage 4 4
CHOITHRAM INTERNATIONAL 2018 - 20
133
FormalrequirementsofthetaskmdashSL
bull SL students submit 9ndash18 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For SL
studentsthesubmittedworkmustbeinatleasttwoart-makingformseachfromseparate
columnsoftheart-makingformstable
FormalrequirementsofthetaskmdashHL
bull HL students submit 13ndash25 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For HL
studentsthesubmittedworkmusthavebeencreated inat leastthreeart-makingforms
selectedfromaminimumoftwocolumnsoftheart-makingformstable
InternalassessmentdetailsmdashSLandHL
Part3Exhibition
Weighting40
Students at SL and HL submit for assessment a selection of resolved artworks for their
exhibition The selected pieces should show evidence of their technical accomplishment
during the visual arts course and an understanding of the use of materials ideas and
practices to realize their intentions Students also evidence the decision-making process
whichunderpinstheselectionofthisconnectedandcohesivebodyofworkforanaudience
intheformofacuratorialrationale
Students at SL select 4ndash7 artworks for submission while students at HL select 8ndash11
artworksforsubmission
Part3Exhibition SLmarks SLTotal HLmarks
HLtotal
A Coherentbodyofworks 9 30 9 30
B Technicalcompetence 9 9
C Conceptualqualities 9 9
D Curatorialpractice 3 3
CHOITHRAM INTERNATIONAL 2018 - 20
134
FormalrequirementsofthetaskmdashSL
SLstudentssubmitacuratorialrationalethatdoesnotexceed400words
bullSLstudentssubmit4ndash7artworks
bullSL studentssubmitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullSLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
FormalrequirementsofthetaskmdashHL
bullHLstudentssubmitacuratorialrationalethatdoesnotexceed700words
bullHLstudentssubmit8ndash11artworks
bullHL students submitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullHLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
CHOITHRAM INTERNATIONAL 2018 - 20
135
InternalAssessmentCalendar2018-20
IACalendar-DPBatch2018-20
MONTH DATE SUBJECT IADETAIL WEIGHTAGE2018 DPYearI
AUGUST 17th EnglishLanguageampLiterature
WT1firstdraft
SEPTEMBER 1st EnglishLanguageampLiterature
WT1finaldraft 20
15th HindiLiterature FinalIOP 15
28thamp29th EnglishLanguageampLiterature
FOA1 15
Oct-Nov2018
15thOct-31stOct2018
SummativeAssessmentSemesterIExamination
OCTOBER 10th Visualart Processportfolio-3-4pagesStudiowork-2artworks
NOVEMBER 19th EnglishLanguageampLiterature
WT2firstdraft
30th Economics Microeconomics-firstdraft DECEMBER 1stand3rd English
LanguageampLiterature
FinalIOC 15
14th Economics Microeconomics-Final 20
17th EnglishLanguageampLiterature
WT2finalsubmission 20
2019 DPYearI
JANUARY
19th HindiLiterature IOC 15
FEBRUARY 11thamp12th EnglishLanguageampLiterature
FOA2 15
5th Group4Project IntroductiontoGroup4Project
8th Group4Project PlanningPhase
19th Group4Project ActionPhase
28th Group4Project EvaluationPhase
MARCH 5th English WT3firstdraft
CHOITHRAM INTERNATIONAL 2018 - 20
136
LanguageampLiterature
19thand20th
TOK TOKpresentation 33
21st Economics Macroeconomics-Firstdraft 20
26th EnglishLanguageampLiterature
WT3finalsubmission 20
APRIL 10th-25thApril2019
SummativeAssessmentSemesterIIExamination(EndofYearI)
APRIL 1st Visualart Processportfolio-4-5pagesStudiowork-3-4artworks
Comparativestudy
MAY-JUNE SUMMERVACATION
JULY 11th Economics Macroeconomics-FinalSubmission
AUGUST 8th ESS FirstDraft
26th Mathematics FinalisethetopicofIA 20
SEPTEMBER 12th BusinessManagement
BMIAFirstDraft 25
18th-21st FrenchHLSLAbinitio
IOA 25
24th Psychology FirstDraftPsychologyIA 20
26th Mathematics FirstDraftMathIA 20
OCTOBER 1st HindiLiterature FirstDraftHindiWA 25
4th Economics Internationaleconomics-Firstdraft
10th Visualart Processportfolio-5-6pagesStudiowork-3-4artworks
Comparativestudy
17th ITGS FirstDraft-Project 2030
27th Chemistry FirstdraftChemistryIA
28th HindiLiterature FinalSubmissionofHindiWA 25
31st Mathematics FinalSubmissionofMathIA 20
Oct2019 14th-25thOct2019
SummativeAssessmentSemesterIIIExamination
NOVEMBER 4th BusinessManagement
FinalSubmissionBMIA 25
10th ESS FinalSubmissionESSIA 25
15th Psychology FinalSubmissionPsychologyIA
20th TOK FirstdraftTOKEssay
25th EE FirstDraft
CHOITHRAM INTERNATIONAL 2018 - 20
137
29th Economics Internationaleconomics-Final 20
DECEMBER 5th CS FirstDraftSubmission SL30HL20
13th Chemistry FinalIAsubmission 20
16th ITGS FinalSubmission-Project 2030
18th Biology FirstDraft
19th Physics FinalIAsubmission 20
20th CS FinalIASubmission
2020 Year2
JANUARY 4th Biology FinalIAsubmission 20
9th-11th EE FinalSubmissionandViva
15th TOK FinalTOKEssaysubmission 66
FEBRUARY 10th-24thFeb2020
MockExamination(DP2)
MARCH Visualart FINALEXHIBITIONProcessportfolio-13-25pages
Studiowork-8-11artworkswithtextandCuratorialrationale
Comparativestudyfinalsubmission
40
40
20
Total100
CHOITHRAM INTERNATIONAL 2018 - 20
138
CHANNELSOFCOMMUNICATIONWebelievethatthechallengesareresolvedat thepointof theoriginusingthefollowing
procedure
Speaktothepersonclosesttotheproblem(thepastoralfacilitatorTutor)
Speaktothecoordinator
CommunicatewithHead of Senior School Head of School only if thematter has not
beenresolvedbytherespectiveteacher
If the concern relates to the general school matters administrative decisions or the
school policies you should contact the Head of Senior School first and thereafter the
HeadofSchool
Parentteachermeeting(PTM)
Parent-TeachermeetingwillbeheldaftereverysummativeassessmentOccasionallythe
parentsmight schedulemeetings through prior appointment with the DP coordinator as
wellasDPTeachers
TheFormativeAssessmentsareaimedtopreparethestudentsforSummativeAssessments
and include specially designed tasktest to monitor students learning Formative
Assessments include minimum of two tests per semester and one open ended task to
develop theLearnerProfilesandATLskillsTheperformance in the testswillbe recorded
andreported to thestudentbysubject teacherswithproper feedback Ifa student isnot
meetingtheminimumachievement level inthetests thentheparentsof thestudentare
calledinschoolforgettingnotified
AssignmentsorHomeWork
Homeworkisavitalcomponentforpracticingandmasteringtheskillsandknowledgelearnt
intheclassThedaytodayworkthatiscompletedafterthelessonsprovidesbothformative
learningandevaluation
Homeworkisanintegralpartofthelearningandisgivenatthediscretionoftheteachers
andmayvaryfromtimetotimeandsubjecttosubject
CHOITHRAM INTERNATIONAL 2018 - 20
139
STAYINGAFTERSCHOOL
Theschoolisscheduledtocloseat310pmforthestudentsAclosesupervisionisrequired
forthestudentswhowishtostaybackaftertheprescribeddeparturetimePriorpermission
from the parent Head of School and Programme Coordinator is required so that the
arrangementscanbemade
ATTENDANCE1 Parents should ensure that theirward comes to school regularly as 85attendance is
compulsoryforeverystudent
2 No student should remain absent from school without a pre-approved application for
leave
3 Please avoid calling your child home before the school time except in case of an
emergency
4Pleasedonotsendstudenttoschoolifhesheissufferingfromacontagiousdiseasetill
hesheiscompletelyfreefrominfection
5 If a student turnsup lateheshemusthave the late comingapplication signedby the
parentsbeforeheshereportstoschool
6Whenever the student is absent or on leave due tomedical reasons the certificate of
doctorshouldbeprovidedalongwiththeapplication
CHOITHRAM INTERNATIONAL 2018 - 20
140
SCHOOLUNIFORMBoys
Pattern FullpantswithsidepocketsonehippocketNolowwaisttrouserstobeworn
Colour NavyBluetrouserswithWhiteshirtandNavyblueTie
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Turban or headgear
Navyblue(OnlyforSikhs)
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoes
Girls
Pattern Pleated skirts shirt with cape collar scarf The skirts need to be ofkneelength
Colour Navyblueskirtswithwhiteshirtsandredscarf
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoesSportsshortscanbecarriedtoschoolandwornasperthesportsscheduleonly
RulesforUniform
Uniformshouldbeproperlyironedandshoesshouldbepolishedregularly
Students must come to school in school uniform on all days including vacations
whateveristhepurpose
The uniform for the boys and the girls should be comfort fit so as not to cause any
inconvenience
CHOITHRAM INTERNATIONAL 2018 - 20
141
CODEOFCONDUCTThe school Codeof Conduct comprises principles standards of behavior identification of
disruptivebehaviorandconsequencesofnon-complianceItspurposeistocreateasafeand
productivelearningenvironmentbyoutlininganexpectedbehaviorcodeamongststudents
Inordertodevelopasenseofresponsibilityfortheiractionsandanawarenessoftheneed
to care for and value the rights of others a code of conduct has been developed in our
schoolandanydeviationsfromthesamewillbedealtwithstrictlybytheauthorities
1 Students should demonstrate respect for others irrespective of racial gender cultural
andreligiousdifferences
2Studentsshoulddemonstrateself-disciplineandcometoschoolontime
3Studentsshouldfollowtheestablishedrulesandtakeresponsibilityoftheirownactions
4Studentsshouldexhibitapositiveandcooperativeattitudetowardsschoolandlearning
5Studentsshouldavoiduseofprofaneandobscenelanguagesandgestures
6Studentsshouldkeepschoolequipmentandbooksingoodcondition
7Studentsshouldreturnborrowedpropertyingoodcondition
8Studentsshouldreturnthelostitemstotheschooloffice
9Studentsshoulddepositlitterandwasteinappropriatecontainers
10Studentsshouldleaveothersrsquopropertyalone
11Studentsshouldmaintainasafecleanenvironmentforothers
12 Students should refrain from bringing any harmful substance to school that may
compromisethesafetyofothers
13 Committing an act of Vandalism that causes damage to school property would be a
punishableoffence
14 Students are not allowed to leave the school premises without obtaining prior
permissionfromconcernedschoolauthoritiesandparents
15Any improperdisplayofaffection towardsother studentorengaging in inappropriate
socialbehaviourisapunishableoffence
16AnyotherelectronicdeviceotherthanthecalculatorlikehandycamscellphonesCDs
shouldnotbebroughttoschool
CHOITHRAM INTERNATIONAL 2018 - 20
142
SCHOOLTRANSPORT
This facility isprovided toall desirous studentsonpayment It is the responsibilityof the
parent to ensure that their children are made to board the bus and escorted home on
returnfromtheirrespectivebusstopsNorequestfromparenttodroptheirchildrenata
busstopotherthantheoneallottedwillbeentertainedIncaseyouneedtochangethebus
stopaformalletteraddressedtoadministrativeinchargemustbesentstatingthereason
forchange
TELEPHONECALLSParentsshouldnotcallstudentswhiletheclassesaregoingonTheyarerequestedtoleave
amessageattheschoolreceptionunlessitisanemergencyAlsostudentscanmakephone
callsonlyduringthebreaktime ifthematter isurgentandrequires immediateattention
Phonecallsshouldnotbemadeforcallingassignmentsorhomeworktoschoolwhichisa
partofstudentrsquosresponsibility
CHOITHRAM INTERNATIONAL 2018 - 20
143
EMERGENCYPROCEDURESIn the event of an emergency at school due to any untoward accident during play the
studentisdriventoChoithramhospitalwhichisinsidetheChoithrampremisesTheparent
ofthestudentiscontactedbytheschoolattheemergencynumbers
SCHOOLLEAVINGCERTIFICATEToobtain a school leaving certificatetransfer certificate the school requires at least one
weekrsquoswrittennotice
PASTORALCAREPastoral care forms an integral element of the philosophy and mission statement at
Choithram International and all staffmembers have a responsibility to care for thewell-
being of our students Its significance is reflected in our structures leadership roles
proceduresandcurriculumItalsounderpinsthedaily interactionsbetweenandamongst
bothstaffandstudents
Eachgrade level issupportedbytwotutors theuniversityguidancecounselorandthe IE
CoordinatorforstudentlearningsupportThetutoristhefirstpointofcontactforstudents
andparentsPastoralcareinvolvesregularone-to-onetrackingandmentoringofstudents
It focuses on thewell-being and progression of each student on an individual basis Our
pastoral curriculum is comprehensive age appropriate and addresses the students social
and emotional development It equips them with the skills they will need to face the
challenges in an ever-changing world Everyday students interact with their tutors and
classmates on several issues of global importance which helps in generating awareness
among the young learners The main aim of the pastoral curriculum is to inculcate and
strengthenthelearnerprofileattributesinstudents
CHOITHRAM INTERNATIONAL 2018 - 20
144
CLUBSANDHOUSESATCIAtCItheDPstudentsaregivenanopportunitytorunanyoftheCIclubsastheCreativity
aspectforCAS
Clubsprovide studentswithopportunities to learn inways thatmaynotbeanoptionby
simplyconcentratingonacademicsClubsoftenprovidestudentswiththechancetospend
time and make friends with those who have the same interests Once students have
somethingincommonschoolbecomesamorepositiveplacetobeAtChoithramweoffer
various clubs like the instrument club dance club creativewriting club drama club etc
These club activities serve as a positive outlet for students to socialize and expand their
horizons
TheHousesystemisofgreatimportancetoschoollifeItsfunctionistoinculcateafeeling
of belongingness and the spirit of fair competition among the students and encourage it
withintheschoolTheinter-Houseactivitiesgiveallstudentstheopportunitytoparticipate
in representative sport music and other activities with the aim of raising self-esteem
developing self-confidence and giving opportunities for leadership and teamwork beyond
thosealreadyavailablewithinschool
AschoolisdividedintoourhousesandeachstudentisallocatedtoonehouseHousesmay
competewithoneanotherat sportsandmaybe inotherways thusprovidinga focus for
grouployaltyorteamwork
At Choithram International we have four Houses named Gandhi Lincoln Mandela and
Tagore these names represent certain qualities and attributes which are personified in
theseiconicfigures
CHOITHRAM INTERNATIONAL 2018 - 20
145
SPORTSATCISportsplayan important role ina childrsquosgrowth
and development Sports not only have health
benefits but also increase the concentration
developasenseofselfbringindividualstogether
At Choithram International we offer various
sports activities ie Football Basketball Lawn
tennisTabletennisBadmintonandCricket
LIBRARYATCIThe library at Choithram International aspires to make every aspect of the library
experience appealing and enjoyable for the student as well as the teachers We are
accoutredwithawiderangeofresourcesasbooksencyclopediasmagazinesnewspapers
andebooksibooksthatareavailabletosupportchildrenrsquosstudyWeencouragereadingfor
pleasure by providing access to the electronic resources and cultivate childrenrsquos research
andenquiryskillsduringourDEAR(DropEverythingAndRead) lessonsWealsomakethe
libraryafunandexcitingplacetobebyconductinglotsofactivities
CHOITHRAM INTERNATIONAL 2018 - 20
146
DiplomaProgrammePointMatrix
CHOITHRAM INTERNATIONAL 2018 - 20
147
LANGUAGEPOLICYLANGUAGEPHILOSOPHYChoithram International (CI) has English as the language of instruction and surveys andstatisticalanalysishaveidentifiedHindiastheMotherTongueforover80ofthestudentpopulationCIlanguagepolicyallowsstudentstostrengthentheirMotherTongueacquireproficiencyintheLanguageofInstructionandaspiretowardsmultilingualismForthisFrenchisofferedinLOTE(LanguageotherthanEnglish)-PYPLanguage-B-MYPampDPTheschooliscommittedto providing asmuch opportunity for bilingualmultilingual language learning as possibleacrossallthreeprogrammesCIworksontheIBideologyofldquoallteachersarelanguageteachersrdquoEveryteacherstrivestodevelopaconduciveenvironmenttoguidethestudenttowardsdevelopingcommunicationaswellasintrospectionfromtheMotherTonguetowardsthelanguageofinstructionLANGUAGELEARNINGATCILanguage learning is a part of all subject areas for gaining expertise in subject-specificterminology specific demands of different types of questions making connections fromclassroomexperiencestothetasksexamsandinwrittenandoralexpressionHomeRoomTeachers (HRTs) Tutors and subject teachers provide the studentswith opportunities todevelopeffectivecommunicationskillsintheirdisciplinesThesixskillsoflanguagelearningListeningSpeakingReadingWritingViewingandPresentingarefirmlyentrenchedinthecurriculumfromPYPtoDPAll CI teachers provide opportunities for prior understandings to be shared in order forbackground knowledge to be built upon to scaffoldmeaning to extend language and toaffirm identity It is accepted and understood that new learning and understanding isconstructeduponpreviousexperiencesandconceptualunderstandingsinadevelopmentalcontinuumTheongoinglanguagedevelopmentofourstudentsisthesharedresponsibilityofteachersparentsandstudentsLanguage learning is enhancedwhen parents andmembers of thewider community aresupportiveofthe learningprocessandare involvedin itTheschoolpromotescommunityawareness involvementand supportbypromotingandutilisingpositivecommunity linksespecially parents and teachers share the major responsibility for the education of thechildrenBELIEFSANDAIMSTheCIlanguagephilosophyaimsto Enable students to learn and use language effectively appropriately accurately andconfidentlyExtendactiveMotherTonguesupporttoallstudentstofacilitateoptimumlearningDevelopstudentsrsquoauraloralreadingwritingviewingandpresentingskillsEnablestudentstodevelopanduselanguageskillsinavarietyofcontextsandpurposes Promote the appreciation understanding and analysis of language and literature fromdiverse cultural and ethnic backgrounds varied perspectives of people belonging todifferentcultures
CHOITHRAM INTERNATIONAL 2018 - 20
148
UnderstandthespecificvocabularyandtermsusedindifferentsubjectareasEncouragestudentstoemployBasicInterpersonalCommunicativeSkills(BICS)inandoutof the classroom toaid in student-teacherand student-peer relationships andeffectivelymove towardsdevelopingCognitiveAcademic LanguageProficiency (CALP)11GuidelinesfordevelopingaschoollanguagepolicyInternationalBaccalaureateOrganizationCILANGUAGEPROFILEStatistical analysis reveals that over 80 students come from familieswhere theMotherTongueandthepreferredlanguageofcommunicationathomeisHindioritsdialectsoracombinationofbothInPYPafteradmissionofa studentparentsare required to fill in the form forLanguageProfilingForMYPandDPLanguageProfilingFormmadeavailableattheFrontDeskisapartoftheadmissionprocedureand is tobefilledbybothparentsandstudentstogetherAdmissionCounselorandFrontOfficeExecutiveprovideGoogleFormforthepurposeThisisdonetoestablishthestudentrsquoslanguagebackgroundandproficienciesEntranceevaluationtestsfornewadmissionsareconductedinEnglishtogaugetheproficiencyandidentifyanyspecificlanguageneedsofthestudentsLANGUAGEASSESSMENTSAll assessments across the programmes are formulated as per the CI Assessment PolicyFormativeandSummativeAssessmentsforalllanguagesareplannedperiodicallyStudentsareobservedandassessed intheclassroomsthroughoralpresentationswrittenassessments student-ledclassespeerassessmentsgroupactivitiesetcAll suchactivitiesareplannedkeepingspecific learnersrsquoneeds learningoutcomestaskspecificclarificationsandassessmentcriteriainmindMOTHERTONGUEDEVELOPMENTCI ensures the Mother Tongue (established as Hindi) is appropriately developed andmaintainedWe have awell-structured curriculum and strong facultymembers across allthe three programmes to aid the Mother Tongue development The Mother TongueCoordinatormonitorstheMotherTonguemaintenanceacrossthedifferentProgrammesIn MYP and DP for the small percentage of students for whom the Mother Tongue isneither English nor Hindi we counsel the parents regarding the importance of MotherTongue development and make the option of a self-taught course available for suchstudents(Appendix-4)IfastudentofforeignoriginexpressesaninterestinlearningHinditheschooloffersitasanoptionforLanguageAcquisitionPROGRAMME-SPECIFICPOLICYIMPLEMENTATIONPRIMARYYEARSPROGRAMMEApartfromEnglishandHinditheprogrammeoffersFrenchasLOTE(LanguageotherthanEnglish)whichisofferedPYP3onwardsLanguageLearningatCIPYPisaimedatpromotingstudentsrsquocapacitytouselanguagetoFulfiltheireverydayneedsDevelopmaintainandexpresstheirownsenseofidentity
CHOITHRAM INTERNATIONAL 2018 - 20
149
EstablishandmaintainrelationshipswithothersOrganisetheirthoughtsandlearnabouttheworldReflectupontheirexperiencesthoughtsandfeelingsandsharethesewithothersObtaininformationtodirectandadviceothersMakedecisionsandsolveproblemsinvolvingthemselvesandothersParticipateinrecreationalandimaginativeactivitiesAppreciateandcontributetowardstheirculturalheritagesInterrelatetheskillsoflisteningspeakingreadingwritingviewingandpresentingStudents in PYP are represented by awide range of personal and social backgrounds Tocatertothisrangeofstudentswebelievethelifelongprocessof learning languageisbestdevelopedthroughScaffoldingandmonitoringoflearningexperiencesRecognitionofindividuallearningstylesandratesProvisionofpurposefullearningexperiencesFosteringofthelearnerprofileattributesRecognitionandvaluingofpriorlearningexperiencesValuingdiversityofculturalintellectualandphysicalaspectsStudentsmaking the transition fromPYP toMYP should be able to use the languages toexpresseffectivelyInFrenchthelearnerisexpectedtobeabletodevelopanelementaryunderstandingandvocabularyforuse(Appendix-1)MIDDLEYEARSPROGRAMMECIMYPoffersLanguageandLiterature-EnglishandHinditoitslearnersLanguageAcquisition(LanguageB)-EnglishHindiFrench isoffereddependingon theLanguagepathwaysastudenthascoveredpreviouslyLanguageAcquisitionisstructuredinphasestoacknowledgeastudentrsquosproficiencylevelinthelanguageThephasesdonotcorrespondtothelearnersrsquoagegroupsorMYPyears If a student consistently scores Level 4 or more than that throughout an academicsession heshewill be promoted to the next phase otherwise heshecontinues in thesamephaseasbeforeAstudentwithnopriorexposuretoanyLanguageBoptionsavailablecanacquirethelanguagefromPhase1 The appropriate phase for a newly admitted student is determined throughLanguageProficiencyTestsEALLanguagesupportlessonsareprovideddependingonthestudentrsquoslanguageneedsThelanguagepathwayforastudentcontinuingfromMYPtoDPisaccordingtothetablegiveninAppendix-2MYP students continuing into theDPwill have developed an enquiring andreflectingapproachtolanguagelearningTheywillhavebilingualskillstobeappliedtoandextendedinDPlanguagecourses
CHOITHRAM INTERNATIONAL 2018 - 20
150
DIPLOMAPROGRAMMECIoffersEnglishALanguageandLiteratureandHindiALiteraturetoitslearnersinDP TheDP language courses endeavour tomake students observe and analyze the crucialrolelanguageplaysinshapinganindividualrsquoscultureandidentityandtheimpactlanguagehas on society through mass communication along with aspects of literary analysisappreciationandliterarycriticismLanguageBofferedinEnglishHindiandFrenchisaimedatgainingsufficientproficiencyintheselanguagesatAbinitioSLorHLLevels The curriculum is aimed towards preparing the students for university admissions atnationalandinternationallevelsPROGRAMMESPECIFICLANGUAGESUPPORTPRIMARYYEARSPROGRAMMELanguage Teaching (by the year level teacher subject teacher or supportenrichmentteacher)isrecommended As a language inquiry to directly support the collaboratively planned programme ofinquiryAsaconnectedexperiencewithinthetransdisciplinaryunitofinquiryAsastandaloneteachingtodirectlysupportaspecificneedinatransdisciplinaryunitofinquiryAspartoftheagreeduponknowledgeandskillstoindirectlysupporttheprogrammeofinquiryMIDDLEYEARSANDDIPLOMAPROGRAMMEAtthebeginningofthesessionlanguageteachersidentifystudentsinneedoflanguagesupport basing on their performance in previous yearLanguage Proficiency Tests (as perrelevance)giventothem After termsemester end assessments language teachers subject teachers and TutorstogetheranalyzetheresultThosestudentswhostruggleinwrittenororalexpressionsinthelanguagesareassignedsupport classes under the guidance of language teachers which includewriting and oralpracticebasedonacademiccontentandmovingtowardsgainingefficiencyREVIEW PROCESS The language policy is reviewed every two years by the LanguageSteeringCommitteeasapartoftheCIcurriculumreviewcycleorifanyspecialrequirementarises The Language Steering Committee is also responsible for overseeing effectiveimplementationoftheCILanguagePolicy
CHOITHRAM INTERNATIONAL 2018 - 20
151
INCLUSIVEEDUCATIONPOLICY
Inclusive Education Policy of CI is directly aligned with the motto of the organizationldquobecause every child deserves the bestrdquo It recognizes all students in spite of their widevariety of cultural backgrounds and believes that children possess a range of academicphysical emotional and social needs We believe in the inclusion of all students byresponding positively to their unique needs We aim to maximize the potential of allstudents through the removal of barriers and increase their learning opportunities Thepolicy ensures that curriculum planning and assessment for children with inclusiveeducationalneedstakesaccountofthetypeandextentofthedifficultyexperiencedbythechild It also provides a safe place to the students to come and share their personalproblemsaswellTheinformationsharedbyoraboutthestudentwillbekeptconfidentialandwillbesharedwiththeteachersresponsiblefortheeducationofthechildonlythroughconsultationwithparentsPolicyaims tocreateanenvironment tomeet the Inclusiveeducationalneedsofevery child it ensures that thediverse learningneedsof childrenare identified assessedand catered and enables all learners to have full access to all elements of the schoolcurriculumremovingallbarrierstolearningItalsostatesroleandresponsibilityofstaffinprovidingforchildrsquosInclusiveEducationalneedsandensuresthatparentsareabletoplaytheirpartactivelyinsupportingtheirchildrsquoseducationInclusiveEducationPolicyisalignedwiththeschoolrsquosadmissionpolicyitexpectsallparentstoconfidethediverselearningneedsoftheirchild(ifany)atthetimeofadmissionsothattheinterventionmaybeplannedrightfromtheadmissionThestudentshavetogothrougha strategicallydesignedpsychometric test to reveal theirdiverse learningneeds IEpolicycaters to diverse learning needs ranging from ADHD specific learning disabilities Highabilities amp multiple intelligences as well as different learning styles of learners physicaldisabilities or speechdisorders Social emotional andbehavioral difficulties and languagedifficultiesinchildren[ReferIEpolicydocumentfordetails]Homeroomteachercoordinateswithsubject tutorsand to identifyastudentwithdiverselearning needs emotional needs and report it to concerned coordinator then through aproper referral procedure the student is referred to IE coordinatorschool counselorfurtherplanofactionisdecidedbytheIEcoordinator[ReferIEpolicydocument]CIensuresadequatein-housesupporttoovercomebehavioralandlearningissuesinchildTheschoolsupportthestudentsattwolevelsnamelyschoolactionplanandschoolactionplusplanandanIEPwillbewritteninboththecases[ReferIEpolicydocumentfordetails]SchoolmaymakeseparatearrangementforassessmentsofstudentswithlearningdifficultyasperthenormsofIBAllAccessarrangementswillbecateredtoforthesestudentsduringall formativesummativeandformalexaminationsforMYPandDPasper IBrsquosassessmentaccessrequirement[ReferIEpolicydocumentfordetails]The policy clearly states the role and responsibilities of program coordinators teachersparentsandstudentsaswell[ReferIEpolicydocumentfordetails]
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152
ASSESSMENTPOLICYTheprimarypurposeofassessmentandevaluationatChoithramInternationalistosupportand improve theprocessof teaching and learningAs all studentshavedifferent learningstylesexperiencesandabilitiessotheassessmentandevaluationoftheirlearningmustbefairtoallstudentsbevariedinnatureandallowstudentstodemonstratethefullrangeoftheirlearningTeaching learning and Assessment are intertwined and interdependent and should befocusedonthehabitsofmindcriticalthinkingskills21stcenturyskillsknowledgeconceptandattitudesthatwillprovideforsuccesswithintheIBprograminschoolandbeyondAssessmentisavitalpartofthelearningprocessThepurposeofassessmentistheholisticdevelopmentofthelearnerswhichhelpsthemtounderstandtheircapabilitiesandenablesthemtoovercometheirshortcomingsAssessment reflects learning and is a process involving diagnostic assessment at thebeginning of each learning cycle formative assessment throughout and summativeassessment generallyat theendSummativeassessmentprovidesperiodic snapshotsofastudentrsquos academic progress while formative assessment essentially provides feedbackduringthelearningprocesstohelpteachersplanappropriatenextstepsforstudentsandforstudentstounderstandwhat isrequiredoftheminthe learningprocessLearningandassessmentatCIiscriterion-relatedandhaseducationalandpedagogicalvalueAssessmentsinDPAssessmentsoftheDParecriterion-relatedbasedonthefollowingaimswhichareelaboratedintheremainderofthissectionAssessmentpracticesTherearethreetypesofassessmentsinDPFormativeAssessmentsFormativeassessmentsareaimedtopreparethestudentsforsummativeassessmentsandinclude especially designed tasks to monitor student learning They may be formal orinformal (Observation Open ended tasks Performance Process journals Portfolioassessmentsquizzesclasstests)Theformativeassessmentswillincludeatleasttwomarkbasedassessmentsandoneopenendedtaskpersemesterto identifythe learningneedsandtogiveadetailedfeedbackonteachingandlearningSummativeAssessmentAt CIDiplomaprogramme is comprisedof semesters and at the endof each semester amarkbasedsummativeassessmentisheldTheweightingforthewrittenexaminationandInternalassessmentsisdifferentinsubjectsThefoursemesterexamsareasfollowsSemIExaminationSemIIExaminationalsoknownasEndofYearExamSemIIIExaminationSemIVExaminationalsoknownasMockExamFinalSummativeAssessments(FormalAssessments)Thefinalsummativeexamincludes
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153
1 IBDPexaminations(Includingsomeexternallyassessedcomponents)2 InternalAssessment-TheInternalassessmentsforallsubjectsaremarkedby
subjectteacherandmoderatedexternally3 AssessmentsofCorecomponents
TOKassessmentsconsistofacombinationofareinternallyassessedTOKPresentationwithaweightage of 33 and externally assessed essays with aweightage of 67 These twocomponentsfinallycontributetoagradefromA-EExtendedessaysareexternallyassessedandgradedonscaleofA-EThealphabeticalgradesofEEampTOKfetchanumericalgradeonascaleof3 fromdiplomapointmatrixCompletionofCASrequirements ismandatory forDiploma candidates Different DP subjects have different weightage for external andinternalassessmentsinallexaminationsasperthesubjectguidesldquoFormalassessmentsinDPistheassessmentdirectlycontributetofinalqualificationrepresentsthefinalsummativeassessmentinIBcontinuumofeducationrdquo[1]Formal examination of the DP includes some multiple-choice tests for a few subjectsstructuredandunstructuredexaminationformostsubjectsintendedtobetakenattheendof the two-year course and some internal assessments to be completed by students atvarious timesunder various conditions (asper the internal deadlineplanner) during theircoursewhichwillbeexternallymoderatedThestudentperformanceismarkedandgradedasperIBrsquossubject-specificgradeboundariesonascaleof1to7ThefinalDPscoreisgivenout of 45 of which a total of 42 come from 6 subjects of 7 points each and 3 from acombinationofTOKandEEgradesThefinaldiplomascoreandtheindividualsubjectpointsincluding the core component grades and completion of CAS requirements determinewhetherthestudentsecuresadiplomaoracourseAllsummativeassessmentsareassessedusinglatestsubject-specificgradeboundariesonascale of 1-7 given by IB so that students have a clear understanding of expectations andthereby find scope of improvement This will give a truly comprehensive feedback tostudentsInternal standardization of assessment is a regular feature of DP at CI Internalstandardization is done for the internal assessments TOK essays amp extended essays incollaborationwithinthedepartmentforIAsampEEswheremorethanoneteacherisinvolvedinteachingthecourseandwithalltheteachersforTOKEssaysThishelpstheteacherstoproduceauthenticampreliablepiecesofworkfromstudentsCIplansitsInternalAssessmentsubmissiondeadlinesintheformofanIADeadlineCalendarand publishes the same in the beginning of the academic year This calendar is strictlyfollowedby the studentswithan increasingdegreeofpenalties inplace for lackadaisicalstudentswhomissdeadlinesConductingExaminationTheschoolhasastrongExaminationdepartmentandexperiencedfacultywhotakecareofconductingthesummativeandformalexaminationsfromtimetotimeasperIBregulationTheexaminationisconductedunderthevigilanceoftrainedteachersRecordingandReportingRecordingandreportingofsummativeassessmentswillbedonetotheparentsandstudentsattheendofeachsemesterthroughaPTMThereportcardisitselfacomprehensive
CHOITHRAM INTERNATIONAL 2018 - 20
154
documentwhichgivesdetailedprogressaboutstudentrsquosacademicperformancethroughoutthe twoyears ineachdisciplineandcorecomponentsafter summativeassessments Theperformance of the student is recorded in the form of an Achieved grade and an Effortgrade The achieved grade is based on the studentrsquos performance in the summativeassessmentsandtheeffortgradeportraysthelevelofeffortstudenthasputinduringeachsemesterAttheendofeachsemesterthetutorssharethereportcardwiththeparentsthroughmailsandthenfacetofacereportingisdoneinparentteachermeetingStudent-led conferencesmark the part of first PTMwhere the students take initiative indemonstrating theirunderstanding throughavarietyofdifferent learningsituationsTheyshareassessmentdataabouttheirlearningwiththeirparentssupportedwithaportfolioofachievement and also reflect on the development of ATL skills The student identifiesstrengthsandareasforimprovementItenablesparentstogainaclearinsightintothekindofworktheirchildisdoingandoffersanopportunityforthemtodiscussitwiththeirchildThereafterthetutorsandsubjectteacherscommunicatetheperformanceofstudentsintheformofassessmentdataopenlyandtransparentlysupportedbythestudentrsquosworkAfter every summative assessment result is analysed to identify the students who needextralearningsupportTheschoolhasaninterventionplantohelpthestudentswhosecureagrade3orlessatSLand4orlessatHLinassessmentsintheformofremedialsupportclasseswhichareplannedasperthefreelessonsofthestudentsPredictedGradesPredicted grades for each subject are given to theDiploma studentswhich serve for theuniversity admission The same are also uploaded on the official IB site which helps inmoderation Predicted grades are given on the basis teachersrsquo judgement and studentrsquosperformanceresponsesinFormativeandSummativeAssessmentsAssessmentaccesstostudentswithdifferentlearningneedsTasksandthetimedurationwillbedefinedkeepinginmindtheindividuallearningneedsofstudentsExtratimeandadditionalsupportwillbeextendedtostudentswhohavetroublekeepingupwithclassroomteachingandlearningandassessmentsasperthereportoftheInclusiveeducation coordinator Inclusiveeducation coordinatorwill be regularlyupdatedabouttheprogressofstudentswithlearningdifficultysoastorefineassessmentroadmapsAllAccessarrangementswillbecateredtoforstudentswithlearningdifficultyduringfinalsummativeassessmentofDPasper IBmandateAll furtheraccommodationsprovidedbyschoolforstudentwithlearningdifficultyarementionedinInclusiveEducationPolicyNOTEMay2018gradeboundarieswillbefollowedforallsummativeassessments
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155
ACADEMICHONESTYPOLICYAcademichonestyandintegrityisanindispensablepartoftheInternationalBaccalaureateOrganizationandanessentialpartofChoithramInternationalAcademicHonestyPolicyofCIcloselyfollowstheIBpublicationAcademicHonestyGuidanceforSchoolsThepurposeofthispolicyistoclearlystatetheexpectationsthatthefacultyhasfromthestudentsandrole and responsibilities of the teachers andparents to ensure that the learners presentauthenticworkAcademicHonestyshouldbeviewedpositivelybyallthestakeholdersandactwith integrityandhonestytakingresponsibilityofouractionsandtheirconsequencesThusstrivingtobeldquoPrincipledrdquoAcademicMisconductincludesthefollowing
1 Plagiarismbull Notacknowledgingtheoriginalsourceofinformationorideasbull NotusingProperIn-textcitationsbull CloselyParaphrasedmaterialthatistoosimilartooriginalsourceshouldalsobe
in-textcited2 Collusion3 Duplicationofwork4 Fakingwebsitesincitations
Malpracticealsoincludesanyotherbehaviorthatgainsanunfairadvantageforacandidateor that affects the results of another candidate like taking unauthorizedmaterial into anexamroomormisconductduringanexaminationortakingundueadvantagefromexternaltutorwhileperforminghomeassignmentsResponsibilitiesofstudentsCandidatemustbeartheconsequencesifheshesubmitsanyworkthatisnothisherownregardlessofwhethertheplagiarismwasunintentionalordeliberateStudentsareexpectedNotto indulge inanykindofacademiccollusionplagiarismduplicationofworkandallotherformsofcheating Inform the staff when any other student has committed any of the abovementionedacademicdishonestyPresent authentic work by ensuring that they have used proper citations and usingauthenticwebsitesbyevaluatingtheresources Present work that acknowledges all the sources used in the work submitted withoutfakingthewebsitesormissinganyreferencesSubmitalltheworktaskswithalongwiththechecklisttoensureproficientresearchskillspracticedandacademichonestypolicyimplementedassignedThecandidateisultimatelyresponsibleforensuringthatallworksubmittedforassessmentisauthenticwithworkorideasofothersfullyandcorrectlyacknowledged
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156
ResponsibilitiesofparentsTodevelopasenseofacademichonestyintheirchildandbeviewedpositivelyToguidetheirchildtoanextentratherthanhelpingbeyondlimitToalwaysensureandencouragetheirchildtopresentauthenticworkToencouragetheirchildtoacknowledgeallthesourcesreferredtoforthecompletionoftheworkandtouseproperin-textcitationsToguidetheirchildinevaluatingauthenticresourcesoridentifyingqualityresourcesTosupporttheschoolstaffindevelopingasenseofresponsibilityintheirchildtobecomeprincipledEnforcementofthepolicyThe school reserves all rights to check the student-submitted work for authenticity Themethodofcheckingcanrange fromuseofexternalwebsites toothermethodswhich theteacherdeemsfitinordertoverifytheoriginalityofstudentworkConsequencesofviolationofacademichonestypolicyThe students need to be principled and maintain the norms of Academic honestyMalpractice incidents will be discussed with the student and then reported to parentscounselorsandCoordinatorsTheactionagainstmalpracticewillbetakeninthreephasesfromMYP1onwards1Firstviolationofnormswill call fornogrades (0) in theassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedverballyaboutthesame2Secondviolationofnormswillcallfornogrades(0)intheassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedaboutwrittenwarningissuedtotheirwards3Thirdviolationofnormscallsforexpulsionfromschool
CHOITHRAM INTERNATIONAL 2018 - 20
157
ICTPOLICYAt CI we believe that well-integrated use of technology resources makes twenty-first-century learning possible Students are often more actively engaged in projects whentechnologytoolsareaseamlesspartofthe learningprocess iPadsareusedasateachingandlearningtoolatCIICTrulesandregulations
Using the computer network is a privilege and shall be governed by the ChoithramInternationalrsquos policies anddiscretion This codeofpractice is tobeadheredby all Strictaction will be taken against those students who fail to follow these policies and rulesChoithramInternationalandtheSchoolrsquosManagementbyAuthorityhaveadutytoensurethatallusersaresafeandshallnotbeexposedtoany illegalor inappropriatecontentTothiseffect fromtime to time theSchoolrsquosAuthority shallbeexercised toensure thatnosuch illegal or inappropriate content is stored in electronic devices within the Schoolcampus These restrictions are not intended to interfere with the studentsrsquo educationShould students feel the need to understand these policies better they may talk to anauthorisedmemberoftheITDepartmenttodiscusstheirqueriesInternetandemailusearesubjecttomonitoringbytheSchoolanditsapprovedSoftwareand Firewall systems No personal Internetmedia (JIOWifi device SIM dongal etc) andstoragedevicesareallowedtobeusedbystudentsoncampusAllstudentshavetouseonlytheschoolWiFiorLANThecostofdamagingorlosinganyschoolrsquosICTequipmenthastobebornebythestudentusertowhomithasbeenissuedThemobilephonesandiPadswithSIMcardsmustnotbeusedontheSchoolcampusandmust be deposited at the School reception Students are not allowed to use theirlaptopsiPadsduringalessonwithoutspecificallybeingaskedtodosobytheteachertakingthelessonStudentsshouldnotunderanyconditionsharephotosoranypropertyoftheschoolwithanypersonorthirdpartyNorshouldstudentsshareanyphototakenintheschoolpremisesonanysocialmediawithoutpriorpermissionSocialnetworkingsitesandallkindsofonlinechattingtoolsareprohibitedforuseduringschoolhoursanddailyreportswouldbesenttoHeadofSchoolforallkindofbreachattemptsTheSchool logoandname in fact anyorganisations logoandnameare the intellectualproperties of the concerned organisations and using themwithout their permission is aninfringement of DPA (Data Protection Act) 2011 Information Technology Act 2008 andCopyrightsActStudentsindulginginputtingupstrongly-wordedpostsagainsttheSchoolcommunity or any engagement on social media that goes against the discipline anddecorumofChoithramInternationalwillbedealtwithseverelySoundMusicGamesorAppsbullTheSchoolprotocol involves installingprofilesrestrictionsonthestudents iPadDuetothispracticetheAPPSTOREwillbeblockedStudentswillbeallowedtodownloadallthecurriculum-relevantappsatthebeginningofthetermandthentheprofileswillbeinstalledProfileswillberemovedduringvacationsbullTheSchoolisnotresponsibleforanytypeoflossdamageortheftofhardwaresoftwareanddatafromthestudentrsquosiPadlaptop
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158
bull Soundmust bemuted at all times unless permission is obtained from the teacher forinstructionalpurposesbull The iPad name should be the studentrsquos name and hisher grade The students are notallowedtogiveanyrandomnametotheiriPadslaptopsbullMusicrelatedtothecurriculumisallowedontheiPadandcanbeusedatthediscretionoftheteacheranddiscretepoliciesbullThe studentsarenotallowed tocarryearphonesandanyothermedia storagedevices(Pendrive External harddisk MP3 Player) unless permission is given by the ProgrammeCoordinatorbullAppscanbeusedatthediscretionoftheteacherTheseappsneedtobedirectlyrelatedtothecurriculumandapprovedbythesubjectteacherbull Educational games can be used with prior permission from the coordinator and thesubjectteacherbullNogamesmoviesandanykindofvideos(TVShows)shouldbefoundinanyiPadslaptopsastheyarenotallowedinSchoolpremisesIfthesearefoundinthestudentrsquosiPadslaptopsthat device will be confiscated and a case against the student will be forwarded to therespective coordinator and HOS and returning the device to the student shall be at thediscretionofthecoordinatororHOSUseoftheInternetThe internet is provided to help studentswith learning activities such as research onlineactivitiesonlineeducationalgamesandmanyotherthingsTheinternetisnottobeusedtoaccess anything which is illegal or anything that someone else may find offensive ThisincludespornographydiscriminationandracialorreligioushatredIfthestudentisunsureaboutthisruleorcomesacrossanythingthatthestudentfeelsisinappropriatethestudentshouldturnhishercomputermonitoroffandinformtheteacherimmediatelyThe Internet is a vast world and the student as a responsible user of Internet shouldrespectothers sentimentsemotionsbeliefsandcultureThe student shouldnotbyanymeansinvolvehimselfherselfinanykindofcyber-bullyingorsendingsharingoffensiveordisrespectfulcommentsabouttheschoolandothersIngeneralwhenusingtheComputersiPadsthestudentshallbullalwaysusehisherowndevicenotanybodyelse(Thestudentsaresuggestedtostickalabelwhichcarriestheirnamesandgrades)bullalwaysbehaveinasensiblematurewayrespectingothersatalltimesbullkeeptheirpasswordsecretbullreportanysuspectedbreachofnetworksecurity(whetherbymyselforothers)totheITteachertheSchoolsNetworkManagerortheProgrammeCoordinatorbull not damage the computer computer systems or network If the student discovers anymethodsofcausingsuchdamageheshewillreportthemtotheITDepartmentWhenusingtheInternetandemailthestudentshallbullrefrainfromaccessinganynewsgroupslinkswebpagesorotherareasofcyberspacethatwould be considered offensive in the judgment of the IT Department because ofpornographicracistviolentillegalillicitorothercontentbull take responsibility for monitoring and appropriately reject any newsgroups links webpagesorotherareasofcyberspaceaccessedbyhimher
CHOITHRAM INTERNATIONAL 2018 - 20
159
bull never use valuable computer time playing non-educational games or accessinginformationwhichisnotpartofmyschoolworkbullnevertrytobypassanyofthesecuritysystemsinplaceThissecurityisinplacetoprotectthestudentfromillegalsitesandtostoppeoplefromhackingintootherpeoplesaccountsbull always be respectful of others and use appropriate language both to those aroundhimherandthosethestudent is incontactthroughthenetworkThestudentwill refrainfromusingobsceneharassingorabusivelanguageandwillreportanycasesofsuchusageagainsthimherorotherstohisherTutorandITDepartmentbull not download software games music graphics or video without first asking the ICTteacherandobtainingpermissionfromthecopyrightholderifrequiredbulluseanydownloadedmaterialinanappropriatemannerinhisherworklistingitssourceinabibliographyandclearlyspecifyinganydirectlyquotedmaterialbull never reveal personal information including passwords names addresses credit carddetailstelephonenumbersandphotographsofhimselfherselfandothersIfthestudentisuncertainas to theneedtorevealanyof this information thestudentshouldaskhisherteacherparent
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160
LISTOFHOLIDAYS(SESSION2018-19)Datesfortheclosingandre-openingoftheSessionwouldbedeclaredlater
220818 Wednesday Id-ul-ZuhaBakara-Eid
26082018 Sunday RakshaBandhan
3918 Monday Janmashthami
13918 Thursday GaneshChaturthi
21918 Friday Moharrum
24918 Monday nextdaytoAnantChaturdashi
21018 Tuesday GandhiJayanti
181010to211018 ThursdaytoSunday Dussehravacations
51118to91118 MondaytoFriday Diwalivacations
211118 Wednesday Eid-e-Milad
231118 Friday GurunanakJayanti
221218-1119 SaturdaytoTuesday ChristmasBreak
040319 Monday MahaShivratri
21319 Thursday Holi
22319 Friday GoodFriday
25319 Monday RangPanchami
14419 Sunday RamNavamiampAmbedkarJayanti
17419 Wednesday MahavirJayanti
CHOITHRAM INTERNATIONAL 2018 - 20
161
References
1 Language A Language and Literature guide First examinations 2015 copyInternationalBaccalaureateOrganization2011
2 Language A Literature guide First examinations 2015 copy InternationalBaccalaureateOrganization2011
3 French Ab initio guide First examinations 2020 copy International BaccalaureateOrganization2018
4 Language B guide First examinations 2020 copy International BaccalaureateOrganization2018
5 Economics guide First examinations 2013 copy International BaccalaureateOrganization2010
6 Business and Management guide First examinations 2016 copy InternationalBaccalaureateOrganization2012
7 Information Technology in Global Society guide First examinations 2012 copyInternationalBaccalaureateOrganization2010
8 HistoryguideFirstexaminations2020copyInternationalBaccalaureateOrganization2018
9 Environment Systems and Society guide First examinations 2011copy InternationalBaccalaureateOrganization2012
10 PhysicsguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
11 Chemistry guide First examinations 2016 copy International BaccalaureateOrganization2014
12 BiologyguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
13 Computer Science guide First examinations 2014 copy International BaccalaureateOrganization2012
14 MathematicsHLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
15 MathematicsSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
16 MathematicsStudiesSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
17 VisualArtsguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
18 Gradedescriptors(ForusefromDecember2017)
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162
ANNEXURE1
GRADEDESCRIPTORS
Group1(Studiesinlanguageandliterature)
Grade7
Demonstratesexcellentunderstandingandappreciationoftheinterplaybetweenformand
content in regard to the question or task responses thatmay be convincing detailed
independent in analysis synthesis and evaluation highly developed levels of expression
bothorallyandinwritingverygooddegreeofaccuracyandclarityverygoodawareness
ofcontext andappreciationoftheeffectontheaudiencereaderveryeffectivestructure
withrelevanttextualdetailtosupportacriticalengagementwiththethoughtsandfeelings
expressedinthework(s)
Demonstratesrefinedappreciationof literarystyleandafullengagementwiththeactof
transforming literature into performance the personal qualities necessary to work with
othersinapurposefulandeffectivemanner
Grade6
Demonstratesverygoodunderstandingandappreciationoftheinterplaybetweenformand
contentinregardtothequestionortaskresponsesthataremainlyconvincingaswellas
detailed and independent to some degree in analysis synthesis and evaluation well-
developed levels of expression both orally and inwriting good degree of accuracy and
claritygoodawarenessofcontextandappreciationof theeffectontheaudiencereader
effective structurewith relevant textual detail to support a critical engagementwith the
thoughtsandfeelingsexpressedinthework(s)
Demonstratesclearappreciationof literary styleanda solidengagementwith theactof
transformingliteratureintoperformancewillingnesstoworkwithothersinaconstructive
manner
Grade5
Demonstrates good understanding and appreciation of the interplay between form and
contentinregardtothequestionortaskresponsesthatoffergenerallyconsideredand
valid analysis synthesis and or evaluation good levels of expression bothorally and in
writingadequatedegreeofaccuracyandclarityawarenessofcontextandappreciationof
CHOITHRAM INTERNATIONAL 2018 - 20
163
theeffectontheaudiencereaderclearstructurewithrelevanttextualdetailtosupportan
engagementwiththethoughtsandfeelingsexpressedinthework(s)
Demonstrates an appreciation of literary style and an engagement with the act of
transformingliteratureintoperformancerecognizableinvolvementtoworkwithothersina
cooperativemanner
Grade4
Demonstratesadequate knowledgeandunderstandingof thequestionor task responses
that are generally valid in analysis and or synthesis satisfactory powers of expression
both orally and in writing only some lapses in accuracy and clarity some awareness of
context and appreciation of the effect on the audience reader a basic structure within
whichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates some appreciation of literary style and some commitment in the act of
transformingliteratureintoperformanceanacceptanceoftheneedtoworkwithothers
Grade3
Demonstratessomeknowledgeandsomeunderstandingofthequestionortaskresponses
thatareonlysometimesvalidandorappropriatelydetailedsomeappropriatepowersof
expressionbothorallyand inwriting lapses inaccuracyandclarity limitedawarenessof
context and appreciation of the effect on the audiencereader some evidence of a
structurewithinwhichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates little appreciation of literary style andmodest commitment to the act of
transforming literature into performance little apparent attempt to work with others
effectively
Grade2
Demonstratessuperficialknowledgeandunderstandingofthequestionortaskresponses
that are of generally limited validity limited powers of expression both orally and in
writing significant lapses in accuracy and clarity little awareness of context and
appreciationoftheeffectontheaudiencereaderrudimentarystructurewithinwhichthe
thoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationof literarystyleandlittlecommitmenttotheactof
transforming literature intoperformancesparseevidenceof involvement inworkingwith
otherseffectively
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164
Grade1
Demonstrates very rudimentary knowledge and understanding of the question or task
responsesthatareofverylimitedvalidityverylimitedpowersofexpressionbothorally
and in writing widespread lapses in accuracy and clarity no awareness of context and
appreciationoftheeffectontheaudiencereaderveryrudimentarystructurewithinwhich
thethoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationofliterarystyleandnegligibleinvolvementwiththe
actoftransformingliteratureintoperformanceinabilitytoworkwithothers
Appliestoliteratureandperformanceonly
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165
Group2(languageacquisition)
LanguageB(HL)
Grade7
Studentsspeakwithclarityandfluencyusearichlyvariedandidiomaticrangeoflanguage
veryaccuratelyhandleideaseffectivelyandskillfullywithactiveandcomplexinteraction
demonstrateathoroughunderstandingofthemeaningandpurposeofwrittentextshave
little difficulty with the most difficult questions recognize almost all the subtleties of
specific language usage write detailed and expressive texts demonstrating an excellent
command of vocabulary and complex structures with a consistently high level of
grammaticalaccuracydemonstrateclarityofthoughtintheorganizationoftheirworkand
anabilitytoengageconvinceandinfluencetheaudience
Grade6
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
moredifficultquestionsrecognizemostofthesubtletiesofspecificlanguageusagewrite
detailedtextsdemonstratingaverygoodcommandofvocabularyandcomplexstructures
withaverygood levelofgrammaticalaccuracyadapt theirwritingappropriately tosuit
theintendedaudienceandpurposeexpresstheirideasandorganizetheirworkcoherently
andconvincingly
Grade5
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideas mostly effectively with generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficult questions recognize some subtleties of specific languageusagewrite
fairly detailed texts demonstrating a good command of vocabulary with a good level of
grammaticalaccuracyshowareasonableabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkcoherently
Grade4
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywithfullinteractionattimesdemonstrateanadequateunderstandingofthe
CHOITHRAM INTERNATIONAL 2018 - 20
166
meaning and purpose of written texts have some difficulties with almost all difficult
questions and some average questions recognize a few subtleties of specific language
usagewrite texts demonstrating an adequate commandof vocabularywith an adequate
levelofgrammaticalaccuracyshowsomeabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkappropriately
Grade3
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectly
attimeshandleideaswithsomedifficultywithfairlylimitedinteractiondemonstratesome
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureproduceanidentifiabletexttypemakesomeattempt
atexpressingtheirideasandorganizingtheirwork
Grade2
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typewith limited
successmakesomeattemptatbasicorganizationcontentisrarelyconvincing
Grade1
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce a barely identifiable text type lack
organizationtoanextentthatcontentisunconvincing
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167
LanguageB(SL)
Grade7
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
more difficult questions write detailed texts demonstrating a very good command of
vocabularyandcomplexstructureswithaverygoodlevelofgrammaticalaccuracyadapt
theirwritingeffectivelytosuittheintendedaudienceandpurposeexpresstheirideasand
organizetheirworkcoherentlyandconvincingly
Grade6
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideasmostly effectivelywith generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficultquestionswritefairlydetailedtextsdemonstratingagoodcommandof
vocabularywithagoodlevelofgrammaticalaccuracyadapttheirwritingappropriatelyto
suit the intended audience and purpose express their ideas and organize their work
coherently
Grade5
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywith full interaction at timesdemonstrateanadequateunderstandingof the
meaning and purpose of written texts have some difficulties with almost all difficult
questionsandsomeaveragequestionswritetextsdemonstratinganadequatecommand
ofvocabularywithanadequatelevelofgrammaticalaccuracyshowareasonableabilityto
adapt theirwriting to suit the intended audience and purpose express their ideas and
organizetheirworkappropriately
Grade4
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectlyat
timeshandle ideaswith somedifficultywith fairly limited interactiondemonstrate some
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureshowsomeabilitytoadapttheirwritingtosuitthe
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intended audience and purpose make some attempt at expressing their ideas and
organisingtheirwork
Grade3
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typemake some
attemptatbasicorganizationcontentisrarelyconvincing
Grade2
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce an identifiable text typewith limited
successlackorganizationtoanextentthatcontentisunconvincing
Grade1
Students speak very hesitantly and unclearly use a very limited range of language
incorrectlyhandleideasunsuccessfullywithveryrestrictedinteractiondemonstrateavery
limitedunderstandingof themeaningandpurposeofwritten texts havedifficultieswith
almostallquestionswritetextsdemonstratingaverylimitedcommandofvocabularyand
verylittleawarenessofgrammaticalstructureproduceabarelyidentifiabletexttypelack
organizationtoanextentthatcontentisconfusing
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Languageabinitio(SL)
Grade7
Receptive skills students respond clearly and effectively to all simple andmost complex
informationandideas
Interactive skills students respond accurately communicate effectively and demonstrate
comprehension pronunciation and intonation always facilitate the understanding of the
message students sustain participation and make good independent contributions The
messageisalwaysclear
Productive skills students develop ideas well using an effective logical structure they
successfullyusearangeofsimpleandsomecomplexcohesivedevicestheyusebothbasic
andcomplexgrammaticalstructuresaccuratelyHowevertheymaymakeoccasionalerrors
in complex structures they use varied and effective vocabulary and appropriate register
theydemonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade6
Receptiveskills studentsrespondclearlytoallsimpleandmostcomplexinformationand
ideas
Interactive skills students respond mostly accurately communicate almost always
effectively and demonstrate comprehension pronunciation and intonation almost always
facilitate the understanding of themessage students almost always sustain participation
andmakeindependentcontributionsThemessageisalmostalwaysclear
Productiveskillsstudentsdevelopideaswellusingalogicalstructuretheysuccessfullyuse
a range of simple and some complex cohesive devices they use both basic and complex
grammatical structures accurately However they may make several errors in complex
structures they use varied vocabulary and appropriate register they almost always
demonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade5
Receptive skills students generally respond clearly to simple and some complex
informationandideas
Interactive skills students respondaccurately and generally demonstrate comprehension
pronunciationandintonationoftenfacilitatetheunderstandingofthemessagestudents
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generallysustainparticipationandmakesome independentcontributionsThemessage is
oftenclear
Productive skills students develop some ideas using a logical structure they often use a
rangeofsimpleandsomecomplexcohesivedevicestheyusebasicgrammaticalstructures
accurately However complex structures are rarely accurate they use a range of basic
vocabulary and appropriate register they often demonstrate evidence of intercultural
understandingwhererequired
Grade4
Receptiveskillsstudentsrespondclearlytomostsimpleinformationandideas
Interactive skills students respond accurately and demonstrate comprehension in simple
exchanges pronunciation and intonation usually facilitate the understanding of the
messagestudentssustainparticipationinsimpleexchangesThemessageisusuallyclear
Productiveskillsstudentsdevelopbasicideasusingalogicalstructuretheyusearangeof
simplecohesivedevicessuccessfullytheyusemostbasicgrammaticalstructuresaccurately
theyusebasic vocabularyandappropriate register successfully theyusuallydemonstrate
evidenceofinterculturalunderstandingwhererequired
Grade3
Receptiveskillsstudentssometimesrespondclearlytosimpleinformation
Interactive skills students sometimes respond accurately and sometimes demonstrate
comprehensioninsimpleexchangespronunciationandintonationsometimesfacilitatethe
understanding of the message students sometimes sustain participation in simple
exchangesThemessageissometimesclear
Productive skills students sometimes develop basic ideas they sometimes use simple
cohesivedevicessuccessfullytheysometimesusebasicgrammaticalstructuresaccurately
theysometimesusebasicvocabularyandappropriateregistersuccessfullytheysometimes
demonstrateevidenceofinterculturalunderstandingwhererequired
Grade2
Receptiveskillsstudentsrarelyrespondclearlytosimpleinformation
Interactive skills students rarely respond accurately or demonstrate comprehension
pronunciationand intonation rarely facilitate theunderstandingof themessage students
rarelysustainparticipationinsimpleexchangesThemessageisrarelyclear
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Productive skills students rarely develop basic ideas they rarely use simple cohesive
devices they rarely use simple grammatical structures accurately they rarely use basic
vocabulary or appropriate register successfully they rarely demonstrate evidence of
interculturalunderstandingwhererequired
Grade1
Receptiveskillsstudentsveryrarelyrespondclearlytosimpleinformation
Interactive skills students very rarely respondaccuratelyordemonstrate comprehension
pronunciation and intonation very rarely facilitate the understanding of the message
students very rarely sustainparticipation in simpleexchanges Themessage is very rarely
clear
Productive skills students very rarelydevelop ideas they very rarelyuse simple cohesive
devices theyvery rarelyusebasicgrammatical structuresaccurately theyvery rarelyuse
basicvocabularyorappropriateregistersuccessfullytheyveryrarelydemonstrateevidence
ofinterculturalunderstandingwhererequired
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Group3(individualsandsocieties)
Grade7
Demonstratesconceptualawarenessinsightandknowledgeandunderstandingwhichare
evidentintheskillsofcriticalthinkingahighlevelofabilitytoprovideanswerswhichare
fully developed structured in a logical and coherent manner and illustrated with
appropriate examples a precise use of terminology which is specific to the subject
familiaritywith the literature of the subject the ability to analyse and evaluate evidence
andtosynthesizeknowledge andconceptsawareness ofalternative pointsofviewand
subjective and ideological biases and the ability to come to reasonable albeit tentative
conclusionsconsistentevidenceofcriticalreflectivethinkingahighlevelofproficiencyin
analysingandevaluatingdataorproblemsolving
Grade6
Demonstratesdetailedknowledgeandunderstandinganswerswhicharecoherentlogically
structured and well developed consistent use of appropriate terminology an ability to
analyseevaluateandsynthesizeknowledgeandconceptsknowledgeofrelevantresearch
theoriesandissuesandawarenessofdifferentperspectivesandcontextsfromwhichthese
have been developed consistent evidence of critical thinking an ability to analyse and
evaluatedataortosolveproblemscompetently
Grade5
Demonstratesasoundknowledge andunderstandingofthesubjectusingsubject-specific
terminologyanswerswhichare logicallystructuredandcoherentbutnotfullydeveloped
an ability to provide competent answerswith some attempt to integrate knowledge and
concepts a tendency to be more descriptive than evaluative although some ability is
demonstratedtopresentanddevelopcontrastingpointsofviewsomeevidenceofcritical
thinkinganabilitytoanalyseandevaluatedataortosolveproblems
Grade4
Demonstratesasecureknowledgeandunderstandingofthesubjectgoingbeyondthemere
citing of isolated fragmentary irrelevant or ldquocommon senserdquo points some ability to
structure answers but with insufficient clarity and possibly some repetition an ability to
express knowledge and understanding in terminology specific to the subject some
understandingofthewayfactsorideasmayberelatedandembodiedinprinciplesand
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conceptssomeabilitytodevelopideasandsubstantiateassertionsuseofknowledgeand
understanding which is more descriptive than analytical some ability to compensate for
gapsinknowledgeandunderstandingthroughrudimentaryapplicationorevaluationofthat
knowledgeanabilitytointerpretdataortosolveproblemsandsomeabilitytoengagein
analysisandevaluation
Grade3
Demonstratessomeknowledgeandunderstandingofthesubjectabasicsenseofstructure
thatisnotsustainedthroughouttheanswersabasicuseofterminologyappropriatetothe
subjectsomeabilitytoestablishlinksbetweenfactsorideassomeabilitytocomprehend
dataortosolveproblems
Grade2
Demonstrates a limited knowledge and understanding of the subject some sense of
structureintheanswersalimiteduseofterminologyappropriatetothesubjectalimited
ability to establish links between facts or ideas a basic ability to comprehenddata or to
solveproblems
Grade1
Demonstrates very limited knowledge and understanding of the subject almost no
organizationalstructureintheanswers inappropriateorinadequateuseofterminologya
limitedabilitytocomprehenddataortosolveproblems
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Group4(sciences)
Grade7
Displays comprehensive knowledge of factual information in the syllabus and a thorough
command of concepts and principles Selects and applies relevant information concepts
and principles in a wide variety of contexts Analyses and evaluates quantitative andor
qualitative data thoroughly Constructs detailed explanations of complex phenomena and
makes appropriate predictions Solves most quantitative andor qualitative problems
proficiently Communicates logically and concisely using appropriate terminology and
conventionsShowsinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works very well within a team and
approaches investigations in an ethical manner paying full attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysconsiderable
attentiontosafetyandisfullycapableofworkingindependently
Grade6
Displays very broad knowledge of factual information in the syllabus and a thorough
understanding of concepts and principles Selects and applies relevant information
concepts and principles in most contexts Analyses and evaluates quantitative andor
qualitative data with a high level of competence Constructs explanations of complex
phenomenaandmakesappropriatepredictionsSolvesbasicorfamiliarproblemsandmost
newor difficult quantitative andor qualitative problems Communicates effectively using
appropriateterminologyandconventionsShowsoccasionalinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works well within a team and
approaches investigations in an ethical manner paying due attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysdueattention
tosafetyandisgenerallycapableofworkingindependently
Grade5
Displays broad knowledge of factual information in the syllabus Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextsAnalyses
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andevaluatesquantitativeandorqualitativedatacompetentlyConstructsexplanationsof
simple phenomena Solves most basic or familiar problems and some new or difficult
quantitativeandorqualitativeproblemsCommunicatesclearlywith littleorno irrelevant
material
Demonstrates personal skills perseverance and responsibility in a variety of investigative
activitiesinafairlyconsistentmannerGenerallyworkswellwithinateamandapproaches
investigations in an ethical manner paying attention to environmental impact Displays
competence in a range of investigative techniques pays attention to safety and is
sometimescapableofworkingindependently
Grade4
Displaysreasonableknowledgeoffactualinformationinthesyllabusthoughpossiblywith
somegapsShowsadequatecomprehensionofmostbasicconceptsandprinciplesbutwith
limitedabilitytoapplythemDemonstratessomeanalysisorevaluationofquantitativeor
qualitative data Solves some basic or routine problems but shows limited ability to deal
with new or difficult situations Communicates adequately although responses may lack
clarity and include some repetitive or irrelevant material Demonstrates personal skills
perseverance and responsibility in a variety of investigative activities although displays
some inconsistency Works within a team and generally approaches investigations in an
ethicalmanner with some attention to environmental impact Displays competence in a
range of investigative techniques pays some attention to safety although requires some
closesupervision
Grade3
Displays limited knowledge of factual information in the syllabus Shows a partial
comprehensionofbasic concepts andprinciples andaweakability to apply them Shows
someabilitytomanipulatedataandsolvebasicorroutineproblemsCommunicateswitha
possiblelackofclarityandusessomerepetitiveorirrelevantmaterial
Demonstrates personal skills perseverance and responsibility in some investigative
activities in an inconsistent manner Works within a team and sometimes approaches
investigationsinanethicalmannerwithsomeattentiontoenvironmentalimpactDisplays
competence in some investigative techniques occasionally pays attention to safety and
requiresclosesupervision
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Grade2
Displays little recall of factual information in the syllabus Showsweak comprehensionof
basicconceptsandprincipleswith littleevidenceofapplicationExhibitsminimalabilityto
manipulatedataandlittleornoabilitytosolveproblemsOffersresponseswhichareoften
incompleteorirrelevantRarelydemonstratespersonalskillsperseveranceorresponsibility
in investigative activities Works within a team occasionally but makes little or no
contributionOccasionallyapproaches investigations inanethicalmannerbutshowsvery
littleawarenessoftheenvironmental impactDisplayscompetenceinaverylimitedrange
ofinvestigativetechniquesshowinglittleawarenessofsafetyfactorsandneedingcontinual
andclosesupervision
Grade1
Recallsfragmentsoffactualinformationinthesyllabusandshowsverylittleunderstanding
of any concepts or principles Rarely demonstrates personal skills perseverance or
responsibility in investigative activities Does not work within a team Rarely approaches
investigations inanethicalmanneror showsanawarenessof theenvironmental impact
Displaysvery little competence in investigative techniquesgenerallypaysnoattention to
safetyandrequiresconstantsupervision
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Computerscience
Grade7
Displayscomprehensiveknowledgeofcomputersciencefactualinformationandathorough
command and understanding of concepts and principles Selects applies and analyses
relevant information concepts and principles in awide variety of contexts to solvemost
problems proficiently Able to interpret and construct fairly complex algorithms and
produce workable and mostly efficient solutions Communicates logically and concisely
usingappropriateterminologyShowsinsightandinitiativeinextendedresponsesAbleto
produce a complete plan and provides a fully consistent design overview The product
developedcompletelymatchestheplanandworksThedocumentationiscompleteandthe
product is fully tested and evaluated The use of techniques in solving problems
demonstrateshighlevelsofcomplexityandingenuity
Grade6
Displays very broad knowledge of computer science factual information and an
understanding of concepts and principles Selects and applies relevant information
conceptsandprinciplesinmostcontextstosolvebasicorfamiliarproblemsandmostnew
or difficult problems Able to interpret and construct fairly complex algorithms with few
errors to produce workable solutions Communicates effectively using appropriate
terminologyShowsoccasionalinsightorinitiativeinextendedresponsesAbletoproducea
plananddesignoverviewTheproductmatchestheplanandworksThedocumentationis
completeandtheproducthasbeentestedandevaluatedTheuseoftechniquesinsolving
problemsdemonstratesaverygoodlevelofcomplexityandingenuity
Grade5
Displays broad knowledge of computer science factual information Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextstosolve
mostbasicorfamiliarproblemsandsomenewordifficultproblemsAbletointerpretand
constructfairlycomplexalgorithmsandproduceapartiallyworkableorinefficientsolution
Communicatesclearlyusingappropriate terminologywith littleorno irrelevantmaterial
Able to produce a partial plan and a design overview thatmeets plan requirements The
productworksbutdoesnotfullymatchtheplanThetestinganddocumentationis
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178
complete but evaluation is incomplete The use of techniques in solving problems
demonstratesagoodlevelofcomplexityandingenuity
Grade4
Displaysreasonableknowledgeofcomputersciencefactualinformationthoughwithsome
gaps Shows adequate comprehension of most basic concepts and principles but with
limited ability to apply them Solves some basic or routine problems but shows limited
ability to deal with new or difficult situations Able to interpret and construct simple
algorithms Communicates adequately using mostly correct terminology although
responseslackclarityandincludesomerepetitiveorirrelevantmaterialAbletoproducea
basicplanandadesignoverviewTheproductmostlyworksbutdoesnotmatchallaspects
of the plan The documentation is complete and there is evidence of testing but the
evaluation is incomplete The use of techniques in solving problems demonstrates an
adequatelevelofcomplexityandingenuity
Grade3
Displays limited knowledge of computer science factual information Shows a partial
comprehensionofbasicconceptsandprinciplesand limitedability toapply themAbleto
interpret or construct simple algorithms Communicates using basic terminology with a
lackofclarityandsomerepetitiveorirrelevantmaterialProducesanincompleteplanand
designoverviewTheproductmatchessomeaspectsoftheplanandthereissomeevidence
of testingorevaluation in thedocumentation Theuseof techniques insolvingproblems
demonstratesalimitedlevelofcomplexityandingenuity
Grade2
DisplayslittlerecallofcomputersciencefactualinformationShowslimitedcomprehension
ofbasicconceptsandprinciplesandlittleevidenceofapplicationSomeevidenceofbeing
able to interpret or construct simple algorithms Offers responses which are often
incompleteorirrelevantProducesaweakandincompleteplanThedesignoverviewispoor
and does not match the plan The product is poor and does not work There is limited
evidence of testing poor documentation and limited or no evaluation The use of
techniquesinsolvingproblemsdemonstratesalowlevelofcomplexityandingenuity
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Grade1
Recalls fragments of computer science factual information and shows very little
understanding of any concepts or principles Little or no ability at algorithm construction
andinterpretationTheirdesignoverviewandplanarenotattemptedThereis littleorno
evidence of a working product and little or no evidence of testing documentation or
evaluation The use of techniques in solving problems fails to demonstrate any level of
complexityoringenuity
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Group5(mathematics)
Grade7
Demonstrates a thorough knowledge and comprehensive understanding of the syllabus
successfully constructs and appliesmathematical arguments at a sophisticated level in a
wide variety of contexts successfully uses problem-solving techniques in challenging
situations recognizes patterns and structures makes generalizations and justifies
conclusionsunderstandsandexplainsthesignificanceandvalidityofresultsanddrawsfull
and relevant conclusions communicates mathematics in a clear effective and concise
mannerusing correct techniquesnotation and terminologydemonstrates theability to
integrate knowledge understanding and skills from different areas of the course uses
technology correctly in challenging situationsmdashmakes efficient use of calculatorrsquos
functionalitywhenrequired
Grade6
Demonstrates a broad knowledge and comprehensive understanding of the syllabus
successfullyconstructs andappliesmathematicalarguments inavarietyofcontextsuses
problem-solving techniques in challenging situations recognizes patterns and structures
andmakessomegeneralizationsunderstandsandexplainsthesignificanceandvalidityof
resultsanddrawsrelevantconclusionscommunicatesmathematicsinaclearandeffective
mannerusingcorrecttechniquesnotationandterminologydemonstratessomeabilityto
integrate knowledge understanding and skills from different areas of the course uses
technologycorrectlyinroutinesituationsmdashmakesefficientuseofcalculatorrsquosfunctionality
whenrequired
Grade5
Demonstrates a broad knowledge and good understanding of the syllabus applies
mathematical arguments in performing routine tasks successfully uses problem-solving
techniques in routine situations successfully carries out mathematical processes in a
varietyofcontextsandrecognizespatternsandstructuresunderstandsthesignificanceof
results and draws some conclusions communicates mathematics effectively using
appropriatetechniquesnotationandterminologydemonstratesanawarenessofthelinks
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181
between different areas of the course makes use of calculatorrsquos functionality when
requiredmdashmayoccasionallybeinefficient
Grade4
Demonstratesasatisfactoryknowledgeofthesyllabusappliesmathematicalargumentsin
performing some routine tasks uses problem-solving techniques in routine situations
successfullycarriesoutmathematicalprocesses instraightforwardcontextsshowssome
abilitytorecognizepatternsandstructureshaslimitedunderstandingofthesignificanceof
results and attempts to draw some conclusions communicatesmathematics adequately
using some appropriate techniques notation and terminology makes some use of
calculatorrsquos functionality but perhaps not alwayswhen requiredmdashmay be inefficient at
times
Grade3
Demonstratespartialknowledgeofthesyllabusandlimitedunderstandingofmathematical
arguments in per forming some routine task s attempts to carry out mathematical
processes in straight forward contexts makes an attempt to use problem-solving
techniquesinroutinesituationscommunicatessomemathematicsusingsomeappropriate
techniquesnotationorterminologyoccasionallyusescalculatorrsquosfunctionalitybutoften
inefficiently does not always use it when required and may use an inefficient analytic
approach
Grade2
Demonstrates limited knowledge of the syllabus attempts to carry out mathematical
processesatabasic levelcommunicatessomemathematicsbutoftenuses inappropriate
techniques notation or terminology unable to use calculator correctly when requiredmdash
questionsexclusivelyrequiringtheuseoftheGDCaregenerallynotattempted
Grade1
Demonstratesminimal knowledgeof the syllabus demonstrates little or no ability touse
mathematicalprocessesevenwhenattemptingroutinetaskscommunicatesonlyminimal
mathematics and consistently uses inappropriate techniques notation or terminology is
unabletomakeeffectiveuseoftechnology
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Group6(arts)Grade7
Demonstrates in-depth and comprehensive knowledge and understanding of the media
usedwithpreciseuseof terminology tocommunicate thisunderstandingHighlyeffective
use of research investigation and technical skills In-depth understanding of artistic
intention and engagement with the artistic process demonstrated in consistent
developmentofideascreativityandcriticalreflection
Grade6
Demonstratesdetailedknowledgeandunderstandingof themediausedwithappropriate
and consistent use of terminology to communicate this understanding Effective use of
research investigation and technical skills Understanding of artistic intention and
engagementwiththeartisticprocessdemonstratedindevelopmentofideascreativityand
criticalreflection
Grade5
Demonstratessoundknowledgeandunderstandingofthemediausedwithappropriateuse
of terminology to communicate this understanding Research investigation and technical
skills are evident and sometimes well developed Evidence of understanding of artistic
intentionandtheartisticprocessanddevelopmentofideascreativityandcriticalreflection
Grade4
Demonstrates secure knowledge and understanding of themedia usedwith appropriate
useofterminologytocommunicatethisunderstandingResearchandorinvestigationskills
areevidentbutnotwelldevelopedSomeunderstandingofartisticintentionandtheartistic
process that is understanding of the work of others the studentrsquos own work and the
connections between these Some evidence through the studentrsquos own work of
understanding of the artistic process Technical skills are evident but not necessarilywell
developedThereissomeevidenceofdevelopmentofideasandsomeevidenceofcreativity
andcriticalreflection
Grade3
Demonstrates basic knowledge and understanding of the media used with some use of
terminology to communicate this understanding There is evidence of research andor
investigationbutthisremainsundevelopedPartialunderstandingofartisticintentionthat
isunderstandingoftheworkofothersandthestudentrsquosownworkEvidenceinthe
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183
studentrsquos own work of limited artistic process and technical skills Creativity and critical
reflectionemergeoccasionallyinthework
Grade2
Demonstrates little knowledge and understanding of themedia usedwith limited use of
terminology There is evidence of superficial research andor investigation The studentrsquos
ownworkdemonstratesvery limitedartisticprocess technicalskillscreativityandcritical
reflection
Grade1
Demonstratesverylittleknowledgeandunderstandingofthemediausedwithinadequate
use of terminology Irrelevant research andor investigation The studentrsquos own work
demonstratesalmostnoartisticprocesstechnicalskillscreativityorcriticalreflection
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184
Extendedessaygradedescriptors
GradeA
Demonstrateseffectiveresearchskillsresultinginawell-focusedandappropriateresearch
questionthatcanbeexploredwithinthescopeofthechosentopiceffectiveengagement
withrelevantresearchareasmethodsandsourcesexcellentknowledgeandunderstanding
ofthetopicinthewidercontextoftherelevantdisciplinetheeffectiveapplication
ofsourcematerialandcorrectuseofsubject-specificterminologyandorconceptsfurther
supportingthisconsistentandrelevantconclusionsthatareproficientlyanalysedsustained
reasoned argumentation supported effectively by evidence critically evaluated research
excellent presentationof theessaywhereby coherence and consistency further supports
thereadingoftheessayandpresentandcorrectlyappliedstructuralandlayoutelements
Engagementwiththeprocessisconceptualandpersonalkeydecision-makingduringthe
researchprocess isdocumentedandpersonalreflectionsareevidenced includingthose
thatareforward-thinking
GradeB
Demonstrates appropriate research skills resulting in a research question that can be
explored within the scope of the chosen topic reasonably effective engagement with
relevant researchareasmethodsandsourcesgoodknowledgeandunderstandingof the
topic in thewider context of the relevant discipline a reasonably effective applicationof
source material and use of subject-specific terminology andor concepts consistent
conclusions that are accurately analysed reasoned argumentation often supported by
evidenceresearchthatattimesevidencescriticalevaluationandaclearpresentationofall
structuralandlayoutelementswhichfurthersupportsthereadingoftheessay
Engagementwiththeprocessisgenerallyevidencedbythereflectionsandkeydecision-
makingduringtheresearchprocessisdocumented
GradeC
Demonstratesevidenceofresearchundertakenwhichhasledtoaresearchquestionthatis
not necessarily expressed in away that can be exploredwithin the scope of the chosen
topicpartiallyeffectiveengagementwithmostlyappropriateresearchareasmethodsand
sourcesmdashhowevertherearesomediscrepanciesinthoseprocessesalthoughthesedonot
interferewiththeplanningandapproachsomeknowledgeandunderstandingofthetopic
inthewidercontextofthedisciplinewhichismostlyrelevanttheattemptedapplicationof
CHOITHRAM INTERNATIONAL 2018 - 20
185
sourcematerial and appropriate terminology andor concepts an attempted synthesis of
research results with partially relevant analysis conclusions partly supported by the
evidence discussion that is descriptive rather than analytical attempted evaluation
satisfactorypresentationof theessaywithweaknesses thatdonothinder the readingof
the essay and some structural and layout elements that are missing or are incorrectly
appliedEngagementwiththeprocessisevidencedbutshowsmostlyfactualinformation
withpersonalreflectionmostlylimitedtoproceduralissues
GradeD
Demonstratesa lackof research resulting inunsatisfactory focusandaresearchquestion
that is not answerable within the scope of the chosen topic at times engagement with
appropriate research methods and sources but discrepancies in those processes that
occasionally interfere with the planning and approach some relevant knowledge and
understanding ofthe topic in the wider context of the discipline which are at times
irrelevanttheattemptedapplicationofsourcematerialbutwithinaccuraciesintheuseof
or underuse of terminology andor concepts irrelevant analysisand inconsistent
conclusionsasaresultofadescriptivediscussionalackofevaluationpresentationofthe
essaythatattimes is illogicalandhindersthereadingandstructuralandlayoutelements
that are missingEngagement with the process is evidenced but is superficial with
personalreflectionsthataresolelynarrativeandconcernedwithproceduralelements
GradeE(Failingcondition)
Demonstrates an unclear nature of the essay a generally unsystematic approach and
resulting unfocused research question limited engagement with limited research and
sourcesgenerally limitedandonlypartiallyaccurateknowledgeandunderstandingofthe
topic in the wider contextof the relevant discipline ineffective connections in the
applicationofsourcematerialandinaccuraciesintheterminologyandorconceptsuseda
summarizing of results of researchwith inconsistent analysis an attemptedoutline of an
argumentbutonethatisgenerallydescriptiveinnatureandalayoutthatgenerallylacks
orincorrectlyappliesseverallayoutandstructuralelements
Engagement with the process is limited with limited factual or decision- making
informationandnopersonalreflectionontheprocess
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186
Theoryofknowledgegradedescriptors
GradeA
Pertinent knowledge issues are explored thoroughly and linked effectively to areas of
knowledgeandorwaysofknowingThereisstrongevidenceofapersonalexplorationof
knowledge issues includingconsiderationofdifferentperspectivesArgumentsareclearly
developed and well supported by effective concrete examples counterclaims and
implicationsareexplored
GradeB
Pertinentknowledgeissuesareexplainedandlinkedtoareasofknowledgeandorwaysof
knowingThere issomeevidenceofapersonalexplorationofknowledge issues including
considerationofdifferentperspectivesArguments arepartially developedand supported
by effective concrete examples counterclaims are explored and some implications
identified
GradeC
Somepertinent knowledge issues aredescribedand linked to areasof knowledgeandor
waysofknowingThere is limitedevidenceofapersonalexplorationofknowledgeissues
somedifferentperspectivesaredescribedbutnotexploredArgumentsaredevelopedtoa
limitedextentandsupportedbyexamplescounterclaimsareidentified
GradeD
Some pertinent knowledge issues are identified with only superficial links to areas of
knowledgeandorwaysofknowingThere issimplisticpersonalexplorationofknowledge
issuesandminimal referencetodifferentperspectivesArgumentsarenotdevelopedand
notsupportedbyeffectiveexamples
GradeE
Demonstrateslittleornoevidenceofknowledgeissues
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187
The Grade Boundaries of May 2018 will be followed for assessing all Semester
ExaminationItwillbesharedassoonasreleasedbytheIB
CHOITHRAM INTERNATIONAL 2018 - 20
6
SCHOOLTIMINGSGrade11and12 MondaytoFriday800amto310pm
Saturday[1stand3rdSaturdayofthemonth] 800amto1100am(ForStudents)
Saturday[1stand3rdSaturdayofthemonth] 800amto200pm(ForTeachers)
WintertimingsareasperCollectorrsquosorderinIndoreThedatesarecommunicated
totheentireschoolcommunitybyemail
VISITINGHOURSPrincipal Alldaysbypriorappointmentsonly
230to330MondaytoFriday(forstudents)
Coordinator 200pm-300pmonMondayandWednesday
Teachers 1100amto130pmon1stand3rdSaturday
CHOITHRAM INTERNATIONAL 2018 - 20
7
REFLECTIONBYALUMNII started studying in Choithram Internationalwhen Iwas in 1st grade and I
cannotrememberthelasttimethatIdidnotfeelproudofthefactthatIwas
studying inan IB schoolNowthat this journey isabout tocome toanend I
have the realization of the various areas I grew and excelled in It was a
revelationmy entire thought process has changed and I have reached great
heightsanddevelopedasan individualbynow IBhastaughtmethereal life
application of theoretical knowledge and I no longer question that how is
bookishknowledgeeverusefulforusNotonlydidInurturemyskillsbutalso
developed various abilities I wasnt even aware of At each point of time I
question things and do not settle until I find answers to it thanks to TOK I
unravelledvariousaspectsof lifeThanks toEE Iwasable to finishwritinga
4000-wordessayononeof thebiggestmultinational companies in theworld
withresearchinganalyzingandsolvinghugeproblemsthatthefirmislikelyto
encounter
There are so many skills that will help me forever in life such as time-
management social service collaborative skills which will help me at every
pointinmyfuturebeitadecadefromnoworthelaterpartofmylifeIhave
broadenedmyvision to keephighaims acceptpeople theway theyareand
nowknowthedifferencebetweenrightandwrongonlybecauseofthe12years
ofeducationinthisprestigiousinstitutioncalledChoithramInternational
ThankstomyalmamaterIamwhatIamtodayAndwhereverIgoIshallever
remainindebtedtoyouChoithramInternational
MerciBeaucoup
ndashPrachiJain(AlumniIBDP)
CHOITHRAM INTERNATIONAL 2018 - 20
8
THEIBDIPLOMAPROGRAMME
OverviewofDiplomaProgramme
TheInternationalBaccalaureatereg(IB)DiplomaProgramme(DP)isforstudentsaged16-19
ResearchsuggeststhattherearemanybenefitstochoosingtheDPTheProgrammeaimsto
develop students who have excellent breadth and depth of knowledge ndash students who
flourish physically intellectually emotionally and ethically The DP curriculum has six
subjectgroupsandtheDPcorecomprisingtheoryofknowledge(TOK)creativityactivity
service(CAS)andtheextendedessayThroughtheDPcorestudentsreflectonthenature
ofknowledgecompleteindependentresearchandundertakeaprojectthatofteninvolves
community service The International Baccalaureatereg (IB) assesses studentwork as direct
evidenceofachievementagainstthestatedgoalsoftheDiplomaProgramme(DP)courses
CHOITHRAM INTERNATIONAL 2018 - 20
9
ELIGIBILITYFORFULLDIPLOMATheDiplomaProgrammeatChoithramInternationalisavailabletoallcandidateswho
Are able to cope with the demanding schedule of rigorous courses offered by the
Programmes
Arewillingtodeveloptimemanagementskillsandappropriatestudyhabits
Haveabroadercanvastoacceptinternationalperspectivesandopinions
Are ready to go through brainstorming sessions which instill critical and creative
thinking
AdmissiontotheIBDiplomaProgrammeinChoithramInternationalisgovernedbythe
followingcriteriabasedonClassX(MYPIGCSECBSE)resultsofthecandidateEligibility
toopt foraHigherorStandard level in theDiplomasubjectwill solelydependon the
levelsorgradesachievedineachsubjectbythecandidateinthepassingexamination
MYP-Minimumlevel4inallsubjects
- AboveLevel4 HL - Level4 SL- Belowlevel4 NoAdmission
IGCSE-Minimum5Cs- AboveC HL - C SL - BelowC NoAdmission
CBSE-Minimum8CGPAinallsubjects- Above8 HL- 8 SL- Below8 NoAdmission
CHOITHRAM INTERNATIONAL 2018 - 20
10
DIPLOMAPROGRAMME
SUBJECTSOFFEREDATCHOITHRAMINTERNATIONALInCI the curriculum inDP1andDP2 isdesignedby teachers following the IBDPaimsand
objectivesTeachersdesignthecurriculumbybackwardplanningfromDP2andalsotaking
into consideration the global requirements The subjects offered at CI fall into 6 groups
whichare
Group1 EnglishALangandLitHLSLHindiALitHLSL
Group2 Hindi LanguageBHLSL EnglishBHLSL French LanguageBHLSL and
FrenchBabinitio
Group3 (IndividualsampSocieties)EconomicsHLSLBusinessManagementHLSL
Information Technology in a Global Society(ITGS) HLSL History HLSL
PsychologyHLSLEnvironmentalSystemsandSocietiesSL
Group4 (Sciences)BiologyHLSLChemistryHLSLPhysicsHLSLEnvironmental
SystemsandSocietiesSLComputerScienceHLSL
Group5 MathematicsHLSLStudies
Group6 (ArtsandElectives)VisualArtsHLSL
Thestudentshavetwooptionsforsubjectchoice
Option1 Thestudentcanselectonesubjectfromeachofthesixgroupsorselect
the6thsubjectfromGroup3OrGroup4
Option2 StudentswhoaspireforMedicalorEngineeringfieldshavetooptforall
the three sciences fromGroup4 These studentswill have to study 7
subjects
SubjectclustersofferedatCI
Cluster1ndashBiologyBusinessManagementHistory
Cluster2ndashPhysicsVisualArts
Cluster3ndashChemistryESSComputerScience
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11
Thecore
CreativityActionService Studentscompleteaprojectrelatedtothesethreeconcepts
ExtendedEssay Anindependentself-directedpieceofresearchfinishingwith
a4000-wordpaper
TheoryofKnowledge Studentsreflectonthenatureofknowledgeandonhowwe
knowwhatweclaimtoknow
Theavailabilityofsubjectchoicesforthestudentswillbebasedonthepreviousacademic
recordandtheirfutureprospects
Itisarulethatoncethesubjectchoiceshavebeenmadewiththediscretionofthestudent
andtheparentsnochangeswillbeacceptedSpecialcaseswillbeentertainedbytheDP
coordinatorandtheHeadoftheschool
UNIVERSITYRECOGNITIONTheIBdiplomaiswidelyrecognizedbytheworldrsquosleadinguniversities
TheIBworkscloselywithuniversitiesinallregionsoftheworldtogainrecognitionfortheIB
diploma To aid this process university admissions officers and governmentofficialshave
directonlineaccesstoallsyllabiandrecentexaminations
To assist IB diploma students inmaking appropriate subject choices the school conducts
plannedPsychometricteststoidentifythefieldsofstudentsrsquoaptitudeTheschoolconnects
itsstudentstoIBStudentRegistryofferedbytheIBasastrongdatabasecontainingdetails
of universities around the world together with up-to-date information about their
requirementsforadmission IBStudentRegistryhelpsstudentstoshowcasetheirportfolio
includingCASExtendedessayandother IBexperiences therebyopeningdoors fordirect
communication with other IB students and the admission officers of various universities
across theglobe It is the studentsrsquo responsibility tobuild theirownprofile toattract the
attentionofuniversitiesthatinterestthem
CHOITHRAM INTERNATIONAL 2018 - 20
12
Theschoolregularlyconductsscheduledsessionswithparentsandstudentsforgenerating
awareness about studying abroad and in India University visits are arranged and all
necessaryhelp is furnished to the studentsatappropriate time tohelp in theiruniversity
applicationsbasedontheirPredictedGrades
TheAllIndiaUniversity(AIU)alsoratesIBDiplomaProgrammeatparwithclassXIICBSEor
ICSEIBissuesmarksheetsinadditiontotheirgradessoastomaketheadmissionprocess
inanyIndianUniversitystraightforwardandtrouble-freeTheminimumrequirementforthe
AIUcertificationistohave3HLand3SLsubjectswithascoreofminimum24pointsinthe
IBDPfinalexamination
UniversityampCareerGuidanceSchoolCalendarforDPBatch2018-20
Dates ActionsYearI130818-180818 FirstStudent-CounsellorMeeting030918-140918 Parent-CounsellorMeeting(DiscussCollegeMajor)11118-311218 TakeTestsIELTSSATACT300119 StatementofPurpose300119 RequestforLOR040219-140219 Student ampParent-Counsellor Meeting( First discussion on short
listingofuniversitiesaspercareergoals)Mayrsquo2019 APExamSATsubjecttestSATimprovementYearIIDates Actions10819-090819 Student-Counsellor Meeting ( Preparation of final list of college
majorsandcolleges)160819-230819 Parent-CounsellorMeeting300819 StatementofPurpose100919 Essaywritingbasedonprompts300819 RequestforLOR14919ndash220919 StudentampParent-CounsellorMeeting200919 CollectLORfromTeachers251019 CollectPredictedGradesforEarlyApplications301119 CollectPredictedGradesforRegularAdmission71219 PrepareApplicationDocuments(RegularAdmissions)091219-161219 RegisterampApply(UKUSAAustraliaCanadaJulyintake200120 ApplyIrelandColleges
CHOITHRAM INTERNATIONAL 2018 - 20
13
CORECOMPONENTSTOK(THEORYOFKNOWLEDGE)
Theoryofknowledge(TOK)isassessedthroughanoralpresentationanda1600word
essay
TOK aims to make students aware of the interpretative nature of knowledge including
personalideologicalbiasesndashwhetherthesebiasesareretainedrevisedorrejectedItoffers
studentsandtheirteacherstheopportunityto
reflectcriticallyondiversewaysofknowingandonareasofknowledge
considertheroleandnatureofknowledgeintheirowncultureintheculturesof
othersandinthewiderworld
InadditionTOKpromptsstudentsto
beawareofthemselvesasthinkersencouragingthemtobecomemoreacquainted
withthecomplexityofknowledge
recognizetheneedtoactresponsiblyinanincreasinglyinterconnectedbut
uncertainworld
TOKalsoprovidescoherence for thestudentby linkingacademicsubjectareasaswellas
transcendingthemItthereforedemonstratesthewaysinwhichthestudentcanapplytheir
knowledgewithgreaterawarenessandcredibility
EE(EXTENDEDESSAY)
TheExtendedEssay(EE)isapieceofpersonalresearchofabout4000wordssupervisedbya
teacheratChoithram International inaccordancewith theguidelinespublishedby the IB
The EEmust be done in one of the DP subjectsmustmeet the assessment criteria and
followsubject-specificdetailsAllExtendedEssaysareexternallygradedonascalefrom0to
34ThesupervisorsubmitsapredictedgradeforthestudentrsquosEEtotheIB
CHOITHRAM INTERNATIONAL 2018 - 20
14
CAS(CREATIVITYACTIVITYSERVICE)
CASrequiresstudentstotakepartinarangeofactivitiesandprojectsTheseshouldalways
involve
realpurposefulactivitieswithsignificantoutcomes
personalchallenge
thoughtfulconsiderationsuchasplanningreviewingprogressreporting
reflectiononoutcomesandpersonallearning
TheIBdoesnrsquotprescribespecificprojectsoractivitiestostudents
HowevertheIBdoesrecommendthatstudentstakepartinatleastoneproject
involvingteamworkAllstudentsshouldbeinvolvedinactivitiestheyrsquoveinitiated
themselves
CHOITHRAM INTERNATIONAL 2018 - 20
15
GROUPWISESUBJECTDETAILS
GROUP1ENGLISHA-LANGUAGEANDLITERATUREPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ENGLISH ATCHOITHRAMINTERNATIONALINDOREThe IBDP English Curriculum is designed for students who have experience of using the
languageofthecourseinanacademiccontextThelanguagebackgroundofsuchstudents
howeverislikelytovaryconsiderablymdashfrommonolingualstudentstostudentswithmore
complex language profiles The study of texts both literary and non-literary provides a
focus for developing an understanding of how language works to create meanings in a
cultureaswellas inparticulartextsAlltextsmaybeunderstoodaccordingtotheirform
content purpose and audience and through the social historical cultural andworkplace
contexts that produce and value themResponding to andproducing texts promotes an
understandingofhowlanguagesustainsorchallengeswaysofthinkingandbeing
TofulfilltherequirementsoftheIBDiplomaProgrammeallstudentsmuststudyaGroup1
subjectselectedfromoneofthethreecoursesOnepathtoabilingualdiplomaistotake
twoGroup1courseseachinadifferentlanguageinanycombinationofthethreecourses
offered Both the Language A Literature course and the Language A Language and
LiteraturecourseareofferedatSLandHL
Group1coursesaredesignedtosupportfutureacademicstudybydevelopingahighsocial
aesthetic and cultural literacy as well as effective communication skills While there is
significantdifferenceinthetextspresentedforstudyinthethreecoursestheywillclearly
overlapsomewhatThereisnoaimforeachcoursetodefinecompletelyseparateterritory
Insteadthemaindifferenceliesinthedifferentareasoffocuseachtakes
IntheLanguageALiteraturecoursefocusisdirectedtowardsdevelopinganunderstanding
of the techniques involved in literary criticism and promoting the ability to form
independent literary judgments The focus of the Language A Language and Literature
course is directed towards developing and understanding the constructed nature of
meaningsgeneratedbylanguageandthefunctionofcontextinthisprocessLiteratureand
CHOITHRAM INTERNATIONAL 2018 - 20
16
performanceallowsstudentstocombineliteraryanalysiswiththeinvestigationoftherole
ofperformanceinourunderstandingofdramaticliterature
Aims
TheaimsofLanguageALiteratureandLanguageALanguageandLiteratureatSLandHL
areto
1 introducestudentstoarangeoftextsfromdifferentperiodsstylesandgenres
2 develop in students the ability to engage in close detailed analysis of individual texts
andmakerelevantconnections
3 developthestudentsrsquopowersofexpressionbothinoralandwrittencommunication
4 encourage students to recognize the importance of the contexts in which texts are
writtenandreceived
5 encouragethroughthestudyoftextsanappreciationofthedifferentperspectivesof
peoplefromotherculturesandhowtheseperspectivesconstructmeaning
6 encouragestudentstoappreciatetheformalstylisticandaestheticqualitiesoftexts
7 promoteinstudentsanenjoymentofandlifelonginterestinlanguageandliterature
8 developinstudentsanunderstandingofhowlanguagecultureandcontextdetermine
thewaysinwhichmeaningisconstructedintexts
9 encourage students to think critically about the different interactions between text
audienceandpurpose
Objectives
There are four assessment objectives at SL and at HL for the Language A Language and
Literaturecourse
1 Knowledgeandunderstanding
Demonstrateknowledgeandunderstandingofarangeoftexts
Demonstrateanunderstandingoftheuseoflanguagestructuretechniqueandstyle
Demonstrate a critical understanding of the various ways in which the reader
constructsmeaningandofhowcontextinfluencesthisconstructedmeaning
Demonstrateanunderstandingofhowdifferentperspectivesinfluencethereading
ofatext
CHOITHRAM INTERNATIONAL 2018 - 20
17
2 Applicationandanalysis
Demonstrateanabilitytochooseatexttypeappropriatetothepurposerequired
Demonstrateanabilitytouseterminologyrelevanttothevarioustexttypesstudied
Demonstrateanabilitytoanalysetheeffectsof languagestructuretechniqueand
styleonthereader
Demonstrate an awareness of theways inwhich the production and reception of
textscontributetotheirmeanings
Demonstrateanabilitytosubstantiateandjustifyideaswithrelevantexamples
3 Synthesisandevaluation
Demonstrateanability tocompareandcontrast the formalelementscontentand
contextoftexts
Discussthedifferentways inwhich languageandimagemaybeused inarangeof
texts
Demonstrateanabilitytoevaluateconflictingviewpointswithinandaboutatext
AtHLonlyProduceacriticalresponseevaluatingsomeaspectsoftextcontextand
meaning
4 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandwithfluencyinbothwrittenand
oralcommunication
Demonstrateanabilitytousetheoralandwrittenformsofthelanguageinarange
ofstylesregistersandsituations
Demonstrateanabilitytodiscussandanalysetextsinafocusedandlogicalmanner
AtHLonlyDemonstrateanabilitytowriteabalancedcomparativeanalysis
CHOITHRAM INTERNATIONAL 2018 - 20
18
Literaryworkschosenforeachofpartoftheprogramme
LanguageALanguageandLiterature
Higherlevel Standardlevel
Part1
LanguageinCulturalContext
GENDER GENDER
LANGUAGEANDCOMMUNITIES LANGUAGEANDCOMMUNITIES
TRANSLATION TRANSLATION
Part2
LanguageampMassCommunication
STEREOTYPES STEREOTYPES
USEOFPERSUASIVELANGUAGE USEOFPERSUASIVELANGUAGE
LANGUAGEANDTEXTUALBIAS LANGUAGEANDTEXTUALBIAS
Part3
LiteratureTextsampContexts
THEGREATGATSBYndashFSCOTTFITZGERALD THEGREATGATSBYndashFSCOTTFITZGERALD
REDOLEANDERSndashRABINDRANATHTAGORE REDOLEANDERSndashRABINDRANATHTAGORE
AMERICANAH-CHIMAMANDANGOZIADICHIE
Part4
LiteratureCriticalStudy
OTHELLOTHEMOOROFVENICE OTHELLOTHEMOOROFVENICE
SELECTEDPOETRYndashJOHNKEATS SELECTEDPOETRYndashJOHNKEATS
HEARTOFDARKNESS-JOSEPHCONRAD
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19
AssessmentObjectivesInPractice
CHOITHRAM INTERNATIONAL 2018 - 20
20
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21
SYLLABUSOUTLINE
Year PartofSyllabus Content
SemI
PART-1LanguageinCulturalContextPart4CriticalStudy
Part1GenderEvolutionofEnglishLanguageSapirWhorfHypothesisMeghanMarklersquosSpeechatUNWomenHeForSheCampaignBlogson-LanguageshapesgenderInclusiveLanguageCartoonsbyLizaDonnellyTedTalkbyChimamandaNgoziAdichieMagazineCoversSlamPoetryCommunity-NationalismCatalonianConfusionImaginedCommunitiesSchoolrsquosLanguagePolicyRiverofBloodSpeechLanguageVariationRegionalismColonialMentalityAAEDialectSociolectIdiolectTranslation-BloginterviewExcerptsfromADollrsquosHouseDonQuixotePersepolisPart4CriticalStudySLOthelloTheMoorofVenicePoemsbyJohnKeatsHLOthelloTheMoorofVenicePoemsbyJohnKeatsHeartofDarkness
SemII
Part1LanguageinCulturalContextTranslationPart4CriticalStudyPart2MassCommunication
Part1TranslationPart4CriticalStudySLPoemsbyJohnKeatsHLPoemsbyJohnKeatsPart2MassCommunicationTermsrelatedtomassmediaTextualBiasVideoimagesmagazinecoversnewsarticleSpanishAmericanWarTETOffensivecartoonsUseofPersuasiveLanguageAtticusFinchClosingArgumentinlsquoToKillaMockingBirdrsquoAdvertisementsSpeeches-QueenElizabethITilburySpeechIHaveAdream-MartinLutherKingJr
CHOITHRAM INTERNATIONAL 2018 - 20
22
MahatmaGandhi-OneWorldSquealerrsquosSpeechinAnimalFarmStereotypes-GenderandEthnicityCartoonsComicStripsAdvertisementsVideoGamesTweetsTedTalkVideos
SemIII Part3TextsandContexts
SL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanah
SemIV Part2LanguageampMassCommunication
Part3TextsandContextsSL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanahRevision
IBInternalandexternalassessmentrequirementstobecompletedduringthecourse
Brieflyexplainhowandwhenyouwillworkonthem Includethedatewhenyouwill first
introduce the internal andexternal assessment requirementswhen theywill bedue
andhowstudentswillbepreparedtocompletethem
FOA1amp2ndashConceptanddemandsoftheFOAtobeintroducedintheISemesterThefirst
FOAwillbecompletedbyendofSemISecondwillbecompletedinSemII
WT12amp3ndashConceptanddemandsoftheWTtobeintroducedintheISemesterFirstWT
SubmissionwillbedueinSemITheremaining2WTswillbesubmittedinSemII
IOCndashTheIOCwillbeintroducedinSemIThedetailsprocessmockandthefinalIOCwill
beheldinSemII
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23
AssessmentsinLanguageALanguageandLiterature(SLampHL)
ASSESSMENTOUTLINEndashSL Weighting
Externalassessment(3hours)Paper1Textualanalysis(1hour30minutes)ThepaperconsistsoftwounseentextsStudentswriteananalysisofoneofthesetexts(20marks)Paper2Essay(1hour30minutes)Inresponsetooneofsixquestionsstudentswriteanessaybasedonboththeliterarytextsstudiedinpart3ThequestionsarethesameatHLbuttheassessmentcriteriaaredifferent(25marks)WrittentaskStudentsproduceatleastthreewrittentasksbasedonmaterialstudiedinthecourseStudentssubmitonewrittentaskforexternalassessment(20marks)Thistaskmustbe800ndash1000wordsinlengthplusarationaleof200ndash300words
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
24
ASSESSMENTOUTLINEndashHL Weighting
Externalassessment(4hours)Paper1Comparativetextualanalysis(2hours)ThepaperconsistsoftwopairsofunseentextsStudentswriteacomparativeanalysisofonepairoftexts(20marks)Paper2Essay(2hours)Inresponsetooneofsixquestionsstudentswriteanessaybasedonatleasttwooftheliterarytextsstudiedinpart3ThequestionsarethesameatSLbuttheassessmentcriteriaaredifferent(25marks)WrittentasksStudentsproduceatleastfourwrittentasksbasedonmaterialstudiedinthecourseStudentssubmittwoofthesetasksforexternalassessment(20marksforeachtask)OneofthetaskssubmittedmustbeacriticalresponsetooneoftheprescribedquestionsfortheHLadditionalstudyEachtaskmustbe800ndash1000wordsinlengthtask1shouldbeaccompaniedbyarationaleof200ndash300wordswhiletask2shouldbeaccompaniedbyashortoutline
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
25
GROUP1HINDIA-LITERATURE
Assessmentobjectivesinpractice
TherearethreeassessmentobjectivesatSLandatHLforthelanguageAliteraturecourse
1 Knowledgeandunderstanding
Demonstrate knowledge and understanding of individual literary works as
representativesoftheirgenreandperiodandtherelationshipsbetweenthem
Demonstrateanunderstandingofthewaysinwhichculturalvaluesareexpressedin
literature
Demonstrateawarenessofthesignificanceofthecontextinwhichaworkiswritten
andreceivedSubstantiateandjustifyideaswithrelevantexamples
2 Analysissynthesisandevaluation
Demonstrate an ability to analyse language structure technique and style and
evaluatetheireffectsonthereader
Demonstrateanability toengage in independent literarycriticismonboth familiar
andunfamiliarliterarytexts
Showan ability to examine anddiscuss in depth the effects of literary techniques
andtheconnectionsbetweenstyleandmeaning(HLonly)
3 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandfluentlyinbothwrittenandoral
communicationwithaneffectivechoiceofregisterandstyle
Demonstrateacommandof terminologyandconceptsappropriate to thestudyof
literature
Demonstrateanabilitytoexpresswell-organizedoralandwrittenarguments
Demonstrate an ability towrite a sustained and detailed literary commentary (HL
only)
CHOITHRAM INTERNATIONAL 2018 - 20
26
The literary works chosen for each of part of the LanguageA Literatureprogramme
Partofthecourse
SL HL
Part1workintranslation
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)list
1रोमयो-जलयटशसपीयर(नाटक)2अतनचख़वक9लघकथाए
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)listStudyofthreeworksintranslationfromthePLTlist1रोमयो-जलयटशसपीयर(नाटक)
2अतनचख़वक9लघकथाए3टगौरकाकAवतासBह(गीताजलD)
Part2Detailedstudy
StudyoftwoworkseachofadifferentgenrechosenfromthisPLA3चEगFत(नाटक)जयशकरGसाद
4अIहJयाबाई(उपNयास)वदावनलालवमाP
Studyofthreeworkseachofadifferentgenre(oneofwhichmustbepoetry)chosenfromthisPLA4चEगFत(नाटक)जयशकरGसाद5अIहJयाबाई(उपNयास)वदावनलालवमाP6नागाजPन(कAवता)
Part3Literarygenres
StudyofthreeworksofthesamegenrechosenfromthisPLA
5 आपकाबटD(उपNयास)मNनभडारD6 सखदा(उपNयास)जनNEजन
7साराआकाश(उपNयास)राजNEयादव
StudyoffourworksofthesamegenrechosenfromthisPLA7आपकाबटD(उपNयास)मNनभडारD8सखदा(उपNयास)जनNEजन9साराआकाश(उपNयास)राजNEयादव10गबन(उपNयास)Gमचद
Part4Options
Studyofthreeworksfreelychosen Studyofthreeworksfreelychosen
8कबीरदोहऔरसाWखया9लघकथाए-खलDलिजYान10ठलपरIहमालय(या[ासमरण)धमPवीरभारती
11कबीरदोहऔरसाWखया12लघकथाए-खलDलिजYान13ठलपरIहमालय(या[ासमरण)धमPवीरभारती
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year PartofSyllabus Content
Year1
Part4ndashOptions
Kabir
ShortstoriesofKhalilGibran
TheleparHimalaya-DharmveerBharti
FINALIndividualOralPresentationPART4WORKS
Part2ndashDetailedStudy
Chandragupt(Play)-JaishankarPrasad
Ahilyabai(Novel)-VrindavanlalVerma
Poetry-Nagarjun
FINALIndividualOralCommentaryPART2WORKS
Year2
Part1ndashworkintranslation
RomeoJuliet(Play)Shakespeare
Shortstories-AntonChekhov
Geetanjali-RavindranathTagore
FINALWrittenAssignmentPART1WORKS
PART3-LiteraryGenre
AapkaBanti(Novel)MannuBhandari
SaaraAakash(Novel)-RajendraYadav
Sukhada(Novel)ndashJainendaraJain
Gaban(Novel)-Premchand(HLOnly)
Paper2BasedonPart3Works
IBInternalAssessmentrequirementstobecompletedduringtheCourse
IOPndashConceptanddemandsoftheIOPtobeintroducedandcompletedinSemI
IOCndashTheIOCwillbeintroducedbrieflyinSemIandwillbebasedbroadlyonthedemands
ofIOCTheFinalIOCwillbetakeninSemII
WAndashConceptanddemandsof theWAtobe introduced inSemIIWASubmissionwillbe
dueinSemIII
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP2HINDIBPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HINDI AT
CHOITHRAMINTERNATIONALINDORE
HindiLanguagehasbeenoneofthemostpopularIndianlanguagesamongstudentsandthis
course emphasizes the development of the four skills ndash listening speaking reading and
writingListeningasaskillcanbedevelopedthroughTVRadioProgrammesandrecorded
CD Speaking can be developed through elocution debates skit enactment Reading can
develop through activities like newspaper magazines reading and different story books
Writing skills are developed through essay report writing letter writing and creativity
writing
TheHindiBcourserequiresstudentstohavesomeknowledgeofandexperiencewiththe
languageStudentsareexpectedtohavelinguisticskillsandtounderstandanduselanguage
insophisticatedwaysForexamplestudentsmustbeabletodiscussabstractconceptsand
ideasinthetargetlanguage
This course encourages students to broaden their knowledge of literature and culture of
differentstatesofIndia
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Developinternational-mindednessthroughthestudyof languagesculturesandideas
andissuesofglobalsignificance
2 Enable students to communicate in the language they have studied in a range of
contextsandforavarietyofpurposes
3 Encouragethroughthestudyoftextsandthroughsocialinteractionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4 Develop studentsrsquo understanding of the relationship between the languages and
cultureswithwhichtheyarefamiliar
5 Developstudentsrsquoawarenessofthe importanceof languageinrelationtootherareas
ofknowledge
CHOITHRAM INTERNATIONAL 2018 - 20
29
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and
creative-thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8 Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrateability
to
1 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
2 Understand and use language appropriate to a range of interpersonal andor
interculturalcontextsandaudiences
3 Understandanduse language toexpressand respond toa rangeof ideaswith fluency
andaccuracy
4 Identifyorganizeandpresentideasonarangeoftopics
5 Understandanalyseandreflectuponarangeofwrittenaudiovisualandaudio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year
Themes ThemeName ThemeTopics
SemI Theme1 Identities
bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
SemII Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
SemIII Theme4 Socialorganization
JourneytoFrenchspeakingcountries
Everycountryanditssymbolstraditionsandidentity
Forabetterworld
IntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
SemIV Theme5 Sharingtheplanet
BlueplanetGreenplanet
PlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetry
EqualityFraternity
Thesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
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ASSESSMENTS
The students will be evaluated based on their performances on tests debates oral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
CHOITHRAM INTERNATIONAL 2018 - 20
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HindiBSL
HindiBHL
CHOITHRAM INTERNATIONAL 2018 - 20
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Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
34
GROUP2FRENCHB
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN FRENCH AT
CHOITHRAMINTERNATIONALINDORE
Inthemodernworldofsocialpoliticalindustrialmaterialisticscientificandtechnological
advancementandgiventhattheworld isbecomingaglobalvillageduetothewondersof
the telecommunication and information technology and the increased tourism the
knowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglishFrench isoneof themostwidelycommunicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganisationssuch
asUnitedNationsOrganisationEuropeanUnionWorldTradeOrganisationWorldHealth
OrganisationandInternationalBaccalaureateOrganisationFrenchisalsosynonymouswith
internationalhotel industryandworldtourismwithParis_thecapitalofFranceasonethe
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognisedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
35
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
1 AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrate
abilityto
2 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
3 Understandanduselanguageappropriatetoarangeofinterpersonalandorintercultural
contextsandaudiences
4 Understandanduselanguagetoexpressandrespondtoarangeofideaswithfluencyand
accuracy
5 Identifyorganizeandpresentideasonarangeoftopics
6 Understand analyse and reflect upon a range ofwritten audio visual and audio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
36
SYLLABUSOUTLINE
Year Themes ThemeName ThemeTopics
Year1 Theme1 Identities bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
Year2 Theme4 Socialorganization
JourneytoFrenchspeakingcountriesEverycountryanditssymbolstraditionsandidentityForabetterworldIntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
Theme5 Sharingtheplanet BlueplanetGreenplanetPlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetryEqualityFraternityThesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
37
ASSESSMENTS
Thestudentswillbeevaluatedbasedontheirperformancesontestsdebatesoral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
FrenchBSL
CHOITHRAM INTERNATIONAL 2018 - 20
38
FrenchBHL
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
39
GROUP2FRENCHABINITIO
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINFRENCHABINITIO
ATCHOITHRAMINTERNATIONALINDORE
In todayrsquos modern world of social political industrial materialistic scientific and
technologicaladvancementandgiventhattheworldisbecomingaglobalvillageduetothe
wondersofthetelecommunicationandinformationtechnologyandtheincreasedtourism
theknowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglish French isoneof themostwidely communicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganizationssuch
asUnitedNationsOrganizationEuropeanUnionWorldTradeOrganizationWorldHealth
OrganizationandInternationalBaccalaureateOrganizationFrenchisalsosynonymouswith
internationalhotel industryandworld tourismwithParis thecapitalofFranceasone the
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognizedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
40
Aims
ThefollowingaimsarecommontobothlanguageabinitioandlanguageB
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7Providestudentswithabasis for furtherstudyworkand leisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
TherearefiveassessmentobjectivesforthelanguageabinitiocourseStudentswillbe
assessedontheirabilityto
1Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyof
purposes
2Understandanduselanguageappropriatetoarangeofinterpersonalandor
interculturalcontextsandaudiences
3Understandanduselanguagetoexpressandrespondtoarangeofideaswith
fluencyandaccuracy
4Identifyorganizeandpresentideasonarangeoftopics
5 Understand analyse and reflect upon a range of written audio visual and
audio-visualtexts
CHOITHRAM INTERNATIONAL 2018 - 20
41
SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI
Unit1 Identities 11Personalattributes
12Personalrelationships
13Eatinganddrinking
14Physicalwellbeing
Unit2 Experiences 21Dailyroutine
22Leisure
23Holidays
24Festivalsandcelebrations
SemII
Unit3 Humaningenuity 31Transport
32Entertainment
33Media
34Technology
SemIII
Unit4 Socialorganization 41Neighbourhood
42Education
43Theworkplace
44Socialissues
SemIV
Unit5 Sharingtheplanet 51Climate
52Physicalgeography
53Theenvironment
54Globalissues
AssessmentsinFrench
The students will be evaluated based on their performances on tests oral
presentationsdiscussionsListeningReadingandWritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
CHOITHRAM INTERNATIONAL 2018 - 20
42
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassing
grade)
Grades will be calculated mathematically based on raw scores which will be
convertedintopercentagesthatwillthenreflecttheirperformanceinthefollowing
categories
Externalassessment(2hours45minutes) 75
Paper1(1hour) 25
Productiveskillsmdashwriting(30marks)
Twowrittentasksof70ndash150wordseachfromachoiceofthreetaskschoosinga
texttypeforeachtaskfromamongthoselistedintheexaminationinstructions
Paper2(1hour45minutes) 50
Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
Comprehensionexercisesonthreeaudiopassagesandthreewrittentextsdrawn
fromallfivethemes
Internalassessment
25 Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedby
theIBattheendofthecourse
Individualoralassessment
Aconversationwiththeteacherbasedonavisualstimulusandatleastoneadditional
coursetheme(30marks)
Materials
ThebasiccoursematerialfortheFrenchabinitiocourse
- ibook
- PanoramaFrancophone1amp2
- Additionalmaterialsfromaselectionoftextbooksmagazinesandinternetsources
willcomplementthearticlesandexercisesfoundinthesetextsStudentsmustbring
theirtextbookandnotebooktoclasseachday
CHOITHRAM INTERNATIONAL 2018 - 20
43
ElementsoftheFinalExam
ExternalAssessment 75
Paper1Productiveskillsmdashwriting(30marks)25
Paper2Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)50
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
InternalassessmentOralcomponent25
Table2InternalassessmentsspannedthroughoutthetwoyearprogrammeExamination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOralPresentationPresentation(VisualStimulus)
25
SemesterIIExamination IndividualOralPresentationPresentationandFollow-updiscussion
25
SemesterIIIExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
SemesterIVExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
CHOITHRAM INTERNATIONAL 2018 - 20
44
GROUP3ECONOMICSPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN
ECONOMICSATCHOITHRAMINTERNATIONALINDORE
Economics isadynamic social science formingpartofgroup3mdashindividualsandsocieties
The studyof economics is essentially aboutdealingwith scarcity resource allocation and
themethodsandprocessesbywhichchoicesaremade in thepursuitofsatisfyinghuman
wantsAsasocialscienceeconomicsusesscientificmethodologiesthatincludequantitative
andqualitativeelements
The IB Diploma Programme economics course emphasizes on 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
variablesaffectingcountriesgovernmentsandsocietiesTheseeconomictheoriesarenot
tobestudied inavacuummdashrather theyaretobeappliedtoreal-world issuesProminent
among these issues are fluctuations in economic activity international trade economic
developmentandenvironmentalsustainability
The ethical dimensions involved in the application of economic theories and policies
permeatethroughouttheeconomicscourseasstudentsarerequiredtoconsiderandreflect
on human end-goals and values The economics course encourages students to develop
international perspectives fosters a concern for global issues and raises studentsrsquo
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
degreeofpersonal commitment in trying to resolve these issuesappreciatingour shared
responsibilityascitizensofanincreasinglyinterdependentworld
CHOITHRAM INTERNATIONAL 2018 - 20
45
Aims
TheaimsofEconomicsasGroup3subjectisasfollows
1 encourage the systematic and critical study of human experience and behaviour
physical economic and social environments and thehistory anddevelopmentof social
andculturalinstitutions
2 develop in the student the capacity to identify to analyse critically and to evaluate
theories concepts and arguments about the nature and activities of the individual and
society
3enablethestudenttocollectdescribeandanalysedatausedinstudiesofsocietytotest
hypothesesandtointerpretcomplexdataandsourcematerial
4promotetheappreciationofthewayinwhichlearningisrelevantbothtotheculturein
whichthestudentlivesandtothecultureofothersocieties
5developanawarenessinthestudentthathumanattitudesandbeliefsarewidelydiverse
andthatthestudyofsocietyrequiresanappreciationofsuchdiversity
6 enable the student to recognize that the content andmethodologiesof the subjects in
group3arecontestableandthattheirstudyrequiresthetoleranceofuncertainty
7developanunderstandingofmicroeconomicandmacroeconomictheoriesandconcepts
andtheirreal-worldapplication
8 develop an appreciation of the impact on individuals and societies of economic
interactionsbetweennations
9developanawarenessofdevelopmentissuesfacingnationsastheyundergotheprocess
ofchange
Assessmentobjectives
Therearefourassessmentobjectives(AOs)fortheSLandHLeconomicscourseHaving
followedthe
EconomicscourseatSLorHLstudentswillbeexpectedtodothefollowing
1Demonstrateknowledgeandunderstandingofspecifiedcontent
ndashndashDemonstrateknowledgeandunderstandingofthecommonSLHLsyllabus
ndashndashDemonstrateknowledgeandunderstandingofcurrenteconomicissuesanddata
ndashndashAtHLonlyDemonstrateknowledgeandunderstandingofthehigherlevelextension
topics
CHOITHRAM INTERNATIONAL 2018 - 20
46
2Demonstrateapplicationandanalysisofknowledgeandunderstanding
ndashndashApplyeconomicconceptsandtheoriestoreal-worldsituations
ndashndashIdentifyandinterpreteconomicdata
ndashndashDemonstratetheextenttowhicheconomicinformationisusedeffectivelyinparticular
contexts
ndashndashAtHLonlyDemonstrateapplicationandanalysisoftheextensiontopics
3Demonstratesynthesisandevaluation
ndashndashExamineeconomicconceptsandtheories
ndashndashUseeconomicconceptsandexamplestoconstructandpresentanargument
ndashndashDiscussandevaluateeconomicinformationandtheories
ndashndashAtHLonlyDemonstrateeconomicsynthesisandevaluationoftheextensiontopics
4Selectuseandapplyavarietyofappropriateskillsandtechniques
ndashndashProducewell-structuredwrittenmaterialusingappropriateeconomicterminology
withinspecifiedtimelimits
ndashndashUsecorrectlylabelleddiagramstohelpexplaineconomicconceptsandtheories
ndashndashSelectinterpretandanalyseappropriateextractsfromthenewsmedia
ndashndashInterpretappropriatedatasets
ndashndashAtHLonlyUsequantitativetechniquestoidentifyexplainandanalyseeconomic
relationships
CHOITHRAM INTERNATIONAL 2018 - 20
47
SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI Unit1 Microeconomics TheFoundationsofEconomicsMarketsDemandandSupplyTheroleofthepricemechanismMarketEfficiencyElasticityMarketFailureGovernmentInterventionTheoryofthefirm
SemII Unit2 MicroeconomicsMacroeconomics
MarketstructuresThelevelofoveralleconomicactivityAggregatedemandandaggregatesupplyMacroeconomicobjectivesFiscalPolicyMonetaryPolicySupplySidePolicies
SemIII Unit3 InternationalEconomics
InternationaltradeandprotectionExchangerateBalanceOfpaymentsTermsoftradeEconomicsIntegration
SemIV Unit4 DevelopmentalEconomics
DevelopmentalEconomicsMeasuringdevelopmentTheroleofdomesticfactorsTheroleofinternationaltradeTheroleofforeigndirectinvestment(FDI)TherolesofforeignaidandmultilateraldevelopmentassistanceTheroleofinternationaldebtThebalancebetweenmarketsandintervention
CHOITHRAM INTERNATIONAL 2018 - 20
48
AssessmentsinEconomics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bullconstructinganalysingandevaluating
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate for effective problem-solving and the manipulative skills necessary for
completingInternalAssessmentswithacademichonesty
Studentsrsquo success in theEconomics standard levelandhigher level course ismeasuredby
combiningtheirgradesonexternalandinternalassessment
In Economics the students achieve a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessment ineconomicsconsistsoftwoexaminationpapersatSLandthree
examinationpapersatHLthatareexternallysetandexternallymoderated
PapercomponentforSL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage40)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
40)
Assessmentobjectives1234SyllabusContentndashSection3and4
PapercomponentforHL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage30)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
30)
Assessmentobjectives1234SyllabusContentndashSection3and4
CHOITHRAM INTERNATIONAL 2018 - 20
49
Paper3(1hour)HLextensionpaper(50marks)(Weightage20)Syllabuscontentincluding
HL extension material sections 1 to 4mdashmicroeconomics macroeconomics international
economicsdevelopmenteconomics
Assessmentobjectives12and4
GDCsarepermittedforpaperthreeforHLstudentsonly
Thesearedesignedtoallowstudentstodemonstratetheircompetenciesinrelationtothe
economicsassessmentobjectivesandspecificpartsoftheeconomicssyllabusnamelythe
commontopicsandtheHLextensionmaterialAllquestionsontheexaminationpaperswill
bebasedonthetopicsinthisguide
IncommonwithallexaminationpapersstudentsatSLandHLaregivenfiveminutesof
readingtimebeforetheybeginansweringthepapers
InternalAssessments(20teachinghours)
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
the end of the course Students produce a portfolio of three commentaries based on
differentsectionsofthesyllabusandonpublishedextractsfromthenewsmediaMaximum
750wordsx3(45marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPEconomicsguide
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent ()Weightage
SemesterIExamination Writtenassignment 20
SemesterIIExamination WrittenCommentaryinMicroeconomics 20
SemesterIIIExamination WrittenCommentaryinMacroeconomics 20
SemesterIVExamination WrittenCommentaryinInternationalTrade 20
CHOITHRAM INTERNATIONAL 2018 - 20
50
GROUP3BUSINESSMANAGEMENT
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN BUSINESS AND
MANAGEMENTATCHOITHRAMINTERNATIONALINDORE
Businessmanagement is a rigorous challenging and dynamic discipline in the individuals
andsocietiessubjectgroupTheroleofbusinessesasdistinctfromotherorganizationsand
actors inasociety is toproduceandsellgoodsandservicesthatmeethumanneedsand
wants by organizing resources Profit-making risk-taking and operating in a competitive
environmentcharacterizemostbusinessorganizations
Business management studies business functions management processes and decision-
making in contemporary contexts of strategic uncertainty It examines how business
decisionsareinfluencedbyfactorsinternalandexternaltoanorganizationandhowthese
decisions impact upon its stakeholders both internally and externally Business
managementalsoexploreshowindividualsandgroupsinteractwithinanorganizationhow
theymaybesuccessfullymanagedandhowtheycanethicallyoptimizetheuseofresources
inaworldwithincreasingscarcityandconcernforsustainabilityBusinessmanagementis
therefore perfectly placed within the individuals and societies subject area aiming to
developinstudentsanappreciationbothforourindividualityandourcollectivepurposes
Aims
TheaimsofBusinessandManagementcourseathigherlevelandstandardlevelareto
1 Encourageaholisticviewoftheworldofbusiness
2 Empowerstudentstothinkcriticallyandstrategicallyaboutindividualandorganizational
behaviour
3 Promotetheimportanceofexploringbusinessissuesfromdifferentculturalperspectives
4 Enablethestudenttoappreciatethenatureandsignificanceofchangeinalocalregional
andglobalcontext
5 Promoteawarenessoftheimportanceofenvironmentalsocialandethicalfactorsinthe
actionsofindividualsandorganizations
6 Developanunderstandingoftheimportanceofinnovationinabusinessenvironment
CHOITHRAM INTERNATIONAL 2018 - 20
51
AssessmentObjectives
By the end of the business management course students are expected to reach the
followingassessmentobjectives
AO1Demonstrateknowledgeandunderstandingof
The businessmanagement tools techniques and theories specified in the syllabus
content
Thesixconceptsthatunderpinthesubject
Real-worldbusinessproblemsissuesanddecisions
TheHLextensiontopics(HLonly)
AO2Demonstrateapplicationandanalysisof
Knowledgeandskillstoavarietyofreal-worldandfictionalbusinesssituations
Businessdecisionsbyexplainingtheissue(s)atstakeselectingandinterpretingdata
andapplyingappropriatetoolstechniquestheoriesandconcepts
TheHLextensiontopics(HLonly)
AO3Demonstratesynthesisandevaluationof
Businessstrategiesandpracticesshowingevidenceofcriticalthinking
Businessdecisionsformulatingrecommendations
TheHLextensiontopics(HLonly)
AO4Demonstrateavarietyofappropriateskillsto
Producewell-structuredwrittenmaterialusingbusinessterminology
Selectandusequantitativeandqualitativebusinesstoolstechniquesandmethods
Selectandusebusinessmaterialfromarangeofprimaryandsecondarysources
CHOITHRAM INTERNATIONAL 2018 - 20
52
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
Business
Organisation
and
Environment
11Introductiontobusinessmanagement12Typesoforganizations13Organizationalobjectives14Stakeholders15Externalenvironment16Growthandevolution17Organizationalplanningtools(HLonly)
Unit4 Marketing
41Theroleofmarketing42Marketingplanning(includingintroductiontothefourPs)43Salesforecasting(HLonly)44Marketresearch45ThefourPs(productpricepromotionplace)
SemII
Unit4 Marketing46TheextendedmarketingmixofsevenPs(HLonly)47Internationalmarketing(HLonly)48E-commerce
Unit3 Finance
31Sourcesoffinance32Costsandrevenues33Break-evenanalysis34Finalaccounts(someHLonly)35Profitabilityandliquidityratioanalysis36Efficiencyratioanalysis(HLonly)
SemIII Unit3 Finance37Cashflow38Investmentappraisal(someHLonly)39Budgets(HLonly)
Unit5Operations
Management
51Theroleofoperationsmanagement52Productionmethods53Leanproductionandqualitymanagement(HLonly)54Location55Productionplanning(HLonly)56Researchanddevelopment(HLonly)57Crisismanagementandcontingencyplanning(HLonly)
SemIV Unit2Humanresource
Management
21 Functions and evolution of human resourcemanagement22Organizationalstructure23Leadershipandmanagement24Motivation25Organizational(corporate)culture(HLonly)26Industrialemployeerelations(HLonly)
CHOITHRAM INTERNATIONAL 2018 - 20
53
AssessmentsinBusinessandManagement
StudentsrsquosuccessintheBusinessandManagementstandardlevelandhigherlevelcourseis
measuredbycombiningtheirgradesonexternalandinternalassessment
Externalassessment
TheexternalassessmentoftheDiplomaProgrammebusinessmanagementcourseconsists
of twoexaminationpapersat SLandatHL thatareexternally setandexternallymarked
Theyaredesignedtoallowstudentstodemonstratetheircompetencies inrelationtothe
businessmanagementassessmentobjectivesTheexternalcomponentscontribute75to
thefinalassessmentatbothSLandHL
Internalassessment
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourseTheexternalcomponentscontribute25tothefinalassessmentat
bothSLandHL
SLWrittencommentary
Studentsproduceawrittencommentarybasedonthreetofivesupportingdocuments
aboutarealissueorproblemfacingaparticularorganizationMaximum1500words(25
marks)
HLResearchproject
Studentsresearchandreportonanissuefacinganorganizationoradecisiontobemadeby
anorganization(orseveralorganizations)Maximum2000words(25marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPBampMguide
CHOITHRAM INTERNATIONAL 2018 - 20
54
GROUP3INFORMATIONTECHNOLOGYINAGLOBALSOCIETY(ITGS)
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ITGS AT
CHOITHRAMINTERNATIONALINDORE
TheIBDiplomaProgrammeinformationtechnology inaglobalsociety(ITGS)course isthe
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
informationatthelocalandgloballevel
ITGS provides a framework for the student to make informed judgments and decisions
abouttheuseofITwithinsocialcontexts
Although ITGS shares methods of critical investigation and analysis with other social
sciences it also considers social and ethical considerations that are common to other
subjects in group 3 Students come into contactwith IT on a daily basis because it is so
pervasive in theworld inwhichwe live This increasinglywidespread use of IT inevitably
raises importantquestionswithregardto thesocialandethicalconsiderations thatshape
oursocietytodayITGSoffersanopportunityforasystematicstudyoftheseconsiderations
whoserangeissuchthattheyfalloutsidethescopeofanyothersinglediscipline
Aims
Theaimsoftheinformationtechnologyinaglobalsociety(ITGS)courseatSLandHLareto
1 Enablethestudenttoevaluatesocialandethicalconsiderationsarisingfromthe
widespreaduseofITbyindividualsfamiliescommunitiesorganizationsand
societiesatthelocalandgloballevel
2 DevelopthestudentrsquosunderstandingofthecapabilitiesofcurrentandemergingIT
systemsandtoevaluatetheirimpactonarangeofstakeholders
3 EnablestudentstoapplytheirknowledgeofexistingITsystemstovariousscenarios
andtomakeinformedjudgmentsabouttheeffectsofITdevelopmentsonthem
4 EncouragestudentstousetheirknowledgeofITsystemsandpracticalITskillsto
justifyITsolutionsforaspecifiedclientorend-user
CHOITHRAM INTERNATIONAL 2018 - 20
55
Objectives
The assessment objectives for ITGS reflect those parts of the aims that will be formally
assessedeither internallyorexternallyTheseassessmentswill centreupon thenatureof
individualsandsocietiesand ITsystems It is the intentionofthesecoursesthatstudents
areabletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingof
bullawarenessofITapplicationsanddevelopmentsinspecifiedscenarios
bullawarenessofthesocialandethicalsignificanceofspecifiedITapplicationsand
developments
bulltechnicalknowledgeofITGSterminologyconceptsandtoolsandITSystems
bulltopicsrelatedtotheannuallyissuedcasestudy(HLpaper3only)
2 Applyandanalyze
bulltheimpactsofITapplicationsanddevelopmentsinspecifiedscenarios
bullthesocialandethicalsignificanceofspecifiedITapplicationsanddevelopments
bullITknowledgeandmakeconnectionsbetweenspecificscenarios
bulltechnicalknowledgeofITsystemsacquiredthroughindependentresearchto
providesupportingevidenceinpossibledecisionsrelatingtofuturecoursesof
actionrelatedtotheannuallyissuedcasestudy(HLpaper3only)
3 Synthesizeevaluateformulateandjustify
bulllocalandglobalimpactsofspecifiedITdevelopmentsthroughindividually
researchedstudies
bullsolutioninvolvingITtoaspecifiedproblemusingknowledgeofITsystems
bullsocialandethicalimplicationsofspecifiedITpoliciesanddevelopments
bulljustifypossiblestrategiccoursesofactionrelatedtotheannuallyissuedcasestudy
(HLpaper3only)
4 DemonstratetheappropriateusageofITGSskillsofprojectmanagementwithusageof
ITtoolsandtheproductdevelopmentlifecycle(PDLC)tocreateanoriginalproductwith
evidencesforconsultationwithaclientinthedevelopmentofawell-organizedproduct
toresolveaspecificissue
CHOITHRAM INTERNATIONAL 2018 - 20
56
SYLLABUSOUTLINE
Semester Unit UnitTitle
SemI
Unit1 OverviewofITGSand3Strands
Unit5 HealthEducationandTraining
Unit9 InternetMultimediadigitalmediaAI
SemII
Unit3 DatabasesandSpreadsheetsIntroductiontoprojectmanagement
Unit4 Roboticsartificialintelligenceandexpertsystems
Unit6 BusinessandEmployment
SemIII
Unit7 ModelingandsimulationPersonalandpubliccommunications
Unit8 ITsystemsinorganizations
Unit2 HardwareSoftwareNetworks
SemIVUnit10 EnvironmentPoliticsandGovernment
Unit11 Homeandleisure
AssessmentsinITGS
Theassessmentsaimtotestallstudentsrsquoknowledgeandunderstandingofkeyconcepts
through
DemonstrationofandetailedawarenessandknowledgeofITapplicationsdevelopment
anditssocialandethicalsignificanceinspecifiedscenarioswithdetailedknowledge
DemonstrationofdetailedtechnicalknowledgeofITGSterminologyconceptsandtools
anddetailedtechnicalknowledgeofITsystems
Explanation of detailed impacts of IT applications and developments in specified
scenarios
Analysis of detailed social and ethical significance of specified IT applications and
developments
Evaluation of detailed local and global impacts of specified IT developments through
individuallyresearchedstudies
EvaluationofdetailedsolutioninvolvingITtoaspecifiedproblemusingknowledgeofIT
systems
CHOITHRAM INTERNATIONAL 2018 - 20
57
Demonstration of detailed social and ethical implications of specified IT policies and
developments
DemonstrationofdetailedevidenceofprojectmanagementPDLCandappropriatetool
inthedevelopmentofawell-organizedproducttoresolveaspecificissue
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofstructuredquestionsthatassessinanintegratedwaythethreestrands
ofthesyllabus
Paper2consistsofThispaperconsistsofoneunseenarticle
Paper3consistsofbasedonapre-seencasestudy(forHLonly)
DurationofpapervariesfromSLtoHLlevelampfrompapercomponent
Internalassessment
Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedbythe
IBattheendofthecourse
Project
ThedevelopmentofanoriginalITproductforaspecifiedclientStudentsmustproduce
bullacoverpageusingprescribedformat
bullanoriginalITproduct
bulldocumentationsupportingtheproduct(wordlimit2000words)
InternalassessmentisanintegralpartofthecourseandiscompulsoryforbothSLandHL
studentsItenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge
andtopursuetheirpersonalinterestswithoutthetimelimitationsandotherconstraints
thatareassociatedwithwrittenexaminationsThe internalassessmentshouldasfaras
possible bewoven intonormal classroom teachingover a periodof timeandnot be a
shortintensiveactivityinthecourseorafterthecoursehasbeentaught
The internal assessment requirements at SL and at HL are the same However it
contributes to a different percentage of the overall mark Students are required to
produce a project that consists of a cover page the product (IT solution) and
documentationThefocusoftheITGSprojectisonprovidinganoriginalITsolutionfora
client The internal assessment component as well as being interesting practical and
productiveformsanimportantpartoftheassessmentoftheITGScourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
CHOITHRAM INTERNATIONAL 2018 - 20
58
GROUP3PSYCHOLOGYPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINPSYCHOLOGYAT
CHOITHRAMINTERNATIONALINDORE
Psychologyistherigorousandsystematicstudyofmentalprocessesandbehaviour It isa
complexsubjectwhichdrawsonconceptsmethodsandunderstandingsfromanumberof
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 involved social structures and cultures The
studyofbehaviourandmentalprocessesrequiresamultidisciplinaryapproachandtheuse
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
changesodoesbehaviour
AtthecoreoftheDPpsychologycourseisanintroductiontothreedifferentapproachesto
understandingbehaviour
bull biologicalapproachtounderstandingbehavior
bull cognitiveapproachtounderstandingbehavior
bull socioculturalapproachtounderstandingbehaviour
Theknowledgeconceptstheoriesandresearchthathavedevelopedtheunderstandingin
thesefieldswillbestudiedandcriticallyevaluatedtoanswersomeofthequestionsbeing
askedbypsychologiststodayFurthermoretheinteractionoftheseapproachestostudying
psychologywillformthebasisofaholisticandintegratedapproachtounderstanding
mentalprocessesandbehaviourasacomplexdynamicphenomenonallowingstudentsto
appreciatethediversityaswellasthecommonalitybetweentheirownbehaviourandthat
ofothersThecontributionandtheinteractionofthethreeapproachescanbebest
understoodthroughtheoptionsTherearefouroptionsinthecourseTheyfocusonareas
ofappliedpsychology
bull abnormalpsychology
bull developmentalpsychology
bull healthpsychology
bull psychologyofrelationships
CHOITHRAM INTERNATIONAL 2018 - 20
59
The options provide an opportunity to take what is learned from the study of the
approaches topsychologyandput it into the contextof specific linesof inquiry broaden
studentsrsquo experience of the discipline and develop the studentsrsquo critical inquiry skills
Surrounding theapproachesand theoptionsare theoverarching themesof researchand
ethicsAconsiderationofbothisparamounttothenatureofthesubjectPsychologists
employarangeofresearchmethodsbothqualitativeandquantitativeinordertotesttheir
observations and hypotheses As a part of the core syllabus DP psychology promotes an
understandingofthevariousapproachestoresearchandhowtheyhavebeenusedinorder
tocriticallyreflectontheevidenceaswellasassistinthedesignimplementationanalysis
andevaluationofthestudentsrsquoowninvestigationsPsychologystudieshumanbeingsandas
such it is paramount that the ethical implications in any line of investigation and at all
pointsinthecoursearefullyexploredandunderstoodtoensurethatethicalguidelinesare
followedatalltimes
DistinctionbetweenSLandHL
TherearethreemaindistinctionsbetweenthiscourseatSLandatHL
1ThefollowingextensionstothecoreapproachesarestudiedatHLonly
- theroleofanimalresearchinunderstandinghumanbehaviour
- cognitiveprocessinginthedigitalworld
- theinfluenceofglobalizationonindividualattitudesidentitiesandbehaviour
Thisdifferentiationisreflectedinpaper1sectionBoftheexternalassessment
2SLstudentsarerequiredtostudyoneoptionwhileHLstudentsstudytwooptionsThis
differentiationisreflectedinpaper2oftheexternalassessment
3BothSLandHLstudentswillbeexpectedtoshowtheirunderstandingofapproachesto
researchintheinternalassessmentandforcriterionD(criticalthinking)inpaper1sectionB
and paper 2 responses Additionally HL students will be directly assessed on their
understandingof approaches to research in paper 3 of the external assessment Thiswill
coverbothqualitativeandquantitativeresearchmethods
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Aims
1 develop an understanding of the biological cognitive and sociocultural factors
affectingmentalprocessesandbehaviour
2 applyanunderstandingofthebiologicalcognitiveandsocioculturalfactorsaffecting
mentalprocessesandbehaviourtoatleastoneappliedareaofstudy
3 understanddiversemethodsofinquiry
4 understand the importanceof ethical practice in psychological research in general
andobserveethicalpracticeintheirowninquiries
5 ensurethatethicalpracticesareupheldinallpsychologicalinquiryanddiscussion
6 developanawarenessofhowpsychologicalresearchcanbeappliedtoaddressreal-
worldproblemsandpromotepositivechange
Assessmentobjectives
By the end of the psychology course at SL or at HL students will be expected to
demonstratethefollowing
1Knowledgeandcomprehensionofspecifiedcontent
bull Demonstrateknowledgeandcomprehensionofkeytermsandconceptsin
psychology
bull Demonstrateknowledgeandcomprehensionofarangeofpsychologicaltheories
andresearchstudies
bull Demonstrateknowledgeandcomprehensionofthebiologicalcognitiveand
socioculturalapproachestomentalprocessesandbehavior
bull Demonstrateknowledgeandcomprehensionofresearchmethodsusedin
psychologyApplicationandanalysis
2Applicationandanalysis
bull Demonstrateanabilitytouseexamplesofpsychologicalresearchandpsychological
conceptstoformulateanargumentinresponsetoaspecificquestion
bull Demonstrateapplicationandanalysisofarangeofpsychologicaltheoriesand
researchstudies
bull Demonstrateapplicationandanalysisoftheknowledgerelevanttoareasofapplied
psychology
CHOITHRAM INTERNATIONAL 2018 - 20
61
bull AtHLonlyanalysequalitativeandquantitativeresearchinpsychology
3Synthesisandevaluation
Evaluatethecontributionofpsychologicaltheoriestounderstandinghuman
psychology
Evaluatethecontributionofresearchtounderstandinghumanpsychology
Evaluatethecontributionofthetheoriesandresearchinareasofapplied
psychology
AtHLonlyevaluateresearchscenariosfromamethodologicalandethical
perspective
4Selectionanduseofskillsappropriatetopsychology
Demonstratetheacquisitionofskillsrequiredforexperimentaldesigndatacollectionand
presentationdataanalysisandtheevaluationofasimpleexperimentwhiledemonstrating
ethicalpractice
Work in a group to design a method for a simple experimental investigation
organizetheinvestigationandrecordtherequireddataforasimpleexperiment
Writeareportofasimpleexperiment
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62
Syllabus
The recommended teaching time is 240 hours to complete HL courses and 150 hours to
complete SL courses as stated in thedocumentGeneral regulationsDiplomaProgramme
(article82)
SyllabusContent-
The approaches to understanding behaviour are laid out in topics The content for each
topic is detailed in the middle column with explanatory notes in the dropdown boxes
Guidance for the content is in the dropdown boxes in the right-hand column The
approaches to behaviour are compulsory for SL and HL students (except for the HL
extension which is for HL students only) The core will be assessed in paper 1 of the
external assessment but it also forms the foundation for teaching and learning in the
optionsTheapproachestoresearchareforbothSLandHLstudentsTheyareorganizedto
reflect the considerationsmadewhen reading or preparing a piece of research Only HL
studentswillbeformallyassessedontheapproachestoresearchinpaper3
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Biologicalapproachtounderstandingbehaviour
The biological approach to understanding behaviour is largely an investigation into
correlationsDoareasof thebraincorrelatewithbehaviourWhenchanges takeplace in
the brain do changes take place in behaviour or is the reverse the case Could an
individualrsquosbehaviourbepredictedfromtheirgenesIshumanbehavioursubjecttonatural
selection The relationship between biology and behaviour is a complex one of mutual
causality The technology available to investigate this relationship is becoming evermore
sophisticated while the ethics of this line of inquiry are increasingly an area for public
debate
Thebiologicalapproachtobehaviourlooksat
thebrainandbehaviour(SLandHL)
hormonesandbehaviour(SLandHL)
geneticsandbehaviour(SLandHL)
theroleofanimalresearchinunderstandinghumanbehavior(HLonly)
Relevanttoallthetopicsare
the contribution of research methods used in the biological approach to
understandinghumanbehaviour
ethical considerations in the investigation of the biological approach to
understandinghumanbehaviour
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SYLLABUSOUTLINE
Semester Unit UnitTitletopic
SemI Biologicallevelofanalysis
Physiologyandbehaviourgeneticsandbehaviouranintegrativelookatbehaviour
Cognitivelevelofanalysis
Cognitiveprocessescognitionandemotionanintegrativelookathappiness
Socioculturallevelofanalysis
Socioculturalcognitionsocialandculturalnormsanintegrativeapproachtoprejudiceanddiscrimination
SemII Simpleexperimentalstudy
TheuseofexperimentsinpsychologyoverviewofexperimentalvariablesdifferentkindsofexperimentsCorrelationalstudiesNonexperimentalmethodsinterviewsandcasestudies
Any1optionfromthe2options-1 Abnormal
psychology2 Developmental
psychology
SemIII Any1optionfromthe2options-1Psychologyofrelationships2HealthPsychology
2OptionalforHLstudents
SemIV Qualitativeresearchmethodology
TheoryandpracticeinterviewscasestudiesandobservationsSimpleexperimentalstudy
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65
ExternalassessmentcriteriamdashSL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessayfromachoiceofthreeTheessayismarkedout
of22marksAO3command termswillbeused in theessayquestionsTheessayswillbe
assessedusingtherubricbelow
Paper2
Paper2consistsofoneessayquestionfortheoptionstudiedEachoptionwillhaveachoice
of threeessaysAllessayswilluseanAO3commandtermTheessay ismarkedoutof22
marks
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
ExternalassessmentcriteriamdashHL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessay fromachoiceof threeOne twoorallof the
essayswill reference the additional HL topic The essay ismarked out of 22marks AO3
commandtermswillbeusedintheessayquestionsTheessayswillbeassessedusingthe
rubricbelow
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66
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
Paper3Paper3assessestheapproachestoresearchinpsychologyThepaperconsistsofaresearch
scenariofollowedbythreeshortanswerquestionsforatotalof24marksThequestionswill
beassessedusingananalyticalmarkscheme
Internalassessment
The internal assessment requirements at SL and at HL are the same Students will
investigateapublishedstudy theoryormodel relevant to their learning inpsychologyby
conductinganexperimentalinvestigationandreportingthefindingsTherequirementswill
beexplainedinmoredetailintheinternalassessmentdetails
InternalassessmentcriteriaSLandHL
TheassessmentoftheinternalassessmenttaskisthesameforbothSLandHLstudentsand
usesthefollowingrubric
Introduction Exploration Analysis Evaluation Total
6 4 6 6 20
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67
GROUP3HISTORY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HISTORY AT
CHOITHRAMINTERNATIONALINDORE
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
historicalconceptssuchaschangecausationandsignificance
History is an exploratory subject that fosters a sense of inquiry It is also an interpretive
disciplineallowingopportunityforengagementwithmultipleperspectivesandapluralityof
opinionsStudyinghistorydevelopsanunderstandingofthepastwhichleadstoadeeper
understandingofthenatureofhumansandoftheworldtoday
The IB Diploma Programme (DP) history course is a world history course based on a
comparativeandmulti-perspectiveapproachtohistoryItinvolvesthestudyofavarietyof
typesofhistoryincludingpoliticaleconomicsocialandculturalandprovidesabalanceof
structureandflexibilityThecourseemphasizestheimportanceofencouragingstudentsto
thinkhistoricallyandtodevelophistoricalskillsaswellasgainingfactualknowledgeItputs
apremiumondevelopingtheskillsofcriticalthinkingandondevelopinganunderstanding
of multiple interpretations of history In this way the course involves a challenging and
demandingcriticalexplorationofthepast
There are six key concepts that have particular prominence throughout the DP history
course ChangeContinuityCausationConsequenceSignificancePerspectives
AIMS
TheaimsofthehistorycourseatSLandHLareto
1 developanunderstandingofandcontinuinginterestinthepast
2 encourage students to engage with multiple perspectives and to appreciate thecomplexnatureofhistoricalconceptsissueseventsanddevelopments
3 promoteinternational-mindednessthroughthestudyofhistoryfrommorethanoneregionoftheworld
CHOITHRAM INTERNATIONAL 2018 - 20
68
4 develop an understanding of history as a discipline and to develop historical
consciousnessincludingasenseofchronologyandcontextandanunderstandingof
differenthistoricalperspectives
5 developkeyhistoricalskillsincludingengagingeffectivelywithsources
6 increase studentsrsquo understanding of themselves and of contemporary society by
encouragingreflectiononthepast
OBJECTIVES
Assessmentobjective1Knowledgeandunderstanding
bull Demonstratedetailedrelevantandaccuratehistoricalknowledge
bull Demonstrateunderstandingofhistoricalconceptsandcontext
bull Demonstrateunderstandingofhistoricalsources(Internalassessmentandpaper1)
Assessmentobjective2Applicationandanalysis
bull Formulateclearandcoherentarguments
bull Userelevanthistoricalknowledgetoeffectivelysupportanalysis
bull Analyseandinterpretavarietyofsources(Internalassessmentandpaper1)
Assessmentobjective3Synthesisandevaluation
bull Integrateevidenceandanalysistoproduceacoherentresponse
bull Evaluatedifferentperspectivesonhistoricalissuesandeventsandintegratethis
evaluationeffectivelyintoaresponse
bull Evaluatesourcesashistoricalevidencerecognizingtheirvalueandlimitations
(Internalassessmentandpaper1)
bull Synthesizeinformationfromaselectionofrelevantsources(Internalassessment
andpaper1)
Assessmentobjective4Useandapplicationofappropriateskills
bull Structureanddevelopfocusedessaysthatrespondeffectivelytothedemandsofa
question
bull Reflectonthemethodsusedbyandchallengesfacingthehistorian(Internal
assessment)
bull Formulateanappropriatefocusedquestiontoguideahistoricalinquiry(Internal
assessment)
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69
bull Demonstrateevidenceofresearchskillsorganizationreferencingandselectionof
appropriatesources(Internalassessment)
SYLLABUS
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70
SYLLABUSOUTLINE
Semester UnitTitle UnitContent
SemI PrescribedSubject3TheMovetoGlobalWarCasestudy1JapaneseexpansioninEastAsia(1931ndash1941
bull The impact of Japanese nationalism and militarism onforeignpolicybull Japanese domestic issues political and economic issuesandtheirimpactonforeignrelationsbullPoliticalinstabilityinChinaEventsbull Japanese invasion of Manchuria and northern China(1931)bullSino-JapaneseWar(1937ndash1941)bull The Three PowerTripartite Pact the outbreak of warPearlHarbor(1941)ResponsesbullLeagueofNationsandtheLyttonreportbull Political developmentswithin Chinamdashthe SecondUnitedFrontbull International response including US initiatives andincreasingtensionsbetweentheUSandJapan
SemII WordHistoryTopic10AuthoritarianStates(20thCentury)
Emergenceofauthoritarianstatesbull Conditions in which authoritarian states emergedeconomic factors social division impact ofwarweaknessofpoliticalsystembull Methods used to establish authoritarian statespersuasionandcoercion the roleof leaders ideology theuseofforcepropagandaConsolidationandmaintenanceofpowerbull Useoflegalmethodsuseofforcecharismatic
leadershipdisseminationofpropagandabull Natureextentandtreatmentofoppositionbull Theimpactofthesuccessandorfailureofforeign
policyonthemaintenanceofpowerAimsandresultsofpoliciesbull Aimsandimpactofdomesticeconomicpolitical
culturalandsocialpoliciesbull Theimpactofpoliciesonwomenandminoritiesbull Authoritariancontrolandtheextenttowhichitwas
achievedExamplesofCountriesandLeadersbull Europe-Germany-HitlerAsiaandOceania-China-Mao
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SemIII Worldhistorytopic12TheColdWarSuperpowertensionsandrivalries(20thcentury)
Rivalrymistrustandaccordbull The breakdown of the Grand Alliance and the
emergence of superpower rivalry in Europe and Asia(1943ndash1949) role of ideology fear and aggressioneconomicinterestsacomparisonoftherolesoftheUSandtheUSSR
bull TheUSUSSRandChinamdashsuperpower relations (1947ndash1979) containment peaceful co-existence Sino-SovietandSino-USrelationsdetente
bull Confrontationandreconciliationreasonsfortheendofthe Cold War (19801991) ideological challenges anddissenteconomicproblemsarmsrace
Leadersandnationsbull Theimpactoftwoleaderseachchosenfromadifferent
regiononthecourseanddevelopmentoftheColdWarbull The economic social and cultural impact of the Cold
War on two countries each chosen from a differentregion
ColdWarCrisesbull ColdWarcrisescasestudiesdetailedstudyofanytwo
ColdWarcrisesfromdifferentregionsexaminationandcomparisonofthecausesimpactandsignificanceofthetwocrises
ExampleofLeadersTrumanandStalinExampleofcrisisTheAmericasCubanMissileCrisis1962EuropeBerlinWall1958-1961
SemIV Casestudy2GermanandItalianexpansion(1933ndash1940)
CausesofexpansionbullImpactoffascismandNazismontheforeignpoliciesofItalyandGermanybullImpactofdomesticeconomicissuesontheforeignpoliciesofItalyandGermanybullChangingdiplomaticalignmentsinEuropetheendofcollectivesecurityappeasementEventsbullGermanchallengestothepost-warsettlements(1933ndash1938)bullItalianexpansionAbyssinia(1935ndash1936)AlbaniaentryintotheSecondWorldWar
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72
AssessmentsinHistory-SL
AssessmentComponent Weightings
Externalassessment(2hours30minutes)
Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessayquestions
ontwodifferenttopics(30marks)
75
30
45
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
25
CHOITHRAM INTERNATIONAL 2018 - 20
73
AssessmentsinHistory-HL
Assessmentcomponent Weighting
Externalassessment(5hours)Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessay
questionsontwodifferenttopics(30marks)
Paper3(2hours30minutes)
SeparatepapersforeachofthefourregionaloptionsFortheselected
regionanswerthreeessayquestions(45marks)
80
20
25
35
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
20
CHOITHRAM INTERNATIONAL 2018 - 20
74
Externalassessmentdetails
Paper1(SLandHL)
Duration1hourWeighting30SL20HL
Paper 1 is a source-based examination paper based on the prescribed subjects Each
prescribedsubjectconsistsof twospecifiedcasestudiesand ineachexaminationsession
thepaperwill focusononeof the twocasestudiesspecified foreachprescribedsubject
ThepaperwillcontainfoursourcesforeachprescribedsubjectSourceswillbeprimaryora
mixtureofprimaryandsecondaryandmaybewrittenpictorialordiagrammaticThepaper
willconsistoffourquestionsforeachprescribedsubjectandstudentsmustanswerallfour
questionsfromtheirchosenprescribedsubjectSomequestionswillbeansweredusingonly
evidencefromoneormoreofthesourcesasindicatedInotherquestionsstudentswillbe
askedtousetheirownknowledgeoftheprescribedsubjectaswellasevidencecontainedin
thesources
FirstquestionpartAThisquestionwilltestunderstandingofoneofthesources3marks
FirstquestionpartBThisquestionwilltestunderstandingofoneofthesources2marks
Secondquestion
Thisquestionwillaskstudentstoanalysethevalueand
limitationsofoneofthesourcesIntheiranalysisofvalue
andlimitationsstudentsshouldrefertotheorigin
purposeandcontentofthespecifiedsource
4marks
Thirdquestion
Thisquestionwillaskstudentstocompareandcontrast
whattwoofthesourcesrevealtoahistorianstudyingthe
particularaspectoftheprescribedsubject
6marks
Fourthquestion
Thiswillbeanevaluativequestionthatasksstudentsto
drawonboththesourcesandtheirownknowledgein
theirevaluation
9marks
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75
Themaximummarkforthispaperis24Thepaperismarkedusingapaper-specific
markschemeexceptforthefinalquestionforeachprescribedsubjectwhichismarked
usingthegenericmarkbandsthatfollowinadditiontoapaper-specificmarkscheme
Paper2(SLandHL)
Duration1hour30minutesWeighting45SL25HLPaper2isanessaypaperbasedonthe12worldhistorytopics
Thepaperconsistsof twoquestions foreachof the12topicsStudentsmustanswertwo
questionseachselectedfromadifferenttopicSomecomparativequestionsonthispaper
require that examples be drawn frommore than one regionWhen theword ldquoregionrdquo is
usedinapaper2questionitreferstooneofthefourregionaloptionsdefinedbytheworld
mapintheintroductiontotheworldhistorytopicsintheldquoWorldhistorytopicsrdquosection
Themaximummarkforthispaperis30Thepaperismarkedusinggenericmarkbandsanda
paper-specificmarkscheme
Paper3(HLonly)
Duration2hours30minutesWeighting35
Each of the four HL regional options has a separate examination paper Students are
registeredforoneofthesepapers
The paper 3 examination paper for each regional option will consist of 36 questions
consisting of two essay questions on each of the 18 sections specified for the regional
option Students must answer any three questions Questions that refer to specific
countries eventsorpeopleare restricted to those listed in the syllabusdescriptions The
maximummark for this paper is 45 Thepaper ismarkedusing genericmarkbands anda
paper-specificmarkscheme
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InternalassessmentdetailsmdashSLandHL
Historicalinvestigation
Duration20hours
Weighting25SL20HL
StudentsatbothSLandHLarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoiceThehistoricalinvestigationismadeofupthreesections
1Identificationandevaluationofsources
2Investigation
3Reflection
Studentshaveafreechoiceoftopicfortheirhistoricalinvestigationmdashthetopicneednotbe
relatedtothesyllabusandstudentsareencouragedtousetheirowninitiativewhen
decidingonatopicHoweverthetopicmustbehistoricalandthereforecannotbeonan
eventthathashappenedinthelast10years
Wordlimit
The word limit for the historical investigation is 2200 words A bibliography and clear
referencingofallsourcesmustbeincludedintheinvestigationbutarenotincludedinthe
overallwordcount
Belowaresuggestedwordallocationsforeachsectionofthehistoricalinvestigation
Section Suggestedword
allocation
Associated
assessmentcriteria
Marks
1Identificationand
evaluationofsources
500 AIdentificationand
evaluationofsources
6
2Investigation 1300 BInvestigation 15
3Reflection 400 CReflection 4
Bibliography Notapplicable Notapplicable Notapplicable
Total(maximumwordlimit) 2200words Total25
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GROUP4PHYSICS
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
Thewholeofphysicsmayberegardedasexpertise inproblemsolvingandthemannerin
whichphysicistssolveproblemsbyproposingandprovingnumericalmodelsofphenomena
and calculating their consequences has been widely copied in many practical fields For
instancephysicsliesattheheartofalmostallnewtechnologiesoperationalresearchand
information theory were largely invented by physicists physics has often led major
developmentsinbothmathematicsandcomputingandphysicistsareinstrongdemandin
many fields including defense research the electronics and computer industries and the
city precisely because of the problem-solving skills that they possess In our physics
courses analytical and problem-solving skills are central to all lectures practicals
supervisionsexamplesclassesprojectworkandtheexaminationsParticularskillsofwide
applicabilityincludetrainingindevelopingmodelsofphenomenamathematicalanalysisof
models ability to think in graphical terms ability to think in approximate terms when
appropriate ability in the design of devices computing skills at a deep level ability in
statisticalanalysisandcriticalabilityincludingcriticalanalysisofdataandawillingnessto
questionfundamentals
Aims
Theaimsofphysicscourseathigherlevelandstandardlevelareto
1provideopportunities forscientificstudyandcreativitywithinaglobalcontext thatwill
stimulateandchallengestudents
2 provide a body of knowledge methods and techniques that characterize science and
technology
3 enable students to apply and use a body of knowledgemethods and techniques that
characterizescienceandtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
CHOITHRAM INTERNATIONAL 2018 - 20
78
6developexperimentalandinvestigativescientificskills
7developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsinthe
studyofscience
8raiseawarenessofthemoralethicalsocialeconomicandenvironmentalimplicationsof
usingscienceandtechnology
9developanappreciationof thepossibilitiesand limitationsassociatedwith scienceand
scientists
10encourageanunderstandingoftherelationshipsbetweenscientificdisciplinesandthe
overarchingnatureofthescientificmethod
Objectives
Theassessmentobjectives forphysics reflect thosepartsof theaimsthatwillbe formally
assessed either internally or externally These assessments will based on the nature of
science It is the intention of these courses that students are able to fulfill the following
assessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
CHOITHRAM INTERNATIONAL 2018 - 20
79
PastexperienceshowsthatstudentswillbeabletostudyDPPhysicsatSLsuccessfullywith
nobackgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterized
bythespecificIBlearnerprofileattributesmdashinquirersthinkersandcommunicatorsmdashwillbe
significant here However for most students considering the study physics at HL some
previousexposuretothesubjectwouldbenecessary
SYLLABUSOUTLINE
Semester Unit UnitName
SemI
Unit1 Measurementsanduncertainties
Unit2 Mechanics
Unit6 Circularmotionandgravitation
Unit3 Thermalphysics
SemII Unit5 Electricityandmagnetism
Unit11 Electromagneticinduction(AHL)
Unit4 Waves
Unit9 Wavephenomena(AHL)
SemIII Unit10 Fields(AHL)
OptionC Imaging
Unit6 Atomicnuclearandparticlephysics
Unit12 Quantumandnuclearphysics(AHL)
SemIV Unit7 Energyproduction
Assessmentsinphysics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bull constructing analysing and evaluating scientific hypotheses research questions and
predictionsscientificmethodsandtechniquesandscientificexplanations
CHOITHRAM INTERNATIONAL 2018 - 20
80
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate foreffectivescientific investigationandproblem-solvingandthemanipulative
skillsnecessarytocarryoutscientificinvestigationswithprecisionandsafety
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedatthe
end of the two year programme through external examinations Internal Assessment
includingtheGroup4project
The Diploma Programme primarily focuses on formal assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
InPhysicsthestudentsachievedanumericgrade(1-7)onascaleof7pointthroughexternal
andinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
PhysicsSL
Paper1
Duration34hourWeighting20Marks30
30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration11frasl4hoursWeighting40Marks50
Short-answerandextended-responsequestionsoncorematerial
Thequestionsonpaper2testassessmentobjectives12and3
CHOITHRAM INTERNATIONAL 2018 - 20
81
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration1hourWeighting20Marks35
ThispaperwillhavequestionsoncoreandSLoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
PhysicsHL
Paper1
Duration1hourWeighting20Marks40
40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwithSL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration21frasl4hoursWeighting36Marks95
Short-answerandextended-responsequestionsonthecoreandAHLmaterial
Thequestionsonpaper2testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration11frasl4hoursWeighting24Marks45
ThispaperwillhavequestionsoncoreAHLandoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
CHOITHRAM INTERNATIONAL 2018 - 20
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Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3and4
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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83
GROUP4CHEMISTRY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
IBDPChemistrygivesthestudentsanextensiveandinclusiveexperienceintheexperimental
subject of Chemistry a science based on the use of the scientific method to answer
questions about the composition structure and properties of all the things around us
Beginning with the simple atoms and molecules and gradually moving towards complex
reactions and their mechanisms students will require using textbooks laboratory
experimentscurrentworldwideliteraturecomputersimulationsvariouswebsourcesand
scientificjournalstoacquiretheskillstoobjectivelyaccessandpossiblycontributetosolve
someofambiguityinthephysicalthingsinourenvironmentThroughthisinquirystudents
willbecomeawareof latest inventions inchemistryandtheirapplicationsandtheireffect
onourday-to-daylivesandseehowchemistryhasaffectedthequalityoflifetoday
Thecoursewillalsofosterastrongsenseofinterdisciplinaryandinternationalmindedness
inordertounderstandthedevelopmentofvariousconceptsinchemistryandtheinfluence
ofchemistryonothersubjectsIBDPchemistrywouldalsoreinforceuseofvariousICTtools
andenablecommunicationandcooperationamongststudents in their scientificquests to
better prepare them to be the future members of the greater international scientific
community
Throughtheknowledgeofchemistrystudentswillbeabletogainawarenessaboutvarious
disposabletechniquesofchemicalssoastominimizedamagetotheenvironmentandalso
learnhowtodealsafelywiththechemicals
CHOITHRAM INTERNATIONAL 2018 - 20
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Aims
TheaimsofIBChemistryareto
providestudentswithopportunities forscientificstudyandcreativitytohelpthem
critically analyze evaluate and synthesize scientific information that they study in
thecourseandinthemedia
provideabodyofknowledgeinthecontentareaofChemistrytoenablestudentsto
seetheredundancyandrepeatedapplicationofconceptsthatarecommonthreads
inallmatter
developexperimentalandinvestigativescientificskills
providetheopportunityforstudentstoskillfullyperformlaboratoryexperimentation
using the scientific method including stating a problem forming a hypothesis
testing the hypothesis under controlled conditions collecting data and drawing
conclusionsuponwhichtheycanvalidatemodifyorrefutethehypothesis
provide opportunities for students to see the advantages of cooperation and
collaborationamongsttheircolleaguesduringscientificinvestigation
introducestudentstothemostrecenttechniquesandmethodsusedininvestigative
scienceandtechnologyundercontrolledlaboratoryconditions
tomakestudentsaware thatwhat is truedoesnotbeginandendwithscience
butthatscienceisanevolvingprocessthatstrivestogetclosertothetruth
raise an awareness of the moral ethical social economic and environmental
implicationsofusingscientifictechnology
provide valid information to students that shows the interrelatedness of all
disciplines of sciencewith one another in order that they become aware that no
sciencedisciplinestandsalone
Objectives
Theassessmentobjectivesforbiologychemistryandphysicsreflectthosepartsoftheaims
thatwillbeformallyassessedeitherinternallyorexternallyTheseassessmentswillcentre
upon the nature of science It is the intention of these courses that students are able to
fulfillthefollowingassessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
CHOITHRAM INTERNATIONAL 2018 - 20
85
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
SYLLABUS
Semester Unit UnitName UnitTopics
SemISemII
Unit1 Stoichiometricrelationships 1
Unit2 AtomicStructure 313
Unit3 Periodicity 414
Unit4 Chemicalbondandstructure 717
Unit5 Thermochemistry 919
Unit6 ChemicalKinetics 1121
SemIIISemIV
Unit7 Chemicalequilibrium 212
Unit8 Measuringanddataprocessing 12
Unit9 Redoxprocesses 515
Unit10 AcidsandBases 818
Unit11 Organicchemistry 1020
Unit12 Option 616
CHOITHRAM INTERNATIONAL 2018 - 20
86
ASSESSMENTS
AssessmentsinChemistry
AssessmentsarethesoulandreflectionofdegreeoflearningbystudentsTheassessment
marks will be communicated to the students IBDP coordinator parents Scheduled
formativeassessmentswillbeconductedinvariousformslikequizzeswrittentestsgroup
discussionspresentationreportwritingonavisittoanindustryorafieldtripetc
As a part of summative assessments written examinations will be conducted for the
students For this purposenearly 50questionswill be taken frompast year papers and
remainingwouldbeframedbythesubjectteachermatchingthepatternsandstandardsof
IBDPexaminationpapers
DuringInternalAssessments(IA)varioustypesoflabsfromdifferenttopicsandsub-topics
wouldbeconductedMostoftheassessmentswouldbemarkedbymewhereassomewill
beevaluatedbypeergroupaswellbythesubjectteacher
ExternalassessmentdetailsmdashSL
Paper1
Duration34hourWeighting20Marks30
bull 30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration11frasl4hoursWeighting40Marks50
bull Short-answerandextended-responsequestionsoncorematerial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration1hourWeighting20Marks35
bull ThispaperwillhavequestionsoncoreandSLoptionmaterial
CHOITHRAM INTERNATIONAL 2018 - 20
87
Section A one data-based question and several short-answer questions on
experimentalwork
SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
ExternalassessmentdetailsmdashHL
Paper1
Duration1hourWeighting20Marks40
bull 40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwith
SL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration21frasl4hoursWeighting36Marks95
bull Short-answerandextended-responsequestionsonthecoreandAHLmaterial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration11frasl4hoursWeighting24Marks45
bull ThispaperwillhavequestionsoncoreAHLandoptionmaterial
bull Section A one data-based question and several short-answer questions on
experimentalwork
bull SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
CHOITHRAM INTERNATIONAL 2018 - 20
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Internal Assessments (IA) Internal assessmentswill be extended over the period of two
years The labs aredesigned in such away that they cover concepts fromvarious topics
Thatwill help students understand topics in a betterway Labswill be framed in such a
manner so that students develop all necessary experimental skillswhich are required for
meetingnecessarycriteriaforthefinalinvestigationHoweverstudentswillbeencouraged
todevelopvariousmanipulativeskillsthroughtheirlabs
Atotalof40hourslabforHLand20hourslabforSLstudentshavebeenplannedSomeof
thelabswouldbedoneinagroupoftwoThiswouldhelpstudentstodevelopsharingand
communicate with each other better and respect each otherrsquos view The completion of
Internals would be done as per the schedule ascertained by the school There may be
occasionswherebytheinternalswouldbemoderatedbythesciencedepartmentteachers
toenhancelsquolearningbysharingrsquopracticeandalsotocreatemoretransparencyinwork
Besides a 10 hours of investigationwould be planned towards the beginning of the 3rd
termand thenecessary skills required for the samewouldbedeveloped through various
labshands-onactivitiesanddemonstrations
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesamplabreportwithtwocriteriaexplorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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GROUP4BIOLOGYIntroduction
Biology isadiversescienceembracingahugebodyof informationabout livingorganisms
This course isdesigned toallow students todevelopa limitedamountofdetailed factual
knowledgewhilstgainingabroadunderstandingofkeybiologicalprinciples
Biologists attempt to understand the living world at all levels using many different
approachesand techniquesAtoneendof thescale is thecell itsmolecularconstruction
and complexmetabolic reactions At the other endof the scale biologists investigate the
interactionsthatmakewholeecosystemsfunction
Manyareasofresearchinbiologyareextremelychallengingandmanydiscoveriesremainto
bemade
Biology is still a young science and great progress is expected in the 21st century This
progress is sorely needed at a timewhen the growing human population is placing ever
greaterpressureonfoodsuppliesandonthehabitatsofotherspeciesand isthreatening
theveryplanetweoccupy
AtChoithramInternationalthecoursewillutilizeavarietyofteachingandlearningstyles
Byitsverynaturebiologylendsitselftoanexperimentalapproachandthiswillbereflected
throughoutthecourseWeprovideafavorablelearningatmospheretoouryounglearners
sothatstudenttakeschargeoftheirownlearningthroughguidedlaboratoryinvestigations
iTunesCoursesprojectworkproblemsolvingmethodampthroughperiodicalsearches
CHOITHRAM INTERNATIONAL 2018 - 20
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Aims
1appreciatescientificstudyandcreativitywithinaglobalcontextthroughstimulatingand
challengingopportunities
2 acquire a body of knowledge methods and techniques that characterize science and
technology
3applyanduseabodyofknowledgemethodsand techniques that characterize science
andtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5developacriticalawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
6 develop experimental and investigative scientific skills including the use of current
technologies
7developandapply21stcenturycommunicationskillsinthestudyofscience
8becomecriticallyawareasglobalcitizensoftheethicalimplicationsofusingscienceand
technology
9developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology
10 develop anunderstandingof the relationships between scientific disciplines and their
influenceonotherareasofknowledge
Objectives
Itistheintentionofthesecoursesthatstudentsareabletofulfilthefollowingassessment
objectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
CHOITHRAM INTERNATIONAL 2018 - 20
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bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4Demonstratetheappropriateresearchexperimentalandpersonalskillsnecessaryto
carryoutinsightfulandethicalinvestigations
Pastexperienceshows that studentswillbeable to studyagroup4 sciencesubjectatSL
successfullywithnobackground in or previous knowledgeof science Their approach to
learningcharacterizedbytheIBlearnerprofileattributeswillbesignificanthere
Howeverformoststudentsconsideringthestudyofagroup4subjectatHLwhilethereis
no intention to restrict access to group 4 subjects some previous exposure to formal
scienceeducationwouldbenecessarySpecifictopicdetailsarenotspecifiedbutstudents
who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent
nationalsciencequalificationoraschool-basedsciencecoursewouldbewellpreparedfor
anHLsubject
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SYLLABUSOUTLINE
Semester Topicstobecovered
SemI
Topic1Cellbiology11Introductiontocells12Ultrastructureofcells13Membranestructure14Membranetransport15Theoriginofcells16CelldivisionTopic2Molecularbiology21Moleculestometabolism22Water23Carbohydratesandlipids24Proteins25Enzymes26StructureofDNAandRNA27DNAreplicationtranscriptionandtranslation
Topic7Nucleicacids71DNAstructureandreplication72Transcriptionandgeneexpression73TranslationTopic8Metabolismcellrespirationandphotosynthesis81Metabolism28Cellrespiration82Cellrespiration
SemII
29Photosynthesis83Photosynthesis
Topic3Genetics31Genes32Chromosomes33Meiosis34Inheritance35GeneticmodificationandbiotechnologyTopic10Geneticsandevolution101Meiosis102Inheritance103GenepoolsandspeciationTopic4Ecology41Speciescommunitiesandecosystems42Energyflow43Carboncycling44Climatechange
CHOITHRAM INTERNATIONAL 2018 - 20
93
Topic611ampOptionDHumanphysiology
61DigestionandabsorptionD1HumannutritionD2DigestionD3Functionsoftheliver62ThebloodsystemD4TheheartIA
SemIII
Topic611ampOptionDHumanphysiology64GasexchangeD6Transportofrespiratorygases65Neuronsandsynapses66HormoneshomeostasisandreproductionD5Hormonesandmetabolism112Movement63Defenceagainstinfectiousdisease111Antibodyproductionandvaccination
SemIV
113Thekidneyandosmoregulation114SexualreproductionTopic9Plantbiology91Transportinthexylemofplants92Transportinthephloemofplants93Growthinplants94ReproductioninplantsTopic5Evolutionandbiodiversity51Evidenceforevolution52Naturalselection53Classificationofbiodiversity54Cladistics
AssessmentinBiology
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
CHOITHRAM INTERNATIONAL 2018 - 20
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In Biology the students achieved a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofmultiplechoicequestionsfromcoreampAHL
Paper2consistsofdatabasedshort-answerandextended-responsequestionsoncoreand
AHLmaterial
Paper 3 consists of short-answer and extended-response questions from one optionamp
questionbasedonexperimentalskillsfromcore
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2amp3
DurationofpapervariesfromSLtoHLlevelandfrompapercomponent
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3 and 4 The new assessment model uses five criteria to assess the final report of the
individualinvestigationwiththefollowingrawmarksandweightingsassigned
Personalengagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
CHOITHRAM INTERNATIONAL 2018 - 20
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Table2Internalassessmentsspannedthroughoutthetwo-yearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria
explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP3ANDGROUP4ESSPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINESSATCHOITHRAM
INTERNATIONALINDORE
ESSisaninterdisciplinarygroup3and4coursethatisofferedonlyatstandardlevel(SL)As
an interdisciplinary course ESS is designed to combine themethodology techniques and
knowledge associated with group 4 (sciences) with those associated with group 3
(individualsandsocieties)Becauseit isaninterdisciplinarycoursestudentscanstudyESS
andhaveitcountaseitheragroup3oragroup4courseorasbothIfstudentschoosethe
latter option this leaves the opportunity to study an additional subject from any other
groupincludinganadditionalgroup3orgroup4subjectESSisacomplexcourserequiring
adiversesetofskillsfromitsstudentsItisfirmlygroundedinbothascientificexploration
ofenvironmentalsystemsintheirstructureandfunctionandintheexplorationofcultural
economicethicalpoliticalandsocial interactionsofsocietieswiththeenvironmentAsa
resultofstudyingthiscoursestudentswillbecomeequippedwiththeabilitytorecognize
and evaluate the impact of our complex system of societies on the natural world The
interdisciplinarynatureofthecourserequiresabroadskillsetfromstudentsandincludes
the ability to perform research and investigations and to participate in philosophical
discussion The course requires a systems approach to environmental understanding and
problem-solvingandpromotesholisticthinkingaboutenvironmentalissuesItisrecognized
that to understand the environmental issues of the 21st century and suggest suitable
management solutions both thehumanandenvironmental aspectsmust beunderstood
Studentsshouldbeencouragedtodevelopsolutionsfromapersonaltoacommunityandto
a global scaleThrough the exploration of cause and effect the course investigates how
values interact with choices and actions resulting in a range of environmental impacts
Studentsdevelopanunderstanding that theconnectionsbetweenenvironmental systems
and societies are diverse varied and dynamic The complexity of these interactions
challenges those working towards understanding the actions required for effective
guardianshipoftheplanetandsustainableandequitableuseofsharedresources
CHOITHRAM INTERNATIONAL 2018 - 20
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AIMS
ThesystemsapproachprovidesthecoremethodologyofthiscourseItisamplifiedbyother
sources such as economic historical cultural socio-political and scientific to provide a
holisticperspectiveonenvironmentalissues
TheaimsoftheEnvironmentalSystemsandSocietiescourseareto
1 acquiretheknowledgeandunderstandingsofenvironmentalsystemsatavarietyof
scales
2 apply the knowledge methodologies and skills to analyse environmental systems
andissuesatavarietyofscales
3 appreciate the dynamic interconnectedness between environmental systems and
societies
4 valuethecombinationofpersonallocalandglobalperspectivesinmakinginformed
decisionsandtakingresponsibleactionsonenvironmentalissues
5 be critically aware that resources are finite and that these could be inequitably
distributed and exploited and thatmanagement of these inequities is the key to
sustainability
6 developawarenessofthediversityofenvironmentalvaluesystems
7 develop critical awareness that environmental problemsare caused and solvedby
decisions made by individuals and societies that are based on different areas of
knowledge
8 engagewiththecontroversiesthatsurroundavarietyofenvironmentalissues
9 createinnovativesolutionstoenvironmentalissuesbyengagingactivelyinlocaland
globalcontexts
OBJECTIVES
TheseobjectivesreflecthowtheaimsoftheESScoursewillbeassessedItistheintention
ofthiscoursethatstudentsinthecontextofenvironmentalsystemsandrelatedissuesare
abletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingofrelevant
bull factsandconcepts
bull methodologiesandtechniques
CHOITHRAM INTERNATIONAL 2018 - 20
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bull valuesandattitudes
2 Applythisknowledgeandunderstandingintheanalysisof
bull explanationsconceptsandtheories
bull dataandmodels
bull casestudiesinunfamiliarcontexts
bull argumentsandvaluesystems
3 Evaluatejustifyandsynthesizeasappropriate
bull explanationstheoriesandmodels
bull argumentsandproposedsolutions
bull methodsoffieldworkandinvestigation
bull culturalviewpointsandvaluesystems
4 Engage with investigations of environmental and societal issues at the local and
globallevelthrough
bull evaluatingthepoliticaleconomicandsocialcontextsofissues
bull selecting and applying the appropriate research and practical skills
necessarytocarryoutinvestigations
bull suggesting collaborative and innovative solutions that demonstrate
awareness and respect for the cultural differences and value systems of
others
PastexperienceshowsthatstudentswillbeabletostudyDPESSatSLsuccessfullywithno
backgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterizedby
the specific IB learner profile attributesmdashinquirers thinkers and communicatorsmdashwill be
significanthere
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1Foundationsofenvironmentalsystemsandsocieties
11Environmentalvaluesystems
12Systemsandmodels
13Energyandequilibria
14Sustainability
15Humansandpollution
Unit2 Ecosystemsandecology
21Speciesandpopulations
22Communitiesandecosystems
23Flowsofenergyandmatter
24Biomeszonationandsuccession
25Investigatingecosystems
Unit3 Biodiversityandconservation
31Anintroductiontobiodiversity
32Originsofbiodiversity
33Threatstobiodiversity
34Conservationofbiodiversity
SemII
Unit4Waterandaquaticfoodproductionsystemsandsocieties
41Introductiontowatersystems
42Accesstofreshwater
43Aquaticfoodproductionsystems
44Waterpollution
Unit5
Soilsystemsandterrestrialfoodproductionsystemsandsocieties
51Introductiontosoilsystems
52Terrestrialfoodproductionsystemsandfoodchoices
53Soildegradationandconservation
SemIII Unit6 Atmosphericsystemsandsocieties 61Introductiontotheatmosphere
CHOITHRAM INTERNATIONAL 2018 - 20
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62Stratosphericozone
63Photochemicalsmog
64Aciddeposition
Unit7 Climatechangeandenergyproduction 71Energychoicesandsecurity
72Climatechangemdashcausesandimpacts
73Climatechangemdashmitigationandadaptation
SemIV Unit8 Humansystemsandresourceuse 81Humanpopulationdynamics
82Resourceuseinsociety
83Soliddomesticwaste
84Humanpopulationcarryingcapacity
ASSESSMENTOUTLINE
IBASSESSMENTS
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)The Diploma Programme primarily focuses on summative assessment
designed to record student achievement at or towards the end of the course of study
However many of the assessment instruments can also be used formatively during the
courseofteachingandlearningInESSthestudentsachieveanumericgrade(1-7)onascale
of7pointthroughexternalandinternalassessment
AssessmentComponent Weighting Duration
Paper1ndashCaseStudy35marks
25 1hour
Paper2ndashShortanswersandstructuredessays65marks
50 2hours
InternalAssessmentndashIndividualinvestigation30marks
25 10hours
CHOITHRAM INTERNATIONAL 2018 - 20
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EXTERNALASSESSMENT
Twodifferentmethodsareusedtoassessstudents
bullDetailedmarkschemesspecifictoeachexaminationpaper
bullMarkbands
The markbands are related to the assessment objectives and the grade descriptors
establishedfortheenvironmentalsystemsandsocietiescourseThegradedescriptorsare
availableontheonlinecurriculumcentreanddescribetheextenttowhichtheassessment
objectives should be met for each grade level The markschemes are specific to each
examination
Theexternalassessmentincludestwopaperswhosecombinedweightageis75forSLThe
remaining comes from the internal assessments which are internally marked by the
teachersandmoderatedbytheIBexaminers
Paper1-consistsofcasestudyStudentswillbeprovidedwitharangeofdatainavariety
of forms relating to a specific case study Students are required to make reasoned and
balancedjudgmentsbyanalyzingthisdata
Paper2-consistsofsections-AandBInsectionAshortanswerquestionsandinsectionB
essaytypequestions
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2
INTERNALASSESSMENT
The internal assessment includes25 Internal assessment inenvironmental systemsand
societiescomprisesaseriesofpracticalandfieldworkactivitiesthatareundertakenaspart
ofthepracticalschemeofworkTheinternalassessmentmodeladdressesobjectives6and
7inparticularbutalsoobjectives1to5ofthecourseobjectives
Table1Theperformanceininternalassessmentisjudgedagainstfourassessmentcriteria
Identifyingthecontext
Planning ResultsAnalysisandConclusion
DiscussionandEvaluation
Applications Communication Total
6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)
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TABLE2INTERNALASSESSMENTSSPANNEDTHROUGHOUTTHETWOYEARPROGRAMME
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesexperiments 20
SemesterIIExamination InvestigationReportPlanning 20
SemesterIIIExamination InvestigationRACandDEV 20
SemesterIVExamination AllInvestigationReportswithallCriteria
20
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GROUP4COMPUTERSCIENCE
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN COMPUTER SCIENCE AT
CHOITHRAMINTERNATIONALINDORE
ComputerScienceisanacademicdisciplinethatisdevelopingatanextraordinaryspeedIts
scopeand influence isnowbeing felt inall areasof lifeGraduatesof the futurewill find
employmentopportunities intraditionalareassuchas industrycommerceeducationand
financial services aswell as in new areas such as film television and the entertainment
industry in general electronic publishing health care and all aspects of the rapidly
expandingcommunicationindustrythatisbasedontheInternet
The aims of all our programmes are that you get a sound understanding of the
fundamentals of Computer Science that you have the opportunity to develop a deeper
knowledge of certain topics which are of particular interest to you and that you gain
considerable practical experience of developing computer systems Additionally the
programmes have been designed so that you can develop your personal and
communicationskillsanddevelopanawarenessofthebusinessenvironment
Aims
1 Theaimsofcomputersciencecourseathigherlevelandstandardlevelareto
2 provide opportunities for study and creativity within a global context that will
stimulate and challenge students developing the skills necessary for independent
andlifelonglearning
3 provideabodyofknowledgemethodsandtechniquesthatcharacterizecomputer
science
4 enablestudentstoapplyanduseabodyofknowledgemethodsandtechniquesthat
characterizecomputerscience
5 demonstrate initiative in applying thinking skills critical to identify and resolve
complexproblems
6 engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationinresolvingcomplexproblems
7 develop logical and critical thinking as well as experimental investigative and
problem-solvingskills
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8 developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsin
the study of computer science to communicate information confidently and
effectively
9 raise awareness of the moral ethical social economic and environmental
implicationsofusingscienceandtechnology
10 develop an appreciation of the possibilities and limitations associated with
continueddevelopmentsinITsystemsandcomputerscience
1 encourage anunderstandingof the relationshipsbetween scientific disciplines and
theoverarchingnatureofthescientificmethod
Objectives
It is the intention of the Diploma Programme computer science course that students
achievethefollowingobjectives
1Knowandunderstand
a relevantfactsandconcepts
b appropriatemethodsandtechniques
c computerscienceterminology
d methodsofpresentinginformation
2Applyanduse
a relevantfactsandconcepts
b relevantdesignmethodsandtechniques
c terminologytocommunicateeffectively
d appropriatecommunicationmethodstopresentinformation
3Constructanalyseevaluateandformulate
a successcriteriasolutionspecificationsincludingtaskoutlinesdesignsandtestplans
b appropriatetechniqueswithinaspecifiedsolution
4Demonstratethepersonalskillsofcooperationandperseveranceaswellasappropriate
technicalskillsforeffectiveproblem-solvingindevelopingaspecifiedproduct
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1
ComputerOrganization
Computerarchitecture Secondarymemory Operatingsystemsand
applicationsystems Binaryrepresentation Simplelogicgates
Unit2
Computationalthinkingproblem-solvingandprogramming
Thinkingprocedurally Thinkinglogically Thinkingahead Thinkingconcurrently Thinkingabstractly Connectingcomputational
thinkingandprogramdesign Introductiontoprogramming Useofprogramminglanguages
SemII
Unit3 SystemFundamentals
Planningandsysteminstallation Userfocus Systembackup Softwaredeployment Systemdesignbasics Componentsofacomputer
system Systemdesignandanalysis Humaninteractionwiththe
system
Unit4 Abstractdatastructures
Thinkingrecursively Abstractdatastructures Linkedlists Trees Applications
Unit5 Options-PartOneDatabase
ModellingandSimulation
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WebScience
ObjectOrientedProgramming
SemIII
Unit5 Options-PartTwo
Database
ModellingandSimulation
WebScience
ObjectOrientedProgramming
Unit6 Networks Networkfundamentals Datatransmission Wirelessnetworking
SemIV
Unit7 ResourceManagement
Systemresources Roleoftheoperatingsystem
Unit8 Control Centralizedcontrolsystems Distributedsystems
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
Studentsrsquo success in the computer science standard level and higher level course is
measuredbycombiningtheirgradesonexternalandinternalassessment
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ExternalAssessment
Theexternalassessment includesthreepaperswhosecombinedweightage is80forHL
and70forSLTheremainingcomes fromthe internalassessmentswhichare internally
markedbytheteachersandmoderatedbytheIBexaminers
Paper1consistsofshortanswerquestionsandstructuredquestions
Paper2consistsofquestionsinrelationtotheoptionchosenand
Paper3consistsofquestionsbasedonpre-seencasestudyproducedannuallybytheIB
Theuseofcalculatorsisnotpermittedinanycomputerscienceexamination
InternalAssessment
The internal assessment requirements at SL and at HL are the same However these
requirements contribute to a different percentage of the overall mark Students are
required to produce a solution that consists of a cover page the product and the
documentation The focus of the solution is on providing either an original product or
additionalfunctionalitytoanexistingproductforaclient
The internal assessment component (solution) aswell as being practical and productive
formsanimportantpartoftheassessmentofthecomputersciencecourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Criteria Planning SolutionOverview
Development FunctionalityandProductivityofproduct
Evaluation TotalMarks
(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)
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The IA collected in IV Term Examination will be the Final IA to be sent to IB formoderation
Examination InternalAssessmentComponent
Weightage(HL) Weightage(SL)
SemesterIExamination ReportonCriteriaAPlanning
20 30
SemesterIIExamination CriteriaBSolutionOverview
20 30
SemesterIIIExamination CriteriaCDevelopmentCriteriaDFunctionalityandProductivityofproduct
20 30
SemesterIVExamination CriteriaEEvaluation 20 30
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THEGROUP4PROJECTThe group 4 project is a collaborative activity where students from different group 4
subjects work together on a scientific or technological topic allowing for concepts and
perceptions from across the disciplines to be shared The project can be practically or
theoreticallybasedCollaborationbetweenschools indifferentregions isencouragedThe
10hoursallocatedtothegroup4projectwhicharepartoftheteachingtimesetasidefor
IAcanbedividedintothreestagesplanningactionandevaluation
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GROUP5MATHHL
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN MATH HL AT
CHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINESemester Unit UnitName UnitTopics
SemI
Unit1 Algebra SequencesandseriesBinomialTheoremMathematicalInductionLogarithmandExponentialMathematicalInductionComplexNumbers
Unit2 Functions DomainandRangeInverseFunctionsCompositefunctionsInverseFunctionsTransformationFunction
SemII Unit3 Trigonometry bullRadianMeasurebullNonrightangledtrigonometrybullTrigonometricgraphsandfunctionsbullTrigonometricequationsandidentities
Unit4 DifferentialCalculus
bullMeaningofderivativedifferentiationusingfirstprinciplebulldifferentiationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullconceptoftangentnormalmaximaandminimabullApplicationofderivativebullKinematics
Semr3 Unit4(Contd)
IntegralCalculus
bullMeaningofAntiderivativebullIntegrationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullSubstitutionMethod
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bullIntegrationofproductoftwofunctionsbullKinematicsbullAreaandVolumeofafunction
Unit5 Statistics bullFrequencyDistributionbullProbabilitybullDiscreteRandomVariablebullContinuousrandomvariablebullBinomialDistributionbullPoissonDistributionbullNormalDistribution
Unit6 Vectors bullMeaningofVectorsbullConceptofaddingvectorsusingtrianglelawbullVectorequationofalineandplanebullIntersectionoftwolinesbullIntersectionofalineandplanebullApplicationofvectors
Sem4 OptionalPaper
Statistics LinearcombinationofindependentrandomvariablesSamplingDiscreteandcontinuousprobabilitydistributionsCumulativeprobabilitydistributionsProbabilitygeneratingfunctionssamplingDistributiontestingofhypothesisBivariatedata
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AssessmentsinMATHSHL
Externalassessment5hrs80
Writtenpapers
Paper12hrs30
Nocalculatorallowed(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper22hrs30
Graphicdisplaycalculator(GDC)required(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper31hr20
Graphicdisplaycalculator(GDC)required(50Marks)
Extended-responsequestionsbasedmainlyonthesyllabusoptions
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsHLisanindividualexploration
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GROUP5MATHSLIntroduction
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1 Algebra 11sequenceandseries
12Binomialtheorem
13exponentsandlogarithm
SemIandII Unit2
Functionsandequations 21Conceptoffunctions
22Graphsoffunctions
23transformationoffunctions
24Quadraticfunctions
25reciprocalfunctions
26Exponentialfunctions
27solvingequations
28Applicationsofgraphingskillsandequationsolving
SemII Unit3
Circularfunctionsandtrigonometry
31Thecircle
32Unitcirclesineandcosinefunctions
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33Pythagoreananddoubleangleproperties
34Circularfunctions
35Solvingtrigonometricequations
36Solutionoftriangles
SemIII Unit4 Vectors 41Vectorasdisplacementinplane
42Scalarproduct
43Vectorequations
44Distinguishingbetweencoincidentandparallel
lines
SemIIIandIV
Unit5 Statisticsandprobability
51Conceptsofpopulationsamplerandomsamplediscreteandcontinuousdata
52Statisticalmeasuresandtheirinterpretations
53Cumulativefrequencycumulativefrequencygraphs
54Linearcorrelationofbivariatedata
55Conceptsoftrialoutcomeequallylikelyoutcomessamplespace(U)andevent
56Combinedevents
57Conceptofdiscreterandomvariablesandtheirprobabilitydistributions
58Binomialdistribution
59Normaldistributionsandcurves
Unit6 Calculus Informalideasoflimitandconvergence Differentiationofpolynomialexponential
logarithmicandtrigonometricfunctions Derivativeinterpretedasgradientfunctionand
asrateofchange Tangentsandnormalsandtheirequations Thechainruleforcompositefunctions Theproductandquotientrules Thesecondderivative LocalmaximumandminimumpointsTesting
formaximumorminimum Pointsofinflexionwithzeroandnon-zero
gradients
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Graphicalbehaviouroffunctions Optimization Indefiniteintegrationasanti-differentiation Integrationbyinspectionorsubstitution Anti-differentiationwithaboundarycondition
todeterminetheconstantterm Definiteintegralsbothanalyticallyandusing
technology Areasundercurves(betweenthecurveandthe
x-axis) Areasbetweencurves Volumesofrevolutionaboutthex-axis Kinematicproblemsinvolvingdisplacements
velocityvandaccelerationa
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AssessmentsinMathematicsSL
Assessmentoutline
ForMathematicsSL
Externalassessment3hrs80
Writtenpapers
Paper11frac12hrs40
Nocalculatorallowed(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper21frac12hrs40
Graphicdisplaycalculator(GDC)required(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsSLisanindividualexploration
Thisisapieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics(20
marks)
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GROUP5MATHSTUDIESSL
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINMATHSTUDIESSL
ATCHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstractsystemofideasorasausefultool
For many people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
ObjectivesProblem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontext sketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
NumbersandAlgebra
11NumbersApproximationsandEstimations
12PairofLinearequationsandquadraticequations
13Conversionofunitsandcurrency
14SequencesandSeries(APandGP)
15CompoundInterestandannualDepreciation
Unit2 DescriptiveStatistics
21ClassificationofDiscreteandContinuousdata
22Groupedfrequencydata
23Pictorialrepresentationofdata
24Measureofcentraltendencies
25MeasureofDispersion
Unit3LogicSetsandProbability
31LogicConnectorsandTruthtables
32BasicsettheoryandVenndiagrams
33ProbabilityandExpectedvalue
34Probabilityofcombinedeventstreediagramsandconditionalprobability
SemII Unit4GeometryandTrigonometry
51Equationoflinein2DslopeinterceptsandpointofIntersection
52Trigonometricratiosanglesofelevationanddepression
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53SineruleCosineruleandareaoftriangle
54Geometryof3dimensionalsolidfigureslikecuboidrightprismpyramidcylinderconesphereandhemisphere
55VolumesandSurfaceareasofsolidfigures
SemIII
Unit5
StatisticalApplications
41NormalDistributionInversenormalcalculations
42ConceptofCorrelationScatterdiagramandproductmomentcorrelation
43Regressionlineanditsuseinprediction
44TheChi-squaretestofindependencenullhypothesisdegreesoffreedomp-valuesandexpectedfrequencies
Unit6 64DrawingaccurategraphsandusingGDCtosolveequationsinvolvingcombinationoffunctions
SemIV Unit7IntroductiontoDifferentialCalculus
71ConceptofthederivativeasarateofchangeTangenttoacurve
72Diffoffunctionax^nandequationofthetangentatagivenpoint
73IncreasinganddecreasingfunctionsStationarypointsLocalmaximumandminimumpoints
74Optimizationproblems
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AssessmentsinMathematicalStudiesSL
Externalassessment3hrs80
Writtenpapers
Paper11hr30mins40
15compulsoryshort-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Paper21hr30mins40
6compulsoryextended-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Internalassessment20
ProjectTheprojectisanindividualpieceofworkinvolvingthecollectionofinformationor
thegenerationofmeasurementsandtheanalysisandevaluationoftheinformationor
measurements
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GROUP6VISUALARTS
Introduction
VisualartisanintegralpartofdaytodaylifeItrangesfromtraditionalformsembeddedin
localandwidercommunitiessocietiesandculturestothevariedanddivergentpractices
associatedwithnewemergingandcontemporaryformsofvisuallanguage
WeatChoithramInternationalcelebratevisualartsnotonlyinthewaywecreateimages
andobjectsbutalsointhewayweappreciateenjoyrespectandrespondtothepractices
ofart-makingbyothersfromaroundtheworld
Visual arts course encourages students to challenge their own creative and cultural
expectationsandboundaries It isa thought-provokingcourse inwhichstudentsdevelop
analyticalskillsinproblem-solvinganddivergentthinkingwhileworkingtowardstechnical
proficiencyandconfidenceasart-makersThecourseisdesignedforstudentswhoaspire
to study visual arts in higher education as well as for those who are seeking lifelong
enrichmentthroughvisualarts
AIMS
Theaimsoftheartssubjectsaretoenablestudentsto
1Enjoylifelongengagementwiththearts
2Becomeinformedreflectiveandcriticalpractitionersinthearts
3Understandthedynamicandchangingnatureofthearts
4Exploreandvaluethediversityoftheartsacrosstimeplaceandcultures
5Expressideaswithconfidenceandcompetence
6Developperceptualandanalyticalskills
InadditiontheaimsoftheVisualartscourseatSLandHLaretoenablestudentsto
7Makeartworkthatisinfluencedbypersonalandculturalcontexts
8Becomeinformedandcriticalobserversandmakersofvisualcultureandmedia
9Developskillstechniquesandprocessesinordertocommunicateconceptsandideas
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OBJECTIVES
HavingfollowedthevisualartscourseatSLorHLstudentswillbeexpectedto
Assessmentobjective1demonstrateknowledgeandunderstandingofspecifiedcontent
aIdentifyvariouscontextsinwhichthevisualartscanbecreatedandpresented
b Describe artwork from differing contexts and identify the ideas conventions and
techniquesemployedbytheart-makers
cRecognizetheskillstechniquesmediaformsandprocessesassociatedwiththevisual
arts
dPresentworkusingappropriatevisualartslanguageasappropriatetointentions
Assessment objective 2 demonstrate application and analysis of knowledge and
understanding
aExpressconceptsideasandmeaningthroughvisualcommunication
bAnalyseartworksfromavarietyofdifferentcontexts
c Apply knowledge andunderstandingof skills techniquesmedia forms andprocesses
relatedtoartmaking
Assessmentobjective3demonstratesynthesisandevaluation
aCriticallyanalyseanddiscussartworkscreatedbythemselvesandothersandarticulate
aninformedpersonalresponse
b Formulate personal intentions for theplanning development andmakingof artworks
thatconsiderhowmeaningcanbeconveyedtoanaudience
c Demonstrate the use of critical reflection to highlight success and failure in order to
progresswork
d Evaluate how andwhy art-making evolves and justify the choicesmade in their own
visualpractice
Assessment objective 4 select use and apply a variety of appropriate skills and
techniques
aExperimentwithdifferentmediamaterialsandtechniquesinart-making
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bMakeappropriatechoicesintheselectionofimagesmediamaterialsandtechniquesin
art-making
cDemonstratetechnicalproficiencyintheuseandapplicationofskillstechniquesmedia
imagesformsandprocesses
dProduceabodyofresolvedandunresolvedartworksasappropriatetointentions
SYLLABUSOUTLINE
Semester UnitName UnitTopics
SemI
Formalanalysis-ElementsofartPrinciplesofdesignExplorationofthedevelopmentofart-makingskillsandtechniquesExperimentswithmediaandtechnologiesandpersonalreflectionsInvestigationofownartdevelopmentinthecontextofrelatedartgenresDetailedevaluationsandcriticalanalysisArt-makingforms-experiencesinmediaandtechniques(includingtwo-dimensionalformsthree-dimensionalformsandlens-basedelectronicandscreen-basedforms)withparticularreferencetothehistoricaldevelopmentofprocessesandtechniquesanddifferentculturalandtraditionalusesoftheseTwo-dimensionalformsDrawingsuchascharcoalpencilinkcollagePaintingsuchasacrylicoilwatercolourmurals
SemII
Comparativeanalysisoftheworksofartistsfromaperiodofarthistoryorartmovement Introductiontotheuseofthevisualartsjournalasarecordofindividualinquiryandinvestigation with particular emphasis on how toappropriatelycitesourcesArthistorymdashanoverviewofdevelopmentsandmovementsfrom earliest times to the present day Introduction to arangeofmodels for analysing critiquing interpreting anddeconstructing artworks offering opportunities forstudents to engage with these and become familiar with
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themArtcriticismorrespondingtoartwithreferencetovariouscultural contexts differing art forms and artists learningspecialist art vocabulary and terms through the use of aglossaryTechnical instruction and demonstrations in the use ofparticular media (such as oil painting ink drawing claymodellingdigital techniquesandsoon)withreferencetoparticular artists Investigation of the historical andtechnological changes and developments of particularmediaandtechniquesClasstheorylessons(suchascolourtheoryhistoryofpigmentsandsoon)
SemIII
Introduction of 3D Three-dimensional Forms Claymodelling such as hand built forms thrown vesselsmould-made objects Constructed sculpture such asassemblage paper glass etc Designed objects such asmodels interior design jewellery Site specificephemeralsuchaslandartinstallationFamiliarization with various art genres styles regionalschoolsandassociationsArtcriticismorrespondingtoartbullinvestigatingthehistoricalandtechnologicalchangesanddevelopments of particular media and techniques bullassociated relevant class theory lessons (such as colourtheoryhistoryofpigmentsandsoon)Communicating through visual and written meansProducingabodyofartworkthroughaprocessofreflectionand evaluation showing a synthesis of skill media andconcept
SemIV
Introduction of Lens-based electronic and screen-basedforms - photography Presentation of resolved works forexhibitionwithexplanationCuratorialpractices- throughvisits togalleriesandartistsrsquostudios reviewing catalogues for local exhibitionspresentations by visiting artists and exploration ofalternative display spaces The study of artist statementsand accepted conventions for titling and annotatingexhibitedworksExhibition of studentsrsquo own work supported byappropriateartiststatementswithattentiontodisplayand
CHOITHRAM INTERNATIONAL 2018 - 20
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labelling Individual drafting and redrafting of artiststatementsofintentionStudioworkinthelightofstudentrsquosowndevelopingartiststatementsPresentationtechniqueswhichincluderefiningpersonal statements matting mounts layout andproducingexhibitiontextArt criticism or responding to art via various modelsIndividualpresentationsExhibition text - compilation ofwrittenmaterial studentsidentify contextualize and justify their selections forexhibition
HLstudentsshouldasaminimumexperienceworkingwithatleastthreeart-makingforms
selected fromaminimumof twocolumnsof the tablebelowTheexamplesgivenare for
guidanceonlyandarenotintendedtorepresentadefinitivelist
SYLLABUSOUTLINE
Two-dimensionalforms Three-dimensionalforms Lens-based electronicandscreen-basedforms
bull Drawing such ascharcoal pencil inkcollage
bull Painting such as acrylicoilwatercolourmurals
bull Printmaking such asrelief intaglioplanographicchinecolleacute
bull Graphics such asillustration and designgraphicnovelstoryboard
Carved sculpture such as carvedwoodstoneblock
bullModelled sculpture such as waxpolymerclays
bull Constructed sculpture such asassemblagebricolagewoodplasticpaperglass
bull Cast sculpture such as plasterwax bronze paper plastic glass bullCeramics such as hand built formsthrownvesselsmould-madeobjects
bullDesigned objects such asmodelsinteriordesignjewellery
bull Site specificephemeral such aslandartinstallationperformanceart
bull Textiles such as fibre weavingconstructedtextiles
Time-based andsequential art such asstop-motion digitalanimationvideoartbullLensmedia such as analogue(wet) photography digitalphotographymontage
bullLens-lessmedia suchasphotogramrayographscenography pinholephotography cyanotypesaltedpaper
bull Digitalscreen basedsuch as vector graphicssoftware developedpainting design andillustration
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ExternalassessmentcriteriamdashSLandHL
Part1ComparativestudySummary
Weighting20
Students are required toanalyseand compareartworks objectsor artifactsbydifferent
artists This independent critical and contextual investigation should explore artworks
objectsandartifactsfromdifferingculturalcontexts
Students select artworks objects and artifacts for comparison from differing cultural
contextsthatmayhavebeenproducedacrossanyoftheart-makingformsandthathold
individualresonanceforthestudentandhaverelevancetotheirownartmakingpractice
ThisisofparticularimportancetoHLstudents
StudentsatbothSLandHLmustexamineandcompareatleastthreepiecesatleasttwo
ofwhichshouldbebydifferentartists
Students use research and inquiry skills to investigate and interpret the selected pieces
usingbothvisualandwrittenformsofnotationStudentsmustsupporttheirinterpretation
withreferencestosoundandreliablesources
Candidates are required to submit the list of sources used and in-text referencing is
requiredthroughoutthecomparativestudy
Part1Comparativestudy Marks Total
A Identificationandanalysisofformalqualities 6 30
B Analysisandunderstandingoffunctionandpurpose 6
C Analysisandevaluationofculturalsignificance 6
D Makingcomparisonsandconnections 6
E Presentationandsubject-specificlanguage 6
F (HLonly)Makingconnectionstoownart-makingpractice 12 42
FormalrequirementsofthetaskmdashSL
bullSLstudentssubmit10ndash15screenswhichexamineandcompareat leastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullSLstudentssubmitalistofsourcesused
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FormalrequirementsofthetaskmdashHL
bullHLstudentssubmit10ndash15screenswhichexamineandcompareatleastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullHLstudentssubmit3ndash5additionalscreenswhichanalysetheextenttowhichtheirwork
andpracticeshavebeeninfluencedbytheartandartistsexamined
bullHLstudentssubmitalistofsourcesused
ExternalassessmenttasksmdashSLandHL
Part2Processportfolio
Weighting40
Students at SL and HL submit carefully selected materials which demonstrate their
experimentation exploration manipulation and refinement of a variety of visual arts
activities during the two-year course The selected process portfolio work should show
evidence of their technical accomplishment during the visual arts course and an
understanding of the use of materials ideas and practices appropriate to visual
communication
Thework selected for submission should showhow studentshaveexploredandworked
withavarietyoftechniqueseffectsandprocessesinordertoextendtheirart-makingskills
base
Part2Processportfolio SLmarks
SLtotal
HLmarks
HLtotal
A Skillstechniquesandprocesses 12 34 12 34
B Criticalinvestigation 6 6
C Communicationofideasandintentions 6 6
D Reviewingrefiningandreflecting 6 6
E Presentationandsubject-specificlanguage 4 4
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133
FormalrequirementsofthetaskmdashSL
bull SL students submit 9ndash18 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For SL
studentsthesubmittedworkmustbeinatleasttwoart-makingformseachfromseparate
columnsoftheart-makingformstable
FormalrequirementsofthetaskmdashHL
bull HL students submit 13ndash25 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For HL
studentsthesubmittedworkmusthavebeencreated inat leastthreeart-makingforms
selectedfromaminimumoftwocolumnsoftheart-makingformstable
InternalassessmentdetailsmdashSLandHL
Part3Exhibition
Weighting40
Students at SL and HL submit for assessment a selection of resolved artworks for their
exhibition The selected pieces should show evidence of their technical accomplishment
during the visual arts course and an understanding of the use of materials ideas and
practices to realize their intentions Students also evidence the decision-making process
whichunderpinstheselectionofthisconnectedandcohesivebodyofworkforanaudience
intheformofacuratorialrationale
Students at SL select 4ndash7 artworks for submission while students at HL select 8ndash11
artworksforsubmission
Part3Exhibition SLmarks SLTotal HLmarks
HLtotal
A Coherentbodyofworks 9 30 9 30
B Technicalcompetence 9 9
C Conceptualqualities 9 9
D Curatorialpractice 3 3
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134
FormalrequirementsofthetaskmdashSL
SLstudentssubmitacuratorialrationalethatdoesnotexceed400words
bullSLstudentssubmit4ndash7artworks
bullSL studentssubmitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullSLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
FormalrequirementsofthetaskmdashHL
bullHLstudentssubmitacuratorialrationalethatdoesnotexceed700words
bullHLstudentssubmit8ndash11artworks
bullHL students submitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullHLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
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135
InternalAssessmentCalendar2018-20
IACalendar-DPBatch2018-20
MONTH DATE SUBJECT IADETAIL WEIGHTAGE2018 DPYearI
AUGUST 17th EnglishLanguageampLiterature
WT1firstdraft
SEPTEMBER 1st EnglishLanguageampLiterature
WT1finaldraft 20
15th HindiLiterature FinalIOP 15
28thamp29th EnglishLanguageampLiterature
FOA1 15
Oct-Nov2018
15thOct-31stOct2018
SummativeAssessmentSemesterIExamination
OCTOBER 10th Visualart Processportfolio-3-4pagesStudiowork-2artworks
NOVEMBER 19th EnglishLanguageampLiterature
WT2firstdraft
30th Economics Microeconomics-firstdraft DECEMBER 1stand3rd English
LanguageampLiterature
FinalIOC 15
14th Economics Microeconomics-Final 20
17th EnglishLanguageampLiterature
WT2finalsubmission 20
2019 DPYearI
JANUARY
19th HindiLiterature IOC 15
FEBRUARY 11thamp12th EnglishLanguageampLiterature
FOA2 15
5th Group4Project IntroductiontoGroup4Project
8th Group4Project PlanningPhase
19th Group4Project ActionPhase
28th Group4Project EvaluationPhase
MARCH 5th English WT3firstdraft
CHOITHRAM INTERNATIONAL 2018 - 20
136
LanguageampLiterature
19thand20th
TOK TOKpresentation 33
21st Economics Macroeconomics-Firstdraft 20
26th EnglishLanguageampLiterature
WT3finalsubmission 20
APRIL 10th-25thApril2019
SummativeAssessmentSemesterIIExamination(EndofYearI)
APRIL 1st Visualart Processportfolio-4-5pagesStudiowork-3-4artworks
Comparativestudy
MAY-JUNE SUMMERVACATION
JULY 11th Economics Macroeconomics-FinalSubmission
AUGUST 8th ESS FirstDraft
26th Mathematics FinalisethetopicofIA 20
SEPTEMBER 12th BusinessManagement
BMIAFirstDraft 25
18th-21st FrenchHLSLAbinitio
IOA 25
24th Psychology FirstDraftPsychologyIA 20
26th Mathematics FirstDraftMathIA 20
OCTOBER 1st HindiLiterature FirstDraftHindiWA 25
4th Economics Internationaleconomics-Firstdraft
10th Visualart Processportfolio-5-6pagesStudiowork-3-4artworks
Comparativestudy
17th ITGS FirstDraft-Project 2030
27th Chemistry FirstdraftChemistryIA
28th HindiLiterature FinalSubmissionofHindiWA 25
31st Mathematics FinalSubmissionofMathIA 20
Oct2019 14th-25thOct2019
SummativeAssessmentSemesterIIIExamination
NOVEMBER 4th BusinessManagement
FinalSubmissionBMIA 25
10th ESS FinalSubmissionESSIA 25
15th Psychology FinalSubmissionPsychologyIA
20th TOK FirstdraftTOKEssay
25th EE FirstDraft
CHOITHRAM INTERNATIONAL 2018 - 20
137
29th Economics Internationaleconomics-Final 20
DECEMBER 5th CS FirstDraftSubmission SL30HL20
13th Chemistry FinalIAsubmission 20
16th ITGS FinalSubmission-Project 2030
18th Biology FirstDraft
19th Physics FinalIAsubmission 20
20th CS FinalIASubmission
2020 Year2
JANUARY 4th Biology FinalIAsubmission 20
9th-11th EE FinalSubmissionandViva
15th TOK FinalTOKEssaysubmission 66
FEBRUARY 10th-24thFeb2020
MockExamination(DP2)
MARCH Visualart FINALEXHIBITIONProcessportfolio-13-25pages
Studiowork-8-11artworkswithtextandCuratorialrationale
Comparativestudyfinalsubmission
40
40
20
Total100
CHOITHRAM INTERNATIONAL 2018 - 20
138
CHANNELSOFCOMMUNICATIONWebelievethatthechallengesareresolvedat thepointof theoriginusingthefollowing
procedure
Speaktothepersonclosesttotheproblem(thepastoralfacilitatorTutor)
Speaktothecoordinator
CommunicatewithHead of Senior School Head of School only if thematter has not
beenresolvedbytherespectiveteacher
If the concern relates to the general school matters administrative decisions or the
school policies you should contact the Head of Senior School first and thereafter the
HeadofSchool
Parentteachermeeting(PTM)
Parent-TeachermeetingwillbeheldaftereverysummativeassessmentOccasionallythe
parentsmight schedulemeetings through prior appointment with the DP coordinator as
wellasDPTeachers
TheFormativeAssessmentsareaimedtopreparethestudentsforSummativeAssessments
and include specially designed tasktest to monitor students learning Formative
Assessments include minimum of two tests per semester and one open ended task to
develop theLearnerProfilesandATLskillsTheperformance in the testswillbe recorded
andreported to thestudentbysubject teacherswithproper feedback Ifa student isnot
meetingtheminimumachievement level inthetests thentheparentsof thestudentare
calledinschoolforgettingnotified
AssignmentsorHomeWork
Homeworkisavitalcomponentforpracticingandmasteringtheskillsandknowledgelearnt
intheclassThedaytodayworkthatiscompletedafterthelessonsprovidesbothformative
learningandevaluation
Homeworkisanintegralpartofthelearningandisgivenatthediscretionoftheteachers
andmayvaryfromtimetotimeandsubjecttosubject
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139
STAYINGAFTERSCHOOL
Theschoolisscheduledtocloseat310pmforthestudentsAclosesupervisionisrequired
forthestudentswhowishtostaybackaftertheprescribeddeparturetimePriorpermission
from the parent Head of School and Programme Coordinator is required so that the
arrangementscanbemade
ATTENDANCE1 Parents should ensure that theirward comes to school regularly as 85attendance is
compulsoryforeverystudent
2 No student should remain absent from school without a pre-approved application for
leave
3 Please avoid calling your child home before the school time except in case of an
emergency
4Pleasedonotsendstudenttoschoolifhesheissufferingfromacontagiousdiseasetill
hesheiscompletelyfreefrominfection
5 If a student turnsup lateheshemusthave the late comingapplication signedby the
parentsbeforeheshereportstoschool
6Whenever the student is absent or on leave due tomedical reasons the certificate of
doctorshouldbeprovidedalongwiththeapplication
CHOITHRAM INTERNATIONAL 2018 - 20
140
SCHOOLUNIFORMBoys
Pattern FullpantswithsidepocketsonehippocketNolowwaisttrouserstobeworn
Colour NavyBluetrouserswithWhiteshirtandNavyblueTie
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Turban or headgear
Navyblue(OnlyforSikhs)
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoes
Girls
Pattern Pleated skirts shirt with cape collar scarf The skirts need to be ofkneelength
Colour Navyblueskirtswithwhiteshirtsandredscarf
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoesSportsshortscanbecarriedtoschoolandwornasperthesportsscheduleonly
RulesforUniform
Uniformshouldbeproperlyironedandshoesshouldbepolishedregularly
Students must come to school in school uniform on all days including vacations
whateveristhepurpose
The uniform for the boys and the girls should be comfort fit so as not to cause any
inconvenience
CHOITHRAM INTERNATIONAL 2018 - 20
141
CODEOFCONDUCTThe school Codeof Conduct comprises principles standards of behavior identification of
disruptivebehaviorandconsequencesofnon-complianceItspurposeistocreateasafeand
productivelearningenvironmentbyoutlininganexpectedbehaviorcodeamongststudents
Inordertodevelopasenseofresponsibilityfortheiractionsandanawarenessoftheneed
to care for and value the rights of others a code of conduct has been developed in our
schoolandanydeviationsfromthesamewillbedealtwithstrictlybytheauthorities
1 Students should demonstrate respect for others irrespective of racial gender cultural
andreligiousdifferences
2Studentsshoulddemonstrateself-disciplineandcometoschoolontime
3Studentsshouldfollowtheestablishedrulesandtakeresponsibilityoftheirownactions
4Studentsshouldexhibitapositiveandcooperativeattitudetowardsschoolandlearning
5Studentsshouldavoiduseofprofaneandobscenelanguagesandgestures
6Studentsshouldkeepschoolequipmentandbooksingoodcondition
7Studentsshouldreturnborrowedpropertyingoodcondition
8Studentsshouldreturnthelostitemstotheschooloffice
9Studentsshoulddepositlitterandwasteinappropriatecontainers
10Studentsshouldleaveothersrsquopropertyalone
11Studentsshouldmaintainasafecleanenvironmentforothers
12 Students should refrain from bringing any harmful substance to school that may
compromisethesafetyofothers
13 Committing an act of Vandalism that causes damage to school property would be a
punishableoffence
14 Students are not allowed to leave the school premises without obtaining prior
permissionfromconcernedschoolauthoritiesandparents
15Any improperdisplayofaffection towardsother studentorengaging in inappropriate
socialbehaviourisapunishableoffence
16AnyotherelectronicdeviceotherthanthecalculatorlikehandycamscellphonesCDs
shouldnotbebroughttoschool
CHOITHRAM INTERNATIONAL 2018 - 20
142
SCHOOLTRANSPORT
This facility isprovided toall desirous studentsonpayment It is the responsibilityof the
parent to ensure that their children are made to board the bus and escorted home on
returnfromtheirrespectivebusstopsNorequestfromparenttodroptheirchildrenata
busstopotherthantheoneallottedwillbeentertainedIncaseyouneedtochangethebus
stopaformalletteraddressedtoadministrativeinchargemustbesentstatingthereason
forchange
TELEPHONECALLSParentsshouldnotcallstudentswhiletheclassesaregoingonTheyarerequestedtoleave
amessageattheschoolreceptionunlessitisanemergencyAlsostudentscanmakephone
callsonlyduringthebreaktime ifthematter isurgentandrequires immediateattention
Phonecallsshouldnotbemadeforcallingassignmentsorhomeworktoschoolwhichisa
partofstudentrsquosresponsibility
CHOITHRAM INTERNATIONAL 2018 - 20
143
EMERGENCYPROCEDURESIn the event of an emergency at school due to any untoward accident during play the
studentisdriventoChoithramhospitalwhichisinsidetheChoithrampremisesTheparent
ofthestudentiscontactedbytheschoolattheemergencynumbers
SCHOOLLEAVINGCERTIFICATEToobtain a school leaving certificatetransfer certificate the school requires at least one
weekrsquoswrittennotice
PASTORALCAREPastoral care forms an integral element of the philosophy and mission statement at
Choithram International and all staffmembers have a responsibility to care for thewell-
being of our students Its significance is reflected in our structures leadership roles
proceduresandcurriculumItalsounderpinsthedaily interactionsbetweenandamongst
bothstaffandstudents
Eachgrade level issupportedbytwotutors theuniversityguidancecounselorandthe IE
CoordinatorforstudentlearningsupportThetutoristhefirstpointofcontactforstudents
andparentsPastoralcareinvolvesregularone-to-onetrackingandmentoringofstudents
It focuses on thewell-being and progression of each student on an individual basis Our
pastoral curriculum is comprehensive age appropriate and addresses the students social
and emotional development It equips them with the skills they will need to face the
challenges in an ever-changing world Everyday students interact with their tutors and
classmates on several issues of global importance which helps in generating awareness
among the young learners The main aim of the pastoral curriculum is to inculcate and
strengthenthelearnerprofileattributesinstudents
CHOITHRAM INTERNATIONAL 2018 - 20
144
CLUBSANDHOUSESATCIAtCItheDPstudentsaregivenanopportunitytorunanyoftheCIclubsastheCreativity
aspectforCAS
Clubsprovide studentswithopportunities to learn inways thatmaynotbeanoptionby
simplyconcentratingonacademicsClubsoftenprovidestudentswiththechancetospend
time and make friends with those who have the same interests Once students have
somethingincommonschoolbecomesamorepositiveplacetobeAtChoithramweoffer
various clubs like the instrument club dance club creativewriting club drama club etc
These club activities serve as a positive outlet for students to socialize and expand their
horizons
TheHousesystemisofgreatimportancetoschoollifeItsfunctionistoinculcateafeeling
of belongingness and the spirit of fair competition among the students and encourage it
withintheschoolTheinter-Houseactivitiesgiveallstudentstheopportunitytoparticipate
in representative sport music and other activities with the aim of raising self-esteem
developing self-confidence and giving opportunities for leadership and teamwork beyond
thosealreadyavailablewithinschool
AschoolisdividedintoourhousesandeachstudentisallocatedtoonehouseHousesmay
competewithoneanotherat sportsandmaybe inotherways thusprovidinga focus for
grouployaltyorteamwork
At Choithram International we have four Houses named Gandhi Lincoln Mandela and
Tagore these names represent certain qualities and attributes which are personified in
theseiconicfigures
CHOITHRAM INTERNATIONAL 2018 - 20
145
SPORTSATCISportsplayan important role ina childrsquosgrowth
and development Sports not only have health
benefits but also increase the concentration
developasenseofselfbringindividualstogether
At Choithram International we offer various
sports activities ie Football Basketball Lawn
tennisTabletennisBadmintonandCricket
LIBRARYATCIThe library at Choithram International aspires to make every aspect of the library
experience appealing and enjoyable for the student as well as the teachers We are
accoutredwithawiderangeofresourcesasbooksencyclopediasmagazinesnewspapers
andebooksibooksthatareavailabletosupportchildrenrsquosstudyWeencouragereadingfor
pleasure by providing access to the electronic resources and cultivate childrenrsquos research
andenquiryskillsduringourDEAR(DropEverythingAndRead) lessonsWealsomakethe
libraryafunandexcitingplacetobebyconductinglotsofactivities
CHOITHRAM INTERNATIONAL 2018 - 20
146
DiplomaProgrammePointMatrix
CHOITHRAM INTERNATIONAL 2018 - 20
147
LANGUAGEPOLICYLANGUAGEPHILOSOPHYChoithram International (CI) has English as the language of instruction and surveys andstatisticalanalysishaveidentifiedHindiastheMotherTongueforover80ofthestudentpopulationCIlanguagepolicyallowsstudentstostrengthentheirMotherTongueacquireproficiencyintheLanguageofInstructionandaspiretowardsmultilingualismForthisFrenchisofferedinLOTE(LanguageotherthanEnglish)-PYPLanguage-B-MYPampDPTheschooliscommittedto providing asmuch opportunity for bilingualmultilingual language learning as possibleacrossallthreeprogrammesCIworksontheIBideologyofldquoallteachersarelanguageteachersrdquoEveryteacherstrivestodevelopaconduciveenvironmenttoguidethestudenttowardsdevelopingcommunicationaswellasintrospectionfromtheMotherTonguetowardsthelanguageofinstructionLANGUAGELEARNINGATCILanguage learning is a part of all subject areas for gaining expertise in subject-specificterminology specific demands of different types of questions making connections fromclassroomexperiencestothetasksexamsandinwrittenandoralexpressionHomeRoomTeachers (HRTs) Tutors and subject teachers provide the studentswith opportunities todevelopeffectivecommunicationskillsintheirdisciplinesThesixskillsoflanguagelearningListeningSpeakingReadingWritingViewingandPresentingarefirmlyentrenchedinthecurriculumfromPYPtoDPAll CI teachers provide opportunities for prior understandings to be shared in order forbackground knowledge to be built upon to scaffoldmeaning to extend language and toaffirm identity It is accepted and understood that new learning and understanding isconstructeduponpreviousexperiencesandconceptualunderstandingsinadevelopmentalcontinuumTheongoinglanguagedevelopmentofourstudentsisthesharedresponsibilityofteachersparentsandstudentsLanguage learning is enhancedwhen parents andmembers of thewider community aresupportiveofthe learningprocessandare involvedin itTheschoolpromotescommunityawareness involvementand supportbypromotingandutilisingpositivecommunity linksespecially parents and teachers share the major responsibility for the education of thechildrenBELIEFSANDAIMSTheCIlanguagephilosophyaimsto Enable students to learn and use language effectively appropriately accurately andconfidentlyExtendactiveMotherTonguesupporttoallstudentstofacilitateoptimumlearningDevelopstudentsrsquoauraloralreadingwritingviewingandpresentingskillsEnablestudentstodevelopanduselanguageskillsinavarietyofcontextsandpurposes Promote the appreciation understanding and analysis of language and literature fromdiverse cultural and ethnic backgrounds varied perspectives of people belonging todifferentcultures
CHOITHRAM INTERNATIONAL 2018 - 20
148
UnderstandthespecificvocabularyandtermsusedindifferentsubjectareasEncouragestudentstoemployBasicInterpersonalCommunicativeSkills(BICS)inandoutof the classroom toaid in student-teacherand student-peer relationships andeffectivelymove towardsdevelopingCognitiveAcademic LanguageProficiency (CALP)11GuidelinesfordevelopingaschoollanguagepolicyInternationalBaccalaureateOrganizationCILANGUAGEPROFILEStatistical analysis reveals that over 80 students come from familieswhere theMotherTongueandthepreferredlanguageofcommunicationathomeisHindioritsdialectsoracombinationofbothInPYPafteradmissionofa studentparentsare required to fill in the form forLanguageProfilingForMYPandDPLanguageProfilingFormmadeavailableattheFrontDeskisapartoftheadmissionprocedureand is tobefilledbybothparentsandstudentstogetherAdmissionCounselorandFrontOfficeExecutiveprovideGoogleFormforthepurposeThisisdonetoestablishthestudentrsquoslanguagebackgroundandproficienciesEntranceevaluationtestsfornewadmissionsareconductedinEnglishtogaugetheproficiencyandidentifyanyspecificlanguageneedsofthestudentsLANGUAGEASSESSMENTSAll assessments across the programmes are formulated as per the CI Assessment PolicyFormativeandSummativeAssessmentsforalllanguagesareplannedperiodicallyStudentsareobservedandassessed intheclassroomsthroughoralpresentationswrittenassessments student-ledclassespeerassessmentsgroupactivitiesetcAll suchactivitiesareplannedkeepingspecific learnersrsquoneeds learningoutcomestaskspecificclarificationsandassessmentcriteriainmindMOTHERTONGUEDEVELOPMENTCI ensures the Mother Tongue (established as Hindi) is appropriately developed andmaintainedWe have awell-structured curriculum and strong facultymembers across allthe three programmes to aid the Mother Tongue development The Mother TongueCoordinatormonitorstheMotherTonguemaintenanceacrossthedifferentProgrammesIn MYP and DP for the small percentage of students for whom the Mother Tongue isneither English nor Hindi we counsel the parents regarding the importance of MotherTongue development and make the option of a self-taught course available for suchstudents(Appendix-4)IfastudentofforeignoriginexpressesaninterestinlearningHinditheschooloffersitasanoptionforLanguageAcquisitionPROGRAMME-SPECIFICPOLICYIMPLEMENTATIONPRIMARYYEARSPROGRAMMEApartfromEnglishandHinditheprogrammeoffersFrenchasLOTE(LanguageotherthanEnglish)whichisofferedPYP3onwardsLanguageLearningatCIPYPisaimedatpromotingstudentsrsquocapacitytouselanguagetoFulfiltheireverydayneedsDevelopmaintainandexpresstheirownsenseofidentity
CHOITHRAM INTERNATIONAL 2018 - 20
149
EstablishandmaintainrelationshipswithothersOrganisetheirthoughtsandlearnabouttheworldReflectupontheirexperiencesthoughtsandfeelingsandsharethesewithothersObtaininformationtodirectandadviceothersMakedecisionsandsolveproblemsinvolvingthemselvesandothersParticipateinrecreationalandimaginativeactivitiesAppreciateandcontributetowardstheirculturalheritagesInterrelatetheskillsoflisteningspeakingreadingwritingviewingandpresentingStudents in PYP are represented by awide range of personal and social backgrounds Tocatertothisrangeofstudentswebelievethelifelongprocessof learning languageisbestdevelopedthroughScaffoldingandmonitoringoflearningexperiencesRecognitionofindividuallearningstylesandratesProvisionofpurposefullearningexperiencesFosteringofthelearnerprofileattributesRecognitionandvaluingofpriorlearningexperiencesValuingdiversityofculturalintellectualandphysicalaspectsStudentsmaking the transition fromPYP toMYP should be able to use the languages toexpresseffectivelyInFrenchthelearnerisexpectedtobeabletodevelopanelementaryunderstandingandvocabularyforuse(Appendix-1)MIDDLEYEARSPROGRAMMECIMYPoffersLanguageandLiterature-EnglishandHinditoitslearnersLanguageAcquisition(LanguageB)-EnglishHindiFrench isoffereddependingon theLanguagepathwaysastudenthascoveredpreviouslyLanguageAcquisitionisstructuredinphasestoacknowledgeastudentrsquosproficiencylevelinthelanguageThephasesdonotcorrespondtothelearnersrsquoagegroupsorMYPyears If a student consistently scores Level 4 or more than that throughout an academicsession heshewill be promoted to the next phase otherwise heshecontinues in thesamephaseasbeforeAstudentwithnopriorexposuretoanyLanguageBoptionsavailablecanacquirethelanguagefromPhase1 The appropriate phase for a newly admitted student is determined throughLanguageProficiencyTestsEALLanguagesupportlessonsareprovideddependingonthestudentrsquoslanguageneedsThelanguagepathwayforastudentcontinuingfromMYPtoDPisaccordingtothetablegiveninAppendix-2MYP students continuing into theDPwill have developed an enquiring andreflectingapproachtolanguagelearningTheywillhavebilingualskillstobeappliedtoandextendedinDPlanguagecourses
CHOITHRAM INTERNATIONAL 2018 - 20
150
DIPLOMAPROGRAMMECIoffersEnglishALanguageandLiteratureandHindiALiteraturetoitslearnersinDP TheDP language courses endeavour tomake students observe and analyze the crucialrolelanguageplaysinshapinganindividualrsquoscultureandidentityandtheimpactlanguagehas on society through mass communication along with aspects of literary analysisappreciationandliterarycriticismLanguageBofferedinEnglishHindiandFrenchisaimedatgainingsufficientproficiencyintheselanguagesatAbinitioSLorHLLevels The curriculum is aimed towards preparing the students for university admissions atnationalandinternationallevelsPROGRAMMESPECIFICLANGUAGESUPPORTPRIMARYYEARSPROGRAMMELanguage Teaching (by the year level teacher subject teacher or supportenrichmentteacher)isrecommended As a language inquiry to directly support the collaboratively planned programme ofinquiryAsaconnectedexperiencewithinthetransdisciplinaryunitofinquiryAsastandaloneteachingtodirectlysupportaspecificneedinatransdisciplinaryunitofinquiryAspartoftheagreeduponknowledgeandskillstoindirectlysupporttheprogrammeofinquiryMIDDLEYEARSANDDIPLOMAPROGRAMMEAtthebeginningofthesessionlanguageteachersidentifystudentsinneedoflanguagesupport basing on their performance in previous yearLanguage Proficiency Tests (as perrelevance)giventothem After termsemester end assessments language teachers subject teachers and TutorstogetheranalyzetheresultThosestudentswhostruggleinwrittenororalexpressionsinthelanguagesareassignedsupport classes under the guidance of language teachers which includewriting and oralpracticebasedonacademiccontentandmovingtowardsgainingefficiencyREVIEW PROCESS The language policy is reviewed every two years by the LanguageSteeringCommitteeasapartoftheCIcurriculumreviewcycleorifanyspecialrequirementarises The Language Steering Committee is also responsible for overseeing effectiveimplementationoftheCILanguagePolicy
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INCLUSIVEEDUCATIONPOLICY
Inclusive Education Policy of CI is directly aligned with the motto of the organizationldquobecause every child deserves the bestrdquo It recognizes all students in spite of their widevariety of cultural backgrounds and believes that children possess a range of academicphysical emotional and social needs We believe in the inclusion of all students byresponding positively to their unique needs We aim to maximize the potential of allstudents through the removal of barriers and increase their learning opportunities Thepolicy ensures that curriculum planning and assessment for children with inclusiveeducationalneedstakesaccountofthetypeandextentofthedifficultyexperiencedbythechild It also provides a safe place to the students to come and share their personalproblemsaswellTheinformationsharedbyoraboutthestudentwillbekeptconfidentialandwillbesharedwiththeteachersresponsiblefortheeducationofthechildonlythroughconsultationwithparentsPolicyaims tocreateanenvironment tomeet the Inclusiveeducationalneedsofevery child it ensures that thediverse learningneedsof childrenare identified assessedand catered and enables all learners to have full access to all elements of the schoolcurriculumremovingallbarrierstolearningItalsostatesroleandresponsibilityofstaffinprovidingforchildrsquosInclusiveEducationalneedsandensuresthatparentsareabletoplaytheirpartactivelyinsupportingtheirchildrsquoseducationInclusiveEducationPolicyisalignedwiththeschoolrsquosadmissionpolicyitexpectsallparentstoconfidethediverselearningneedsoftheirchild(ifany)atthetimeofadmissionsothattheinterventionmaybeplannedrightfromtheadmissionThestudentshavetogothrougha strategicallydesignedpsychometric test to reveal theirdiverse learningneeds IEpolicycaters to diverse learning needs ranging from ADHD specific learning disabilities Highabilities amp multiple intelligences as well as different learning styles of learners physicaldisabilities or speechdisorders Social emotional andbehavioral difficulties and languagedifficultiesinchildren[ReferIEpolicydocumentfordetails]Homeroomteachercoordinateswithsubject tutorsand to identifyastudentwithdiverselearning needs emotional needs and report it to concerned coordinator then through aproper referral procedure the student is referred to IE coordinatorschool counselorfurtherplanofactionisdecidedbytheIEcoordinator[ReferIEpolicydocument]CIensuresadequatein-housesupporttoovercomebehavioralandlearningissuesinchildTheschoolsupportthestudentsattwolevelsnamelyschoolactionplanandschoolactionplusplanandanIEPwillbewritteninboththecases[ReferIEpolicydocumentfordetails]SchoolmaymakeseparatearrangementforassessmentsofstudentswithlearningdifficultyasperthenormsofIBAllAccessarrangementswillbecateredtoforthesestudentsduringall formativesummativeandformalexaminationsforMYPandDPasper IBrsquosassessmentaccessrequirement[ReferIEpolicydocumentfordetails]The policy clearly states the role and responsibilities of program coordinators teachersparentsandstudentsaswell[ReferIEpolicydocumentfordetails]
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ASSESSMENTPOLICYTheprimarypurposeofassessmentandevaluationatChoithramInternationalistosupportand improve theprocessof teaching and learningAs all studentshavedifferent learningstylesexperiencesandabilitiessotheassessmentandevaluationoftheirlearningmustbefairtoallstudentsbevariedinnatureandallowstudentstodemonstratethefullrangeoftheirlearningTeaching learning and Assessment are intertwined and interdependent and should befocusedonthehabitsofmindcriticalthinkingskills21stcenturyskillsknowledgeconceptandattitudesthatwillprovideforsuccesswithintheIBprograminschoolandbeyondAssessmentisavitalpartofthelearningprocessThepurposeofassessmentistheholisticdevelopmentofthelearnerswhichhelpsthemtounderstandtheircapabilitiesandenablesthemtoovercometheirshortcomingsAssessment reflects learning and is a process involving diagnostic assessment at thebeginning of each learning cycle formative assessment throughout and summativeassessment generallyat theendSummativeassessmentprovidesperiodic snapshotsofastudentrsquos academic progress while formative assessment essentially provides feedbackduringthelearningprocesstohelpteachersplanappropriatenextstepsforstudentsandforstudentstounderstandwhat isrequiredoftheminthe learningprocessLearningandassessmentatCIiscriterion-relatedandhaseducationalandpedagogicalvalueAssessmentsinDPAssessmentsoftheDParecriterion-relatedbasedonthefollowingaimswhichareelaboratedintheremainderofthissectionAssessmentpracticesTherearethreetypesofassessmentsinDPFormativeAssessmentsFormativeassessmentsareaimedtopreparethestudentsforsummativeassessmentsandinclude especially designed tasks to monitor student learning They may be formal orinformal (Observation Open ended tasks Performance Process journals Portfolioassessmentsquizzesclasstests)Theformativeassessmentswillincludeatleasttwomarkbasedassessmentsandoneopenendedtaskpersemesterto identifythe learningneedsandtogiveadetailedfeedbackonteachingandlearningSummativeAssessmentAt CIDiplomaprogramme is comprisedof semesters and at the endof each semester amarkbasedsummativeassessmentisheldTheweightingforthewrittenexaminationandInternalassessmentsisdifferentinsubjectsThefoursemesterexamsareasfollowsSemIExaminationSemIIExaminationalsoknownasEndofYearExamSemIIIExaminationSemIVExaminationalsoknownasMockExamFinalSummativeAssessments(FormalAssessments)Thefinalsummativeexamincludes
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153
1 IBDPexaminations(Includingsomeexternallyassessedcomponents)2 InternalAssessment-TheInternalassessmentsforallsubjectsaremarkedby
subjectteacherandmoderatedexternally3 AssessmentsofCorecomponents
TOKassessmentsconsistofacombinationofareinternallyassessedTOKPresentationwithaweightage of 33 and externally assessed essays with aweightage of 67 These twocomponentsfinallycontributetoagradefromA-EExtendedessaysareexternallyassessedandgradedonscaleofA-EThealphabeticalgradesofEEampTOKfetchanumericalgradeonascaleof3 fromdiplomapointmatrixCompletionofCASrequirements ismandatory forDiploma candidates Different DP subjects have different weightage for external andinternalassessmentsinallexaminationsasperthesubjectguidesldquoFormalassessmentsinDPistheassessmentdirectlycontributetofinalqualificationrepresentsthefinalsummativeassessmentinIBcontinuumofeducationrdquo[1]Formal examination of the DP includes some multiple-choice tests for a few subjectsstructuredandunstructuredexaminationformostsubjectsintendedtobetakenattheendof the two-year course and some internal assessments to be completed by students atvarious timesunder various conditions (asper the internal deadlineplanner) during theircoursewhichwillbeexternallymoderatedThestudentperformanceismarkedandgradedasperIBrsquossubject-specificgradeboundariesonascaleof1to7ThefinalDPscoreisgivenout of 45 of which a total of 42 come from 6 subjects of 7 points each and 3 from acombinationofTOKandEEgradesThefinaldiplomascoreandtheindividualsubjectpointsincluding the core component grades and completion of CAS requirements determinewhetherthestudentsecuresadiplomaoracourseAllsummativeassessmentsareassessedusinglatestsubject-specificgradeboundariesonascale of 1-7 given by IB so that students have a clear understanding of expectations andthereby find scope of improvement This will give a truly comprehensive feedback tostudentsInternal standardization of assessment is a regular feature of DP at CI Internalstandardization is done for the internal assessments TOK essays amp extended essays incollaborationwithinthedepartmentforIAsampEEswheremorethanoneteacherisinvolvedinteachingthecourseandwithalltheteachersforTOKEssaysThishelpstheteacherstoproduceauthenticampreliablepiecesofworkfromstudentsCIplansitsInternalAssessmentsubmissiondeadlinesintheformofanIADeadlineCalendarand publishes the same in the beginning of the academic year This calendar is strictlyfollowedby the studentswithan increasingdegreeofpenalties inplace for lackadaisicalstudentswhomissdeadlinesConductingExaminationTheschoolhasastrongExaminationdepartmentandexperiencedfacultywhotakecareofconductingthesummativeandformalexaminationsfromtimetotimeasperIBregulationTheexaminationisconductedunderthevigilanceoftrainedteachersRecordingandReportingRecordingandreportingofsummativeassessmentswillbedonetotheparentsandstudentsattheendofeachsemesterthroughaPTMThereportcardisitselfacomprehensive
CHOITHRAM INTERNATIONAL 2018 - 20
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documentwhichgivesdetailedprogressaboutstudentrsquosacademicperformancethroughoutthe twoyears ineachdisciplineandcorecomponentsafter summativeassessments Theperformance of the student is recorded in the form of an Achieved grade and an Effortgrade The achieved grade is based on the studentrsquos performance in the summativeassessmentsandtheeffortgradeportraysthelevelofeffortstudenthasputinduringeachsemesterAttheendofeachsemesterthetutorssharethereportcardwiththeparentsthroughmailsandthenfacetofacereportingisdoneinparentteachermeetingStudent-led conferencesmark the part of first PTMwhere the students take initiative indemonstrating theirunderstanding throughavarietyofdifferent learningsituationsTheyshareassessmentdataabouttheirlearningwiththeirparentssupportedwithaportfolioofachievement and also reflect on the development of ATL skills The student identifiesstrengthsandareasforimprovementItenablesparentstogainaclearinsightintothekindofworktheirchildisdoingandoffersanopportunityforthemtodiscussitwiththeirchildThereafterthetutorsandsubjectteacherscommunicatetheperformanceofstudentsintheformofassessmentdataopenlyandtransparentlysupportedbythestudentrsquosworkAfter every summative assessment result is analysed to identify the students who needextralearningsupportTheschoolhasaninterventionplantohelpthestudentswhosecureagrade3orlessatSLand4orlessatHLinassessmentsintheformofremedialsupportclasseswhichareplannedasperthefreelessonsofthestudentsPredictedGradesPredicted grades for each subject are given to theDiploma studentswhich serve for theuniversity admission The same are also uploaded on the official IB site which helps inmoderation Predicted grades are given on the basis teachersrsquo judgement and studentrsquosperformanceresponsesinFormativeandSummativeAssessmentsAssessmentaccesstostudentswithdifferentlearningneedsTasksandthetimedurationwillbedefinedkeepinginmindtheindividuallearningneedsofstudentsExtratimeandadditionalsupportwillbeextendedtostudentswhohavetroublekeepingupwithclassroomteachingandlearningandassessmentsasperthereportoftheInclusiveeducation coordinator Inclusiveeducation coordinatorwill be regularlyupdatedabouttheprogressofstudentswithlearningdifficultysoastorefineassessmentroadmapsAllAccessarrangementswillbecateredtoforstudentswithlearningdifficultyduringfinalsummativeassessmentofDPasper IBmandateAll furtheraccommodationsprovidedbyschoolforstudentwithlearningdifficultyarementionedinInclusiveEducationPolicyNOTEMay2018gradeboundarieswillbefollowedforallsummativeassessments
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ACADEMICHONESTYPOLICYAcademichonestyandintegrityisanindispensablepartoftheInternationalBaccalaureateOrganizationandanessentialpartofChoithramInternationalAcademicHonestyPolicyofCIcloselyfollowstheIBpublicationAcademicHonestyGuidanceforSchoolsThepurposeofthispolicyistoclearlystatetheexpectationsthatthefacultyhasfromthestudentsandrole and responsibilities of the teachers andparents to ensure that the learners presentauthenticworkAcademicHonestyshouldbeviewedpositivelybyallthestakeholdersandactwith integrityandhonestytakingresponsibilityofouractionsandtheirconsequencesThusstrivingtobeldquoPrincipledrdquoAcademicMisconductincludesthefollowing
1 Plagiarismbull Notacknowledgingtheoriginalsourceofinformationorideasbull NotusingProperIn-textcitationsbull CloselyParaphrasedmaterialthatistoosimilartooriginalsourceshouldalsobe
in-textcited2 Collusion3 Duplicationofwork4 Fakingwebsitesincitations
Malpracticealsoincludesanyotherbehaviorthatgainsanunfairadvantageforacandidateor that affects the results of another candidate like taking unauthorizedmaterial into anexamroomormisconductduringanexaminationortakingundueadvantagefromexternaltutorwhileperforminghomeassignmentsResponsibilitiesofstudentsCandidatemustbeartheconsequencesifheshesubmitsanyworkthatisnothisherownregardlessofwhethertheplagiarismwasunintentionalordeliberateStudentsareexpectedNotto indulge inanykindofacademiccollusionplagiarismduplicationofworkandallotherformsofcheating Inform the staff when any other student has committed any of the abovementionedacademicdishonestyPresent authentic work by ensuring that they have used proper citations and usingauthenticwebsitesbyevaluatingtheresources Present work that acknowledges all the sources used in the work submitted withoutfakingthewebsitesormissinganyreferencesSubmitalltheworktaskswithalongwiththechecklisttoensureproficientresearchskillspracticedandacademichonestypolicyimplementedassignedThecandidateisultimatelyresponsibleforensuringthatallworksubmittedforassessmentisauthenticwithworkorideasofothersfullyandcorrectlyacknowledged
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ResponsibilitiesofparentsTodevelopasenseofacademichonestyintheirchildandbeviewedpositivelyToguidetheirchildtoanextentratherthanhelpingbeyondlimitToalwaysensureandencouragetheirchildtopresentauthenticworkToencouragetheirchildtoacknowledgeallthesourcesreferredtoforthecompletionoftheworkandtouseproperin-textcitationsToguidetheirchildinevaluatingauthenticresourcesoridentifyingqualityresourcesTosupporttheschoolstaffindevelopingasenseofresponsibilityintheirchildtobecomeprincipledEnforcementofthepolicyThe school reserves all rights to check the student-submitted work for authenticity Themethodofcheckingcanrange fromuseofexternalwebsites toothermethodswhich theteacherdeemsfitinordertoverifytheoriginalityofstudentworkConsequencesofviolationofacademichonestypolicyThe students need to be principled and maintain the norms of Academic honestyMalpractice incidents will be discussed with the student and then reported to parentscounselorsandCoordinatorsTheactionagainstmalpracticewillbetakeninthreephasesfromMYP1onwards1Firstviolationofnormswill call fornogrades (0) in theassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedverballyaboutthesame2Secondviolationofnormswillcallfornogrades(0)intheassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedaboutwrittenwarningissuedtotheirwards3Thirdviolationofnormscallsforexpulsionfromschool
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ICTPOLICYAt CI we believe that well-integrated use of technology resources makes twenty-first-century learning possible Students are often more actively engaged in projects whentechnologytoolsareaseamlesspartofthe learningprocess iPadsareusedasateachingandlearningtoolatCIICTrulesandregulations
Using the computer network is a privilege and shall be governed by the ChoithramInternationalrsquos policies anddiscretion This codeofpractice is tobeadheredby all Strictaction will be taken against those students who fail to follow these policies and rulesChoithramInternationalandtheSchoolrsquosManagementbyAuthorityhaveadutytoensurethatallusersaresafeandshallnotbeexposedtoany illegalor inappropriatecontentTothiseffect fromtime to time theSchoolrsquosAuthority shallbeexercised toensure thatnosuch illegal or inappropriate content is stored in electronic devices within the Schoolcampus These restrictions are not intended to interfere with the studentsrsquo educationShould students feel the need to understand these policies better they may talk to anauthorisedmemberoftheITDepartmenttodiscusstheirqueriesInternetandemailusearesubjecttomonitoringbytheSchoolanditsapprovedSoftwareand Firewall systems No personal Internetmedia (JIOWifi device SIM dongal etc) andstoragedevicesareallowedtobeusedbystudentsoncampusAllstudentshavetouseonlytheschoolWiFiorLANThecostofdamagingorlosinganyschoolrsquosICTequipmenthastobebornebythestudentusertowhomithasbeenissuedThemobilephonesandiPadswithSIMcardsmustnotbeusedontheSchoolcampusandmust be deposited at the School reception Students are not allowed to use theirlaptopsiPadsduringalessonwithoutspecificallybeingaskedtodosobytheteachertakingthelessonStudentsshouldnotunderanyconditionsharephotosoranypropertyoftheschoolwithanypersonorthirdpartyNorshouldstudentsshareanyphototakenintheschoolpremisesonanysocialmediawithoutpriorpermissionSocialnetworkingsitesandallkindsofonlinechattingtoolsareprohibitedforuseduringschoolhoursanddailyreportswouldbesenttoHeadofSchoolforallkindofbreachattemptsTheSchool logoandname in fact anyorganisations logoandnameare the intellectualproperties of the concerned organisations and using themwithout their permission is aninfringement of DPA (Data Protection Act) 2011 Information Technology Act 2008 andCopyrightsActStudentsindulginginputtingupstrongly-wordedpostsagainsttheSchoolcommunity or any engagement on social media that goes against the discipline anddecorumofChoithramInternationalwillbedealtwithseverelySoundMusicGamesorAppsbullTheSchoolprotocol involves installingprofilesrestrictionsonthestudents iPadDuetothispracticetheAPPSTOREwillbeblockedStudentswillbeallowedtodownloadallthecurriculum-relevantappsatthebeginningofthetermandthentheprofileswillbeinstalledProfileswillberemovedduringvacationsbullTheSchoolisnotresponsibleforanytypeoflossdamageortheftofhardwaresoftwareanddatafromthestudentrsquosiPadlaptop
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bull Soundmust bemuted at all times unless permission is obtained from the teacher forinstructionalpurposesbull The iPad name should be the studentrsquos name and hisher grade The students are notallowedtogiveanyrandomnametotheiriPadslaptopsbullMusicrelatedtothecurriculumisallowedontheiPadandcanbeusedatthediscretionoftheteacheranddiscretepoliciesbullThe studentsarenotallowed tocarryearphonesandanyothermedia storagedevices(Pendrive External harddisk MP3 Player) unless permission is given by the ProgrammeCoordinatorbullAppscanbeusedatthediscretionoftheteacherTheseappsneedtobedirectlyrelatedtothecurriculumandapprovedbythesubjectteacherbull Educational games can be used with prior permission from the coordinator and thesubjectteacherbullNogamesmoviesandanykindofvideos(TVShows)shouldbefoundinanyiPadslaptopsastheyarenotallowedinSchoolpremisesIfthesearefoundinthestudentrsquosiPadslaptopsthat device will be confiscated and a case against the student will be forwarded to therespective coordinator and HOS and returning the device to the student shall be at thediscretionofthecoordinatororHOSUseoftheInternetThe internet is provided to help studentswith learning activities such as research onlineactivitiesonlineeducationalgamesandmanyotherthingsTheinternetisnottobeusedtoaccess anything which is illegal or anything that someone else may find offensive ThisincludespornographydiscriminationandracialorreligioushatredIfthestudentisunsureaboutthisruleorcomesacrossanythingthatthestudentfeelsisinappropriatethestudentshouldturnhishercomputermonitoroffandinformtheteacherimmediatelyThe Internet is a vast world and the student as a responsible user of Internet shouldrespectothers sentimentsemotionsbeliefsandcultureThe student shouldnotbyanymeansinvolvehimselfherselfinanykindofcyber-bullyingorsendingsharingoffensiveordisrespectfulcommentsabouttheschoolandothersIngeneralwhenusingtheComputersiPadsthestudentshallbullalwaysusehisherowndevicenotanybodyelse(Thestudentsaresuggestedtostickalabelwhichcarriestheirnamesandgrades)bullalwaysbehaveinasensiblematurewayrespectingothersatalltimesbullkeeptheirpasswordsecretbullreportanysuspectedbreachofnetworksecurity(whetherbymyselforothers)totheITteachertheSchoolsNetworkManagerortheProgrammeCoordinatorbull not damage the computer computer systems or network If the student discovers anymethodsofcausingsuchdamageheshewillreportthemtotheITDepartmentWhenusingtheInternetandemailthestudentshallbullrefrainfromaccessinganynewsgroupslinkswebpagesorotherareasofcyberspacethatwould be considered offensive in the judgment of the IT Department because ofpornographicracistviolentillegalillicitorothercontentbull take responsibility for monitoring and appropriately reject any newsgroups links webpagesorotherareasofcyberspaceaccessedbyhimher
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bull never use valuable computer time playing non-educational games or accessinginformationwhichisnotpartofmyschoolworkbullnevertrytobypassanyofthesecuritysystemsinplaceThissecurityisinplacetoprotectthestudentfromillegalsitesandtostoppeoplefromhackingintootherpeoplesaccountsbull always be respectful of others and use appropriate language both to those aroundhimherandthosethestudent is incontactthroughthenetworkThestudentwill refrainfromusingobsceneharassingorabusivelanguageandwillreportanycasesofsuchusageagainsthimherorotherstohisherTutorandITDepartmentbull not download software games music graphics or video without first asking the ICTteacherandobtainingpermissionfromthecopyrightholderifrequiredbulluseanydownloadedmaterialinanappropriatemannerinhisherworklistingitssourceinabibliographyandclearlyspecifyinganydirectlyquotedmaterialbull never reveal personal information including passwords names addresses credit carddetailstelephonenumbersandphotographsofhimselfherselfandothersIfthestudentisuncertainas to theneedtorevealanyof this information thestudentshouldaskhisherteacherparent
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160
LISTOFHOLIDAYS(SESSION2018-19)Datesfortheclosingandre-openingoftheSessionwouldbedeclaredlater
220818 Wednesday Id-ul-ZuhaBakara-Eid
26082018 Sunday RakshaBandhan
3918 Monday Janmashthami
13918 Thursday GaneshChaturthi
21918 Friday Moharrum
24918 Monday nextdaytoAnantChaturdashi
21018 Tuesday GandhiJayanti
181010to211018 ThursdaytoSunday Dussehravacations
51118to91118 MondaytoFriday Diwalivacations
211118 Wednesday Eid-e-Milad
231118 Friday GurunanakJayanti
221218-1119 SaturdaytoTuesday ChristmasBreak
040319 Monday MahaShivratri
21319 Thursday Holi
22319 Friday GoodFriday
25319 Monday RangPanchami
14419 Sunday RamNavamiampAmbedkarJayanti
17419 Wednesday MahavirJayanti
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161
References
1 Language A Language and Literature guide First examinations 2015 copyInternationalBaccalaureateOrganization2011
2 Language A Literature guide First examinations 2015 copy InternationalBaccalaureateOrganization2011
3 French Ab initio guide First examinations 2020 copy International BaccalaureateOrganization2018
4 Language B guide First examinations 2020 copy International BaccalaureateOrganization2018
5 Economics guide First examinations 2013 copy International BaccalaureateOrganization2010
6 Business and Management guide First examinations 2016 copy InternationalBaccalaureateOrganization2012
7 Information Technology in Global Society guide First examinations 2012 copyInternationalBaccalaureateOrganization2010
8 HistoryguideFirstexaminations2020copyInternationalBaccalaureateOrganization2018
9 Environment Systems and Society guide First examinations 2011copy InternationalBaccalaureateOrganization2012
10 PhysicsguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
11 Chemistry guide First examinations 2016 copy International BaccalaureateOrganization2014
12 BiologyguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
13 Computer Science guide First examinations 2014 copy International BaccalaureateOrganization2012
14 MathematicsHLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
15 MathematicsSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
16 MathematicsStudiesSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
17 VisualArtsguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
18 Gradedescriptors(ForusefromDecember2017)
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162
ANNEXURE1
GRADEDESCRIPTORS
Group1(Studiesinlanguageandliterature)
Grade7
Demonstratesexcellentunderstandingandappreciationoftheinterplaybetweenformand
content in regard to the question or task responses thatmay be convincing detailed
independent in analysis synthesis and evaluation highly developed levels of expression
bothorallyandinwritingverygooddegreeofaccuracyandclarityverygoodawareness
ofcontext andappreciationoftheeffectontheaudiencereaderveryeffectivestructure
withrelevanttextualdetailtosupportacriticalengagementwiththethoughtsandfeelings
expressedinthework(s)
Demonstratesrefinedappreciationof literarystyleandafullengagementwiththeactof
transforming literature into performance the personal qualities necessary to work with
othersinapurposefulandeffectivemanner
Grade6
Demonstratesverygoodunderstandingandappreciationoftheinterplaybetweenformand
contentinregardtothequestionortaskresponsesthataremainlyconvincingaswellas
detailed and independent to some degree in analysis synthesis and evaluation well-
developed levels of expression both orally and inwriting good degree of accuracy and
claritygoodawarenessofcontextandappreciationof theeffectontheaudiencereader
effective structurewith relevant textual detail to support a critical engagementwith the
thoughtsandfeelingsexpressedinthework(s)
Demonstratesclearappreciationof literary styleanda solidengagementwith theactof
transformingliteratureintoperformancewillingnesstoworkwithothersinaconstructive
manner
Grade5
Demonstrates good understanding and appreciation of the interplay between form and
contentinregardtothequestionortaskresponsesthatoffergenerallyconsideredand
valid analysis synthesis and or evaluation good levels of expression bothorally and in
writingadequatedegreeofaccuracyandclarityawarenessofcontextandappreciationof
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163
theeffectontheaudiencereaderclearstructurewithrelevanttextualdetailtosupportan
engagementwiththethoughtsandfeelingsexpressedinthework(s)
Demonstrates an appreciation of literary style and an engagement with the act of
transformingliteratureintoperformancerecognizableinvolvementtoworkwithothersina
cooperativemanner
Grade4
Demonstratesadequate knowledgeandunderstandingof thequestionor task responses
that are generally valid in analysis and or synthesis satisfactory powers of expression
both orally and in writing only some lapses in accuracy and clarity some awareness of
context and appreciation of the effect on the audience reader a basic structure within
whichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates some appreciation of literary style and some commitment in the act of
transformingliteratureintoperformanceanacceptanceoftheneedtoworkwithothers
Grade3
Demonstratessomeknowledgeandsomeunderstandingofthequestionortaskresponses
thatareonlysometimesvalidandorappropriatelydetailedsomeappropriatepowersof
expressionbothorallyand inwriting lapses inaccuracyandclarity limitedawarenessof
context and appreciation of the effect on the audiencereader some evidence of a
structurewithinwhichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates little appreciation of literary style andmodest commitment to the act of
transforming literature into performance little apparent attempt to work with others
effectively
Grade2
Demonstratessuperficialknowledgeandunderstandingofthequestionortaskresponses
that are of generally limited validity limited powers of expression both orally and in
writing significant lapses in accuracy and clarity little awareness of context and
appreciationoftheeffectontheaudiencereaderrudimentarystructurewithinwhichthe
thoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationof literarystyleandlittlecommitmenttotheactof
transforming literature intoperformancesparseevidenceof involvement inworkingwith
otherseffectively
CHOITHRAM INTERNATIONAL 2018 - 20
164
Grade1
Demonstrates very rudimentary knowledge and understanding of the question or task
responsesthatareofverylimitedvalidityverylimitedpowersofexpressionbothorally
and in writing widespread lapses in accuracy and clarity no awareness of context and
appreciationoftheeffectontheaudiencereaderveryrudimentarystructurewithinwhich
thethoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationofliterarystyleandnegligibleinvolvementwiththe
actoftransformingliteratureintoperformanceinabilitytoworkwithothers
Appliestoliteratureandperformanceonly
CHOITHRAM INTERNATIONAL 2018 - 20
165
Group2(languageacquisition)
LanguageB(HL)
Grade7
Studentsspeakwithclarityandfluencyusearichlyvariedandidiomaticrangeoflanguage
veryaccuratelyhandleideaseffectivelyandskillfullywithactiveandcomplexinteraction
demonstrateathoroughunderstandingofthemeaningandpurposeofwrittentextshave
little difficulty with the most difficult questions recognize almost all the subtleties of
specific language usage write detailed and expressive texts demonstrating an excellent
command of vocabulary and complex structures with a consistently high level of
grammaticalaccuracydemonstrateclarityofthoughtintheorganizationoftheirworkand
anabilitytoengageconvinceandinfluencetheaudience
Grade6
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
moredifficultquestionsrecognizemostofthesubtletiesofspecificlanguageusagewrite
detailedtextsdemonstratingaverygoodcommandofvocabularyandcomplexstructures
withaverygood levelofgrammaticalaccuracyadapt theirwritingappropriately tosuit
theintendedaudienceandpurposeexpresstheirideasandorganizetheirworkcoherently
andconvincingly
Grade5
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideas mostly effectively with generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficult questions recognize some subtleties of specific languageusagewrite
fairly detailed texts demonstrating a good command of vocabulary with a good level of
grammaticalaccuracyshowareasonableabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkcoherently
Grade4
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywithfullinteractionattimesdemonstrateanadequateunderstandingofthe
CHOITHRAM INTERNATIONAL 2018 - 20
166
meaning and purpose of written texts have some difficulties with almost all difficult
questions and some average questions recognize a few subtleties of specific language
usagewrite texts demonstrating an adequate commandof vocabularywith an adequate
levelofgrammaticalaccuracyshowsomeabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkappropriately
Grade3
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectly
attimeshandleideaswithsomedifficultywithfairlylimitedinteractiondemonstratesome
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureproduceanidentifiabletexttypemakesomeattempt
atexpressingtheirideasandorganizingtheirwork
Grade2
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typewith limited
successmakesomeattemptatbasicorganizationcontentisrarelyconvincing
Grade1
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce a barely identifiable text type lack
organizationtoanextentthatcontentisunconvincing
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LanguageB(SL)
Grade7
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
more difficult questions write detailed texts demonstrating a very good command of
vocabularyandcomplexstructureswithaverygoodlevelofgrammaticalaccuracyadapt
theirwritingeffectivelytosuittheintendedaudienceandpurposeexpresstheirideasand
organizetheirworkcoherentlyandconvincingly
Grade6
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideasmostly effectivelywith generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficultquestionswritefairlydetailedtextsdemonstratingagoodcommandof
vocabularywithagoodlevelofgrammaticalaccuracyadapttheirwritingappropriatelyto
suit the intended audience and purpose express their ideas and organize their work
coherently
Grade5
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywith full interaction at timesdemonstrateanadequateunderstandingof the
meaning and purpose of written texts have some difficulties with almost all difficult
questionsandsomeaveragequestionswritetextsdemonstratinganadequatecommand
ofvocabularywithanadequatelevelofgrammaticalaccuracyshowareasonableabilityto
adapt theirwriting to suit the intended audience and purpose express their ideas and
organizetheirworkappropriately
Grade4
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectlyat
timeshandle ideaswith somedifficultywith fairly limited interactiondemonstrate some
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureshowsomeabilitytoadapttheirwritingtosuitthe
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intended audience and purpose make some attempt at expressing their ideas and
organisingtheirwork
Grade3
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typemake some
attemptatbasicorganizationcontentisrarelyconvincing
Grade2
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce an identifiable text typewith limited
successlackorganizationtoanextentthatcontentisunconvincing
Grade1
Students speak very hesitantly and unclearly use a very limited range of language
incorrectlyhandleideasunsuccessfullywithveryrestrictedinteractiondemonstrateavery
limitedunderstandingof themeaningandpurposeofwritten texts havedifficultieswith
almostallquestionswritetextsdemonstratingaverylimitedcommandofvocabularyand
verylittleawarenessofgrammaticalstructureproduceabarelyidentifiabletexttypelack
organizationtoanextentthatcontentisconfusing
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Languageabinitio(SL)
Grade7
Receptive skills students respond clearly and effectively to all simple andmost complex
informationandideas
Interactive skills students respond accurately communicate effectively and demonstrate
comprehension pronunciation and intonation always facilitate the understanding of the
message students sustain participation and make good independent contributions The
messageisalwaysclear
Productive skills students develop ideas well using an effective logical structure they
successfullyusearangeofsimpleandsomecomplexcohesivedevicestheyusebothbasic
andcomplexgrammaticalstructuresaccuratelyHowevertheymaymakeoccasionalerrors
in complex structures they use varied and effective vocabulary and appropriate register
theydemonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade6
Receptiveskills studentsrespondclearlytoallsimpleandmostcomplexinformationand
ideas
Interactive skills students respond mostly accurately communicate almost always
effectively and demonstrate comprehension pronunciation and intonation almost always
facilitate the understanding of themessage students almost always sustain participation
andmakeindependentcontributionsThemessageisalmostalwaysclear
Productiveskillsstudentsdevelopideaswellusingalogicalstructuretheysuccessfullyuse
a range of simple and some complex cohesive devices they use both basic and complex
grammatical structures accurately However they may make several errors in complex
structures they use varied vocabulary and appropriate register they almost always
demonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade5
Receptive skills students generally respond clearly to simple and some complex
informationandideas
Interactive skills students respondaccurately and generally demonstrate comprehension
pronunciationandintonationoftenfacilitatetheunderstandingofthemessagestudents
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generallysustainparticipationandmakesome independentcontributionsThemessage is
oftenclear
Productive skills students develop some ideas using a logical structure they often use a
rangeofsimpleandsomecomplexcohesivedevicestheyusebasicgrammaticalstructures
accurately However complex structures are rarely accurate they use a range of basic
vocabulary and appropriate register they often demonstrate evidence of intercultural
understandingwhererequired
Grade4
Receptiveskillsstudentsrespondclearlytomostsimpleinformationandideas
Interactive skills students respond accurately and demonstrate comprehension in simple
exchanges pronunciation and intonation usually facilitate the understanding of the
messagestudentssustainparticipationinsimpleexchangesThemessageisusuallyclear
Productiveskillsstudentsdevelopbasicideasusingalogicalstructuretheyusearangeof
simplecohesivedevicessuccessfullytheyusemostbasicgrammaticalstructuresaccurately
theyusebasic vocabularyandappropriate register successfully theyusuallydemonstrate
evidenceofinterculturalunderstandingwhererequired
Grade3
Receptiveskillsstudentssometimesrespondclearlytosimpleinformation
Interactive skills students sometimes respond accurately and sometimes demonstrate
comprehensioninsimpleexchangespronunciationandintonationsometimesfacilitatethe
understanding of the message students sometimes sustain participation in simple
exchangesThemessageissometimesclear
Productive skills students sometimes develop basic ideas they sometimes use simple
cohesivedevicessuccessfullytheysometimesusebasicgrammaticalstructuresaccurately
theysometimesusebasicvocabularyandappropriateregistersuccessfullytheysometimes
demonstrateevidenceofinterculturalunderstandingwhererequired
Grade2
Receptiveskillsstudentsrarelyrespondclearlytosimpleinformation
Interactive skills students rarely respond accurately or demonstrate comprehension
pronunciationand intonation rarely facilitate theunderstandingof themessage students
rarelysustainparticipationinsimpleexchangesThemessageisrarelyclear
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Productive skills students rarely develop basic ideas they rarely use simple cohesive
devices they rarely use simple grammatical structures accurately they rarely use basic
vocabulary or appropriate register successfully they rarely demonstrate evidence of
interculturalunderstandingwhererequired
Grade1
Receptiveskillsstudentsveryrarelyrespondclearlytosimpleinformation
Interactive skills students very rarely respondaccuratelyordemonstrate comprehension
pronunciation and intonation very rarely facilitate the understanding of the message
students very rarely sustainparticipation in simpleexchanges Themessage is very rarely
clear
Productive skills students very rarelydevelop ideas they very rarelyuse simple cohesive
devices theyvery rarelyusebasicgrammatical structuresaccurately theyvery rarelyuse
basicvocabularyorappropriateregistersuccessfullytheyveryrarelydemonstrateevidence
ofinterculturalunderstandingwhererequired
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Group3(individualsandsocieties)
Grade7
Demonstratesconceptualawarenessinsightandknowledgeandunderstandingwhichare
evidentintheskillsofcriticalthinkingahighlevelofabilitytoprovideanswerswhichare
fully developed structured in a logical and coherent manner and illustrated with
appropriate examples a precise use of terminology which is specific to the subject
familiaritywith the literature of the subject the ability to analyse and evaluate evidence
andtosynthesizeknowledge andconceptsawareness ofalternative pointsofviewand
subjective and ideological biases and the ability to come to reasonable albeit tentative
conclusionsconsistentevidenceofcriticalreflectivethinkingahighlevelofproficiencyin
analysingandevaluatingdataorproblemsolving
Grade6
Demonstratesdetailedknowledgeandunderstandinganswerswhicharecoherentlogically
structured and well developed consistent use of appropriate terminology an ability to
analyseevaluateandsynthesizeknowledgeandconceptsknowledgeofrelevantresearch
theoriesandissuesandawarenessofdifferentperspectivesandcontextsfromwhichthese
have been developed consistent evidence of critical thinking an ability to analyse and
evaluatedataortosolveproblemscompetently
Grade5
Demonstratesasoundknowledge andunderstandingofthesubjectusingsubject-specific
terminologyanswerswhichare logicallystructuredandcoherentbutnotfullydeveloped
an ability to provide competent answerswith some attempt to integrate knowledge and
concepts a tendency to be more descriptive than evaluative although some ability is
demonstratedtopresentanddevelopcontrastingpointsofviewsomeevidenceofcritical
thinkinganabilitytoanalyseandevaluatedataortosolveproblems
Grade4
Demonstratesasecureknowledgeandunderstandingofthesubjectgoingbeyondthemere
citing of isolated fragmentary irrelevant or ldquocommon senserdquo points some ability to
structure answers but with insufficient clarity and possibly some repetition an ability to
express knowledge and understanding in terminology specific to the subject some
understandingofthewayfactsorideasmayberelatedandembodiedinprinciplesand
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conceptssomeabilitytodevelopideasandsubstantiateassertionsuseofknowledgeand
understanding which is more descriptive than analytical some ability to compensate for
gapsinknowledgeandunderstandingthroughrudimentaryapplicationorevaluationofthat
knowledgeanabilitytointerpretdataortosolveproblemsandsomeabilitytoengagein
analysisandevaluation
Grade3
Demonstratessomeknowledgeandunderstandingofthesubjectabasicsenseofstructure
thatisnotsustainedthroughouttheanswersabasicuseofterminologyappropriatetothe
subjectsomeabilitytoestablishlinksbetweenfactsorideassomeabilitytocomprehend
dataortosolveproblems
Grade2
Demonstrates a limited knowledge and understanding of the subject some sense of
structureintheanswersalimiteduseofterminologyappropriatetothesubjectalimited
ability to establish links between facts or ideas a basic ability to comprehenddata or to
solveproblems
Grade1
Demonstrates very limited knowledge and understanding of the subject almost no
organizationalstructureintheanswers inappropriateorinadequateuseofterminologya
limitedabilitytocomprehenddataortosolveproblems
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Group4(sciences)
Grade7
Displays comprehensive knowledge of factual information in the syllabus and a thorough
command of concepts and principles Selects and applies relevant information concepts
and principles in a wide variety of contexts Analyses and evaluates quantitative andor
qualitative data thoroughly Constructs detailed explanations of complex phenomena and
makes appropriate predictions Solves most quantitative andor qualitative problems
proficiently Communicates logically and concisely using appropriate terminology and
conventionsShowsinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works very well within a team and
approaches investigations in an ethical manner paying full attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysconsiderable
attentiontosafetyandisfullycapableofworkingindependently
Grade6
Displays very broad knowledge of factual information in the syllabus and a thorough
understanding of concepts and principles Selects and applies relevant information
concepts and principles in most contexts Analyses and evaluates quantitative andor
qualitative data with a high level of competence Constructs explanations of complex
phenomenaandmakesappropriatepredictionsSolvesbasicorfamiliarproblemsandmost
newor difficult quantitative andor qualitative problems Communicates effectively using
appropriateterminologyandconventionsShowsoccasionalinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works well within a team and
approaches investigations in an ethical manner paying due attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysdueattention
tosafetyandisgenerallycapableofworkingindependently
Grade5
Displays broad knowledge of factual information in the syllabus Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextsAnalyses
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andevaluatesquantitativeandorqualitativedatacompetentlyConstructsexplanationsof
simple phenomena Solves most basic or familiar problems and some new or difficult
quantitativeandorqualitativeproblemsCommunicatesclearlywith littleorno irrelevant
material
Demonstrates personal skills perseverance and responsibility in a variety of investigative
activitiesinafairlyconsistentmannerGenerallyworkswellwithinateamandapproaches
investigations in an ethical manner paying attention to environmental impact Displays
competence in a range of investigative techniques pays attention to safety and is
sometimescapableofworkingindependently
Grade4
Displaysreasonableknowledgeoffactualinformationinthesyllabusthoughpossiblywith
somegapsShowsadequatecomprehensionofmostbasicconceptsandprinciplesbutwith
limitedabilitytoapplythemDemonstratessomeanalysisorevaluationofquantitativeor
qualitative data Solves some basic or routine problems but shows limited ability to deal
with new or difficult situations Communicates adequately although responses may lack
clarity and include some repetitive or irrelevant material Demonstrates personal skills
perseverance and responsibility in a variety of investigative activities although displays
some inconsistency Works within a team and generally approaches investigations in an
ethicalmanner with some attention to environmental impact Displays competence in a
range of investigative techniques pays some attention to safety although requires some
closesupervision
Grade3
Displays limited knowledge of factual information in the syllabus Shows a partial
comprehensionofbasic concepts andprinciples andaweakability to apply them Shows
someabilitytomanipulatedataandsolvebasicorroutineproblemsCommunicateswitha
possiblelackofclarityandusessomerepetitiveorirrelevantmaterial
Demonstrates personal skills perseverance and responsibility in some investigative
activities in an inconsistent manner Works within a team and sometimes approaches
investigationsinanethicalmannerwithsomeattentiontoenvironmentalimpactDisplays
competence in some investigative techniques occasionally pays attention to safety and
requiresclosesupervision
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Grade2
Displays little recall of factual information in the syllabus Showsweak comprehensionof
basicconceptsandprincipleswith littleevidenceofapplicationExhibitsminimalabilityto
manipulatedataandlittleornoabilitytosolveproblemsOffersresponseswhichareoften
incompleteorirrelevantRarelydemonstratespersonalskillsperseveranceorresponsibility
in investigative activities Works within a team occasionally but makes little or no
contributionOccasionallyapproaches investigations inanethicalmannerbutshowsvery
littleawarenessoftheenvironmental impactDisplayscompetenceinaverylimitedrange
ofinvestigativetechniquesshowinglittleawarenessofsafetyfactorsandneedingcontinual
andclosesupervision
Grade1
Recallsfragmentsoffactualinformationinthesyllabusandshowsverylittleunderstanding
of any concepts or principles Rarely demonstrates personal skills perseverance or
responsibility in investigative activities Does not work within a team Rarely approaches
investigations inanethicalmanneror showsanawarenessof theenvironmental impact
Displaysvery little competence in investigative techniquesgenerallypaysnoattention to
safetyandrequiresconstantsupervision
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Computerscience
Grade7
Displayscomprehensiveknowledgeofcomputersciencefactualinformationandathorough
command and understanding of concepts and principles Selects applies and analyses
relevant information concepts and principles in awide variety of contexts to solvemost
problems proficiently Able to interpret and construct fairly complex algorithms and
produce workable and mostly efficient solutions Communicates logically and concisely
usingappropriateterminologyShowsinsightandinitiativeinextendedresponsesAbleto
produce a complete plan and provides a fully consistent design overview The product
developedcompletelymatchestheplanandworksThedocumentationiscompleteandthe
product is fully tested and evaluated The use of techniques in solving problems
demonstrateshighlevelsofcomplexityandingenuity
Grade6
Displays very broad knowledge of computer science factual information and an
understanding of concepts and principles Selects and applies relevant information
conceptsandprinciplesinmostcontextstosolvebasicorfamiliarproblemsandmostnew
or difficult problems Able to interpret and construct fairly complex algorithms with few
errors to produce workable solutions Communicates effectively using appropriate
terminologyShowsoccasionalinsightorinitiativeinextendedresponsesAbletoproducea
plananddesignoverviewTheproductmatchestheplanandworksThedocumentationis
completeandtheproducthasbeentestedandevaluatedTheuseoftechniquesinsolving
problemsdemonstratesaverygoodlevelofcomplexityandingenuity
Grade5
Displays broad knowledge of computer science factual information Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextstosolve
mostbasicorfamiliarproblemsandsomenewordifficultproblemsAbletointerpretand
constructfairlycomplexalgorithmsandproduceapartiallyworkableorinefficientsolution
Communicatesclearlyusingappropriate terminologywith littleorno irrelevantmaterial
Able to produce a partial plan and a design overview thatmeets plan requirements The
productworksbutdoesnotfullymatchtheplanThetestinganddocumentationis
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complete but evaluation is incomplete The use of techniques in solving problems
demonstratesagoodlevelofcomplexityandingenuity
Grade4
Displaysreasonableknowledgeofcomputersciencefactualinformationthoughwithsome
gaps Shows adequate comprehension of most basic concepts and principles but with
limited ability to apply them Solves some basic or routine problems but shows limited
ability to deal with new or difficult situations Able to interpret and construct simple
algorithms Communicates adequately using mostly correct terminology although
responseslackclarityandincludesomerepetitiveorirrelevantmaterialAbletoproducea
basicplanandadesignoverviewTheproductmostlyworksbutdoesnotmatchallaspects
of the plan The documentation is complete and there is evidence of testing but the
evaluation is incomplete The use of techniques in solving problems demonstrates an
adequatelevelofcomplexityandingenuity
Grade3
Displays limited knowledge of computer science factual information Shows a partial
comprehensionofbasicconceptsandprinciplesand limitedability toapply themAbleto
interpret or construct simple algorithms Communicates using basic terminology with a
lackofclarityandsomerepetitiveorirrelevantmaterialProducesanincompleteplanand
designoverviewTheproductmatchessomeaspectsoftheplanandthereissomeevidence
of testingorevaluation in thedocumentation Theuseof techniques insolvingproblems
demonstratesalimitedlevelofcomplexityandingenuity
Grade2
DisplayslittlerecallofcomputersciencefactualinformationShowslimitedcomprehension
ofbasicconceptsandprinciplesandlittleevidenceofapplicationSomeevidenceofbeing
able to interpret or construct simple algorithms Offers responses which are often
incompleteorirrelevantProducesaweakandincompleteplanThedesignoverviewispoor
and does not match the plan The product is poor and does not work There is limited
evidence of testing poor documentation and limited or no evaluation The use of
techniquesinsolvingproblemsdemonstratesalowlevelofcomplexityandingenuity
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Grade1
Recalls fragments of computer science factual information and shows very little
understanding of any concepts or principles Little or no ability at algorithm construction
andinterpretationTheirdesignoverviewandplanarenotattemptedThereis littleorno
evidence of a working product and little or no evidence of testing documentation or
evaluation The use of techniques in solving problems fails to demonstrate any level of
complexityoringenuity
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Group5(mathematics)
Grade7
Demonstrates a thorough knowledge and comprehensive understanding of the syllabus
successfully constructs and appliesmathematical arguments at a sophisticated level in a
wide variety of contexts successfully uses problem-solving techniques in challenging
situations recognizes patterns and structures makes generalizations and justifies
conclusionsunderstandsandexplainsthesignificanceandvalidityofresultsanddrawsfull
and relevant conclusions communicates mathematics in a clear effective and concise
mannerusing correct techniquesnotation and terminologydemonstrates theability to
integrate knowledge understanding and skills from different areas of the course uses
technology correctly in challenging situationsmdashmakes efficient use of calculatorrsquos
functionalitywhenrequired
Grade6
Demonstrates a broad knowledge and comprehensive understanding of the syllabus
successfullyconstructs andappliesmathematicalarguments inavarietyofcontextsuses
problem-solving techniques in challenging situations recognizes patterns and structures
andmakessomegeneralizationsunderstandsandexplainsthesignificanceandvalidityof
resultsanddrawsrelevantconclusionscommunicatesmathematicsinaclearandeffective
mannerusingcorrecttechniquesnotationandterminologydemonstratessomeabilityto
integrate knowledge understanding and skills from different areas of the course uses
technologycorrectlyinroutinesituationsmdashmakesefficientuseofcalculatorrsquosfunctionality
whenrequired
Grade5
Demonstrates a broad knowledge and good understanding of the syllabus applies
mathematical arguments in performing routine tasks successfully uses problem-solving
techniques in routine situations successfully carries out mathematical processes in a
varietyofcontextsandrecognizespatternsandstructuresunderstandsthesignificanceof
results and draws some conclusions communicates mathematics effectively using
appropriatetechniquesnotationandterminologydemonstratesanawarenessofthelinks
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between different areas of the course makes use of calculatorrsquos functionality when
requiredmdashmayoccasionallybeinefficient
Grade4
Demonstratesasatisfactoryknowledgeofthesyllabusappliesmathematicalargumentsin
performing some routine tasks uses problem-solving techniques in routine situations
successfullycarriesoutmathematicalprocesses instraightforwardcontextsshowssome
abilitytorecognizepatternsandstructureshaslimitedunderstandingofthesignificanceof
results and attempts to draw some conclusions communicatesmathematics adequately
using some appropriate techniques notation and terminology makes some use of
calculatorrsquos functionality but perhaps not alwayswhen requiredmdashmay be inefficient at
times
Grade3
Demonstratespartialknowledgeofthesyllabusandlimitedunderstandingofmathematical
arguments in per forming some routine task s attempts to carry out mathematical
processes in straight forward contexts makes an attempt to use problem-solving
techniquesinroutinesituationscommunicatessomemathematicsusingsomeappropriate
techniquesnotationorterminologyoccasionallyusescalculatorrsquosfunctionalitybutoften
inefficiently does not always use it when required and may use an inefficient analytic
approach
Grade2
Demonstrates limited knowledge of the syllabus attempts to carry out mathematical
processesatabasic levelcommunicatessomemathematicsbutoftenuses inappropriate
techniques notation or terminology unable to use calculator correctly when requiredmdash
questionsexclusivelyrequiringtheuseoftheGDCaregenerallynotattempted
Grade1
Demonstratesminimal knowledgeof the syllabus demonstrates little or no ability touse
mathematicalprocessesevenwhenattemptingroutinetaskscommunicatesonlyminimal
mathematics and consistently uses inappropriate techniques notation or terminology is
unabletomakeeffectiveuseoftechnology
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Group6(arts)Grade7
Demonstrates in-depth and comprehensive knowledge and understanding of the media
usedwithpreciseuseof terminology tocommunicate thisunderstandingHighlyeffective
use of research investigation and technical skills In-depth understanding of artistic
intention and engagement with the artistic process demonstrated in consistent
developmentofideascreativityandcriticalreflection
Grade6
Demonstratesdetailedknowledgeandunderstandingof themediausedwithappropriate
and consistent use of terminology to communicate this understanding Effective use of
research investigation and technical skills Understanding of artistic intention and
engagementwiththeartisticprocessdemonstratedindevelopmentofideascreativityand
criticalreflection
Grade5
Demonstratessoundknowledgeandunderstandingofthemediausedwithappropriateuse
of terminology to communicate this understanding Research investigation and technical
skills are evident and sometimes well developed Evidence of understanding of artistic
intentionandtheartisticprocessanddevelopmentofideascreativityandcriticalreflection
Grade4
Demonstrates secure knowledge and understanding of themedia usedwith appropriate
useofterminologytocommunicatethisunderstandingResearchandorinvestigationskills
areevidentbutnotwelldevelopedSomeunderstandingofartisticintentionandtheartistic
process that is understanding of the work of others the studentrsquos own work and the
connections between these Some evidence through the studentrsquos own work of
understanding of the artistic process Technical skills are evident but not necessarilywell
developedThereissomeevidenceofdevelopmentofideasandsomeevidenceofcreativity
andcriticalreflection
Grade3
Demonstrates basic knowledge and understanding of the media used with some use of
terminology to communicate this understanding There is evidence of research andor
investigationbutthisremainsundevelopedPartialunderstandingofartisticintentionthat
isunderstandingoftheworkofothersandthestudentrsquosownworkEvidenceinthe
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studentrsquos own work of limited artistic process and technical skills Creativity and critical
reflectionemergeoccasionallyinthework
Grade2
Demonstrates little knowledge and understanding of themedia usedwith limited use of
terminology There is evidence of superficial research andor investigation The studentrsquos
ownworkdemonstratesvery limitedartisticprocess technicalskillscreativityandcritical
reflection
Grade1
Demonstratesverylittleknowledgeandunderstandingofthemediausedwithinadequate
use of terminology Irrelevant research andor investigation The studentrsquos own work
demonstratesalmostnoartisticprocesstechnicalskillscreativityorcriticalreflection
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Extendedessaygradedescriptors
GradeA
Demonstrateseffectiveresearchskillsresultinginawell-focusedandappropriateresearch
questionthatcanbeexploredwithinthescopeofthechosentopiceffectiveengagement
withrelevantresearchareasmethodsandsourcesexcellentknowledgeandunderstanding
ofthetopicinthewidercontextoftherelevantdisciplinetheeffectiveapplication
ofsourcematerialandcorrectuseofsubject-specificterminologyandorconceptsfurther
supportingthisconsistentandrelevantconclusionsthatareproficientlyanalysedsustained
reasoned argumentation supported effectively by evidence critically evaluated research
excellent presentationof theessaywhereby coherence and consistency further supports
thereadingoftheessayandpresentandcorrectlyappliedstructuralandlayoutelements
Engagementwiththeprocessisconceptualandpersonalkeydecision-makingduringthe
researchprocess isdocumentedandpersonalreflectionsareevidenced includingthose
thatareforward-thinking
GradeB
Demonstrates appropriate research skills resulting in a research question that can be
explored within the scope of the chosen topic reasonably effective engagement with
relevant researchareasmethodsandsourcesgoodknowledgeandunderstandingof the
topic in thewider context of the relevant discipline a reasonably effective applicationof
source material and use of subject-specific terminology andor concepts consistent
conclusions that are accurately analysed reasoned argumentation often supported by
evidenceresearchthatattimesevidencescriticalevaluationandaclearpresentationofall
structuralandlayoutelementswhichfurthersupportsthereadingoftheessay
Engagementwiththeprocessisgenerallyevidencedbythereflectionsandkeydecision-
makingduringtheresearchprocessisdocumented
GradeC
Demonstratesevidenceofresearchundertakenwhichhasledtoaresearchquestionthatis
not necessarily expressed in away that can be exploredwithin the scope of the chosen
topicpartiallyeffectiveengagementwithmostlyappropriateresearchareasmethodsand
sourcesmdashhowevertherearesomediscrepanciesinthoseprocessesalthoughthesedonot
interferewiththeplanningandapproachsomeknowledgeandunderstandingofthetopic
inthewidercontextofthedisciplinewhichismostlyrelevanttheattemptedapplicationof
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sourcematerial and appropriate terminology andor concepts an attempted synthesis of
research results with partially relevant analysis conclusions partly supported by the
evidence discussion that is descriptive rather than analytical attempted evaluation
satisfactorypresentationof theessaywithweaknesses thatdonothinder the readingof
the essay and some structural and layout elements that are missing or are incorrectly
appliedEngagementwiththeprocessisevidencedbutshowsmostlyfactualinformation
withpersonalreflectionmostlylimitedtoproceduralissues
GradeD
Demonstratesa lackof research resulting inunsatisfactory focusandaresearchquestion
that is not answerable within the scope of the chosen topic at times engagement with
appropriate research methods and sources but discrepancies in those processes that
occasionally interfere with the planning and approach some relevant knowledge and
understanding ofthe topic in the wider context of the discipline which are at times
irrelevanttheattemptedapplicationofsourcematerialbutwithinaccuraciesintheuseof
or underuse of terminology andor concepts irrelevant analysisand inconsistent
conclusionsasaresultofadescriptivediscussionalackofevaluationpresentationofthe
essaythatattimes is illogicalandhindersthereadingandstructuralandlayoutelements
that are missingEngagement with the process is evidenced but is superficial with
personalreflectionsthataresolelynarrativeandconcernedwithproceduralelements
GradeE(Failingcondition)
Demonstrates an unclear nature of the essay a generally unsystematic approach and
resulting unfocused research question limited engagement with limited research and
sourcesgenerally limitedandonlypartiallyaccurateknowledgeandunderstandingofthe
topic in the wider contextof the relevant discipline ineffective connections in the
applicationofsourcematerialandinaccuraciesintheterminologyandorconceptsuseda
summarizing of results of researchwith inconsistent analysis an attemptedoutline of an
argumentbutonethatisgenerallydescriptiveinnatureandalayoutthatgenerallylacks
orincorrectlyappliesseverallayoutandstructuralelements
Engagement with the process is limited with limited factual or decision- making
informationandnopersonalreflectionontheprocess
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Theoryofknowledgegradedescriptors
GradeA
Pertinent knowledge issues are explored thoroughly and linked effectively to areas of
knowledgeandorwaysofknowingThereisstrongevidenceofapersonalexplorationof
knowledge issues includingconsiderationofdifferentperspectivesArgumentsareclearly
developed and well supported by effective concrete examples counterclaims and
implicationsareexplored
GradeB
Pertinentknowledgeissuesareexplainedandlinkedtoareasofknowledgeandorwaysof
knowingThere issomeevidenceofapersonalexplorationofknowledge issues including
considerationofdifferentperspectivesArguments arepartially developedand supported
by effective concrete examples counterclaims are explored and some implications
identified
GradeC
Somepertinent knowledge issues aredescribedand linked to areasof knowledgeandor
waysofknowingThere is limitedevidenceofapersonalexplorationofknowledgeissues
somedifferentperspectivesaredescribedbutnotexploredArgumentsaredevelopedtoa
limitedextentandsupportedbyexamplescounterclaimsareidentified
GradeD
Some pertinent knowledge issues are identified with only superficial links to areas of
knowledgeandorwaysofknowingThere issimplisticpersonalexplorationofknowledge
issuesandminimal referencetodifferentperspectivesArgumentsarenotdevelopedand
notsupportedbyeffectiveexamples
GradeE
Demonstrateslittleornoevidenceofknowledgeissues
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The Grade Boundaries of May 2018 will be followed for assessing all Semester
ExaminationItwillbesharedassoonasreleasedbytheIB
CHOITHRAM INTERNATIONAL 2018 - 20
7
REFLECTIONBYALUMNII started studying in Choithram Internationalwhen Iwas in 1st grade and I
cannotrememberthelasttimethatIdidnotfeelproudofthefactthatIwas
studying inan IB schoolNowthat this journey isabout tocome toanend I
have the realization of the various areas I grew and excelled in It was a
revelationmy entire thought process has changed and I have reached great
heightsanddevelopedasan individualbynow IBhastaughtmethereal life
application of theoretical knowledge and I no longer question that how is
bookishknowledgeeverusefulforusNotonlydidInurturemyskillsbutalso
developed various abilities I wasnt even aware of At each point of time I
question things and do not settle until I find answers to it thanks to TOK I
unravelledvariousaspectsof lifeThanks toEE Iwasable to finishwritinga
4000-wordessayononeof thebiggestmultinational companies in theworld
withresearchinganalyzingandsolvinghugeproblemsthatthefirmislikelyto
encounter
There are so many skills that will help me forever in life such as time-
management social service collaborative skills which will help me at every
pointinmyfuturebeitadecadefromnoworthelaterpartofmylifeIhave
broadenedmyvision to keephighaims acceptpeople theway theyareand
nowknowthedifferencebetweenrightandwrongonlybecauseofthe12years
ofeducationinthisprestigiousinstitutioncalledChoithramInternational
ThankstomyalmamaterIamwhatIamtodayAndwhereverIgoIshallever
remainindebtedtoyouChoithramInternational
MerciBeaucoup
ndashPrachiJain(AlumniIBDP)
CHOITHRAM INTERNATIONAL 2018 - 20
8
THEIBDIPLOMAPROGRAMME
OverviewofDiplomaProgramme
TheInternationalBaccalaureatereg(IB)DiplomaProgramme(DP)isforstudentsaged16-19
ResearchsuggeststhattherearemanybenefitstochoosingtheDPTheProgrammeaimsto
develop students who have excellent breadth and depth of knowledge ndash students who
flourish physically intellectually emotionally and ethically The DP curriculum has six
subjectgroupsandtheDPcorecomprisingtheoryofknowledge(TOK)creativityactivity
service(CAS)andtheextendedessayThroughtheDPcorestudentsreflectonthenature
ofknowledgecompleteindependentresearchandundertakeaprojectthatofteninvolves
community service The International Baccalaureatereg (IB) assesses studentwork as direct
evidenceofachievementagainstthestatedgoalsoftheDiplomaProgramme(DP)courses
CHOITHRAM INTERNATIONAL 2018 - 20
9
ELIGIBILITYFORFULLDIPLOMATheDiplomaProgrammeatChoithramInternationalisavailabletoallcandidateswho
Are able to cope with the demanding schedule of rigorous courses offered by the
Programmes
Arewillingtodeveloptimemanagementskillsandappropriatestudyhabits
Haveabroadercanvastoacceptinternationalperspectivesandopinions
Are ready to go through brainstorming sessions which instill critical and creative
thinking
AdmissiontotheIBDiplomaProgrammeinChoithramInternationalisgovernedbythe
followingcriteriabasedonClassX(MYPIGCSECBSE)resultsofthecandidateEligibility
toopt foraHigherorStandard level in theDiplomasubjectwill solelydependon the
levelsorgradesachievedineachsubjectbythecandidateinthepassingexamination
MYP-Minimumlevel4inallsubjects
- AboveLevel4 HL - Level4 SL- Belowlevel4 NoAdmission
IGCSE-Minimum5Cs- AboveC HL - C SL - BelowC NoAdmission
CBSE-Minimum8CGPAinallsubjects- Above8 HL- 8 SL- Below8 NoAdmission
CHOITHRAM INTERNATIONAL 2018 - 20
10
DIPLOMAPROGRAMME
SUBJECTSOFFEREDATCHOITHRAMINTERNATIONALInCI the curriculum inDP1andDP2 isdesignedby teachers following the IBDPaimsand
objectivesTeachersdesignthecurriculumbybackwardplanningfromDP2andalsotaking
into consideration the global requirements The subjects offered at CI fall into 6 groups
whichare
Group1 EnglishALangandLitHLSLHindiALitHLSL
Group2 Hindi LanguageBHLSL EnglishBHLSL French LanguageBHLSL and
FrenchBabinitio
Group3 (IndividualsampSocieties)EconomicsHLSLBusinessManagementHLSL
Information Technology in a Global Society(ITGS) HLSL History HLSL
PsychologyHLSLEnvironmentalSystemsandSocietiesSL
Group4 (Sciences)BiologyHLSLChemistryHLSLPhysicsHLSLEnvironmental
SystemsandSocietiesSLComputerScienceHLSL
Group5 MathematicsHLSLStudies
Group6 (ArtsandElectives)VisualArtsHLSL
Thestudentshavetwooptionsforsubjectchoice
Option1 Thestudentcanselectonesubjectfromeachofthesixgroupsorselect
the6thsubjectfromGroup3OrGroup4
Option2 StudentswhoaspireforMedicalorEngineeringfieldshavetooptforall
the three sciences fromGroup4 These studentswill have to study 7
subjects
SubjectclustersofferedatCI
Cluster1ndashBiologyBusinessManagementHistory
Cluster2ndashPhysicsVisualArts
Cluster3ndashChemistryESSComputerScience
CHOITHRAM INTERNATIONAL 2018 - 20
11
Thecore
CreativityActionService Studentscompleteaprojectrelatedtothesethreeconcepts
ExtendedEssay Anindependentself-directedpieceofresearchfinishingwith
a4000-wordpaper
TheoryofKnowledge Studentsreflectonthenatureofknowledgeandonhowwe
knowwhatweclaimtoknow
Theavailabilityofsubjectchoicesforthestudentswillbebasedonthepreviousacademic
recordandtheirfutureprospects
Itisarulethatoncethesubjectchoiceshavebeenmadewiththediscretionofthestudent
andtheparentsnochangeswillbeacceptedSpecialcaseswillbeentertainedbytheDP
coordinatorandtheHeadoftheschool
UNIVERSITYRECOGNITIONTheIBdiplomaiswidelyrecognizedbytheworldrsquosleadinguniversities
TheIBworkscloselywithuniversitiesinallregionsoftheworldtogainrecognitionfortheIB
diploma To aid this process university admissions officers and governmentofficialshave
directonlineaccesstoallsyllabiandrecentexaminations
To assist IB diploma students inmaking appropriate subject choices the school conducts
plannedPsychometricteststoidentifythefieldsofstudentsrsquoaptitudeTheschoolconnects
itsstudentstoIBStudentRegistryofferedbytheIBasastrongdatabasecontainingdetails
of universities around the world together with up-to-date information about their
requirementsforadmission IBStudentRegistryhelpsstudentstoshowcasetheirportfolio
includingCASExtendedessayandother IBexperiences therebyopeningdoors fordirect
communication with other IB students and the admission officers of various universities
across theglobe It is the studentsrsquo responsibility tobuild theirownprofile toattract the
attentionofuniversitiesthatinterestthem
CHOITHRAM INTERNATIONAL 2018 - 20
12
Theschoolregularlyconductsscheduledsessionswithparentsandstudentsforgenerating
awareness about studying abroad and in India University visits are arranged and all
necessaryhelp is furnished to the studentsatappropriate time tohelp in theiruniversity
applicationsbasedontheirPredictedGrades
TheAllIndiaUniversity(AIU)alsoratesIBDiplomaProgrammeatparwithclassXIICBSEor
ICSEIBissuesmarksheetsinadditiontotheirgradessoastomaketheadmissionprocess
inanyIndianUniversitystraightforwardandtrouble-freeTheminimumrequirementforthe
AIUcertificationistohave3HLand3SLsubjectswithascoreofminimum24pointsinthe
IBDPfinalexamination
UniversityampCareerGuidanceSchoolCalendarforDPBatch2018-20
Dates ActionsYearI130818-180818 FirstStudent-CounsellorMeeting030918-140918 Parent-CounsellorMeeting(DiscussCollegeMajor)11118-311218 TakeTestsIELTSSATACT300119 StatementofPurpose300119 RequestforLOR040219-140219 Student ampParent-Counsellor Meeting( First discussion on short
listingofuniversitiesaspercareergoals)Mayrsquo2019 APExamSATsubjecttestSATimprovementYearIIDates Actions10819-090819 Student-Counsellor Meeting ( Preparation of final list of college
majorsandcolleges)160819-230819 Parent-CounsellorMeeting300819 StatementofPurpose100919 Essaywritingbasedonprompts300819 RequestforLOR14919ndash220919 StudentampParent-CounsellorMeeting200919 CollectLORfromTeachers251019 CollectPredictedGradesforEarlyApplications301119 CollectPredictedGradesforRegularAdmission71219 PrepareApplicationDocuments(RegularAdmissions)091219-161219 RegisterampApply(UKUSAAustraliaCanadaJulyintake200120 ApplyIrelandColleges
CHOITHRAM INTERNATIONAL 2018 - 20
13
CORECOMPONENTSTOK(THEORYOFKNOWLEDGE)
Theoryofknowledge(TOK)isassessedthroughanoralpresentationanda1600word
essay
TOK aims to make students aware of the interpretative nature of knowledge including
personalideologicalbiasesndashwhetherthesebiasesareretainedrevisedorrejectedItoffers
studentsandtheirteacherstheopportunityto
reflectcriticallyondiversewaysofknowingandonareasofknowledge
considertheroleandnatureofknowledgeintheirowncultureintheculturesof
othersandinthewiderworld
InadditionTOKpromptsstudentsto
beawareofthemselvesasthinkersencouragingthemtobecomemoreacquainted
withthecomplexityofknowledge
recognizetheneedtoactresponsiblyinanincreasinglyinterconnectedbut
uncertainworld
TOKalsoprovidescoherence for thestudentby linkingacademicsubjectareasaswellas
transcendingthemItthereforedemonstratesthewaysinwhichthestudentcanapplytheir
knowledgewithgreaterawarenessandcredibility
EE(EXTENDEDESSAY)
TheExtendedEssay(EE)isapieceofpersonalresearchofabout4000wordssupervisedbya
teacheratChoithram International inaccordancewith theguidelinespublishedby the IB
The EEmust be done in one of the DP subjectsmustmeet the assessment criteria and
followsubject-specificdetailsAllExtendedEssaysareexternallygradedonascalefrom0to
34ThesupervisorsubmitsapredictedgradeforthestudentrsquosEEtotheIB
CHOITHRAM INTERNATIONAL 2018 - 20
14
CAS(CREATIVITYACTIVITYSERVICE)
CASrequiresstudentstotakepartinarangeofactivitiesandprojectsTheseshouldalways
involve
realpurposefulactivitieswithsignificantoutcomes
personalchallenge
thoughtfulconsiderationsuchasplanningreviewingprogressreporting
reflectiononoutcomesandpersonallearning
TheIBdoesnrsquotprescribespecificprojectsoractivitiestostudents
HowevertheIBdoesrecommendthatstudentstakepartinatleastoneproject
involvingteamworkAllstudentsshouldbeinvolvedinactivitiestheyrsquoveinitiated
themselves
CHOITHRAM INTERNATIONAL 2018 - 20
15
GROUPWISESUBJECTDETAILS
GROUP1ENGLISHA-LANGUAGEANDLITERATUREPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ENGLISH ATCHOITHRAMINTERNATIONALINDOREThe IBDP English Curriculum is designed for students who have experience of using the
languageofthecourseinanacademiccontextThelanguagebackgroundofsuchstudents
howeverislikelytovaryconsiderablymdashfrommonolingualstudentstostudentswithmore
complex language profiles The study of texts both literary and non-literary provides a
focus for developing an understanding of how language works to create meanings in a
cultureaswellas inparticulartextsAlltextsmaybeunderstoodaccordingtotheirform
content purpose and audience and through the social historical cultural andworkplace
contexts that produce and value themResponding to andproducing texts promotes an
understandingofhowlanguagesustainsorchallengeswaysofthinkingandbeing
TofulfilltherequirementsoftheIBDiplomaProgrammeallstudentsmuststudyaGroup1
subjectselectedfromoneofthethreecoursesOnepathtoabilingualdiplomaistotake
twoGroup1courseseachinadifferentlanguageinanycombinationofthethreecourses
offered Both the Language A Literature course and the Language A Language and
LiteraturecourseareofferedatSLandHL
Group1coursesaredesignedtosupportfutureacademicstudybydevelopingahighsocial
aesthetic and cultural literacy as well as effective communication skills While there is
significantdifferenceinthetextspresentedforstudyinthethreecoursestheywillclearly
overlapsomewhatThereisnoaimforeachcoursetodefinecompletelyseparateterritory
Insteadthemaindifferenceliesinthedifferentareasoffocuseachtakes
IntheLanguageALiteraturecoursefocusisdirectedtowardsdevelopinganunderstanding
of the techniques involved in literary criticism and promoting the ability to form
independent literary judgments The focus of the Language A Language and Literature
course is directed towards developing and understanding the constructed nature of
meaningsgeneratedbylanguageandthefunctionofcontextinthisprocessLiteratureand
CHOITHRAM INTERNATIONAL 2018 - 20
16
performanceallowsstudentstocombineliteraryanalysiswiththeinvestigationoftherole
ofperformanceinourunderstandingofdramaticliterature
Aims
TheaimsofLanguageALiteratureandLanguageALanguageandLiteratureatSLandHL
areto
1 introducestudentstoarangeoftextsfromdifferentperiodsstylesandgenres
2 develop in students the ability to engage in close detailed analysis of individual texts
andmakerelevantconnections
3 developthestudentsrsquopowersofexpressionbothinoralandwrittencommunication
4 encourage students to recognize the importance of the contexts in which texts are
writtenandreceived
5 encouragethroughthestudyoftextsanappreciationofthedifferentperspectivesof
peoplefromotherculturesandhowtheseperspectivesconstructmeaning
6 encouragestudentstoappreciatetheformalstylisticandaestheticqualitiesoftexts
7 promoteinstudentsanenjoymentofandlifelonginterestinlanguageandliterature
8 developinstudentsanunderstandingofhowlanguagecultureandcontextdetermine
thewaysinwhichmeaningisconstructedintexts
9 encourage students to think critically about the different interactions between text
audienceandpurpose
Objectives
There are four assessment objectives at SL and at HL for the Language A Language and
Literaturecourse
1 Knowledgeandunderstanding
Demonstrateknowledgeandunderstandingofarangeoftexts
Demonstrateanunderstandingoftheuseoflanguagestructuretechniqueandstyle
Demonstrate a critical understanding of the various ways in which the reader
constructsmeaningandofhowcontextinfluencesthisconstructedmeaning
Demonstrateanunderstandingofhowdifferentperspectivesinfluencethereading
ofatext
CHOITHRAM INTERNATIONAL 2018 - 20
17
2 Applicationandanalysis
Demonstrateanabilitytochooseatexttypeappropriatetothepurposerequired
Demonstrateanabilitytouseterminologyrelevanttothevarioustexttypesstudied
Demonstrateanabilitytoanalysetheeffectsof languagestructuretechniqueand
styleonthereader
Demonstrate an awareness of theways inwhich the production and reception of
textscontributetotheirmeanings
Demonstrateanabilitytosubstantiateandjustifyideaswithrelevantexamples
3 Synthesisandevaluation
Demonstrateanability tocompareandcontrast the formalelementscontentand
contextoftexts
Discussthedifferentways inwhich languageandimagemaybeused inarangeof
texts
Demonstrateanabilitytoevaluateconflictingviewpointswithinandaboutatext
AtHLonlyProduceacriticalresponseevaluatingsomeaspectsoftextcontextand
meaning
4 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandwithfluencyinbothwrittenand
oralcommunication
Demonstrateanabilitytousetheoralandwrittenformsofthelanguageinarange
ofstylesregistersandsituations
Demonstrateanabilitytodiscussandanalysetextsinafocusedandlogicalmanner
AtHLonlyDemonstrateanabilitytowriteabalancedcomparativeanalysis
CHOITHRAM INTERNATIONAL 2018 - 20
18
Literaryworkschosenforeachofpartoftheprogramme
LanguageALanguageandLiterature
Higherlevel Standardlevel
Part1
LanguageinCulturalContext
GENDER GENDER
LANGUAGEANDCOMMUNITIES LANGUAGEANDCOMMUNITIES
TRANSLATION TRANSLATION
Part2
LanguageampMassCommunication
STEREOTYPES STEREOTYPES
USEOFPERSUASIVELANGUAGE USEOFPERSUASIVELANGUAGE
LANGUAGEANDTEXTUALBIAS LANGUAGEANDTEXTUALBIAS
Part3
LiteratureTextsampContexts
THEGREATGATSBYndashFSCOTTFITZGERALD THEGREATGATSBYndashFSCOTTFITZGERALD
REDOLEANDERSndashRABINDRANATHTAGORE REDOLEANDERSndashRABINDRANATHTAGORE
AMERICANAH-CHIMAMANDANGOZIADICHIE
Part4
LiteratureCriticalStudy
OTHELLOTHEMOOROFVENICE OTHELLOTHEMOOROFVENICE
SELECTEDPOETRYndashJOHNKEATS SELECTEDPOETRYndashJOHNKEATS
HEARTOFDARKNESS-JOSEPHCONRAD
CHOITHRAM INTERNATIONAL 2018 - 20
19
AssessmentObjectivesInPractice
CHOITHRAM INTERNATIONAL 2018 - 20
20
CHOITHRAM INTERNATIONAL 2018 - 20
21
SYLLABUSOUTLINE
Year PartofSyllabus Content
SemI
PART-1LanguageinCulturalContextPart4CriticalStudy
Part1GenderEvolutionofEnglishLanguageSapirWhorfHypothesisMeghanMarklersquosSpeechatUNWomenHeForSheCampaignBlogson-LanguageshapesgenderInclusiveLanguageCartoonsbyLizaDonnellyTedTalkbyChimamandaNgoziAdichieMagazineCoversSlamPoetryCommunity-NationalismCatalonianConfusionImaginedCommunitiesSchoolrsquosLanguagePolicyRiverofBloodSpeechLanguageVariationRegionalismColonialMentalityAAEDialectSociolectIdiolectTranslation-BloginterviewExcerptsfromADollrsquosHouseDonQuixotePersepolisPart4CriticalStudySLOthelloTheMoorofVenicePoemsbyJohnKeatsHLOthelloTheMoorofVenicePoemsbyJohnKeatsHeartofDarkness
SemII
Part1LanguageinCulturalContextTranslationPart4CriticalStudyPart2MassCommunication
Part1TranslationPart4CriticalStudySLPoemsbyJohnKeatsHLPoemsbyJohnKeatsPart2MassCommunicationTermsrelatedtomassmediaTextualBiasVideoimagesmagazinecoversnewsarticleSpanishAmericanWarTETOffensivecartoonsUseofPersuasiveLanguageAtticusFinchClosingArgumentinlsquoToKillaMockingBirdrsquoAdvertisementsSpeeches-QueenElizabethITilburySpeechIHaveAdream-MartinLutherKingJr
CHOITHRAM INTERNATIONAL 2018 - 20
22
MahatmaGandhi-OneWorldSquealerrsquosSpeechinAnimalFarmStereotypes-GenderandEthnicityCartoonsComicStripsAdvertisementsVideoGamesTweetsTedTalkVideos
SemIII Part3TextsandContexts
SL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanah
SemIV Part2LanguageampMassCommunication
Part3TextsandContextsSL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanahRevision
IBInternalandexternalassessmentrequirementstobecompletedduringthecourse
Brieflyexplainhowandwhenyouwillworkonthem Includethedatewhenyouwill first
introduce the internal andexternal assessment requirementswhen theywill bedue
andhowstudentswillbepreparedtocompletethem
FOA1amp2ndashConceptanddemandsoftheFOAtobeintroducedintheISemesterThefirst
FOAwillbecompletedbyendofSemISecondwillbecompletedinSemII
WT12amp3ndashConceptanddemandsoftheWTtobeintroducedintheISemesterFirstWT
SubmissionwillbedueinSemITheremaining2WTswillbesubmittedinSemII
IOCndashTheIOCwillbeintroducedinSemIThedetailsprocessmockandthefinalIOCwill
beheldinSemII
CHOITHRAM INTERNATIONAL 2018 - 20
23
AssessmentsinLanguageALanguageandLiterature(SLampHL)
ASSESSMENTOUTLINEndashSL Weighting
Externalassessment(3hours)Paper1Textualanalysis(1hour30minutes)ThepaperconsistsoftwounseentextsStudentswriteananalysisofoneofthesetexts(20marks)Paper2Essay(1hour30minutes)Inresponsetooneofsixquestionsstudentswriteanessaybasedonboththeliterarytextsstudiedinpart3ThequestionsarethesameatHLbuttheassessmentcriteriaaredifferent(25marks)WrittentaskStudentsproduceatleastthreewrittentasksbasedonmaterialstudiedinthecourseStudentssubmitonewrittentaskforexternalassessment(20marks)Thistaskmustbe800ndash1000wordsinlengthplusarationaleof200ndash300words
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
24
ASSESSMENTOUTLINEndashHL Weighting
Externalassessment(4hours)Paper1Comparativetextualanalysis(2hours)ThepaperconsistsoftwopairsofunseentextsStudentswriteacomparativeanalysisofonepairoftexts(20marks)Paper2Essay(2hours)Inresponsetooneofsixquestionsstudentswriteanessaybasedonatleasttwooftheliterarytextsstudiedinpart3ThequestionsarethesameatSLbuttheassessmentcriteriaaredifferent(25marks)WrittentasksStudentsproduceatleastfourwrittentasksbasedonmaterialstudiedinthecourseStudentssubmittwoofthesetasksforexternalassessment(20marksforeachtask)OneofthetaskssubmittedmustbeacriticalresponsetooneoftheprescribedquestionsfortheHLadditionalstudyEachtaskmustbe800ndash1000wordsinlengthtask1shouldbeaccompaniedbyarationaleof200ndash300wordswhiletask2shouldbeaccompaniedbyashortoutline
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
25
GROUP1HINDIA-LITERATURE
Assessmentobjectivesinpractice
TherearethreeassessmentobjectivesatSLandatHLforthelanguageAliteraturecourse
1 Knowledgeandunderstanding
Demonstrate knowledge and understanding of individual literary works as
representativesoftheirgenreandperiodandtherelationshipsbetweenthem
Demonstrateanunderstandingofthewaysinwhichculturalvaluesareexpressedin
literature
Demonstrateawarenessofthesignificanceofthecontextinwhichaworkiswritten
andreceivedSubstantiateandjustifyideaswithrelevantexamples
2 Analysissynthesisandevaluation
Demonstrate an ability to analyse language structure technique and style and
evaluatetheireffectsonthereader
Demonstrateanability toengage in independent literarycriticismonboth familiar
andunfamiliarliterarytexts
Showan ability to examine anddiscuss in depth the effects of literary techniques
andtheconnectionsbetweenstyleandmeaning(HLonly)
3 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandfluentlyinbothwrittenandoral
communicationwithaneffectivechoiceofregisterandstyle
Demonstrateacommandof terminologyandconceptsappropriate to thestudyof
literature
Demonstrateanabilitytoexpresswell-organizedoralandwrittenarguments
Demonstrate an ability towrite a sustained and detailed literary commentary (HL
only)
CHOITHRAM INTERNATIONAL 2018 - 20
26
The literary works chosen for each of part of the LanguageA Literatureprogramme
Partofthecourse
SL HL
Part1workintranslation
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)list
1रोमयो-जलयटशसपीयर(नाटक)2अतनचख़वक9लघकथाए
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)listStudyofthreeworksintranslationfromthePLTlist1रोमयो-जलयटशसपीयर(नाटक)
2अतनचख़वक9लघकथाए3टगौरकाकAवतासBह(गीताजलD)
Part2Detailedstudy
StudyoftwoworkseachofadifferentgenrechosenfromthisPLA3चEगFत(नाटक)जयशकरGसाद
4अIहJयाबाई(उपNयास)वदावनलालवमाP
Studyofthreeworkseachofadifferentgenre(oneofwhichmustbepoetry)chosenfromthisPLA4चEगFत(नाटक)जयशकरGसाद5अIहJयाबाई(उपNयास)वदावनलालवमाP6नागाजPन(कAवता)
Part3Literarygenres
StudyofthreeworksofthesamegenrechosenfromthisPLA
5 आपकाबटD(उपNयास)मNनभडारD6 सखदा(उपNयास)जनNEजन
7साराआकाश(उपNयास)राजNEयादव
StudyoffourworksofthesamegenrechosenfromthisPLA7आपकाबटD(उपNयास)मNनभडारD8सखदा(उपNयास)जनNEजन9साराआकाश(उपNयास)राजNEयादव10गबन(उपNयास)Gमचद
Part4Options
Studyofthreeworksfreelychosen Studyofthreeworksfreelychosen
8कबीरदोहऔरसाWखया9लघकथाए-खलDलिजYान10ठलपरIहमालय(या[ासमरण)धमPवीरभारती
11कबीरदोहऔरसाWखया12लघकथाए-खलDलिजYान13ठलपरIहमालय(या[ासमरण)धमPवीरभारती
CHOITHRAM INTERNATIONAL 2018 - 20
27
SYLLABUSOUTLINE
Year PartofSyllabus Content
Year1
Part4ndashOptions
Kabir
ShortstoriesofKhalilGibran
TheleparHimalaya-DharmveerBharti
FINALIndividualOralPresentationPART4WORKS
Part2ndashDetailedStudy
Chandragupt(Play)-JaishankarPrasad
Ahilyabai(Novel)-VrindavanlalVerma
Poetry-Nagarjun
FINALIndividualOralCommentaryPART2WORKS
Year2
Part1ndashworkintranslation
RomeoJuliet(Play)Shakespeare
Shortstories-AntonChekhov
Geetanjali-RavindranathTagore
FINALWrittenAssignmentPART1WORKS
PART3-LiteraryGenre
AapkaBanti(Novel)MannuBhandari
SaaraAakash(Novel)-RajendraYadav
Sukhada(Novel)ndashJainendaraJain
Gaban(Novel)-Premchand(HLOnly)
Paper2BasedonPart3Works
IBInternalAssessmentrequirementstobecompletedduringtheCourse
IOPndashConceptanddemandsoftheIOPtobeintroducedandcompletedinSemI
IOCndashTheIOCwillbeintroducedbrieflyinSemIandwillbebasedbroadlyonthedemands
ofIOCTheFinalIOCwillbetakeninSemII
WAndashConceptanddemandsof theWAtobe introduced inSemIIWASubmissionwillbe
dueinSemIII
CHOITHRAM INTERNATIONAL 2018 - 20
28
GROUP2HINDIBPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HINDI AT
CHOITHRAMINTERNATIONALINDORE
HindiLanguagehasbeenoneofthemostpopularIndianlanguagesamongstudentsandthis
course emphasizes the development of the four skills ndash listening speaking reading and
writingListeningasaskillcanbedevelopedthroughTVRadioProgrammesandrecorded
CD Speaking can be developed through elocution debates skit enactment Reading can
develop through activities like newspaper magazines reading and different story books
Writing skills are developed through essay report writing letter writing and creativity
writing
TheHindiBcourserequiresstudentstohavesomeknowledgeofandexperiencewiththe
languageStudentsareexpectedtohavelinguisticskillsandtounderstandanduselanguage
insophisticatedwaysForexamplestudentsmustbeabletodiscussabstractconceptsand
ideasinthetargetlanguage
This course encourages students to broaden their knowledge of literature and culture of
differentstatesofIndia
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Developinternational-mindednessthroughthestudyof languagesculturesandideas
andissuesofglobalsignificance
2 Enable students to communicate in the language they have studied in a range of
contextsandforavarietyofpurposes
3 Encouragethroughthestudyoftextsandthroughsocialinteractionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4 Develop studentsrsquo understanding of the relationship between the languages and
cultureswithwhichtheyarefamiliar
5 Developstudentsrsquoawarenessofthe importanceof languageinrelationtootherareas
ofknowledge
CHOITHRAM INTERNATIONAL 2018 - 20
29
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and
creative-thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8 Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrateability
to
1 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
2 Understand and use language appropriate to a range of interpersonal andor
interculturalcontextsandaudiences
3 Understandanduse language toexpressand respond toa rangeof ideaswith fluency
andaccuracy
4 Identifyorganizeandpresentideasonarangeoftopics
5 Understandanalyseandreflectuponarangeofwrittenaudiovisualandaudio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year
Themes ThemeName ThemeTopics
SemI Theme1 Identities
bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
SemII Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
SemIII Theme4 Socialorganization
JourneytoFrenchspeakingcountries
Everycountryanditssymbolstraditionsandidentity
Forabetterworld
IntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
SemIV Theme5 Sharingtheplanet
BlueplanetGreenplanet
PlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetry
EqualityFraternity
Thesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
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ASSESSMENTS
The students will be evaluated based on their performances on tests debates oral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
CHOITHRAM INTERNATIONAL 2018 - 20
32
HindiBSL
HindiBHL
CHOITHRAM INTERNATIONAL 2018 - 20
33
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
34
GROUP2FRENCHB
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN FRENCH AT
CHOITHRAMINTERNATIONALINDORE
Inthemodernworldofsocialpoliticalindustrialmaterialisticscientificandtechnological
advancementandgiventhattheworld isbecomingaglobalvillageduetothewondersof
the telecommunication and information technology and the increased tourism the
knowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglishFrench isoneof themostwidelycommunicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganisationssuch
asUnitedNationsOrganisationEuropeanUnionWorldTradeOrganisationWorldHealth
OrganisationandInternationalBaccalaureateOrganisationFrenchisalsosynonymouswith
internationalhotel industryandworldtourismwithParis_thecapitalofFranceasonethe
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognisedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
35
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
1 AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrate
abilityto
2 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
3 Understandanduselanguageappropriatetoarangeofinterpersonalandorintercultural
contextsandaudiences
4 Understandanduselanguagetoexpressandrespondtoarangeofideaswithfluencyand
accuracy
5 Identifyorganizeandpresentideasonarangeoftopics
6 Understand analyse and reflect upon a range ofwritten audio visual and audio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
36
SYLLABUSOUTLINE
Year Themes ThemeName ThemeTopics
Year1 Theme1 Identities bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
Year2 Theme4 Socialorganization
JourneytoFrenchspeakingcountriesEverycountryanditssymbolstraditionsandidentityForabetterworldIntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
Theme5 Sharingtheplanet BlueplanetGreenplanetPlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetryEqualityFraternityThesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
37
ASSESSMENTS
Thestudentswillbeevaluatedbasedontheirperformancesontestsdebatesoral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
FrenchBSL
CHOITHRAM INTERNATIONAL 2018 - 20
38
FrenchBHL
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
39
GROUP2FRENCHABINITIO
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINFRENCHABINITIO
ATCHOITHRAMINTERNATIONALINDORE
In todayrsquos modern world of social political industrial materialistic scientific and
technologicaladvancementandgiventhattheworldisbecomingaglobalvillageduetothe
wondersofthetelecommunicationandinformationtechnologyandtheincreasedtourism
theknowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglish French isoneof themostwidely communicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganizationssuch
asUnitedNationsOrganizationEuropeanUnionWorldTradeOrganizationWorldHealth
OrganizationandInternationalBaccalaureateOrganizationFrenchisalsosynonymouswith
internationalhotel industryandworld tourismwithParis thecapitalofFranceasone the
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognizedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
40
Aims
ThefollowingaimsarecommontobothlanguageabinitioandlanguageB
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7Providestudentswithabasis for furtherstudyworkand leisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
TherearefiveassessmentobjectivesforthelanguageabinitiocourseStudentswillbe
assessedontheirabilityto
1Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyof
purposes
2Understandanduselanguageappropriatetoarangeofinterpersonalandor
interculturalcontextsandaudiences
3Understandanduselanguagetoexpressandrespondtoarangeofideaswith
fluencyandaccuracy
4Identifyorganizeandpresentideasonarangeoftopics
5 Understand analyse and reflect upon a range of written audio visual and
audio-visualtexts
CHOITHRAM INTERNATIONAL 2018 - 20
41
SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI
Unit1 Identities 11Personalattributes
12Personalrelationships
13Eatinganddrinking
14Physicalwellbeing
Unit2 Experiences 21Dailyroutine
22Leisure
23Holidays
24Festivalsandcelebrations
SemII
Unit3 Humaningenuity 31Transport
32Entertainment
33Media
34Technology
SemIII
Unit4 Socialorganization 41Neighbourhood
42Education
43Theworkplace
44Socialissues
SemIV
Unit5 Sharingtheplanet 51Climate
52Physicalgeography
53Theenvironment
54Globalissues
AssessmentsinFrench
The students will be evaluated based on their performances on tests oral
presentationsdiscussionsListeningReadingandWritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
CHOITHRAM INTERNATIONAL 2018 - 20
42
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassing
grade)
Grades will be calculated mathematically based on raw scores which will be
convertedintopercentagesthatwillthenreflecttheirperformanceinthefollowing
categories
Externalassessment(2hours45minutes) 75
Paper1(1hour) 25
Productiveskillsmdashwriting(30marks)
Twowrittentasksof70ndash150wordseachfromachoiceofthreetaskschoosinga
texttypeforeachtaskfromamongthoselistedintheexaminationinstructions
Paper2(1hour45minutes) 50
Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
Comprehensionexercisesonthreeaudiopassagesandthreewrittentextsdrawn
fromallfivethemes
Internalassessment
25 Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedby
theIBattheendofthecourse
Individualoralassessment
Aconversationwiththeteacherbasedonavisualstimulusandatleastoneadditional
coursetheme(30marks)
Materials
ThebasiccoursematerialfortheFrenchabinitiocourse
- ibook
- PanoramaFrancophone1amp2
- Additionalmaterialsfromaselectionoftextbooksmagazinesandinternetsources
willcomplementthearticlesandexercisesfoundinthesetextsStudentsmustbring
theirtextbookandnotebooktoclasseachday
CHOITHRAM INTERNATIONAL 2018 - 20
43
ElementsoftheFinalExam
ExternalAssessment 75
Paper1Productiveskillsmdashwriting(30marks)25
Paper2Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)50
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
InternalassessmentOralcomponent25
Table2InternalassessmentsspannedthroughoutthetwoyearprogrammeExamination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOralPresentationPresentation(VisualStimulus)
25
SemesterIIExamination IndividualOralPresentationPresentationandFollow-updiscussion
25
SemesterIIIExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
SemesterIVExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
CHOITHRAM INTERNATIONAL 2018 - 20
44
GROUP3ECONOMICSPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN
ECONOMICSATCHOITHRAMINTERNATIONALINDORE
Economics isadynamic social science formingpartofgroup3mdashindividualsandsocieties
The studyof economics is essentially aboutdealingwith scarcity resource allocation and
themethodsandprocessesbywhichchoicesaremade in thepursuitofsatisfyinghuman
wantsAsasocialscienceeconomicsusesscientificmethodologiesthatincludequantitative
andqualitativeelements
The IB Diploma Programme economics course emphasizes on 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
variablesaffectingcountriesgovernmentsandsocietiesTheseeconomictheoriesarenot
tobestudied inavacuummdashrather theyaretobeappliedtoreal-world issuesProminent
among these issues are fluctuations in economic activity international trade economic
developmentandenvironmentalsustainability
The ethical dimensions involved in the application of economic theories and policies
permeatethroughouttheeconomicscourseasstudentsarerequiredtoconsiderandreflect
on human end-goals and values The economics course encourages students to develop
international perspectives fosters a concern for global issues and raises studentsrsquo
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
degreeofpersonal commitment in trying to resolve these issuesappreciatingour shared
responsibilityascitizensofanincreasinglyinterdependentworld
CHOITHRAM INTERNATIONAL 2018 - 20
45
Aims
TheaimsofEconomicsasGroup3subjectisasfollows
1 encourage the systematic and critical study of human experience and behaviour
physical economic and social environments and thehistory anddevelopmentof social
andculturalinstitutions
2 develop in the student the capacity to identify to analyse critically and to evaluate
theories concepts and arguments about the nature and activities of the individual and
society
3enablethestudenttocollectdescribeandanalysedatausedinstudiesofsocietytotest
hypothesesandtointerpretcomplexdataandsourcematerial
4promotetheappreciationofthewayinwhichlearningisrelevantbothtotheculturein
whichthestudentlivesandtothecultureofothersocieties
5developanawarenessinthestudentthathumanattitudesandbeliefsarewidelydiverse
andthatthestudyofsocietyrequiresanappreciationofsuchdiversity
6 enable the student to recognize that the content andmethodologiesof the subjects in
group3arecontestableandthattheirstudyrequiresthetoleranceofuncertainty
7developanunderstandingofmicroeconomicandmacroeconomictheoriesandconcepts
andtheirreal-worldapplication
8 develop an appreciation of the impact on individuals and societies of economic
interactionsbetweennations
9developanawarenessofdevelopmentissuesfacingnationsastheyundergotheprocess
ofchange
Assessmentobjectives
Therearefourassessmentobjectives(AOs)fortheSLandHLeconomicscourseHaving
followedthe
EconomicscourseatSLorHLstudentswillbeexpectedtodothefollowing
1Demonstrateknowledgeandunderstandingofspecifiedcontent
ndashndashDemonstrateknowledgeandunderstandingofthecommonSLHLsyllabus
ndashndashDemonstrateknowledgeandunderstandingofcurrenteconomicissuesanddata
ndashndashAtHLonlyDemonstrateknowledgeandunderstandingofthehigherlevelextension
topics
CHOITHRAM INTERNATIONAL 2018 - 20
46
2Demonstrateapplicationandanalysisofknowledgeandunderstanding
ndashndashApplyeconomicconceptsandtheoriestoreal-worldsituations
ndashndashIdentifyandinterpreteconomicdata
ndashndashDemonstratetheextenttowhicheconomicinformationisusedeffectivelyinparticular
contexts
ndashndashAtHLonlyDemonstrateapplicationandanalysisoftheextensiontopics
3Demonstratesynthesisandevaluation
ndashndashExamineeconomicconceptsandtheories
ndashndashUseeconomicconceptsandexamplestoconstructandpresentanargument
ndashndashDiscussandevaluateeconomicinformationandtheories
ndashndashAtHLonlyDemonstrateeconomicsynthesisandevaluationoftheextensiontopics
4Selectuseandapplyavarietyofappropriateskillsandtechniques
ndashndashProducewell-structuredwrittenmaterialusingappropriateeconomicterminology
withinspecifiedtimelimits
ndashndashUsecorrectlylabelleddiagramstohelpexplaineconomicconceptsandtheories
ndashndashSelectinterpretandanalyseappropriateextractsfromthenewsmedia
ndashndashInterpretappropriatedatasets
ndashndashAtHLonlyUsequantitativetechniquestoidentifyexplainandanalyseeconomic
relationships
CHOITHRAM INTERNATIONAL 2018 - 20
47
SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI Unit1 Microeconomics TheFoundationsofEconomicsMarketsDemandandSupplyTheroleofthepricemechanismMarketEfficiencyElasticityMarketFailureGovernmentInterventionTheoryofthefirm
SemII Unit2 MicroeconomicsMacroeconomics
MarketstructuresThelevelofoveralleconomicactivityAggregatedemandandaggregatesupplyMacroeconomicobjectivesFiscalPolicyMonetaryPolicySupplySidePolicies
SemIII Unit3 InternationalEconomics
InternationaltradeandprotectionExchangerateBalanceOfpaymentsTermsoftradeEconomicsIntegration
SemIV Unit4 DevelopmentalEconomics
DevelopmentalEconomicsMeasuringdevelopmentTheroleofdomesticfactorsTheroleofinternationaltradeTheroleofforeigndirectinvestment(FDI)TherolesofforeignaidandmultilateraldevelopmentassistanceTheroleofinternationaldebtThebalancebetweenmarketsandintervention
CHOITHRAM INTERNATIONAL 2018 - 20
48
AssessmentsinEconomics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bullconstructinganalysingandevaluating
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate for effective problem-solving and the manipulative skills necessary for
completingInternalAssessmentswithacademichonesty
Studentsrsquo success in theEconomics standard levelandhigher level course ismeasuredby
combiningtheirgradesonexternalandinternalassessment
In Economics the students achieve a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessment ineconomicsconsistsoftwoexaminationpapersatSLandthree
examinationpapersatHLthatareexternallysetandexternallymoderated
PapercomponentforSL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage40)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
40)
Assessmentobjectives1234SyllabusContentndashSection3and4
PapercomponentforHL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage30)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
30)
Assessmentobjectives1234SyllabusContentndashSection3and4
CHOITHRAM INTERNATIONAL 2018 - 20
49
Paper3(1hour)HLextensionpaper(50marks)(Weightage20)Syllabuscontentincluding
HL extension material sections 1 to 4mdashmicroeconomics macroeconomics international
economicsdevelopmenteconomics
Assessmentobjectives12and4
GDCsarepermittedforpaperthreeforHLstudentsonly
Thesearedesignedtoallowstudentstodemonstratetheircompetenciesinrelationtothe
economicsassessmentobjectivesandspecificpartsoftheeconomicssyllabusnamelythe
commontopicsandtheHLextensionmaterialAllquestionsontheexaminationpaperswill
bebasedonthetopicsinthisguide
IncommonwithallexaminationpapersstudentsatSLandHLaregivenfiveminutesof
readingtimebeforetheybeginansweringthepapers
InternalAssessments(20teachinghours)
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
the end of the course Students produce a portfolio of three commentaries based on
differentsectionsofthesyllabusandonpublishedextractsfromthenewsmediaMaximum
750wordsx3(45marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPEconomicsguide
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent ()Weightage
SemesterIExamination Writtenassignment 20
SemesterIIExamination WrittenCommentaryinMicroeconomics 20
SemesterIIIExamination WrittenCommentaryinMacroeconomics 20
SemesterIVExamination WrittenCommentaryinInternationalTrade 20
CHOITHRAM INTERNATIONAL 2018 - 20
50
GROUP3BUSINESSMANAGEMENT
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN BUSINESS AND
MANAGEMENTATCHOITHRAMINTERNATIONALINDORE
Businessmanagement is a rigorous challenging and dynamic discipline in the individuals
andsocietiessubjectgroupTheroleofbusinessesasdistinctfromotherorganizationsand
actors inasociety is toproduceandsellgoodsandservicesthatmeethumanneedsand
wants by organizing resources Profit-making risk-taking and operating in a competitive
environmentcharacterizemostbusinessorganizations
Business management studies business functions management processes and decision-
making in contemporary contexts of strategic uncertainty It examines how business
decisionsareinfluencedbyfactorsinternalandexternaltoanorganizationandhowthese
decisions impact upon its stakeholders both internally and externally Business
managementalsoexploreshowindividualsandgroupsinteractwithinanorganizationhow
theymaybesuccessfullymanagedandhowtheycanethicallyoptimizetheuseofresources
inaworldwithincreasingscarcityandconcernforsustainabilityBusinessmanagementis
therefore perfectly placed within the individuals and societies subject area aiming to
developinstudentsanappreciationbothforourindividualityandourcollectivepurposes
Aims
TheaimsofBusinessandManagementcourseathigherlevelandstandardlevelareto
1 Encourageaholisticviewoftheworldofbusiness
2 Empowerstudentstothinkcriticallyandstrategicallyaboutindividualandorganizational
behaviour
3 Promotetheimportanceofexploringbusinessissuesfromdifferentculturalperspectives
4 Enablethestudenttoappreciatethenatureandsignificanceofchangeinalocalregional
andglobalcontext
5 Promoteawarenessoftheimportanceofenvironmentalsocialandethicalfactorsinthe
actionsofindividualsandorganizations
6 Developanunderstandingoftheimportanceofinnovationinabusinessenvironment
CHOITHRAM INTERNATIONAL 2018 - 20
51
AssessmentObjectives
By the end of the business management course students are expected to reach the
followingassessmentobjectives
AO1Demonstrateknowledgeandunderstandingof
The businessmanagement tools techniques and theories specified in the syllabus
content
Thesixconceptsthatunderpinthesubject
Real-worldbusinessproblemsissuesanddecisions
TheHLextensiontopics(HLonly)
AO2Demonstrateapplicationandanalysisof
Knowledgeandskillstoavarietyofreal-worldandfictionalbusinesssituations
Businessdecisionsbyexplainingtheissue(s)atstakeselectingandinterpretingdata
andapplyingappropriatetoolstechniquestheoriesandconcepts
TheHLextensiontopics(HLonly)
AO3Demonstratesynthesisandevaluationof
Businessstrategiesandpracticesshowingevidenceofcriticalthinking
Businessdecisionsformulatingrecommendations
TheHLextensiontopics(HLonly)
AO4Demonstrateavarietyofappropriateskillsto
Producewell-structuredwrittenmaterialusingbusinessterminology
Selectandusequantitativeandqualitativebusinesstoolstechniquesandmethods
Selectandusebusinessmaterialfromarangeofprimaryandsecondarysources
CHOITHRAM INTERNATIONAL 2018 - 20
52
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
Business
Organisation
and
Environment
11Introductiontobusinessmanagement12Typesoforganizations13Organizationalobjectives14Stakeholders15Externalenvironment16Growthandevolution17Organizationalplanningtools(HLonly)
Unit4 Marketing
41Theroleofmarketing42Marketingplanning(includingintroductiontothefourPs)43Salesforecasting(HLonly)44Marketresearch45ThefourPs(productpricepromotionplace)
SemII
Unit4 Marketing46TheextendedmarketingmixofsevenPs(HLonly)47Internationalmarketing(HLonly)48E-commerce
Unit3 Finance
31Sourcesoffinance32Costsandrevenues33Break-evenanalysis34Finalaccounts(someHLonly)35Profitabilityandliquidityratioanalysis36Efficiencyratioanalysis(HLonly)
SemIII Unit3 Finance37Cashflow38Investmentappraisal(someHLonly)39Budgets(HLonly)
Unit5Operations
Management
51Theroleofoperationsmanagement52Productionmethods53Leanproductionandqualitymanagement(HLonly)54Location55Productionplanning(HLonly)56Researchanddevelopment(HLonly)57Crisismanagementandcontingencyplanning(HLonly)
SemIV Unit2Humanresource
Management
21 Functions and evolution of human resourcemanagement22Organizationalstructure23Leadershipandmanagement24Motivation25Organizational(corporate)culture(HLonly)26Industrialemployeerelations(HLonly)
CHOITHRAM INTERNATIONAL 2018 - 20
53
AssessmentsinBusinessandManagement
StudentsrsquosuccessintheBusinessandManagementstandardlevelandhigherlevelcourseis
measuredbycombiningtheirgradesonexternalandinternalassessment
Externalassessment
TheexternalassessmentoftheDiplomaProgrammebusinessmanagementcourseconsists
of twoexaminationpapersat SLandatHL thatareexternally setandexternallymarked
Theyaredesignedtoallowstudentstodemonstratetheircompetencies inrelationtothe
businessmanagementassessmentobjectivesTheexternalcomponentscontribute75to
thefinalassessmentatbothSLandHL
Internalassessment
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourseTheexternalcomponentscontribute25tothefinalassessmentat
bothSLandHL
SLWrittencommentary
Studentsproduceawrittencommentarybasedonthreetofivesupportingdocuments
aboutarealissueorproblemfacingaparticularorganizationMaximum1500words(25
marks)
HLResearchproject
Studentsresearchandreportonanissuefacinganorganizationoradecisiontobemadeby
anorganization(orseveralorganizations)Maximum2000words(25marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPBampMguide
CHOITHRAM INTERNATIONAL 2018 - 20
54
GROUP3INFORMATIONTECHNOLOGYINAGLOBALSOCIETY(ITGS)
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ITGS AT
CHOITHRAMINTERNATIONALINDORE
TheIBDiplomaProgrammeinformationtechnology inaglobalsociety(ITGS)course isthe
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
informationatthelocalandgloballevel
ITGS provides a framework for the student to make informed judgments and decisions
abouttheuseofITwithinsocialcontexts
Although ITGS shares methods of critical investigation and analysis with other social
sciences it also considers social and ethical considerations that are common to other
subjects in group 3 Students come into contactwith IT on a daily basis because it is so
pervasive in theworld inwhichwe live This increasinglywidespread use of IT inevitably
raises importantquestionswithregardto thesocialandethicalconsiderations thatshape
oursocietytodayITGSoffersanopportunityforasystematicstudyoftheseconsiderations
whoserangeissuchthattheyfalloutsidethescopeofanyothersinglediscipline
Aims
Theaimsoftheinformationtechnologyinaglobalsociety(ITGS)courseatSLandHLareto
1 Enablethestudenttoevaluatesocialandethicalconsiderationsarisingfromthe
widespreaduseofITbyindividualsfamiliescommunitiesorganizationsand
societiesatthelocalandgloballevel
2 DevelopthestudentrsquosunderstandingofthecapabilitiesofcurrentandemergingIT
systemsandtoevaluatetheirimpactonarangeofstakeholders
3 EnablestudentstoapplytheirknowledgeofexistingITsystemstovariousscenarios
andtomakeinformedjudgmentsabouttheeffectsofITdevelopmentsonthem
4 EncouragestudentstousetheirknowledgeofITsystemsandpracticalITskillsto
justifyITsolutionsforaspecifiedclientorend-user
CHOITHRAM INTERNATIONAL 2018 - 20
55
Objectives
The assessment objectives for ITGS reflect those parts of the aims that will be formally
assessedeither internallyorexternallyTheseassessmentswill centreupon thenatureof
individualsandsocietiesand ITsystems It is the intentionofthesecoursesthatstudents
areabletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingof
bullawarenessofITapplicationsanddevelopmentsinspecifiedscenarios
bullawarenessofthesocialandethicalsignificanceofspecifiedITapplicationsand
developments
bulltechnicalknowledgeofITGSterminologyconceptsandtoolsandITSystems
bulltopicsrelatedtotheannuallyissuedcasestudy(HLpaper3only)
2 Applyandanalyze
bulltheimpactsofITapplicationsanddevelopmentsinspecifiedscenarios
bullthesocialandethicalsignificanceofspecifiedITapplicationsanddevelopments
bullITknowledgeandmakeconnectionsbetweenspecificscenarios
bulltechnicalknowledgeofITsystemsacquiredthroughindependentresearchto
providesupportingevidenceinpossibledecisionsrelatingtofuturecoursesof
actionrelatedtotheannuallyissuedcasestudy(HLpaper3only)
3 Synthesizeevaluateformulateandjustify
bulllocalandglobalimpactsofspecifiedITdevelopmentsthroughindividually
researchedstudies
bullsolutioninvolvingITtoaspecifiedproblemusingknowledgeofITsystems
bullsocialandethicalimplicationsofspecifiedITpoliciesanddevelopments
bulljustifypossiblestrategiccoursesofactionrelatedtotheannuallyissuedcasestudy
(HLpaper3only)
4 DemonstratetheappropriateusageofITGSskillsofprojectmanagementwithusageof
ITtoolsandtheproductdevelopmentlifecycle(PDLC)tocreateanoriginalproductwith
evidencesforconsultationwithaclientinthedevelopmentofawell-organizedproduct
toresolveaspecificissue
CHOITHRAM INTERNATIONAL 2018 - 20
56
SYLLABUSOUTLINE
Semester Unit UnitTitle
SemI
Unit1 OverviewofITGSand3Strands
Unit5 HealthEducationandTraining
Unit9 InternetMultimediadigitalmediaAI
SemII
Unit3 DatabasesandSpreadsheetsIntroductiontoprojectmanagement
Unit4 Roboticsartificialintelligenceandexpertsystems
Unit6 BusinessandEmployment
SemIII
Unit7 ModelingandsimulationPersonalandpubliccommunications
Unit8 ITsystemsinorganizations
Unit2 HardwareSoftwareNetworks
SemIVUnit10 EnvironmentPoliticsandGovernment
Unit11 Homeandleisure
AssessmentsinITGS
Theassessmentsaimtotestallstudentsrsquoknowledgeandunderstandingofkeyconcepts
through
DemonstrationofandetailedawarenessandknowledgeofITapplicationsdevelopment
anditssocialandethicalsignificanceinspecifiedscenarioswithdetailedknowledge
DemonstrationofdetailedtechnicalknowledgeofITGSterminologyconceptsandtools
anddetailedtechnicalknowledgeofITsystems
Explanation of detailed impacts of IT applications and developments in specified
scenarios
Analysis of detailed social and ethical significance of specified IT applications and
developments
Evaluation of detailed local and global impacts of specified IT developments through
individuallyresearchedstudies
EvaluationofdetailedsolutioninvolvingITtoaspecifiedproblemusingknowledgeofIT
systems
CHOITHRAM INTERNATIONAL 2018 - 20
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Demonstration of detailed social and ethical implications of specified IT policies and
developments
DemonstrationofdetailedevidenceofprojectmanagementPDLCandappropriatetool
inthedevelopmentofawell-organizedproducttoresolveaspecificissue
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofstructuredquestionsthatassessinanintegratedwaythethreestrands
ofthesyllabus
Paper2consistsofThispaperconsistsofoneunseenarticle
Paper3consistsofbasedonapre-seencasestudy(forHLonly)
DurationofpapervariesfromSLtoHLlevelampfrompapercomponent
Internalassessment
Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedbythe
IBattheendofthecourse
Project
ThedevelopmentofanoriginalITproductforaspecifiedclientStudentsmustproduce
bullacoverpageusingprescribedformat
bullanoriginalITproduct
bulldocumentationsupportingtheproduct(wordlimit2000words)
InternalassessmentisanintegralpartofthecourseandiscompulsoryforbothSLandHL
studentsItenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge
andtopursuetheirpersonalinterestswithoutthetimelimitationsandotherconstraints
thatareassociatedwithwrittenexaminationsThe internalassessmentshouldasfaras
possible bewoven intonormal classroom teachingover a periodof timeandnot be a
shortintensiveactivityinthecourseorafterthecoursehasbeentaught
The internal assessment requirements at SL and at HL are the same However it
contributes to a different percentage of the overall mark Students are required to
produce a project that consists of a cover page the product (IT solution) and
documentationThefocusoftheITGSprojectisonprovidinganoriginalITsolutionfora
client The internal assessment component as well as being interesting practical and
productiveformsanimportantpartoftheassessmentoftheITGScourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
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GROUP3PSYCHOLOGYPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINPSYCHOLOGYAT
CHOITHRAMINTERNATIONALINDORE
Psychologyistherigorousandsystematicstudyofmentalprocessesandbehaviour It isa
complexsubjectwhichdrawsonconceptsmethodsandunderstandingsfromanumberof
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 involved social structures and cultures The
studyofbehaviourandmentalprocessesrequiresamultidisciplinaryapproachandtheuse
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
changesodoesbehaviour
AtthecoreoftheDPpsychologycourseisanintroductiontothreedifferentapproachesto
understandingbehaviour
bull biologicalapproachtounderstandingbehavior
bull cognitiveapproachtounderstandingbehavior
bull socioculturalapproachtounderstandingbehaviour
Theknowledgeconceptstheoriesandresearchthathavedevelopedtheunderstandingin
thesefieldswillbestudiedandcriticallyevaluatedtoanswersomeofthequestionsbeing
askedbypsychologiststodayFurthermoretheinteractionoftheseapproachestostudying
psychologywillformthebasisofaholisticandintegratedapproachtounderstanding
mentalprocessesandbehaviourasacomplexdynamicphenomenonallowingstudentsto
appreciatethediversityaswellasthecommonalitybetweentheirownbehaviourandthat
ofothersThecontributionandtheinteractionofthethreeapproachescanbebest
understoodthroughtheoptionsTherearefouroptionsinthecourseTheyfocusonareas
ofappliedpsychology
bull abnormalpsychology
bull developmentalpsychology
bull healthpsychology
bull psychologyofrelationships
CHOITHRAM INTERNATIONAL 2018 - 20
59
The options provide an opportunity to take what is learned from the study of the
approaches topsychologyandput it into the contextof specific linesof inquiry broaden
studentsrsquo experience of the discipline and develop the studentsrsquo critical inquiry skills
Surrounding theapproachesand theoptionsare theoverarching themesof researchand
ethicsAconsiderationofbothisparamounttothenatureofthesubjectPsychologists
employarangeofresearchmethodsbothqualitativeandquantitativeinordertotesttheir
observations and hypotheses As a part of the core syllabus DP psychology promotes an
understandingofthevariousapproachestoresearchandhowtheyhavebeenusedinorder
tocriticallyreflectontheevidenceaswellasassistinthedesignimplementationanalysis
andevaluationofthestudentsrsquoowninvestigationsPsychologystudieshumanbeingsandas
such it is paramount that the ethical implications in any line of investigation and at all
pointsinthecoursearefullyexploredandunderstoodtoensurethatethicalguidelinesare
followedatalltimes
DistinctionbetweenSLandHL
TherearethreemaindistinctionsbetweenthiscourseatSLandatHL
1ThefollowingextensionstothecoreapproachesarestudiedatHLonly
- theroleofanimalresearchinunderstandinghumanbehaviour
- cognitiveprocessinginthedigitalworld
- theinfluenceofglobalizationonindividualattitudesidentitiesandbehaviour
Thisdifferentiationisreflectedinpaper1sectionBoftheexternalassessment
2SLstudentsarerequiredtostudyoneoptionwhileHLstudentsstudytwooptionsThis
differentiationisreflectedinpaper2oftheexternalassessment
3BothSLandHLstudentswillbeexpectedtoshowtheirunderstandingofapproachesto
researchintheinternalassessmentandforcriterionD(criticalthinking)inpaper1sectionB
and paper 2 responses Additionally HL students will be directly assessed on their
understandingof approaches to research in paper 3 of the external assessment Thiswill
coverbothqualitativeandquantitativeresearchmethods
CHOITHRAM INTERNATIONAL 2018 - 20
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Aims
1 develop an understanding of the biological cognitive and sociocultural factors
affectingmentalprocessesandbehaviour
2 applyanunderstandingofthebiologicalcognitiveandsocioculturalfactorsaffecting
mentalprocessesandbehaviourtoatleastoneappliedareaofstudy
3 understanddiversemethodsofinquiry
4 understand the importanceof ethical practice in psychological research in general
andobserveethicalpracticeintheirowninquiries
5 ensurethatethicalpracticesareupheldinallpsychologicalinquiryanddiscussion
6 developanawarenessofhowpsychologicalresearchcanbeappliedtoaddressreal-
worldproblemsandpromotepositivechange
Assessmentobjectives
By the end of the psychology course at SL or at HL students will be expected to
demonstratethefollowing
1Knowledgeandcomprehensionofspecifiedcontent
bull Demonstrateknowledgeandcomprehensionofkeytermsandconceptsin
psychology
bull Demonstrateknowledgeandcomprehensionofarangeofpsychologicaltheories
andresearchstudies
bull Demonstrateknowledgeandcomprehensionofthebiologicalcognitiveand
socioculturalapproachestomentalprocessesandbehavior
bull Demonstrateknowledgeandcomprehensionofresearchmethodsusedin
psychologyApplicationandanalysis
2Applicationandanalysis
bull Demonstrateanabilitytouseexamplesofpsychologicalresearchandpsychological
conceptstoformulateanargumentinresponsetoaspecificquestion
bull Demonstrateapplicationandanalysisofarangeofpsychologicaltheoriesand
researchstudies
bull Demonstrateapplicationandanalysisoftheknowledgerelevanttoareasofapplied
psychology
CHOITHRAM INTERNATIONAL 2018 - 20
61
bull AtHLonlyanalysequalitativeandquantitativeresearchinpsychology
3Synthesisandevaluation
Evaluatethecontributionofpsychologicaltheoriestounderstandinghuman
psychology
Evaluatethecontributionofresearchtounderstandinghumanpsychology
Evaluatethecontributionofthetheoriesandresearchinareasofapplied
psychology
AtHLonlyevaluateresearchscenariosfromamethodologicalandethical
perspective
4Selectionanduseofskillsappropriatetopsychology
Demonstratetheacquisitionofskillsrequiredforexperimentaldesigndatacollectionand
presentationdataanalysisandtheevaluationofasimpleexperimentwhiledemonstrating
ethicalpractice
Work in a group to design a method for a simple experimental investigation
organizetheinvestigationandrecordtherequireddataforasimpleexperiment
Writeareportofasimpleexperiment
CHOITHRAM INTERNATIONAL 2018 - 20
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Syllabus
The recommended teaching time is 240 hours to complete HL courses and 150 hours to
complete SL courses as stated in thedocumentGeneral regulationsDiplomaProgramme
(article82)
SyllabusContent-
The approaches to understanding behaviour are laid out in topics The content for each
topic is detailed in the middle column with explanatory notes in the dropdown boxes
Guidance for the content is in the dropdown boxes in the right-hand column The
approaches to behaviour are compulsory for SL and HL students (except for the HL
extension which is for HL students only) The core will be assessed in paper 1 of the
external assessment but it also forms the foundation for teaching and learning in the
optionsTheapproachestoresearchareforbothSLandHLstudentsTheyareorganizedto
reflect the considerationsmadewhen reading or preparing a piece of research Only HL
studentswillbeformallyassessedontheapproachestoresearchinpaper3
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63
Biologicalapproachtounderstandingbehaviour
The biological approach to understanding behaviour is largely an investigation into
correlationsDoareasof thebraincorrelatewithbehaviourWhenchanges takeplace in
the brain do changes take place in behaviour or is the reverse the case Could an
individualrsquosbehaviourbepredictedfromtheirgenesIshumanbehavioursubjecttonatural
selection The relationship between biology and behaviour is a complex one of mutual
causality The technology available to investigate this relationship is becoming evermore
sophisticated while the ethics of this line of inquiry are increasingly an area for public
debate
Thebiologicalapproachtobehaviourlooksat
thebrainandbehaviour(SLandHL)
hormonesandbehaviour(SLandHL)
geneticsandbehaviour(SLandHL)
theroleofanimalresearchinunderstandinghumanbehavior(HLonly)
Relevanttoallthetopicsare
the contribution of research methods used in the biological approach to
understandinghumanbehaviour
ethical considerations in the investigation of the biological approach to
understandinghumanbehaviour
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SYLLABUSOUTLINE
Semester Unit UnitTitletopic
SemI Biologicallevelofanalysis
Physiologyandbehaviourgeneticsandbehaviouranintegrativelookatbehaviour
Cognitivelevelofanalysis
Cognitiveprocessescognitionandemotionanintegrativelookathappiness
Socioculturallevelofanalysis
Socioculturalcognitionsocialandculturalnormsanintegrativeapproachtoprejudiceanddiscrimination
SemII Simpleexperimentalstudy
TheuseofexperimentsinpsychologyoverviewofexperimentalvariablesdifferentkindsofexperimentsCorrelationalstudiesNonexperimentalmethodsinterviewsandcasestudies
Any1optionfromthe2options-1 Abnormal
psychology2 Developmental
psychology
SemIII Any1optionfromthe2options-1Psychologyofrelationships2HealthPsychology
2OptionalforHLstudents
SemIV Qualitativeresearchmethodology
TheoryandpracticeinterviewscasestudiesandobservationsSimpleexperimentalstudy
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65
ExternalassessmentcriteriamdashSL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessayfromachoiceofthreeTheessayismarkedout
of22marksAO3command termswillbeused in theessayquestionsTheessayswillbe
assessedusingtherubricbelow
Paper2
Paper2consistsofoneessayquestionfortheoptionstudiedEachoptionwillhaveachoice
of threeessaysAllessayswilluseanAO3commandtermTheessay ismarkedoutof22
marks
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
ExternalassessmentcriteriamdashHL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessay fromachoiceof threeOne twoorallof the
essayswill reference the additional HL topic The essay ismarked out of 22marks AO3
commandtermswillbeusedintheessayquestionsTheessayswillbeassessedusingthe
rubricbelow
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66
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
Paper3Paper3assessestheapproachestoresearchinpsychologyThepaperconsistsofaresearch
scenariofollowedbythreeshortanswerquestionsforatotalof24marksThequestionswill
beassessedusingananalyticalmarkscheme
Internalassessment
The internal assessment requirements at SL and at HL are the same Students will
investigateapublishedstudy theoryormodel relevant to their learning inpsychologyby
conductinganexperimentalinvestigationandreportingthefindingsTherequirementswill
beexplainedinmoredetailintheinternalassessmentdetails
InternalassessmentcriteriaSLandHL
TheassessmentoftheinternalassessmenttaskisthesameforbothSLandHLstudentsand
usesthefollowingrubric
Introduction Exploration Analysis Evaluation Total
6 4 6 6 20
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67
GROUP3HISTORY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HISTORY AT
CHOITHRAMINTERNATIONALINDORE
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
historicalconceptssuchaschangecausationandsignificance
History is an exploratory subject that fosters a sense of inquiry It is also an interpretive
disciplineallowingopportunityforengagementwithmultipleperspectivesandapluralityof
opinionsStudyinghistorydevelopsanunderstandingofthepastwhichleadstoadeeper
understandingofthenatureofhumansandoftheworldtoday
The IB Diploma Programme (DP) history course is a world history course based on a
comparativeandmulti-perspectiveapproachtohistoryItinvolvesthestudyofavarietyof
typesofhistoryincludingpoliticaleconomicsocialandculturalandprovidesabalanceof
structureandflexibilityThecourseemphasizestheimportanceofencouragingstudentsto
thinkhistoricallyandtodevelophistoricalskillsaswellasgainingfactualknowledgeItputs
apremiumondevelopingtheskillsofcriticalthinkingandondevelopinganunderstanding
of multiple interpretations of history In this way the course involves a challenging and
demandingcriticalexplorationofthepast
There are six key concepts that have particular prominence throughout the DP history
course ChangeContinuityCausationConsequenceSignificancePerspectives
AIMS
TheaimsofthehistorycourseatSLandHLareto
1 developanunderstandingofandcontinuinginterestinthepast
2 encourage students to engage with multiple perspectives and to appreciate thecomplexnatureofhistoricalconceptsissueseventsanddevelopments
3 promoteinternational-mindednessthroughthestudyofhistoryfrommorethanoneregionoftheworld
CHOITHRAM INTERNATIONAL 2018 - 20
68
4 develop an understanding of history as a discipline and to develop historical
consciousnessincludingasenseofchronologyandcontextandanunderstandingof
differenthistoricalperspectives
5 developkeyhistoricalskillsincludingengagingeffectivelywithsources
6 increase studentsrsquo understanding of themselves and of contemporary society by
encouragingreflectiononthepast
OBJECTIVES
Assessmentobjective1Knowledgeandunderstanding
bull Demonstratedetailedrelevantandaccuratehistoricalknowledge
bull Demonstrateunderstandingofhistoricalconceptsandcontext
bull Demonstrateunderstandingofhistoricalsources(Internalassessmentandpaper1)
Assessmentobjective2Applicationandanalysis
bull Formulateclearandcoherentarguments
bull Userelevanthistoricalknowledgetoeffectivelysupportanalysis
bull Analyseandinterpretavarietyofsources(Internalassessmentandpaper1)
Assessmentobjective3Synthesisandevaluation
bull Integrateevidenceandanalysistoproduceacoherentresponse
bull Evaluatedifferentperspectivesonhistoricalissuesandeventsandintegratethis
evaluationeffectivelyintoaresponse
bull Evaluatesourcesashistoricalevidencerecognizingtheirvalueandlimitations
(Internalassessmentandpaper1)
bull Synthesizeinformationfromaselectionofrelevantsources(Internalassessment
andpaper1)
Assessmentobjective4Useandapplicationofappropriateskills
bull Structureanddevelopfocusedessaysthatrespondeffectivelytothedemandsofa
question
bull Reflectonthemethodsusedbyandchallengesfacingthehistorian(Internal
assessment)
bull Formulateanappropriatefocusedquestiontoguideahistoricalinquiry(Internal
assessment)
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69
bull Demonstrateevidenceofresearchskillsorganizationreferencingandselectionof
appropriatesources(Internalassessment)
SYLLABUS
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70
SYLLABUSOUTLINE
Semester UnitTitle UnitContent
SemI PrescribedSubject3TheMovetoGlobalWarCasestudy1JapaneseexpansioninEastAsia(1931ndash1941
bull The impact of Japanese nationalism and militarism onforeignpolicybull Japanese domestic issues political and economic issuesandtheirimpactonforeignrelationsbullPoliticalinstabilityinChinaEventsbull Japanese invasion of Manchuria and northern China(1931)bullSino-JapaneseWar(1937ndash1941)bull The Three PowerTripartite Pact the outbreak of warPearlHarbor(1941)ResponsesbullLeagueofNationsandtheLyttonreportbull Political developmentswithin Chinamdashthe SecondUnitedFrontbull International response including US initiatives andincreasingtensionsbetweentheUSandJapan
SemII WordHistoryTopic10AuthoritarianStates(20thCentury)
Emergenceofauthoritarianstatesbull Conditions in which authoritarian states emergedeconomic factors social division impact ofwarweaknessofpoliticalsystembull Methods used to establish authoritarian statespersuasionandcoercion the roleof leaders ideology theuseofforcepropagandaConsolidationandmaintenanceofpowerbull Useoflegalmethodsuseofforcecharismatic
leadershipdisseminationofpropagandabull Natureextentandtreatmentofoppositionbull Theimpactofthesuccessandorfailureofforeign
policyonthemaintenanceofpowerAimsandresultsofpoliciesbull Aimsandimpactofdomesticeconomicpolitical
culturalandsocialpoliciesbull Theimpactofpoliciesonwomenandminoritiesbull Authoritariancontrolandtheextenttowhichitwas
achievedExamplesofCountriesandLeadersbull Europe-Germany-HitlerAsiaandOceania-China-Mao
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SemIII Worldhistorytopic12TheColdWarSuperpowertensionsandrivalries(20thcentury)
Rivalrymistrustandaccordbull The breakdown of the Grand Alliance and the
emergence of superpower rivalry in Europe and Asia(1943ndash1949) role of ideology fear and aggressioneconomicinterestsacomparisonoftherolesoftheUSandtheUSSR
bull TheUSUSSRandChinamdashsuperpower relations (1947ndash1979) containment peaceful co-existence Sino-SovietandSino-USrelationsdetente
bull Confrontationandreconciliationreasonsfortheendofthe Cold War (19801991) ideological challenges anddissenteconomicproblemsarmsrace
Leadersandnationsbull Theimpactoftwoleaderseachchosenfromadifferent
regiononthecourseanddevelopmentoftheColdWarbull The economic social and cultural impact of the Cold
War on two countries each chosen from a differentregion
ColdWarCrisesbull ColdWarcrisescasestudiesdetailedstudyofanytwo
ColdWarcrisesfromdifferentregionsexaminationandcomparisonofthecausesimpactandsignificanceofthetwocrises
ExampleofLeadersTrumanandStalinExampleofcrisisTheAmericasCubanMissileCrisis1962EuropeBerlinWall1958-1961
SemIV Casestudy2GermanandItalianexpansion(1933ndash1940)
CausesofexpansionbullImpactoffascismandNazismontheforeignpoliciesofItalyandGermanybullImpactofdomesticeconomicissuesontheforeignpoliciesofItalyandGermanybullChangingdiplomaticalignmentsinEuropetheendofcollectivesecurityappeasementEventsbullGermanchallengestothepost-warsettlements(1933ndash1938)bullItalianexpansionAbyssinia(1935ndash1936)AlbaniaentryintotheSecondWorldWar
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72
AssessmentsinHistory-SL
AssessmentComponent Weightings
Externalassessment(2hours30minutes)
Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessayquestions
ontwodifferenttopics(30marks)
75
30
45
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
25
CHOITHRAM INTERNATIONAL 2018 - 20
73
AssessmentsinHistory-HL
Assessmentcomponent Weighting
Externalassessment(5hours)Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessay
questionsontwodifferenttopics(30marks)
Paper3(2hours30minutes)
SeparatepapersforeachofthefourregionaloptionsFortheselected
regionanswerthreeessayquestions(45marks)
80
20
25
35
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
20
CHOITHRAM INTERNATIONAL 2018 - 20
74
Externalassessmentdetails
Paper1(SLandHL)
Duration1hourWeighting30SL20HL
Paper 1 is a source-based examination paper based on the prescribed subjects Each
prescribedsubjectconsistsof twospecifiedcasestudiesand ineachexaminationsession
thepaperwill focusononeof the twocasestudiesspecified foreachprescribedsubject
ThepaperwillcontainfoursourcesforeachprescribedsubjectSourceswillbeprimaryora
mixtureofprimaryandsecondaryandmaybewrittenpictorialordiagrammaticThepaper
willconsistoffourquestionsforeachprescribedsubjectandstudentsmustanswerallfour
questionsfromtheirchosenprescribedsubjectSomequestionswillbeansweredusingonly
evidencefromoneormoreofthesourcesasindicatedInotherquestionsstudentswillbe
askedtousetheirownknowledgeoftheprescribedsubjectaswellasevidencecontainedin
thesources
FirstquestionpartAThisquestionwilltestunderstandingofoneofthesources3marks
FirstquestionpartBThisquestionwilltestunderstandingofoneofthesources2marks
Secondquestion
Thisquestionwillaskstudentstoanalysethevalueand
limitationsofoneofthesourcesIntheiranalysisofvalue
andlimitationsstudentsshouldrefertotheorigin
purposeandcontentofthespecifiedsource
4marks
Thirdquestion
Thisquestionwillaskstudentstocompareandcontrast
whattwoofthesourcesrevealtoahistorianstudyingthe
particularaspectoftheprescribedsubject
6marks
Fourthquestion
Thiswillbeanevaluativequestionthatasksstudentsto
drawonboththesourcesandtheirownknowledgein
theirevaluation
9marks
CHOITHRAM INTERNATIONAL 2018 - 20
75
Themaximummarkforthispaperis24Thepaperismarkedusingapaper-specific
markschemeexceptforthefinalquestionforeachprescribedsubjectwhichismarked
usingthegenericmarkbandsthatfollowinadditiontoapaper-specificmarkscheme
Paper2(SLandHL)
Duration1hour30minutesWeighting45SL25HLPaper2isanessaypaperbasedonthe12worldhistorytopics
Thepaperconsistsof twoquestions foreachof the12topicsStudentsmustanswertwo
questionseachselectedfromadifferenttopicSomecomparativequestionsonthispaper
require that examples be drawn frommore than one regionWhen theword ldquoregionrdquo is
usedinapaper2questionitreferstooneofthefourregionaloptionsdefinedbytheworld
mapintheintroductiontotheworldhistorytopicsintheldquoWorldhistorytopicsrdquosection
Themaximummarkforthispaperis30Thepaperismarkedusinggenericmarkbandsanda
paper-specificmarkscheme
Paper3(HLonly)
Duration2hours30minutesWeighting35
Each of the four HL regional options has a separate examination paper Students are
registeredforoneofthesepapers
The paper 3 examination paper for each regional option will consist of 36 questions
consisting of two essay questions on each of the 18 sections specified for the regional
option Students must answer any three questions Questions that refer to specific
countries eventsorpeopleare restricted to those listed in the syllabusdescriptions The
maximummark for this paper is 45 Thepaper ismarkedusing genericmarkbands anda
paper-specificmarkscheme
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InternalassessmentdetailsmdashSLandHL
Historicalinvestigation
Duration20hours
Weighting25SL20HL
StudentsatbothSLandHLarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoiceThehistoricalinvestigationismadeofupthreesections
1Identificationandevaluationofsources
2Investigation
3Reflection
Studentshaveafreechoiceoftopicfortheirhistoricalinvestigationmdashthetopicneednotbe
relatedtothesyllabusandstudentsareencouragedtousetheirowninitiativewhen
decidingonatopicHoweverthetopicmustbehistoricalandthereforecannotbeonan
eventthathashappenedinthelast10years
Wordlimit
The word limit for the historical investigation is 2200 words A bibliography and clear
referencingofallsourcesmustbeincludedintheinvestigationbutarenotincludedinthe
overallwordcount
Belowaresuggestedwordallocationsforeachsectionofthehistoricalinvestigation
Section Suggestedword
allocation
Associated
assessmentcriteria
Marks
1Identificationand
evaluationofsources
500 AIdentificationand
evaluationofsources
6
2Investigation 1300 BInvestigation 15
3Reflection 400 CReflection 4
Bibliography Notapplicable Notapplicable Notapplicable
Total(maximumwordlimit) 2200words Total25
CHOITHRAM INTERNATIONAL 2018 - 20
77
GROUP4PHYSICS
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
Thewholeofphysicsmayberegardedasexpertise inproblemsolvingandthemannerin
whichphysicistssolveproblemsbyproposingandprovingnumericalmodelsofphenomena
and calculating their consequences has been widely copied in many practical fields For
instancephysicsliesattheheartofalmostallnewtechnologiesoperationalresearchand
information theory were largely invented by physicists physics has often led major
developmentsinbothmathematicsandcomputingandphysicistsareinstrongdemandin
many fields including defense research the electronics and computer industries and the
city precisely because of the problem-solving skills that they possess In our physics
courses analytical and problem-solving skills are central to all lectures practicals
supervisionsexamplesclassesprojectworkandtheexaminationsParticularskillsofwide
applicabilityincludetrainingindevelopingmodelsofphenomenamathematicalanalysisof
models ability to think in graphical terms ability to think in approximate terms when
appropriate ability in the design of devices computing skills at a deep level ability in
statisticalanalysisandcriticalabilityincludingcriticalanalysisofdataandawillingnessto
questionfundamentals
Aims
Theaimsofphysicscourseathigherlevelandstandardlevelareto
1provideopportunities forscientificstudyandcreativitywithinaglobalcontext thatwill
stimulateandchallengestudents
2 provide a body of knowledge methods and techniques that characterize science and
technology
3 enable students to apply and use a body of knowledgemethods and techniques that
characterizescienceandtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
CHOITHRAM INTERNATIONAL 2018 - 20
78
6developexperimentalandinvestigativescientificskills
7developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsinthe
studyofscience
8raiseawarenessofthemoralethicalsocialeconomicandenvironmentalimplicationsof
usingscienceandtechnology
9developanappreciationof thepossibilitiesand limitationsassociatedwith scienceand
scientists
10encourageanunderstandingoftherelationshipsbetweenscientificdisciplinesandthe
overarchingnatureofthescientificmethod
Objectives
Theassessmentobjectives forphysics reflect thosepartsof theaimsthatwillbe formally
assessed either internally or externally These assessments will based on the nature of
science It is the intention of these courses that students are able to fulfill the following
assessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
CHOITHRAM INTERNATIONAL 2018 - 20
79
PastexperienceshowsthatstudentswillbeabletostudyDPPhysicsatSLsuccessfullywith
nobackgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterized
bythespecificIBlearnerprofileattributesmdashinquirersthinkersandcommunicatorsmdashwillbe
significant here However for most students considering the study physics at HL some
previousexposuretothesubjectwouldbenecessary
SYLLABUSOUTLINE
Semester Unit UnitName
SemI
Unit1 Measurementsanduncertainties
Unit2 Mechanics
Unit6 Circularmotionandgravitation
Unit3 Thermalphysics
SemII Unit5 Electricityandmagnetism
Unit11 Electromagneticinduction(AHL)
Unit4 Waves
Unit9 Wavephenomena(AHL)
SemIII Unit10 Fields(AHL)
OptionC Imaging
Unit6 Atomicnuclearandparticlephysics
Unit12 Quantumandnuclearphysics(AHL)
SemIV Unit7 Energyproduction
Assessmentsinphysics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bull constructing analysing and evaluating scientific hypotheses research questions and
predictionsscientificmethodsandtechniquesandscientificexplanations
CHOITHRAM INTERNATIONAL 2018 - 20
80
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate foreffectivescientific investigationandproblem-solvingandthemanipulative
skillsnecessarytocarryoutscientificinvestigationswithprecisionandsafety
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedatthe
end of the two year programme through external examinations Internal Assessment
includingtheGroup4project
The Diploma Programme primarily focuses on formal assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
InPhysicsthestudentsachievedanumericgrade(1-7)onascaleof7pointthroughexternal
andinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
PhysicsSL
Paper1
Duration34hourWeighting20Marks30
30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration11frasl4hoursWeighting40Marks50
Short-answerandextended-responsequestionsoncorematerial
Thequestionsonpaper2testassessmentobjectives12and3
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81
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration1hourWeighting20Marks35
ThispaperwillhavequestionsoncoreandSLoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
PhysicsHL
Paper1
Duration1hourWeighting20Marks40
40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwithSL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration21frasl4hoursWeighting36Marks95
Short-answerandextended-responsequestionsonthecoreandAHLmaterial
Thequestionsonpaper2testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration11frasl4hoursWeighting24Marks45
ThispaperwillhavequestionsoncoreAHLandoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
CHOITHRAM INTERNATIONAL 2018 - 20
82
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3and4
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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83
GROUP4CHEMISTRY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
IBDPChemistrygivesthestudentsanextensiveandinclusiveexperienceintheexperimental
subject of Chemistry a science based on the use of the scientific method to answer
questions about the composition structure and properties of all the things around us
Beginning with the simple atoms and molecules and gradually moving towards complex
reactions and their mechanisms students will require using textbooks laboratory
experimentscurrentworldwideliteraturecomputersimulationsvariouswebsourcesand
scientificjournalstoacquiretheskillstoobjectivelyaccessandpossiblycontributetosolve
someofambiguityinthephysicalthingsinourenvironmentThroughthisinquirystudents
willbecomeawareof latest inventions inchemistryandtheirapplicationsandtheireffect
onourday-to-daylivesandseehowchemistryhasaffectedthequalityoflifetoday
Thecoursewillalsofosterastrongsenseofinterdisciplinaryandinternationalmindedness
inordertounderstandthedevelopmentofvariousconceptsinchemistryandtheinfluence
ofchemistryonothersubjectsIBDPchemistrywouldalsoreinforceuseofvariousICTtools
andenablecommunicationandcooperationamongststudents in their scientificquests to
better prepare them to be the future members of the greater international scientific
community
Throughtheknowledgeofchemistrystudentswillbeabletogainawarenessaboutvarious
disposabletechniquesofchemicalssoastominimizedamagetotheenvironmentandalso
learnhowtodealsafelywiththechemicals
CHOITHRAM INTERNATIONAL 2018 - 20
84
Aims
TheaimsofIBChemistryareto
providestudentswithopportunities forscientificstudyandcreativitytohelpthem
critically analyze evaluate and synthesize scientific information that they study in
thecourseandinthemedia
provideabodyofknowledgeinthecontentareaofChemistrytoenablestudentsto
seetheredundancyandrepeatedapplicationofconceptsthatarecommonthreads
inallmatter
developexperimentalandinvestigativescientificskills
providetheopportunityforstudentstoskillfullyperformlaboratoryexperimentation
using the scientific method including stating a problem forming a hypothesis
testing the hypothesis under controlled conditions collecting data and drawing
conclusionsuponwhichtheycanvalidatemodifyorrefutethehypothesis
provide opportunities for students to see the advantages of cooperation and
collaborationamongsttheircolleaguesduringscientificinvestigation
introducestudentstothemostrecenttechniquesandmethodsusedininvestigative
scienceandtechnologyundercontrolledlaboratoryconditions
tomakestudentsaware thatwhat is truedoesnotbeginandendwithscience
butthatscienceisanevolvingprocessthatstrivestogetclosertothetruth
raise an awareness of the moral ethical social economic and environmental
implicationsofusingscientifictechnology
provide valid information to students that shows the interrelatedness of all
disciplines of sciencewith one another in order that they become aware that no
sciencedisciplinestandsalone
Objectives
Theassessmentobjectivesforbiologychemistryandphysicsreflectthosepartsoftheaims
thatwillbeformallyassessedeitherinternallyorexternallyTheseassessmentswillcentre
upon the nature of science It is the intention of these courses that students are able to
fulfillthefollowingassessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
CHOITHRAM INTERNATIONAL 2018 - 20
85
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
SYLLABUS
Semester Unit UnitName UnitTopics
SemISemII
Unit1 Stoichiometricrelationships 1
Unit2 AtomicStructure 313
Unit3 Periodicity 414
Unit4 Chemicalbondandstructure 717
Unit5 Thermochemistry 919
Unit6 ChemicalKinetics 1121
SemIIISemIV
Unit7 Chemicalequilibrium 212
Unit8 Measuringanddataprocessing 12
Unit9 Redoxprocesses 515
Unit10 AcidsandBases 818
Unit11 Organicchemistry 1020
Unit12 Option 616
CHOITHRAM INTERNATIONAL 2018 - 20
86
ASSESSMENTS
AssessmentsinChemistry
AssessmentsarethesoulandreflectionofdegreeoflearningbystudentsTheassessment
marks will be communicated to the students IBDP coordinator parents Scheduled
formativeassessmentswillbeconductedinvariousformslikequizzeswrittentestsgroup
discussionspresentationreportwritingonavisittoanindustryorafieldtripetc
As a part of summative assessments written examinations will be conducted for the
students For this purposenearly 50questionswill be taken frompast year papers and
remainingwouldbeframedbythesubjectteachermatchingthepatternsandstandardsof
IBDPexaminationpapers
DuringInternalAssessments(IA)varioustypesoflabsfromdifferenttopicsandsub-topics
wouldbeconductedMostoftheassessmentswouldbemarkedbymewhereassomewill
beevaluatedbypeergroupaswellbythesubjectteacher
ExternalassessmentdetailsmdashSL
Paper1
Duration34hourWeighting20Marks30
bull 30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration11frasl4hoursWeighting40Marks50
bull Short-answerandextended-responsequestionsoncorematerial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration1hourWeighting20Marks35
bull ThispaperwillhavequestionsoncoreandSLoptionmaterial
CHOITHRAM INTERNATIONAL 2018 - 20
87
Section A one data-based question and several short-answer questions on
experimentalwork
SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
ExternalassessmentdetailsmdashHL
Paper1
Duration1hourWeighting20Marks40
bull 40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwith
SL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration21frasl4hoursWeighting36Marks95
bull Short-answerandextended-responsequestionsonthecoreandAHLmaterial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration11frasl4hoursWeighting24Marks45
bull ThispaperwillhavequestionsoncoreAHLandoptionmaterial
bull Section A one data-based question and several short-answer questions on
experimentalwork
bull SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
CHOITHRAM INTERNATIONAL 2018 - 20
88
Internal Assessments (IA) Internal assessmentswill be extended over the period of two
years The labs aredesigned in such away that they cover concepts fromvarious topics
Thatwill help students understand topics in a betterway Labswill be framed in such a
manner so that students develop all necessary experimental skillswhich are required for
meetingnecessarycriteriaforthefinalinvestigationHoweverstudentswillbeencouraged
todevelopvariousmanipulativeskillsthroughtheirlabs
Atotalof40hourslabforHLand20hourslabforSLstudentshavebeenplannedSomeof
thelabswouldbedoneinagroupoftwoThiswouldhelpstudentstodevelopsharingand
communicate with each other better and respect each otherrsquos view The completion of
Internals would be done as per the schedule ascertained by the school There may be
occasionswherebytheinternalswouldbemoderatedbythesciencedepartmentteachers
toenhancelsquolearningbysharingrsquopracticeandalsotocreatemoretransparencyinwork
Besides a 10 hours of investigationwould be planned towards the beginning of the 3rd
termand thenecessary skills required for the samewouldbedeveloped through various
labshands-onactivitiesanddemonstrations
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesamplabreportwithtwocriteriaexplorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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GROUP4BIOLOGYIntroduction
Biology isadiversescienceembracingahugebodyof informationabout livingorganisms
This course isdesigned toallow students todevelopa limitedamountofdetailed factual
knowledgewhilstgainingabroadunderstandingofkeybiologicalprinciples
Biologists attempt to understand the living world at all levels using many different
approachesand techniquesAtoneendof thescale is thecell itsmolecularconstruction
and complexmetabolic reactions At the other endof the scale biologists investigate the
interactionsthatmakewholeecosystemsfunction
Manyareasofresearchinbiologyareextremelychallengingandmanydiscoveriesremainto
bemade
Biology is still a young science and great progress is expected in the 21st century This
progress is sorely needed at a timewhen the growing human population is placing ever
greaterpressureonfoodsuppliesandonthehabitatsofotherspeciesand isthreatening
theveryplanetweoccupy
AtChoithramInternationalthecoursewillutilizeavarietyofteachingandlearningstyles
Byitsverynaturebiologylendsitselftoanexperimentalapproachandthiswillbereflected
throughoutthecourseWeprovideafavorablelearningatmospheretoouryounglearners
sothatstudenttakeschargeoftheirownlearningthroughguidedlaboratoryinvestigations
iTunesCoursesprojectworkproblemsolvingmethodampthroughperiodicalsearches
CHOITHRAM INTERNATIONAL 2018 - 20
90
Aims
1appreciatescientificstudyandcreativitywithinaglobalcontextthroughstimulatingand
challengingopportunities
2 acquire a body of knowledge methods and techniques that characterize science and
technology
3applyanduseabodyofknowledgemethodsand techniques that characterize science
andtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5developacriticalawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
6 develop experimental and investigative scientific skills including the use of current
technologies
7developandapply21stcenturycommunicationskillsinthestudyofscience
8becomecriticallyawareasglobalcitizensoftheethicalimplicationsofusingscienceand
technology
9developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology
10 develop anunderstandingof the relationships between scientific disciplines and their
influenceonotherareasofknowledge
Objectives
Itistheintentionofthesecoursesthatstudentsareabletofulfilthefollowingassessment
objectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
CHOITHRAM INTERNATIONAL 2018 - 20
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bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4Demonstratetheappropriateresearchexperimentalandpersonalskillsnecessaryto
carryoutinsightfulandethicalinvestigations
Pastexperienceshows that studentswillbeable to studyagroup4 sciencesubjectatSL
successfullywithnobackground in or previous knowledgeof science Their approach to
learningcharacterizedbytheIBlearnerprofileattributeswillbesignificanthere
Howeverformoststudentsconsideringthestudyofagroup4subjectatHLwhilethereis
no intention to restrict access to group 4 subjects some previous exposure to formal
scienceeducationwouldbenecessarySpecifictopicdetailsarenotspecifiedbutstudents
who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent
nationalsciencequalificationoraschool-basedsciencecoursewouldbewellpreparedfor
anHLsubject
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SYLLABUSOUTLINE
Semester Topicstobecovered
SemI
Topic1Cellbiology11Introductiontocells12Ultrastructureofcells13Membranestructure14Membranetransport15Theoriginofcells16CelldivisionTopic2Molecularbiology21Moleculestometabolism22Water23Carbohydratesandlipids24Proteins25Enzymes26StructureofDNAandRNA27DNAreplicationtranscriptionandtranslation
Topic7Nucleicacids71DNAstructureandreplication72Transcriptionandgeneexpression73TranslationTopic8Metabolismcellrespirationandphotosynthesis81Metabolism28Cellrespiration82Cellrespiration
SemII
29Photosynthesis83Photosynthesis
Topic3Genetics31Genes32Chromosomes33Meiosis34Inheritance35GeneticmodificationandbiotechnologyTopic10Geneticsandevolution101Meiosis102Inheritance103GenepoolsandspeciationTopic4Ecology41Speciescommunitiesandecosystems42Energyflow43Carboncycling44Climatechange
CHOITHRAM INTERNATIONAL 2018 - 20
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Topic611ampOptionDHumanphysiology
61DigestionandabsorptionD1HumannutritionD2DigestionD3Functionsoftheliver62ThebloodsystemD4TheheartIA
SemIII
Topic611ampOptionDHumanphysiology64GasexchangeD6Transportofrespiratorygases65Neuronsandsynapses66HormoneshomeostasisandreproductionD5Hormonesandmetabolism112Movement63Defenceagainstinfectiousdisease111Antibodyproductionandvaccination
SemIV
113Thekidneyandosmoregulation114SexualreproductionTopic9Plantbiology91Transportinthexylemofplants92Transportinthephloemofplants93Growthinplants94ReproductioninplantsTopic5Evolutionandbiodiversity51Evidenceforevolution52Naturalselection53Classificationofbiodiversity54Cladistics
AssessmentinBiology
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
CHOITHRAM INTERNATIONAL 2018 - 20
94
In Biology the students achieved a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofmultiplechoicequestionsfromcoreampAHL
Paper2consistsofdatabasedshort-answerandextended-responsequestionsoncoreand
AHLmaterial
Paper 3 consists of short-answer and extended-response questions from one optionamp
questionbasedonexperimentalskillsfromcore
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2amp3
DurationofpapervariesfromSLtoHLlevelandfrompapercomponent
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3 and 4 The new assessment model uses five criteria to assess the final report of the
individualinvestigationwiththefollowingrawmarksandweightingsassigned
Personalengagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
CHOITHRAM INTERNATIONAL 2018 - 20
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Table2Internalassessmentsspannedthroughoutthetwo-yearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria
explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP3ANDGROUP4ESSPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINESSATCHOITHRAM
INTERNATIONALINDORE
ESSisaninterdisciplinarygroup3and4coursethatisofferedonlyatstandardlevel(SL)As
an interdisciplinary course ESS is designed to combine themethodology techniques and
knowledge associated with group 4 (sciences) with those associated with group 3
(individualsandsocieties)Becauseit isaninterdisciplinarycoursestudentscanstudyESS
andhaveitcountaseitheragroup3oragroup4courseorasbothIfstudentschoosethe
latter option this leaves the opportunity to study an additional subject from any other
groupincludinganadditionalgroup3orgroup4subjectESSisacomplexcourserequiring
adiversesetofskillsfromitsstudentsItisfirmlygroundedinbothascientificexploration
ofenvironmentalsystemsintheirstructureandfunctionandintheexplorationofcultural
economicethicalpoliticalandsocial interactionsofsocietieswiththeenvironmentAsa
resultofstudyingthiscoursestudentswillbecomeequippedwiththeabilitytorecognize
and evaluate the impact of our complex system of societies on the natural world The
interdisciplinarynatureofthecourserequiresabroadskillsetfromstudentsandincludes
the ability to perform research and investigations and to participate in philosophical
discussion The course requires a systems approach to environmental understanding and
problem-solvingandpromotesholisticthinkingaboutenvironmentalissuesItisrecognized
that to understand the environmental issues of the 21st century and suggest suitable
management solutions both thehumanandenvironmental aspectsmust beunderstood
Studentsshouldbeencouragedtodevelopsolutionsfromapersonaltoacommunityandto
a global scaleThrough the exploration of cause and effect the course investigates how
values interact with choices and actions resulting in a range of environmental impacts
Studentsdevelopanunderstanding that theconnectionsbetweenenvironmental systems
and societies are diverse varied and dynamic The complexity of these interactions
challenges those working towards understanding the actions required for effective
guardianshipoftheplanetandsustainableandequitableuseofsharedresources
CHOITHRAM INTERNATIONAL 2018 - 20
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AIMS
ThesystemsapproachprovidesthecoremethodologyofthiscourseItisamplifiedbyother
sources such as economic historical cultural socio-political and scientific to provide a
holisticperspectiveonenvironmentalissues
TheaimsoftheEnvironmentalSystemsandSocietiescourseareto
1 acquiretheknowledgeandunderstandingsofenvironmentalsystemsatavarietyof
scales
2 apply the knowledge methodologies and skills to analyse environmental systems
andissuesatavarietyofscales
3 appreciate the dynamic interconnectedness between environmental systems and
societies
4 valuethecombinationofpersonallocalandglobalperspectivesinmakinginformed
decisionsandtakingresponsibleactionsonenvironmentalissues
5 be critically aware that resources are finite and that these could be inequitably
distributed and exploited and thatmanagement of these inequities is the key to
sustainability
6 developawarenessofthediversityofenvironmentalvaluesystems
7 develop critical awareness that environmental problemsare caused and solvedby
decisions made by individuals and societies that are based on different areas of
knowledge
8 engagewiththecontroversiesthatsurroundavarietyofenvironmentalissues
9 createinnovativesolutionstoenvironmentalissuesbyengagingactivelyinlocaland
globalcontexts
OBJECTIVES
TheseobjectivesreflecthowtheaimsoftheESScoursewillbeassessedItistheintention
ofthiscoursethatstudentsinthecontextofenvironmentalsystemsandrelatedissuesare
abletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingofrelevant
bull factsandconcepts
bull methodologiesandtechniques
CHOITHRAM INTERNATIONAL 2018 - 20
98
bull valuesandattitudes
2 Applythisknowledgeandunderstandingintheanalysisof
bull explanationsconceptsandtheories
bull dataandmodels
bull casestudiesinunfamiliarcontexts
bull argumentsandvaluesystems
3 Evaluatejustifyandsynthesizeasappropriate
bull explanationstheoriesandmodels
bull argumentsandproposedsolutions
bull methodsoffieldworkandinvestigation
bull culturalviewpointsandvaluesystems
4 Engage with investigations of environmental and societal issues at the local and
globallevelthrough
bull evaluatingthepoliticaleconomicandsocialcontextsofissues
bull selecting and applying the appropriate research and practical skills
necessarytocarryoutinvestigations
bull suggesting collaborative and innovative solutions that demonstrate
awareness and respect for the cultural differences and value systems of
others
PastexperienceshowsthatstudentswillbeabletostudyDPESSatSLsuccessfullywithno
backgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterizedby
the specific IB learner profile attributesmdashinquirers thinkers and communicatorsmdashwill be
significanthere
CHOITHRAM INTERNATIONAL 2018 - 20
99
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1Foundationsofenvironmentalsystemsandsocieties
11Environmentalvaluesystems
12Systemsandmodels
13Energyandequilibria
14Sustainability
15Humansandpollution
Unit2 Ecosystemsandecology
21Speciesandpopulations
22Communitiesandecosystems
23Flowsofenergyandmatter
24Biomeszonationandsuccession
25Investigatingecosystems
Unit3 Biodiversityandconservation
31Anintroductiontobiodiversity
32Originsofbiodiversity
33Threatstobiodiversity
34Conservationofbiodiversity
SemII
Unit4Waterandaquaticfoodproductionsystemsandsocieties
41Introductiontowatersystems
42Accesstofreshwater
43Aquaticfoodproductionsystems
44Waterpollution
Unit5
Soilsystemsandterrestrialfoodproductionsystemsandsocieties
51Introductiontosoilsystems
52Terrestrialfoodproductionsystemsandfoodchoices
53Soildegradationandconservation
SemIII Unit6 Atmosphericsystemsandsocieties 61Introductiontotheatmosphere
CHOITHRAM INTERNATIONAL 2018 - 20
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62Stratosphericozone
63Photochemicalsmog
64Aciddeposition
Unit7 Climatechangeandenergyproduction 71Energychoicesandsecurity
72Climatechangemdashcausesandimpacts
73Climatechangemdashmitigationandadaptation
SemIV Unit8 Humansystemsandresourceuse 81Humanpopulationdynamics
82Resourceuseinsociety
83Soliddomesticwaste
84Humanpopulationcarryingcapacity
ASSESSMENTOUTLINE
IBASSESSMENTS
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)The Diploma Programme primarily focuses on summative assessment
designed to record student achievement at or towards the end of the course of study
However many of the assessment instruments can also be used formatively during the
courseofteachingandlearningInESSthestudentsachieveanumericgrade(1-7)onascale
of7pointthroughexternalandinternalassessment
AssessmentComponent Weighting Duration
Paper1ndashCaseStudy35marks
25 1hour
Paper2ndashShortanswersandstructuredessays65marks
50 2hours
InternalAssessmentndashIndividualinvestigation30marks
25 10hours
CHOITHRAM INTERNATIONAL 2018 - 20
101
EXTERNALASSESSMENT
Twodifferentmethodsareusedtoassessstudents
bullDetailedmarkschemesspecifictoeachexaminationpaper
bullMarkbands
The markbands are related to the assessment objectives and the grade descriptors
establishedfortheenvironmentalsystemsandsocietiescourseThegradedescriptorsare
availableontheonlinecurriculumcentreanddescribetheextenttowhichtheassessment
objectives should be met for each grade level The markschemes are specific to each
examination
Theexternalassessmentincludestwopaperswhosecombinedweightageis75forSLThe
remaining comes from the internal assessments which are internally marked by the
teachersandmoderatedbytheIBexaminers
Paper1-consistsofcasestudyStudentswillbeprovidedwitharangeofdatainavariety
of forms relating to a specific case study Students are required to make reasoned and
balancedjudgmentsbyanalyzingthisdata
Paper2-consistsofsections-AandBInsectionAshortanswerquestionsandinsectionB
essaytypequestions
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2
INTERNALASSESSMENT
The internal assessment includes25 Internal assessment inenvironmental systemsand
societiescomprisesaseriesofpracticalandfieldworkactivitiesthatareundertakenaspart
ofthepracticalschemeofworkTheinternalassessmentmodeladdressesobjectives6and
7inparticularbutalsoobjectives1to5ofthecourseobjectives
Table1Theperformanceininternalassessmentisjudgedagainstfourassessmentcriteria
Identifyingthecontext
Planning ResultsAnalysisandConclusion
DiscussionandEvaluation
Applications Communication Total
6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)
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TABLE2INTERNALASSESSMENTSSPANNEDTHROUGHOUTTHETWOYEARPROGRAMME
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesexperiments 20
SemesterIIExamination InvestigationReportPlanning 20
SemesterIIIExamination InvestigationRACandDEV 20
SemesterIVExamination AllInvestigationReportswithallCriteria
20
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP4COMPUTERSCIENCE
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN COMPUTER SCIENCE AT
CHOITHRAMINTERNATIONALINDORE
ComputerScienceisanacademicdisciplinethatisdevelopingatanextraordinaryspeedIts
scopeand influence isnowbeing felt inall areasof lifeGraduatesof the futurewill find
employmentopportunities intraditionalareassuchas industrycommerceeducationand
financial services aswell as in new areas such as film television and the entertainment
industry in general electronic publishing health care and all aspects of the rapidly
expandingcommunicationindustrythatisbasedontheInternet
The aims of all our programmes are that you get a sound understanding of the
fundamentals of Computer Science that you have the opportunity to develop a deeper
knowledge of certain topics which are of particular interest to you and that you gain
considerable practical experience of developing computer systems Additionally the
programmes have been designed so that you can develop your personal and
communicationskillsanddevelopanawarenessofthebusinessenvironment
Aims
1 Theaimsofcomputersciencecourseathigherlevelandstandardlevelareto
2 provide opportunities for study and creativity within a global context that will
stimulate and challenge students developing the skills necessary for independent
andlifelonglearning
3 provideabodyofknowledgemethodsandtechniquesthatcharacterizecomputer
science
4 enablestudentstoapplyanduseabodyofknowledgemethodsandtechniquesthat
characterizecomputerscience
5 demonstrate initiative in applying thinking skills critical to identify and resolve
complexproblems
6 engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationinresolvingcomplexproblems
7 develop logical and critical thinking as well as experimental investigative and
problem-solvingskills
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8 developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsin
the study of computer science to communicate information confidently and
effectively
9 raise awareness of the moral ethical social economic and environmental
implicationsofusingscienceandtechnology
10 develop an appreciation of the possibilities and limitations associated with
continueddevelopmentsinITsystemsandcomputerscience
1 encourage anunderstandingof the relationshipsbetween scientific disciplines and
theoverarchingnatureofthescientificmethod
Objectives
It is the intention of the Diploma Programme computer science course that students
achievethefollowingobjectives
1Knowandunderstand
a relevantfactsandconcepts
b appropriatemethodsandtechniques
c computerscienceterminology
d methodsofpresentinginformation
2Applyanduse
a relevantfactsandconcepts
b relevantdesignmethodsandtechniques
c terminologytocommunicateeffectively
d appropriatecommunicationmethodstopresentinformation
3Constructanalyseevaluateandformulate
a successcriteriasolutionspecificationsincludingtaskoutlinesdesignsandtestplans
b appropriatetechniqueswithinaspecifiedsolution
4Demonstratethepersonalskillsofcooperationandperseveranceaswellasappropriate
technicalskillsforeffectiveproblem-solvingindevelopingaspecifiedproduct
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1
ComputerOrganization
Computerarchitecture Secondarymemory Operatingsystemsand
applicationsystems Binaryrepresentation Simplelogicgates
Unit2
Computationalthinkingproblem-solvingandprogramming
Thinkingprocedurally Thinkinglogically Thinkingahead Thinkingconcurrently Thinkingabstractly Connectingcomputational
thinkingandprogramdesign Introductiontoprogramming Useofprogramminglanguages
SemII
Unit3 SystemFundamentals
Planningandsysteminstallation Userfocus Systembackup Softwaredeployment Systemdesignbasics Componentsofacomputer
system Systemdesignandanalysis Humaninteractionwiththe
system
Unit4 Abstractdatastructures
Thinkingrecursively Abstractdatastructures Linkedlists Trees Applications
Unit5 Options-PartOneDatabase
ModellingandSimulation
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WebScience
ObjectOrientedProgramming
SemIII
Unit5 Options-PartTwo
Database
ModellingandSimulation
WebScience
ObjectOrientedProgramming
Unit6 Networks Networkfundamentals Datatransmission Wirelessnetworking
SemIV
Unit7 ResourceManagement
Systemresources Roleoftheoperatingsystem
Unit8 Control Centralizedcontrolsystems Distributedsystems
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
Studentsrsquo success in the computer science standard level and higher level course is
measuredbycombiningtheirgradesonexternalandinternalassessment
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ExternalAssessment
Theexternalassessment includesthreepaperswhosecombinedweightage is80forHL
and70forSLTheremainingcomes fromthe internalassessmentswhichare internally
markedbytheteachersandmoderatedbytheIBexaminers
Paper1consistsofshortanswerquestionsandstructuredquestions
Paper2consistsofquestionsinrelationtotheoptionchosenand
Paper3consistsofquestionsbasedonpre-seencasestudyproducedannuallybytheIB
Theuseofcalculatorsisnotpermittedinanycomputerscienceexamination
InternalAssessment
The internal assessment requirements at SL and at HL are the same However these
requirements contribute to a different percentage of the overall mark Students are
required to produce a solution that consists of a cover page the product and the
documentation The focus of the solution is on providing either an original product or
additionalfunctionalitytoanexistingproductforaclient
The internal assessment component (solution) aswell as being practical and productive
formsanimportantpartoftheassessmentofthecomputersciencecourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Criteria Planning SolutionOverview
Development FunctionalityandProductivityofproduct
Evaluation TotalMarks
(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)
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The IA collected in IV Term Examination will be the Final IA to be sent to IB formoderation
Examination InternalAssessmentComponent
Weightage(HL) Weightage(SL)
SemesterIExamination ReportonCriteriaAPlanning
20 30
SemesterIIExamination CriteriaBSolutionOverview
20 30
SemesterIIIExamination CriteriaCDevelopmentCriteriaDFunctionalityandProductivityofproduct
20 30
SemesterIVExamination CriteriaEEvaluation 20 30
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THEGROUP4PROJECTThe group 4 project is a collaborative activity where students from different group 4
subjects work together on a scientific or technological topic allowing for concepts and
perceptions from across the disciplines to be shared The project can be practically or
theoreticallybasedCollaborationbetweenschools indifferentregions isencouragedThe
10hoursallocatedtothegroup4projectwhicharepartoftheteachingtimesetasidefor
IAcanbedividedintothreestagesplanningactionandevaluation
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GROUP5MATHHL
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN MATH HL AT
CHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINESemester Unit UnitName UnitTopics
SemI
Unit1 Algebra SequencesandseriesBinomialTheoremMathematicalInductionLogarithmandExponentialMathematicalInductionComplexNumbers
Unit2 Functions DomainandRangeInverseFunctionsCompositefunctionsInverseFunctionsTransformationFunction
SemII Unit3 Trigonometry bullRadianMeasurebullNonrightangledtrigonometrybullTrigonometricgraphsandfunctionsbullTrigonometricequationsandidentities
Unit4 DifferentialCalculus
bullMeaningofderivativedifferentiationusingfirstprinciplebulldifferentiationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullconceptoftangentnormalmaximaandminimabullApplicationofderivativebullKinematics
Semr3 Unit4(Contd)
IntegralCalculus
bullMeaningofAntiderivativebullIntegrationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullSubstitutionMethod
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bullIntegrationofproductoftwofunctionsbullKinematicsbullAreaandVolumeofafunction
Unit5 Statistics bullFrequencyDistributionbullProbabilitybullDiscreteRandomVariablebullContinuousrandomvariablebullBinomialDistributionbullPoissonDistributionbullNormalDistribution
Unit6 Vectors bullMeaningofVectorsbullConceptofaddingvectorsusingtrianglelawbullVectorequationofalineandplanebullIntersectionoftwolinesbullIntersectionofalineandplanebullApplicationofvectors
Sem4 OptionalPaper
Statistics LinearcombinationofindependentrandomvariablesSamplingDiscreteandcontinuousprobabilitydistributionsCumulativeprobabilitydistributionsProbabilitygeneratingfunctionssamplingDistributiontestingofhypothesisBivariatedata
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AssessmentsinMATHSHL
Externalassessment5hrs80
Writtenpapers
Paper12hrs30
Nocalculatorallowed(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper22hrs30
Graphicdisplaycalculator(GDC)required(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper31hr20
Graphicdisplaycalculator(GDC)required(50Marks)
Extended-responsequestionsbasedmainlyonthesyllabusoptions
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsHLisanindividualexploration
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GROUP5MATHSLIntroduction
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1 Algebra 11sequenceandseries
12Binomialtheorem
13exponentsandlogarithm
SemIandII Unit2
Functionsandequations 21Conceptoffunctions
22Graphsoffunctions
23transformationoffunctions
24Quadraticfunctions
25reciprocalfunctions
26Exponentialfunctions
27solvingequations
28Applicationsofgraphingskillsandequationsolving
SemII Unit3
Circularfunctionsandtrigonometry
31Thecircle
32Unitcirclesineandcosinefunctions
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33Pythagoreananddoubleangleproperties
34Circularfunctions
35Solvingtrigonometricequations
36Solutionoftriangles
SemIII Unit4 Vectors 41Vectorasdisplacementinplane
42Scalarproduct
43Vectorequations
44Distinguishingbetweencoincidentandparallel
lines
SemIIIandIV
Unit5 Statisticsandprobability
51Conceptsofpopulationsamplerandomsamplediscreteandcontinuousdata
52Statisticalmeasuresandtheirinterpretations
53Cumulativefrequencycumulativefrequencygraphs
54Linearcorrelationofbivariatedata
55Conceptsoftrialoutcomeequallylikelyoutcomessamplespace(U)andevent
56Combinedevents
57Conceptofdiscreterandomvariablesandtheirprobabilitydistributions
58Binomialdistribution
59Normaldistributionsandcurves
Unit6 Calculus Informalideasoflimitandconvergence Differentiationofpolynomialexponential
logarithmicandtrigonometricfunctions Derivativeinterpretedasgradientfunctionand
asrateofchange Tangentsandnormalsandtheirequations Thechainruleforcompositefunctions Theproductandquotientrules Thesecondderivative LocalmaximumandminimumpointsTesting
formaximumorminimum Pointsofinflexionwithzeroandnon-zero
gradients
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Graphicalbehaviouroffunctions Optimization Indefiniteintegrationasanti-differentiation Integrationbyinspectionorsubstitution Anti-differentiationwithaboundarycondition
todeterminetheconstantterm Definiteintegralsbothanalyticallyandusing
technology Areasundercurves(betweenthecurveandthe
x-axis) Areasbetweencurves Volumesofrevolutionaboutthex-axis Kinematicproblemsinvolvingdisplacements
velocityvandaccelerationa
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AssessmentsinMathematicsSL
Assessmentoutline
ForMathematicsSL
Externalassessment3hrs80
Writtenpapers
Paper11frac12hrs40
Nocalculatorallowed(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper21frac12hrs40
Graphicdisplaycalculator(GDC)required(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsSLisanindividualexploration
Thisisapieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics(20
marks)
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GROUP5MATHSTUDIESSL
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINMATHSTUDIESSL
ATCHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstractsystemofideasorasausefultool
For many people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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122
Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
ObjectivesProblem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontext sketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
NumbersandAlgebra
11NumbersApproximationsandEstimations
12PairofLinearequationsandquadraticequations
13Conversionofunitsandcurrency
14SequencesandSeries(APandGP)
15CompoundInterestandannualDepreciation
Unit2 DescriptiveStatistics
21ClassificationofDiscreteandContinuousdata
22Groupedfrequencydata
23Pictorialrepresentationofdata
24Measureofcentraltendencies
25MeasureofDispersion
Unit3LogicSetsandProbability
31LogicConnectorsandTruthtables
32BasicsettheoryandVenndiagrams
33ProbabilityandExpectedvalue
34Probabilityofcombinedeventstreediagramsandconditionalprobability
SemII Unit4GeometryandTrigonometry
51Equationoflinein2DslopeinterceptsandpointofIntersection
52Trigonometricratiosanglesofelevationanddepression
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53SineruleCosineruleandareaoftriangle
54Geometryof3dimensionalsolidfigureslikecuboidrightprismpyramidcylinderconesphereandhemisphere
55VolumesandSurfaceareasofsolidfigures
SemIII
Unit5
StatisticalApplications
41NormalDistributionInversenormalcalculations
42ConceptofCorrelationScatterdiagramandproductmomentcorrelation
43Regressionlineanditsuseinprediction
44TheChi-squaretestofindependencenullhypothesisdegreesoffreedomp-valuesandexpectedfrequencies
Unit6 64DrawingaccurategraphsandusingGDCtosolveequationsinvolvingcombinationoffunctions
SemIV Unit7IntroductiontoDifferentialCalculus
71ConceptofthederivativeasarateofchangeTangenttoacurve
72Diffoffunctionax^nandequationofthetangentatagivenpoint
73IncreasinganddecreasingfunctionsStationarypointsLocalmaximumandminimumpoints
74Optimizationproblems
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AssessmentsinMathematicalStudiesSL
Externalassessment3hrs80
Writtenpapers
Paper11hr30mins40
15compulsoryshort-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Paper21hr30mins40
6compulsoryextended-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Internalassessment20
ProjectTheprojectisanindividualpieceofworkinvolvingthecollectionofinformationor
thegenerationofmeasurementsandtheanalysisandevaluationoftheinformationor
measurements
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GROUP6VISUALARTS
Introduction
VisualartisanintegralpartofdaytodaylifeItrangesfromtraditionalformsembeddedin
localandwidercommunitiessocietiesandculturestothevariedanddivergentpractices
associatedwithnewemergingandcontemporaryformsofvisuallanguage
WeatChoithramInternationalcelebratevisualartsnotonlyinthewaywecreateimages
andobjectsbutalsointhewayweappreciateenjoyrespectandrespondtothepractices
ofart-makingbyothersfromaroundtheworld
Visual arts course encourages students to challenge their own creative and cultural
expectationsandboundaries It isa thought-provokingcourse inwhichstudentsdevelop
analyticalskillsinproblem-solvinganddivergentthinkingwhileworkingtowardstechnical
proficiencyandconfidenceasart-makersThecourseisdesignedforstudentswhoaspire
to study visual arts in higher education as well as for those who are seeking lifelong
enrichmentthroughvisualarts
AIMS
Theaimsoftheartssubjectsaretoenablestudentsto
1Enjoylifelongengagementwiththearts
2Becomeinformedreflectiveandcriticalpractitionersinthearts
3Understandthedynamicandchangingnatureofthearts
4Exploreandvaluethediversityoftheartsacrosstimeplaceandcultures
5Expressideaswithconfidenceandcompetence
6Developperceptualandanalyticalskills
InadditiontheaimsoftheVisualartscourseatSLandHLaretoenablestudentsto
7Makeartworkthatisinfluencedbypersonalandculturalcontexts
8Becomeinformedandcriticalobserversandmakersofvisualcultureandmedia
9Developskillstechniquesandprocessesinordertocommunicateconceptsandideas
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OBJECTIVES
HavingfollowedthevisualartscourseatSLorHLstudentswillbeexpectedto
Assessmentobjective1demonstrateknowledgeandunderstandingofspecifiedcontent
aIdentifyvariouscontextsinwhichthevisualartscanbecreatedandpresented
b Describe artwork from differing contexts and identify the ideas conventions and
techniquesemployedbytheart-makers
cRecognizetheskillstechniquesmediaformsandprocessesassociatedwiththevisual
arts
dPresentworkusingappropriatevisualartslanguageasappropriatetointentions
Assessment objective 2 demonstrate application and analysis of knowledge and
understanding
aExpressconceptsideasandmeaningthroughvisualcommunication
bAnalyseartworksfromavarietyofdifferentcontexts
c Apply knowledge andunderstandingof skills techniquesmedia forms andprocesses
relatedtoartmaking
Assessmentobjective3demonstratesynthesisandevaluation
aCriticallyanalyseanddiscussartworkscreatedbythemselvesandothersandarticulate
aninformedpersonalresponse
b Formulate personal intentions for theplanning development andmakingof artworks
thatconsiderhowmeaningcanbeconveyedtoanaudience
c Demonstrate the use of critical reflection to highlight success and failure in order to
progresswork
d Evaluate how andwhy art-making evolves and justify the choicesmade in their own
visualpractice
Assessment objective 4 select use and apply a variety of appropriate skills and
techniques
aExperimentwithdifferentmediamaterialsandtechniquesinart-making
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bMakeappropriatechoicesintheselectionofimagesmediamaterialsandtechniquesin
art-making
cDemonstratetechnicalproficiencyintheuseandapplicationofskillstechniquesmedia
imagesformsandprocesses
dProduceabodyofresolvedandunresolvedartworksasappropriatetointentions
SYLLABUSOUTLINE
Semester UnitName UnitTopics
SemI
Formalanalysis-ElementsofartPrinciplesofdesignExplorationofthedevelopmentofart-makingskillsandtechniquesExperimentswithmediaandtechnologiesandpersonalreflectionsInvestigationofownartdevelopmentinthecontextofrelatedartgenresDetailedevaluationsandcriticalanalysisArt-makingforms-experiencesinmediaandtechniques(includingtwo-dimensionalformsthree-dimensionalformsandlens-basedelectronicandscreen-basedforms)withparticularreferencetothehistoricaldevelopmentofprocessesandtechniquesanddifferentculturalandtraditionalusesoftheseTwo-dimensionalformsDrawingsuchascharcoalpencilinkcollagePaintingsuchasacrylicoilwatercolourmurals
SemII
Comparativeanalysisoftheworksofartistsfromaperiodofarthistoryorartmovement Introductiontotheuseofthevisualartsjournalasarecordofindividualinquiryandinvestigation with particular emphasis on how toappropriatelycitesourcesArthistorymdashanoverviewofdevelopmentsandmovementsfrom earliest times to the present day Introduction to arangeofmodels for analysing critiquing interpreting anddeconstructing artworks offering opportunities forstudents to engage with these and become familiar with
CHOITHRAM INTERNATIONAL 2018 - 20
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themArtcriticismorrespondingtoartwithreferencetovariouscultural contexts differing art forms and artists learningspecialist art vocabulary and terms through the use of aglossaryTechnical instruction and demonstrations in the use ofparticular media (such as oil painting ink drawing claymodellingdigital techniquesandsoon)withreferencetoparticular artists Investigation of the historical andtechnological changes and developments of particularmediaandtechniquesClasstheorylessons(suchascolourtheoryhistoryofpigmentsandsoon)
SemIII
Introduction of 3D Three-dimensional Forms Claymodelling such as hand built forms thrown vesselsmould-made objects Constructed sculpture such asassemblage paper glass etc Designed objects such asmodels interior design jewellery Site specificephemeralsuchaslandartinstallationFamiliarization with various art genres styles regionalschoolsandassociationsArtcriticismorrespondingtoartbullinvestigatingthehistoricalandtechnologicalchangesanddevelopments of particular media and techniques bullassociated relevant class theory lessons (such as colourtheoryhistoryofpigmentsandsoon)Communicating through visual and written meansProducingabodyofartworkthroughaprocessofreflectionand evaluation showing a synthesis of skill media andconcept
SemIV
Introduction of Lens-based electronic and screen-basedforms - photography Presentation of resolved works forexhibitionwithexplanationCuratorialpractices- throughvisits togalleriesandartistsrsquostudios reviewing catalogues for local exhibitionspresentations by visiting artists and exploration ofalternative display spaces The study of artist statementsand accepted conventions for titling and annotatingexhibitedworksExhibition of studentsrsquo own work supported byappropriateartiststatementswithattentiontodisplayand
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labelling Individual drafting and redrafting of artiststatementsofintentionStudioworkinthelightofstudentrsquosowndevelopingartiststatementsPresentationtechniqueswhichincluderefiningpersonal statements matting mounts layout andproducingexhibitiontextArt criticism or responding to art via various modelsIndividualpresentationsExhibition text - compilation ofwrittenmaterial studentsidentify contextualize and justify their selections forexhibition
HLstudentsshouldasaminimumexperienceworkingwithatleastthreeart-makingforms
selected fromaminimumof twocolumnsof the tablebelowTheexamplesgivenare for
guidanceonlyandarenotintendedtorepresentadefinitivelist
SYLLABUSOUTLINE
Two-dimensionalforms Three-dimensionalforms Lens-based electronicandscreen-basedforms
bull Drawing such ascharcoal pencil inkcollage
bull Painting such as acrylicoilwatercolourmurals
bull Printmaking such asrelief intaglioplanographicchinecolleacute
bull Graphics such asillustration and designgraphicnovelstoryboard
Carved sculpture such as carvedwoodstoneblock
bullModelled sculpture such as waxpolymerclays
bull Constructed sculpture such asassemblagebricolagewoodplasticpaperglass
bull Cast sculpture such as plasterwax bronze paper plastic glass bullCeramics such as hand built formsthrownvesselsmould-madeobjects
bullDesigned objects such asmodelsinteriordesignjewellery
bull Site specificephemeral such aslandartinstallationperformanceart
bull Textiles such as fibre weavingconstructedtextiles
Time-based andsequential art such asstop-motion digitalanimationvideoartbullLensmedia such as analogue(wet) photography digitalphotographymontage
bullLens-lessmedia suchasphotogramrayographscenography pinholephotography cyanotypesaltedpaper
bull Digitalscreen basedsuch as vector graphicssoftware developedpainting design andillustration
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ExternalassessmentcriteriamdashSLandHL
Part1ComparativestudySummary
Weighting20
Students are required toanalyseand compareartworks objectsor artifactsbydifferent
artists This independent critical and contextual investigation should explore artworks
objectsandartifactsfromdifferingculturalcontexts
Students select artworks objects and artifacts for comparison from differing cultural
contextsthatmayhavebeenproducedacrossanyoftheart-makingformsandthathold
individualresonanceforthestudentandhaverelevancetotheirownartmakingpractice
ThisisofparticularimportancetoHLstudents
StudentsatbothSLandHLmustexamineandcompareatleastthreepiecesatleasttwo
ofwhichshouldbebydifferentartists
Students use research and inquiry skills to investigate and interpret the selected pieces
usingbothvisualandwrittenformsofnotationStudentsmustsupporttheirinterpretation
withreferencestosoundandreliablesources
Candidates are required to submit the list of sources used and in-text referencing is
requiredthroughoutthecomparativestudy
Part1Comparativestudy Marks Total
A Identificationandanalysisofformalqualities 6 30
B Analysisandunderstandingoffunctionandpurpose 6
C Analysisandevaluationofculturalsignificance 6
D Makingcomparisonsandconnections 6
E Presentationandsubject-specificlanguage 6
F (HLonly)Makingconnectionstoownart-makingpractice 12 42
FormalrequirementsofthetaskmdashSL
bullSLstudentssubmit10ndash15screenswhichexamineandcompareat leastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullSLstudentssubmitalistofsourcesused
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FormalrequirementsofthetaskmdashHL
bullHLstudentssubmit10ndash15screenswhichexamineandcompareatleastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullHLstudentssubmit3ndash5additionalscreenswhichanalysetheextenttowhichtheirwork
andpracticeshavebeeninfluencedbytheartandartistsexamined
bullHLstudentssubmitalistofsourcesused
ExternalassessmenttasksmdashSLandHL
Part2Processportfolio
Weighting40
Students at SL and HL submit carefully selected materials which demonstrate their
experimentation exploration manipulation and refinement of a variety of visual arts
activities during the two-year course The selected process portfolio work should show
evidence of their technical accomplishment during the visual arts course and an
understanding of the use of materials ideas and practices appropriate to visual
communication
Thework selected for submission should showhow studentshaveexploredandworked
withavarietyoftechniqueseffectsandprocessesinordertoextendtheirart-makingskills
base
Part2Processportfolio SLmarks
SLtotal
HLmarks
HLtotal
A Skillstechniquesandprocesses 12 34 12 34
B Criticalinvestigation 6 6
C Communicationofideasandintentions 6 6
D Reviewingrefiningandreflecting 6 6
E Presentationandsubject-specificlanguage 4 4
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133
FormalrequirementsofthetaskmdashSL
bull SL students submit 9ndash18 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For SL
studentsthesubmittedworkmustbeinatleasttwoart-makingformseachfromseparate
columnsoftheart-makingformstable
FormalrequirementsofthetaskmdashHL
bull HL students submit 13ndash25 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For HL
studentsthesubmittedworkmusthavebeencreated inat leastthreeart-makingforms
selectedfromaminimumoftwocolumnsoftheart-makingformstable
InternalassessmentdetailsmdashSLandHL
Part3Exhibition
Weighting40
Students at SL and HL submit for assessment a selection of resolved artworks for their
exhibition The selected pieces should show evidence of their technical accomplishment
during the visual arts course and an understanding of the use of materials ideas and
practices to realize their intentions Students also evidence the decision-making process
whichunderpinstheselectionofthisconnectedandcohesivebodyofworkforanaudience
intheformofacuratorialrationale
Students at SL select 4ndash7 artworks for submission while students at HL select 8ndash11
artworksforsubmission
Part3Exhibition SLmarks SLTotal HLmarks
HLtotal
A Coherentbodyofworks 9 30 9 30
B Technicalcompetence 9 9
C Conceptualqualities 9 9
D Curatorialpractice 3 3
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134
FormalrequirementsofthetaskmdashSL
SLstudentssubmitacuratorialrationalethatdoesnotexceed400words
bullSLstudentssubmit4ndash7artworks
bullSL studentssubmitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullSLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
FormalrequirementsofthetaskmdashHL
bullHLstudentssubmitacuratorialrationalethatdoesnotexceed700words
bullHLstudentssubmit8ndash11artworks
bullHL students submitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullHLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
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InternalAssessmentCalendar2018-20
IACalendar-DPBatch2018-20
MONTH DATE SUBJECT IADETAIL WEIGHTAGE2018 DPYearI
AUGUST 17th EnglishLanguageampLiterature
WT1firstdraft
SEPTEMBER 1st EnglishLanguageampLiterature
WT1finaldraft 20
15th HindiLiterature FinalIOP 15
28thamp29th EnglishLanguageampLiterature
FOA1 15
Oct-Nov2018
15thOct-31stOct2018
SummativeAssessmentSemesterIExamination
OCTOBER 10th Visualart Processportfolio-3-4pagesStudiowork-2artworks
NOVEMBER 19th EnglishLanguageampLiterature
WT2firstdraft
30th Economics Microeconomics-firstdraft DECEMBER 1stand3rd English
LanguageampLiterature
FinalIOC 15
14th Economics Microeconomics-Final 20
17th EnglishLanguageampLiterature
WT2finalsubmission 20
2019 DPYearI
JANUARY
19th HindiLiterature IOC 15
FEBRUARY 11thamp12th EnglishLanguageampLiterature
FOA2 15
5th Group4Project IntroductiontoGroup4Project
8th Group4Project PlanningPhase
19th Group4Project ActionPhase
28th Group4Project EvaluationPhase
MARCH 5th English WT3firstdraft
CHOITHRAM INTERNATIONAL 2018 - 20
136
LanguageampLiterature
19thand20th
TOK TOKpresentation 33
21st Economics Macroeconomics-Firstdraft 20
26th EnglishLanguageampLiterature
WT3finalsubmission 20
APRIL 10th-25thApril2019
SummativeAssessmentSemesterIIExamination(EndofYearI)
APRIL 1st Visualart Processportfolio-4-5pagesStudiowork-3-4artworks
Comparativestudy
MAY-JUNE SUMMERVACATION
JULY 11th Economics Macroeconomics-FinalSubmission
AUGUST 8th ESS FirstDraft
26th Mathematics FinalisethetopicofIA 20
SEPTEMBER 12th BusinessManagement
BMIAFirstDraft 25
18th-21st FrenchHLSLAbinitio
IOA 25
24th Psychology FirstDraftPsychologyIA 20
26th Mathematics FirstDraftMathIA 20
OCTOBER 1st HindiLiterature FirstDraftHindiWA 25
4th Economics Internationaleconomics-Firstdraft
10th Visualart Processportfolio-5-6pagesStudiowork-3-4artworks
Comparativestudy
17th ITGS FirstDraft-Project 2030
27th Chemistry FirstdraftChemistryIA
28th HindiLiterature FinalSubmissionofHindiWA 25
31st Mathematics FinalSubmissionofMathIA 20
Oct2019 14th-25thOct2019
SummativeAssessmentSemesterIIIExamination
NOVEMBER 4th BusinessManagement
FinalSubmissionBMIA 25
10th ESS FinalSubmissionESSIA 25
15th Psychology FinalSubmissionPsychologyIA
20th TOK FirstdraftTOKEssay
25th EE FirstDraft
CHOITHRAM INTERNATIONAL 2018 - 20
137
29th Economics Internationaleconomics-Final 20
DECEMBER 5th CS FirstDraftSubmission SL30HL20
13th Chemistry FinalIAsubmission 20
16th ITGS FinalSubmission-Project 2030
18th Biology FirstDraft
19th Physics FinalIAsubmission 20
20th CS FinalIASubmission
2020 Year2
JANUARY 4th Biology FinalIAsubmission 20
9th-11th EE FinalSubmissionandViva
15th TOK FinalTOKEssaysubmission 66
FEBRUARY 10th-24thFeb2020
MockExamination(DP2)
MARCH Visualart FINALEXHIBITIONProcessportfolio-13-25pages
Studiowork-8-11artworkswithtextandCuratorialrationale
Comparativestudyfinalsubmission
40
40
20
Total100
CHOITHRAM INTERNATIONAL 2018 - 20
138
CHANNELSOFCOMMUNICATIONWebelievethatthechallengesareresolvedat thepointof theoriginusingthefollowing
procedure
Speaktothepersonclosesttotheproblem(thepastoralfacilitatorTutor)
Speaktothecoordinator
CommunicatewithHead of Senior School Head of School only if thematter has not
beenresolvedbytherespectiveteacher
If the concern relates to the general school matters administrative decisions or the
school policies you should contact the Head of Senior School first and thereafter the
HeadofSchool
Parentteachermeeting(PTM)
Parent-TeachermeetingwillbeheldaftereverysummativeassessmentOccasionallythe
parentsmight schedulemeetings through prior appointment with the DP coordinator as
wellasDPTeachers
TheFormativeAssessmentsareaimedtopreparethestudentsforSummativeAssessments
and include specially designed tasktest to monitor students learning Formative
Assessments include minimum of two tests per semester and one open ended task to
develop theLearnerProfilesandATLskillsTheperformance in the testswillbe recorded
andreported to thestudentbysubject teacherswithproper feedback Ifa student isnot
meetingtheminimumachievement level inthetests thentheparentsof thestudentare
calledinschoolforgettingnotified
AssignmentsorHomeWork
Homeworkisavitalcomponentforpracticingandmasteringtheskillsandknowledgelearnt
intheclassThedaytodayworkthatiscompletedafterthelessonsprovidesbothformative
learningandevaluation
Homeworkisanintegralpartofthelearningandisgivenatthediscretionoftheteachers
andmayvaryfromtimetotimeandsubjecttosubject
CHOITHRAM INTERNATIONAL 2018 - 20
139
STAYINGAFTERSCHOOL
Theschoolisscheduledtocloseat310pmforthestudentsAclosesupervisionisrequired
forthestudentswhowishtostaybackaftertheprescribeddeparturetimePriorpermission
from the parent Head of School and Programme Coordinator is required so that the
arrangementscanbemade
ATTENDANCE1 Parents should ensure that theirward comes to school regularly as 85attendance is
compulsoryforeverystudent
2 No student should remain absent from school without a pre-approved application for
leave
3 Please avoid calling your child home before the school time except in case of an
emergency
4Pleasedonotsendstudenttoschoolifhesheissufferingfromacontagiousdiseasetill
hesheiscompletelyfreefrominfection
5 If a student turnsup lateheshemusthave the late comingapplication signedby the
parentsbeforeheshereportstoschool
6Whenever the student is absent or on leave due tomedical reasons the certificate of
doctorshouldbeprovidedalongwiththeapplication
CHOITHRAM INTERNATIONAL 2018 - 20
140
SCHOOLUNIFORMBoys
Pattern FullpantswithsidepocketsonehippocketNolowwaisttrouserstobeworn
Colour NavyBluetrouserswithWhiteshirtandNavyblueTie
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Turban or headgear
Navyblue(OnlyforSikhs)
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoes
Girls
Pattern Pleated skirts shirt with cape collar scarf The skirts need to be ofkneelength
Colour Navyblueskirtswithwhiteshirtsandredscarf
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoesSportsshortscanbecarriedtoschoolandwornasperthesportsscheduleonly
RulesforUniform
Uniformshouldbeproperlyironedandshoesshouldbepolishedregularly
Students must come to school in school uniform on all days including vacations
whateveristhepurpose
The uniform for the boys and the girls should be comfort fit so as not to cause any
inconvenience
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141
CODEOFCONDUCTThe school Codeof Conduct comprises principles standards of behavior identification of
disruptivebehaviorandconsequencesofnon-complianceItspurposeistocreateasafeand
productivelearningenvironmentbyoutlininganexpectedbehaviorcodeamongststudents
Inordertodevelopasenseofresponsibilityfortheiractionsandanawarenessoftheneed
to care for and value the rights of others a code of conduct has been developed in our
schoolandanydeviationsfromthesamewillbedealtwithstrictlybytheauthorities
1 Students should demonstrate respect for others irrespective of racial gender cultural
andreligiousdifferences
2Studentsshoulddemonstrateself-disciplineandcometoschoolontime
3Studentsshouldfollowtheestablishedrulesandtakeresponsibilityoftheirownactions
4Studentsshouldexhibitapositiveandcooperativeattitudetowardsschoolandlearning
5Studentsshouldavoiduseofprofaneandobscenelanguagesandgestures
6Studentsshouldkeepschoolequipmentandbooksingoodcondition
7Studentsshouldreturnborrowedpropertyingoodcondition
8Studentsshouldreturnthelostitemstotheschooloffice
9Studentsshoulddepositlitterandwasteinappropriatecontainers
10Studentsshouldleaveothersrsquopropertyalone
11Studentsshouldmaintainasafecleanenvironmentforothers
12 Students should refrain from bringing any harmful substance to school that may
compromisethesafetyofothers
13 Committing an act of Vandalism that causes damage to school property would be a
punishableoffence
14 Students are not allowed to leave the school premises without obtaining prior
permissionfromconcernedschoolauthoritiesandparents
15Any improperdisplayofaffection towardsother studentorengaging in inappropriate
socialbehaviourisapunishableoffence
16AnyotherelectronicdeviceotherthanthecalculatorlikehandycamscellphonesCDs
shouldnotbebroughttoschool
CHOITHRAM INTERNATIONAL 2018 - 20
142
SCHOOLTRANSPORT
This facility isprovided toall desirous studentsonpayment It is the responsibilityof the
parent to ensure that their children are made to board the bus and escorted home on
returnfromtheirrespectivebusstopsNorequestfromparenttodroptheirchildrenata
busstopotherthantheoneallottedwillbeentertainedIncaseyouneedtochangethebus
stopaformalletteraddressedtoadministrativeinchargemustbesentstatingthereason
forchange
TELEPHONECALLSParentsshouldnotcallstudentswhiletheclassesaregoingonTheyarerequestedtoleave
amessageattheschoolreceptionunlessitisanemergencyAlsostudentscanmakephone
callsonlyduringthebreaktime ifthematter isurgentandrequires immediateattention
Phonecallsshouldnotbemadeforcallingassignmentsorhomeworktoschoolwhichisa
partofstudentrsquosresponsibility
CHOITHRAM INTERNATIONAL 2018 - 20
143
EMERGENCYPROCEDURESIn the event of an emergency at school due to any untoward accident during play the
studentisdriventoChoithramhospitalwhichisinsidetheChoithrampremisesTheparent
ofthestudentiscontactedbytheschoolattheemergencynumbers
SCHOOLLEAVINGCERTIFICATEToobtain a school leaving certificatetransfer certificate the school requires at least one
weekrsquoswrittennotice
PASTORALCAREPastoral care forms an integral element of the philosophy and mission statement at
Choithram International and all staffmembers have a responsibility to care for thewell-
being of our students Its significance is reflected in our structures leadership roles
proceduresandcurriculumItalsounderpinsthedaily interactionsbetweenandamongst
bothstaffandstudents
Eachgrade level issupportedbytwotutors theuniversityguidancecounselorandthe IE
CoordinatorforstudentlearningsupportThetutoristhefirstpointofcontactforstudents
andparentsPastoralcareinvolvesregularone-to-onetrackingandmentoringofstudents
It focuses on thewell-being and progression of each student on an individual basis Our
pastoral curriculum is comprehensive age appropriate and addresses the students social
and emotional development It equips them with the skills they will need to face the
challenges in an ever-changing world Everyday students interact with their tutors and
classmates on several issues of global importance which helps in generating awareness
among the young learners The main aim of the pastoral curriculum is to inculcate and
strengthenthelearnerprofileattributesinstudents
CHOITHRAM INTERNATIONAL 2018 - 20
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CLUBSANDHOUSESATCIAtCItheDPstudentsaregivenanopportunitytorunanyoftheCIclubsastheCreativity
aspectforCAS
Clubsprovide studentswithopportunities to learn inways thatmaynotbeanoptionby
simplyconcentratingonacademicsClubsoftenprovidestudentswiththechancetospend
time and make friends with those who have the same interests Once students have
somethingincommonschoolbecomesamorepositiveplacetobeAtChoithramweoffer
various clubs like the instrument club dance club creativewriting club drama club etc
These club activities serve as a positive outlet for students to socialize and expand their
horizons
TheHousesystemisofgreatimportancetoschoollifeItsfunctionistoinculcateafeeling
of belongingness and the spirit of fair competition among the students and encourage it
withintheschoolTheinter-Houseactivitiesgiveallstudentstheopportunitytoparticipate
in representative sport music and other activities with the aim of raising self-esteem
developing self-confidence and giving opportunities for leadership and teamwork beyond
thosealreadyavailablewithinschool
AschoolisdividedintoourhousesandeachstudentisallocatedtoonehouseHousesmay
competewithoneanotherat sportsandmaybe inotherways thusprovidinga focus for
grouployaltyorteamwork
At Choithram International we have four Houses named Gandhi Lincoln Mandela and
Tagore these names represent certain qualities and attributes which are personified in
theseiconicfigures
CHOITHRAM INTERNATIONAL 2018 - 20
145
SPORTSATCISportsplayan important role ina childrsquosgrowth
and development Sports not only have health
benefits but also increase the concentration
developasenseofselfbringindividualstogether
At Choithram International we offer various
sports activities ie Football Basketball Lawn
tennisTabletennisBadmintonandCricket
LIBRARYATCIThe library at Choithram International aspires to make every aspect of the library
experience appealing and enjoyable for the student as well as the teachers We are
accoutredwithawiderangeofresourcesasbooksencyclopediasmagazinesnewspapers
andebooksibooksthatareavailabletosupportchildrenrsquosstudyWeencouragereadingfor
pleasure by providing access to the electronic resources and cultivate childrenrsquos research
andenquiryskillsduringourDEAR(DropEverythingAndRead) lessonsWealsomakethe
libraryafunandexcitingplacetobebyconductinglotsofactivities
CHOITHRAM INTERNATIONAL 2018 - 20
146
DiplomaProgrammePointMatrix
CHOITHRAM INTERNATIONAL 2018 - 20
147
LANGUAGEPOLICYLANGUAGEPHILOSOPHYChoithram International (CI) has English as the language of instruction and surveys andstatisticalanalysishaveidentifiedHindiastheMotherTongueforover80ofthestudentpopulationCIlanguagepolicyallowsstudentstostrengthentheirMotherTongueacquireproficiencyintheLanguageofInstructionandaspiretowardsmultilingualismForthisFrenchisofferedinLOTE(LanguageotherthanEnglish)-PYPLanguage-B-MYPampDPTheschooliscommittedto providing asmuch opportunity for bilingualmultilingual language learning as possibleacrossallthreeprogrammesCIworksontheIBideologyofldquoallteachersarelanguageteachersrdquoEveryteacherstrivestodevelopaconduciveenvironmenttoguidethestudenttowardsdevelopingcommunicationaswellasintrospectionfromtheMotherTonguetowardsthelanguageofinstructionLANGUAGELEARNINGATCILanguage learning is a part of all subject areas for gaining expertise in subject-specificterminology specific demands of different types of questions making connections fromclassroomexperiencestothetasksexamsandinwrittenandoralexpressionHomeRoomTeachers (HRTs) Tutors and subject teachers provide the studentswith opportunities todevelopeffectivecommunicationskillsintheirdisciplinesThesixskillsoflanguagelearningListeningSpeakingReadingWritingViewingandPresentingarefirmlyentrenchedinthecurriculumfromPYPtoDPAll CI teachers provide opportunities for prior understandings to be shared in order forbackground knowledge to be built upon to scaffoldmeaning to extend language and toaffirm identity It is accepted and understood that new learning and understanding isconstructeduponpreviousexperiencesandconceptualunderstandingsinadevelopmentalcontinuumTheongoinglanguagedevelopmentofourstudentsisthesharedresponsibilityofteachersparentsandstudentsLanguage learning is enhancedwhen parents andmembers of thewider community aresupportiveofthe learningprocessandare involvedin itTheschoolpromotescommunityawareness involvementand supportbypromotingandutilisingpositivecommunity linksespecially parents and teachers share the major responsibility for the education of thechildrenBELIEFSANDAIMSTheCIlanguagephilosophyaimsto Enable students to learn and use language effectively appropriately accurately andconfidentlyExtendactiveMotherTonguesupporttoallstudentstofacilitateoptimumlearningDevelopstudentsrsquoauraloralreadingwritingviewingandpresentingskillsEnablestudentstodevelopanduselanguageskillsinavarietyofcontextsandpurposes Promote the appreciation understanding and analysis of language and literature fromdiverse cultural and ethnic backgrounds varied perspectives of people belonging todifferentcultures
CHOITHRAM INTERNATIONAL 2018 - 20
148
UnderstandthespecificvocabularyandtermsusedindifferentsubjectareasEncouragestudentstoemployBasicInterpersonalCommunicativeSkills(BICS)inandoutof the classroom toaid in student-teacherand student-peer relationships andeffectivelymove towardsdevelopingCognitiveAcademic LanguageProficiency (CALP)11GuidelinesfordevelopingaschoollanguagepolicyInternationalBaccalaureateOrganizationCILANGUAGEPROFILEStatistical analysis reveals that over 80 students come from familieswhere theMotherTongueandthepreferredlanguageofcommunicationathomeisHindioritsdialectsoracombinationofbothInPYPafteradmissionofa studentparentsare required to fill in the form forLanguageProfilingForMYPandDPLanguageProfilingFormmadeavailableattheFrontDeskisapartoftheadmissionprocedureand is tobefilledbybothparentsandstudentstogetherAdmissionCounselorandFrontOfficeExecutiveprovideGoogleFormforthepurposeThisisdonetoestablishthestudentrsquoslanguagebackgroundandproficienciesEntranceevaluationtestsfornewadmissionsareconductedinEnglishtogaugetheproficiencyandidentifyanyspecificlanguageneedsofthestudentsLANGUAGEASSESSMENTSAll assessments across the programmes are formulated as per the CI Assessment PolicyFormativeandSummativeAssessmentsforalllanguagesareplannedperiodicallyStudentsareobservedandassessed intheclassroomsthroughoralpresentationswrittenassessments student-ledclassespeerassessmentsgroupactivitiesetcAll suchactivitiesareplannedkeepingspecific learnersrsquoneeds learningoutcomestaskspecificclarificationsandassessmentcriteriainmindMOTHERTONGUEDEVELOPMENTCI ensures the Mother Tongue (established as Hindi) is appropriately developed andmaintainedWe have awell-structured curriculum and strong facultymembers across allthe three programmes to aid the Mother Tongue development The Mother TongueCoordinatormonitorstheMotherTonguemaintenanceacrossthedifferentProgrammesIn MYP and DP for the small percentage of students for whom the Mother Tongue isneither English nor Hindi we counsel the parents regarding the importance of MotherTongue development and make the option of a self-taught course available for suchstudents(Appendix-4)IfastudentofforeignoriginexpressesaninterestinlearningHinditheschooloffersitasanoptionforLanguageAcquisitionPROGRAMME-SPECIFICPOLICYIMPLEMENTATIONPRIMARYYEARSPROGRAMMEApartfromEnglishandHinditheprogrammeoffersFrenchasLOTE(LanguageotherthanEnglish)whichisofferedPYP3onwardsLanguageLearningatCIPYPisaimedatpromotingstudentsrsquocapacitytouselanguagetoFulfiltheireverydayneedsDevelopmaintainandexpresstheirownsenseofidentity
CHOITHRAM INTERNATIONAL 2018 - 20
149
EstablishandmaintainrelationshipswithothersOrganisetheirthoughtsandlearnabouttheworldReflectupontheirexperiencesthoughtsandfeelingsandsharethesewithothersObtaininformationtodirectandadviceothersMakedecisionsandsolveproblemsinvolvingthemselvesandothersParticipateinrecreationalandimaginativeactivitiesAppreciateandcontributetowardstheirculturalheritagesInterrelatetheskillsoflisteningspeakingreadingwritingviewingandpresentingStudents in PYP are represented by awide range of personal and social backgrounds Tocatertothisrangeofstudentswebelievethelifelongprocessof learning languageisbestdevelopedthroughScaffoldingandmonitoringoflearningexperiencesRecognitionofindividuallearningstylesandratesProvisionofpurposefullearningexperiencesFosteringofthelearnerprofileattributesRecognitionandvaluingofpriorlearningexperiencesValuingdiversityofculturalintellectualandphysicalaspectsStudentsmaking the transition fromPYP toMYP should be able to use the languages toexpresseffectivelyInFrenchthelearnerisexpectedtobeabletodevelopanelementaryunderstandingandvocabularyforuse(Appendix-1)MIDDLEYEARSPROGRAMMECIMYPoffersLanguageandLiterature-EnglishandHinditoitslearnersLanguageAcquisition(LanguageB)-EnglishHindiFrench isoffereddependingon theLanguagepathwaysastudenthascoveredpreviouslyLanguageAcquisitionisstructuredinphasestoacknowledgeastudentrsquosproficiencylevelinthelanguageThephasesdonotcorrespondtothelearnersrsquoagegroupsorMYPyears If a student consistently scores Level 4 or more than that throughout an academicsession heshewill be promoted to the next phase otherwise heshecontinues in thesamephaseasbeforeAstudentwithnopriorexposuretoanyLanguageBoptionsavailablecanacquirethelanguagefromPhase1 The appropriate phase for a newly admitted student is determined throughLanguageProficiencyTestsEALLanguagesupportlessonsareprovideddependingonthestudentrsquoslanguageneedsThelanguagepathwayforastudentcontinuingfromMYPtoDPisaccordingtothetablegiveninAppendix-2MYP students continuing into theDPwill have developed an enquiring andreflectingapproachtolanguagelearningTheywillhavebilingualskillstobeappliedtoandextendedinDPlanguagecourses
CHOITHRAM INTERNATIONAL 2018 - 20
150
DIPLOMAPROGRAMMECIoffersEnglishALanguageandLiteratureandHindiALiteraturetoitslearnersinDP TheDP language courses endeavour tomake students observe and analyze the crucialrolelanguageplaysinshapinganindividualrsquoscultureandidentityandtheimpactlanguagehas on society through mass communication along with aspects of literary analysisappreciationandliterarycriticismLanguageBofferedinEnglishHindiandFrenchisaimedatgainingsufficientproficiencyintheselanguagesatAbinitioSLorHLLevels The curriculum is aimed towards preparing the students for university admissions atnationalandinternationallevelsPROGRAMMESPECIFICLANGUAGESUPPORTPRIMARYYEARSPROGRAMMELanguage Teaching (by the year level teacher subject teacher or supportenrichmentteacher)isrecommended As a language inquiry to directly support the collaboratively planned programme ofinquiryAsaconnectedexperiencewithinthetransdisciplinaryunitofinquiryAsastandaloneteachingtodirectlysupportaspecificneedinatransdisciplinaryunitofinquiryAspartoftheagreeduponknowledgeandskillstoindirectlysupporttheprogrammeofinquiryMIDDLEYEARSANDDIPLOMAPROGRAMMEAtthebeginningofthesessionlanguageteachersidentifystudentsinneedoflanguagesupport basing on their performance in previous yearLanguage Proficiency Tests (as perrelevance)giventothem After termsemester end assessments language teachers subject teachers and TutorstogetheranalyzetheresultThosestudentswhostruggleinwrittenororalexpressionsinthelanguagesareassignedsupport classes under the guidance of language teachers which includewriting and oralpracticebasedonacademiccontentandmovingtowardsgainingefficiencyREVIEW PROCESS The language policy is reviewed every two years by the LanguageSteeringCommitteeasapartoftheCIcurriculumreviewcycleorifanyspecialrequirementarises The Language Steering Committee is also responsible for overseeing effectiveimplementationoftheCILanguagePolicy
CHOITHRAM INTERNATIONAL 2018 - 20
151
INCLUSIVEEDUCATIONPOLICY
Inclusive Education Policy of CI is directly aligned with the motto of the organizationldquobecause every child deserves the bestrdquo It recognizes all students in spite of their widevariety of cultural backgrounds and believes that children possess a range of academicphysical emotional and social needs We believe in the inclusion of all students byresponding positively to their unique needs We aim to maximize the potential of allstudents through the removal of barriers and increase their learning opportunities Thepolicy ensures that curriculum planning and assessment for children with inclusiveeducationalneedstakesaccountofthetypeandextentofthedifficultyexperiencedbythechild It also provides a safe place to the students to come and share their personalproblemsaswellTheinformationsharedbyoraboutthestudentwillbekeptconfidentialandwillbesharedwiththeteachersresponsiblefortheeducationofthechildonlythroughconsultationwithparentsPolicyaims tocreateanenvironment tomeet the Inclusiveeducationalneedsofevery child it ensures that thediverse learningneedsof childrenare identified assessedand catered and enables all learners to have full access to all elements of the schoolcurriculumremovingallbarrierstolearningItalsostatesroleandresponsibilityofstaffinprovidingforchildrsquosInclusiveEducationalneedsandensuresthatparentsareabletoplaytheirpartactivelyinsupportingtheirchildrsquoseducationInclusiveEducationPolicyisalignedwiththeschoolrsquosadmissionpolicyitexpectsallparentstoconfidethediverselearningneedsoftheirchild(ifany)atthetimeofadmissionsothattheinterventionmaybeplannedrightfromtheadmissionThestudentshavetogothrougha strategicallydesignedpsychometric test to reveal theirdiverse learningneeds IEpolicycaters to diverse learning needs ranging from ADHD specific learning disabilities Highabilities amp multiple intelligences as well as different learning styles of learners physicaldisabilities or speechdisorders Social emotional andbehavioral difficulties and languagedifficultiesinchildren[ReferIEpolicydocumentfordetails]Homeroomteachercoordinateswithsubject tutorsand to identifyastudentwithdiverselearning needs emotional needs and report it to concerned coordinator then through aproper referral procedure the student is referred to IE coordinatorschool counselorfurtherplanofactionisdecidedbytheIEcoordinator[ReferIEpolicydocument]CIensuresadequatein-housesupporttoovercomebehavioralandlearningissuesinchildTheschoolsupportthestudentsattwolevelsnamelyschoolactionplanandschoolactionplusplanandanIEPwillbewritteninboththecases[ReferIEpolicydocumentfordetails]SchoolmaymakeseparatearrangementforassessmentsofstudentswithlearningdifficultyasperthenormsofIBAllAccessarrangementswillbecateredtoforthesestudentsduringall formativesummativeandformalexaminationsforMYPandDPasper IBrsquosassessmentaccessrequirement[ReferIEpolicydocumentfordetails]The policy clearly states the role and responsibilities of program coordinators teachersparentsandstudentsaswell[ReferIEpolicydocumentfordetails]
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152
ASSESSMENTPOLICYTheprimarypurposeofassessmentandevaluationatChoithramInternationalistosupportand improve theprocessof teaching and learningAs all studentshavedifferent learningstylesexperiencesandabilitiessotheassessmentandevaluationoftheirlearningmustbefairtoallstudentsbevariedinnatureandallowstudentstodemonstratethefullrangeoftheirlearningTeaching learning and Assessment are intertwined and interdependent and should befocusedonthehabitsofmindcriticalthinkingskills21stcenturyskillsknowledgeconceptandattitudesthatwillprovideforsuccesswithintheIBprograminschoolandbeyondAssessmentisavitalpartofthelearningprocessThepurposeofassessmentistheholisticdevelopmentofthelearnerswhichhelpsthemtounderstandtheircapabilitiesandenablesthemtoovercometheirshortcomingsAssessment reflects learning and is a process involving diagnostic assessment at thebeginning of each learning cycle formative assessment throughout and summativeassessment generallyat theendSummativeassessmentprovidesperiodic snapshotsofastudentrsquos academic progress while formative assessment essentially provides feedbackduringthelearningprocesstohelpteachersplanappropriatenextstepsforstudentsandforstudentstounderstandwhat isrequiredoftheminthe learningprocessLearningandassessmentatCIiscriterion-relatedandhaseducationalandpedagogicalvalueAssessmentsinDPAssessmentsoftheDParecriterion-relatedbasedonthefollowingaimswhichareelaboratedintheremainderofthissectionAssessmentpracticesTherearethreetypesofassessmentsinDPFormativeAssessmentsFormativeassessmentsareaimedtopreparethestudentsforsummativeassessmentsandinclude especially designed tasks to monitor student learning They may be formal orinformal (Observation Open ended tasks Performance Process journals Portfolioassessmentsquizzesclasstests)Theformativeassessmentswillincludeatleasttwomarkbasedassessmentsandoneopenendedtaskpersemesterto identifythe learningneedsandtogiveadetailedfeedbackonteachingandlearningSummativeAssessmentAt CIDiplomaprogramme is comprisedof semesters and at the endof each semester amarkbasedsummativeassessmentisheldTheweightingforthewrittenexaminationandInternalassessmentsisdifferentinsubjectsThefoursemesterexamsareasfollowsSemIExaminationSemIIExaminationalsoknownasEndofYearExamSemIIIExaminationSemIVExaminationalsoknownasMockExamFinalSummativeAssessments(FormalAssessments)Thefinalsummativeexamincludes
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153
1 IBDPexaminations(Includingsomeexternallyassessedcomponents)2 InternalAssessment-TheInternalassessmentsforallsubjectsaremarkedby
subjectteacherandmoderatedexternally3 AssessmentsofCorecomponents
TOKassessmentsconsistofacombinationofareinternallyassessedTOKPresentationwithaweightage of 33 and externally assessed essays with aweightage of 67 These twocomponentsfinallycontributetoagradefromA-EExtendedessaysareexternallyassessedandgradedonscaleofA-EThealphabeticalgradesofEEampTOKfetchanumericalgradeonascaleof3 fromdiplomapointmatrixCompletionofCASrequirements ismandatory forDiploma candidates Different DP subjects have different weightage for external andinternalassessmentsinallexaminationsasperthesubjectguidesldquoFormalassessmentsinDPistheassessmentdirectlycontributetofinalqualificationrepresentsthefinalsummativeassessmentinIBcontinuumofeducationrdquo[1]Formal examination of the DP includes some multiple-choice tests for a few subjectsstructuredandunstructuredexaminationformostsubjectsintendedtobetakenattheendof the two-year course and some internal assessments to be completed by students atvarious timesunder various conditions (asper the internal deadlineplanner) during theircoursewhichwillbeexternallymoderatedThestudentperformanceismarkedandgradedasperIBrsquossubject-specificgradeboundariesonascaleof1to7ThefinalDPscoreisgivenout of 45 of which a total of 42 come from 6 subjects of 7 points each and 3 from acombinationofTOKandEEgradesThefinaldiplomascoreandtheindividualsubjectpointsincluding the core component grades and completion of CAS requirements determinewhetherthestudentsecuresadiplomaoracourseAllsummativeassessmentsareassessedusinglatestsubject-specificgradeboundariesonascale of 1-7 given by IB so that students have a clear understanding of expectations andthereby find scope of improvement This will give a truly comprehensive feedback tostudentsInternal standardization of assessment is a regular feature of DP at CI Internalstandardization is done for the internal assessments TOK essays amp extended essays incollaborationwithinthedepartmentforIAsampEEswheremorethanoneteacherisinvolvedinteachingthecourseandwithalltheteachersforTOKEssaysThishelpstheteacherstoproduceauthenticampreliablepiecesofworkfromstudentsCIplansitsInternalAssessmentsubmissiondeadlinesintheformofanIADeadlineCalendarand publishes the same in the beginning of the academic year This calendar is strictlyfollowedby the studentswithan increasingdegreeofpenalties inplace for lackadaisicalstudentswhomissdeadlinesConductingExaminationTheschoolhasastrongExaminationdepartmentandexperiencedfacultywhotakecareofconductingthesummativeandformalexaminationsfromtimetotimeasperIBregulationTheexaminationisconductedunderthevigilanceoftrainedteachersRecordingandReportingRecordingandreportingofsummativeassessmentswillbedonetotheparentsandstudentsattheendofeachsemesterthroughaPTMThereportcardisitselfacomprehensive
CHOITHRAM INTERNATIONAL 2018 - 20
154
documentwhichgivesdetailedprogressaboutstudentrsquosacademicperformancethroughoutthe twoyears ineachdisciplineandcorecomponentsafter summativeassessments Theperformance of the student is recorded in the form of an Achieved grade and an Effortgrade The achieved grade is based on the studentrsquos performance in the summativeassessmentsandtheeffortgradeportraysthelevelofeffortstudenthasputinduringeachsemesterAttheendofeachsemesterthetutorssharethereportcardwiththeparentsthroughmailsandthenfacetofacereportingisdoneinparentteachermeetingStudent-led conferencesmark the part of first PTMwhere the students take initiative indemonstrating theirunderstanding throughavarietyofdifferent learningsituationsTheyshareassessmentdataabouttheirlearningwiththeirparentssupportedwithaportfolioofachievement and also reflect on the development of ATL skills The student identifiesstrengthsandareasforimprovementItenablesparentstogainaclearinsightintothekindofworktheirchildisdoingandoffersanopportunityforthemtodiscussitwiththeirchildThereafterthetutorsandsubjectteacherscommunicatetheperformanceofstudentsintheformofassessmentdataopenlyandtransparentlysupportedbythestudentrsquosworkAfter every summative assessment result is analysed to identify the students who needextralearningsupportTheschoolhasaninterventionplantohelpthestudentswhosecureagrade3orlessatSLand4orlessatHLinassessmentsintheformofremedialsupportclasseswhichareplannedasperthefreelessonsofthestudentsPredictedGradesPredicted grades for each subject are given to theDiploma studentswhich serve for theuniversity admission The same are also uploaded on the official IB site which helps inmoderation Predicted grades are given on the basis teachersrsquo judgement and studentrsquosperformanceresponsesinFormativeandSummativeAssessmentsAssessmentaccesstostudentswithdifferentlearningneedsTasksandthetimedurationwillbedefinedkeepinginmindtheindividuallearningneedsofstudentsExtratimeandadditionalsupportwillbeextendedtostudentswhohavetroublekeepingupwithclassroomteachingandlearningandassessmentsasperthereportoftheInclusiveeducation coordinator Inclusiveeducation coordinatorwill be regularlyupdatedabouttheprogressofstudentswithlearningdifficultysoastorefineassessmentroadmapsAllAccessarrangementswillbecateredtoforstudentswithlearningdifficultyduringfinalsummativeassessmentofDPasper IBmandateAll furtheraccommodationsprovidedbyschoolforstudentwithlearningdifficultyarementionedinInclusiveEducationPolicyNOTEMay2018gradeboundarieswillbefollowedforallsummativeassessments
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155
ACADEMICHONESTYPOLICYAcademichonestyandintegrityisanindispensablepartoftheInternationalBaccalaureateOrganizationandanessentialpartofChoithramInternationalAcademicHonestyPolicyofCIcloselyfollowstheIBpublicationAcademicHonestyGuidanceforSchoolsThepurposeofthispolicyistoclearlystatetheexpectationsthatthefacultyhasfromthestudentsandrole and responsibilities of the teachers andparents to ensure that the learners presentauthenticworkAcademicHonestyshouldbeviewedpositivelybyallthestakeholdersandactwith integrityandhonestytakingresponsibilityofouractionsandtheirconsequencesThusstrivingtobeldquoPrincipledrdquoAcademicMisconductincludesthefollowing
1 Plagiarismbull Notacknowledgingtheoriginalsourceofinformationorideasbull NotusingProperIn-textcitationsbull CloselyParaphrasedmaterialthatistoosimilartooriginalsourceshouldalsobe
in-textcited2 Collusion3 Duplicationofwork4 Fakingwebsitesincitations
Malpracticealsoincludesanyotherbehaviorthatgainsanunfairadvantageforacandidateor that affects the results of another candidate like taking unauthorizedmaterial into anexamroomormisconductduringanexaminationortakingundueadvantagefromexternaltutorwhileperforminghomeassignmentsResponsibilitiesofstudentsCandidatemustbeartheconsequencesifheshesubmitsanyworkthatisnothisherownregardlessofwhethertheplagiarismwasunintentionalordeliberateStudentsareexpectedNotto indulge inanykindofacademiccollusionplagiarismduplicationofworkandallotherformsofcheating Inform the staff when any other student has committed any of the abovementionedacademicdishonestyPresent authentic work by ensuring that they have used proper citations and usingauthenticwebsitesbyevaluatingtheresources Present work that acknowledges all the sources used in the work submitted withoutfakingthewebsitesormissinganyreferencesSubmitalltheworktaskswithalongwiththechecklisttoensureproficientresearchskillspracticedandacademichonestypolicyimplementedassignedThecandidateisultimatelyresponsibleforensuringthatallworksubmittedforassessmentisauthenticwithworkorideasofothersfullyandcorrectlyacknowledged
CHOITHRAM INTERNATIONAL 2018 - 20
156
ResponsibilitiesofparentsTodevelopasenseofacademichonestyintheirchildandbeviewedpositivelyToguidetheirchildtoanextentratherthanhelpingbeyondlimitToalwaysensureandencouragetheirchildtopresentauthenticworkToencouragetheirchildtoacknowledgeallthesourcesreferredtoforthecompletionoftheworkandtouseproperin-textcitationsToguidetheirchildinevaluatingauthenticresourcesoridentifyingqualityresourcesTosupporttheschoolstaffindevelopingasenseofresponsibilityintheirchildtobecomeprincipledEnforcementofthepolicyThe school reserves all rights to check the student-submitted work for authenticity Themethodofcheckingcanrange fromuseofexternalwebsites toothermethodswhich theteacherdeemsfitinordertoverifytheoriginalityofstudentworkConsequencesofviolationofacademichonestypolicyThe students need to be principled and maintain the norms of Academic honestyMalpractice incidents will be discussed with the student and then reported to parentscounselorsandCoordinatorsTheactionagainstmalpracticewillbetakeninthreephasesfromMYP1onwards1Firstviolationofnormswill call fornogrades (0) in theassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedverballyaboutthesame2Secondviolationofnormswillcallfornogrades(0)intheassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedaboutwrittenwarningissuedtotheirwards3Thirdviolationofnormscallsforexpulsionfromschool
CHOITHRAM INTERNATIONAL 2018 - 20
157
ICTPOLICYAt CI we believe that well-integrated use of technology resources makes twenty-first-century learning possible Students are often more actively engaged in projects whentechnologytoolsareaseamlesspartofthe learningprocess iPadsareusedasateachingandlearningtoolatCIICTrulesandregulations
Using the computer network is a privilege and shall be governed by the ChoithramInternationalrsquos policies anddiscretion This codeofpractice is tobeadheredby all Strictaction will be taken against those students who fail to follow these policies and rulesChoithramInternationalandtheSchoolrsquosManagementbyAuthorityhaveadutytoensurethatallusersaresafeandshallnotbeexposedtoany illegalor inappropriatecontentTothiseffect fromtime to time theSchoolrsquosAuthority shallbeexercised toensure thatnosuch illegal or inappropriate content is stored in electronic devices within the Schoolcampus These restrictions are not intended to interfere with the studentsrsquo educationShould students feel the need to understand these policies better they may talk to anauthorisedmemberoftheITDepartmenttodiscusstheirqueriesInternetandemailusearesubjecttomonitoringbytheSchoolanditsapprovedSoftwareand Firewall systems No personal Internetmedia (JIOWifi device SIM dongal etc) andstoragedevicesareallowedtobeusedbystudentsoncampusAllstudentshavetouseonlytheschoolWiFiorLANThecostofdamagingorlosinganyschoolrsquosICTequipmenthastobebornebythestudentusertowhomithasbeenissuedThemobilephonesandiPadswithSIMcardsmustnotbeusedontheSchoolcampusandmust be deposited at the School reception Students are not allowed to use theirlaptopsiPadsduringalessonwithoutspecificallybeingaskedtodosobytheteachertakingthelessonStudentsshouldnotunderanyconditionsharephotosoranypropertyoftheschoolwithanypersonorthirdpartyNorshouldstudentsshareanyphototakenintheschoolpremisesonanysocialmediawithoutpriorpermissionSocialnetworkingsitesandallkindsofonlinechattingtoolsareprohibitedforuseduringschoolhoursanddailyreportswouldbesenttoHeadofSchoolforallkindofbreachattemptsTheSchool logoandname in fact anyorganisations logoandnameare the intellectualproperties of the concerned organisations and using themwithout their permission is aninfringement of DPA (Data Protection Act) 2011 Information Technology Act 2008 andCopyrightsActStudentsindulginginputtingupstrongly-wordedpostsagainsttheSchoolcommunity or any engagement on social media that goes against the discipline anddecorumofChoithramInternationalwillbedealtwithseverelySoundMusicGamesorAppsbullTheSchoolprotocol involves installingprofilesrestrictionsonthestudents iPadDuetothispracticetheAPPSTOREwillbeblockedStudentswillbeallowedtodownloadallthecurriculum-relevantappsatthebeginningofthetermandthentheprofileswillbeinstalledProfileswillberemovedduringvacationsbullTheSchoolisnotresponsibleforanytypeoflossdamageortheftofhardwaresoftwareanddatafromthestudentrsquosiPadlaptop
CHOITHRAM INTERNATIONAL 2018 - 20
158
bull Soundmust bemuted at all times unless permission is obtained from the teacher forinstructionalpurposesbull The iPad name should be the studentrsquos name and hisher grade The students are notallowedtogiveanyrandomnametotheiriPadslaptopsbullMusicrelatedtothecurriculumisallowedontheiPadandcanbeusedatthediscretionoftheteacheranddiscretepoliciesbullThe studentsarenotallowed tocarryearphonesandanyothermedia storagedevices(Pendrive External harddisk MP3 Player) unless permission is given by the ProgrammeCoordinatorbullAppscanbeusedatthediscretionoftheteacherTheseappsneedtobedirectlyrelatedtothecurriculumandapprovedbythesubjectteacherbull Educational games can be used with prior permission from the coordinator and thesubjectteacherbullNogamesmoviesandanykindofvideos(TVShows)shouldbefoundinanyiPadslaptopsastheyarenotallowedinSchoolpremisesIfthesearefoundinthestudentrsquosiPadslaptopsthat device will be confiscated and a case against the student will be forwarded to therespective coordinator and HOS and returning the device to the student shall be at thediscretionofthecoordinatororHOSUseoftheInternetThe internet is provided to help studentswith learning activities such as research onlineactivitiesonlineeducationalgamesandmanyotherthingsTheinternetisnottobeusedtoaccess anything which is illegal or anything that someone else may find offensive ThisincludespornographydiscriminationandracialorreligioushatredIfthestudentisunsureaboutthisruleorcomesacrossanythingthatthestudentfeelsisinappropriatethestudentshouldturnhishercomputermonitoroffandinformtheteacherimmediatelyThe Internet is a vast world and the student as a responsible user of Internet shouldrespectothers sentimentsemotionsbeliefsandcultureThe student shouldnotbyanymeansinvolvehimselfherselfinanykindofcyber-bullyingorsendingsharingoffensiveordisrespectfulcommentsabouttheschoolandothersIngeneralwhenusingtheComputersiPadsthestudentshallbullalwaysusehisherowndevicenotanybodyelse(Thestudentsaresuggestedtostickalabelwhichcarriestheirnamesandgrades)bullalwaysbehaveinasensiblematurewayrespectingothersatalltimesbullkeeptheirpasswordsecretbullreportanysuspectedbreachofnetworksecurity(whetherbymyselforothers)totheITteachertheSchoolsNetworkManagerortheProgrammeCoordinatorbull not damage the computer computer systems or network If the student discovers anymethodsofcausingsuchdamageheshewillreportthemtotheITDepartmentWhenusingtheInternetandemailthestudentshallbullrefrainfromaccessinganynewsgroupslinkswebpagesorotherareasofcyberspacethatwould be considered offensive in the judgment of the IT Department because ofpornographicracistviolentillegalillicitorothercontentbull take responsibility for monitoring and appropriately reject any newsgroups links webpagesorotherareasofcyberspaceaccessedbyhimher
CHOITHRAM INTERNATIONAL 2018 - 20
159
bull never use valuable computer time playing non-educational games or accessinginformationwhichisnotpartofmyschoolworkbullnevertrytobypassanyofthesecuritysystemsinplaceThissecurityisinplacetoprotectthestudentfromillegalsitesandtostoppeoplefromhackingintootherpeoplesaccountsbull always be respectful of others and use appropriate language both to those aroundhimherandthosethestudent is incontactthroughthenetworkThestudentwill refrainfromusingobsceneharassingorabusivelanguageandwillreportanycasesofsuchusageagainsthimherorotherstohisherTutorandITDepartmentbull not download software games music graphics or video without first asking the ICTteacherandobtainingpermissionfromthecopyrightholderifrequiredbulluseanydownloadedmaterialinanappropriatemannerinhisherworklistingitssourceinabibliographyandclearlyspecifyinganydirectlyquotedmaterialbull never reveal personal information including passwords names addresses credit carddetailstelephonenumbersandphotographsofhimselfherselfandothersIfthestudentisuncertainas to theneedtorevealanyof this information thestudentshouldaskhisherteacherparent
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160
LISTOFHOLIDAYS(SESSION2018-19)Datesfortheclosingandre-openingoftheSessionwouldbedeclaredlater
220818 Wednesday Id-ul-ZuhaBakara-Eid
26082018 Sunday RakshaBandhan
3918 Monday Janmashthami
13918 Thursday GaneshChaturthi
21918 Friday Moharrum
24918 Monday nextdaytoAnantChaturdashi
21018 Tuesday GandhiJayanti
181010to211018 ThursdaytoSunday Dussehravacations
51118to91118 MondaytoFriday Diwalivacations
211118 Wednesday Eid-e-Milad
231118 Friday GurunanakJayanti
221218-1119 SaturdaytoTuesday ChristmasBreak
040319 Monday MahaShivratri
21319 Thursday Holi
22319 Friday GoodFriday
25319 Monday RangPanchami
14419 Sunday RamNavamiampAmbedkarJayanti
17419 Wednesday MahavirJayanti
CHOITHRAM INTERNATIONAL 2018 - 20
161
References
1 Language A Language and Literature guide First examinations 2015 copyInternationalBaccalaureateOrganization2011
2 Language A Literature guide First examinations 2015 copy InternationalBaccalaureateOrganization2011
3 French Ab initio guide First examinations 2020 copy International BaccalaureateOrganization2018
4 Language B guide First examinations 2020 copy International BaccalaureateOrganization2018
5 Economics guide First examinations 2013 copy International BaccalaureateOrganization2010
6 Business and Management guide First examinations 2016 copy InternationalBaccalaureateOrganization2012
7 Information Technology in Global Society guide First examinations 2012 copyInternationalBaccalaureateOrganization2010
8 HistoryguideFirstexaminations2020copyInternationalBaccalaureateOrganization2018
9 Environment Systems and Society guide First examinations 2011copy InternationalBaccalaureateOrganization2012
10 PhysicsguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
11 Chemistry guide First examinations 2016 copy International BaccalaureateOrganization2014
12 BiologyguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
13 Computer Science guide First examinations 2014 copy International BaccalaureateOrganization2012
14 MathematicsHLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
15 MathematicsSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
16 MathematicsStudiesSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
17 VisualArtsguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
18 Gradedescriptors(ForusefromDecember2017)
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162
ANNEXURE1
GRADEDESCRIPTORS
Group1(Studiesinlanguageandliterature)
Grade7
Demonstratesexcellentunderstandingandappreciationoftheinterplaybetweenformand
content in regard to the question or task responses thatmay be convincing detailed
independent in analysis synthesis and evaluation highly developed levels of expression
bothorallyandinwritingverygooddegreeofaccuracyandclarityverygoodawareness
ofcontext andappreciationoftheeffectontheaudiencereaderveryeffectivestructure
withrelevanttextualdetailtosupportacriticalengagementwiththethoughtsandfeelings
expressedinthework(s)
Demonstratesrefinedappreciationof literarystyleandafullengagementwiththeactof
transforming literature into performance the personal qualities necessary to work with
othersinapurposefulandeffectivemanner
Grade6
Demonstratesverygoodunderstandingandappreciationoftheinterplaybetweenformand
contentinregardtothequestionortaskresponsesthataremainlyconvincingaswellas
detailed and independent to some degree in analysis synthesis and evaluation well-
developed levels of expression both orally and inwriting good degree of accuracy and
claritygoodawarenessofcontextandappreciationof theeffectontheaudiencereader
effective structurewith relevant textual detail to support a critical engagementwith the
thoughtsandfeelingsexpressedinthework(s)
Demonstratesclearappreciationof literary styleanda solidengagementwith theactof
transformingliteratureintoperformancewillingnesstoworkwithothersinaconstructive
manner
Grade5
Demonstrates good understanding and appreciation of the interplay between form and
contentinregardtothequestionortaskresponsesthatoffergenerallyconsideredand
valid analysis synthesis and or evaluation good levels of expression bothorally and in
writingadequatedegreeofaccuracyandclarityawarenessofcontextandappreciationof
CHOITHRAM INTERNATIONAL 2018 - 20
163
theeffectontheaudiencereaderclearstructurewithrelevanttextualdetailtosupportan
engagementwiththethoughtsandfeelingsexpressedinthework(s)
Demonstrates an appreciation of literary style and an engagement with the act of
transformingliteratureintoperformancerecognizableinvolvementtoworkwithothersina
cooperativemanner
Grade4
Demonstratesadequate knowledgeandunderstandingof thequestionor task responses
that are generally valid in analysis and or synthesis satisfactory powers of expression
both orally and in writing only some lapses in accuracy and clarity some awareness of
context and appreciation of the effect on the audience reader a basic structure within
whichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates some appreciation of literary style and some commitment in the act of
transformingliteratureintoperformanceanacceptanceoftheneedtoworkwithothers
Grade3
Demonstratessomeknowledgeandsomeunderstandingofthequestionortaskresponses
thatareonlysometimesvalidandorappropriatelydetailedsomeappropriatepowersof
expressionbothorallyand inwriting lapses inaccuracyandclarity limitedawarenessof
context and appreciation of the effect on the audiencereader some evidence of a
structurewithinwhichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates little appreciation of literary style andmodest commitment to the act of
transforming literature into performance little apparent attempt to work with others
effectively
Grade2
Demonstratessuperficialknowledgeandunderstandingofthequestionortaskresponses
that are of generally limited validity limited powers of expression both orally and in
writing significant lapses in accuracy and clarity little awareness of context and
appreciationoftheeffectontheaudiencereaderrudimentarystructurewithinwhichthe
thoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationof literarystyleandlittlecommitmenttotheactof
transforming literature intoperformancesparseevidenceof involvement inworkingwith
otherseffectively
CHOITHRAM INTERNATIONAL 2018 - 20
164
Grade1
Demonstrates very rudimentary knowledge and understanding of the question or task
responsesthatareofverylimitedvalidityverylimitedpowersofexpressionbothorally
and in writing widespread lapses in accuracy and clarity no awareness of context and
appreciationoftheeffectontheaudiencereaderveryrudimentarystructurewithinwhich
thethoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationofliterarystyleandnegligibleinvolvementwiththe
actoftransformingliteratureintoperformanceinabilitytoworkwithothers
Appliestoliteratureandperformanceonly
CHOITHRAM INTERNATIONAL 2018 - 20
165
Group2(languageacquisition)
LanguageB(HL)
Grade7
Studentsspeakwithclarityandfluencyusearichlyvariedandidiomaticrangeoflanguage
veryaccuratelyhandleideaseffectivelyandskillfullywithactiveandcomplexinteraction
demonstrateathoroughunderstandingofthemeaningandpurposeofwrittentextshave
little difficulty with the most difficult questions recognize almost all the subtleties of
specific language usage write detailed and expressive texts demonstrating an excellent
command of vocabulary and complex structures with a consistently high level of
grammaticalaccuracydemonstrateclarityofthoughtintheorganizationoftheirworkand
anabilitytoengageconvinceandinfluencetheaudience
Grade6
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
moredifficultquestionsrecognizemostofthesubtletiesofspecificlanguageusagewrite
detailedtextsdemonstratingaverygoodcommandofvocabularyandcomplexstructures
withaverygood levelofgrammaticalaccuracyadapt theirwritingappropriately tosuit
theintendedaudienceandpurposeexpresstheirideasandorganizetheirworkcoherently
andconvincingly
Grade5
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideas mostly effectively with generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficult questions recognize some subtleties of specific languageusagewrite
fairly detailed texts demonstrating a good command of vocabulary with a good level of
grammaticalaccuracyshowareasonableabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkcoherently
Grade4
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywithfullinteractionattimesdemonstrateanadequateunderstandingofthe
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meaning and purpose of written texts have some difficulties with almost all difficult
questions and some average questions recognize a few subtleties of specific language
usagewrite texts demonstrating an adequate commandof vocabularywith an adequate
levelofgrammaticalaccuracyshowsomeabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkappropriately
Grade3
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectly
attimeshandleideaswithsomedifficultywithfairlylimitedinteractiondemonstratesome
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureproduceanidentifiabletexttypemakesomeattempt
atexpressingtheirideasandorganizingtheirwork
Grade2
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typewith limited
successmakesomeattemptatbasicorganizationcontentisrarelyconvincing
Grade1
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce a barely identifiable text type lack
organizationtoanextentthatcontentisunconvincing
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LanguageB(SL)
Grade7
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
more difficult questions write detailed texts demonstrating a very good command of
vocabularyandcomplexstructureswithaverygoodlevelofgrammaticalaccuracyadapt
theirwritingeffectivelytosuittheintendedaudienceandpurposeexpresstheirideasand
organizetheirworkcoherentlyandconvincingly
Grade6
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideasmostly effectivelywith generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficultquestionswritefairlydetailedtextsdemonstratingagoodcommandof
vocabularywithagoodlevelofgrammaticalaccuracyadapttheirwritingappropriatelyto
suit the intended audience and purpose express their ideas and organize their work
coherently
Grade5
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywith full interaction at timesdemonstrateanadequateunderstandingof the
meaning and purpose of written texts have some difficulties with almost all difficult
questionsandsomeaveragequestionswritetextsdemonstratinganadequatecommand
ofvocabularywithanadequatelevelofgrammaticalaccuracyshowareasonableabilityto
adapt theirwriting to suit the intended audience and purpose express their ideas and
organizetheirworkappropriately
Grade4
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectlyat
timeshandle ideaswith somedifficultywith fairly limited interactiondemonstrate some
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureshowsomeabilitytoadapttheirwritingtosuitthe
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intended audience and purpose make some attempt at expressing their ideas and
organisingtheirwork
Grade3
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typemake some
attemptatbasicorganizationcontentisrarelyconvincing
Grade2
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce an identifiable text typewith limited
successlackorganizationtoanextentthatcontentisunconvincing
Grade1
Students speak very hesitantly and unclearly use a very limited range of language
incorrectlyhandleideasunsuccessfullywithveryrestrictedinteractiondemonstrateavery
limitedunderstandingof themeaningandpurposeofwritten texts havedifficultieswith
almostallquestionswritetextsdemonstratingaverylimitedcommandofvocabularyand
verylittleawarenessofgrammaticalstructureproduceabarelyidentifiabletexttypelack
organizationtoanextentthatcontentisconfusing
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Languageabinitio(SL)
Grade7
Receptive skills students respond clearly and effectively to all simple andmost complex
informationandideas
Interactive skills students respond accurately communicate effectively and demonstrate
comprehension pronunciation and intonation always facilitate the understanding of the
message students sustain participation and make good independent contributions The
messageisalwaysclear
Productive skills students develop ideas well using an effective logical structure they
successfullyusearangeofsimpleandsomecomplexcohesivedevicestheyusebothbasic
andcomplexgrammaticalstructuresaccuratelyHowevertheymaymakeoccasionalerrors
in complex structures they use varied and effective vocabulary and appropriate register
theydemonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade6
Receptiveskills studentsrespondclearlytoallsimpleandmostcomplexinformationand
ideas
Interactive skills students respond mostly accurately communicate almost always
effectively and demonstrate comprehension pronunciation and intonation almost always
facilitate the understanding of themessage students almost always sustain participation
andmakeindependentcontributionsThemessageisalmostalwaysclear
Productiveskillsstudentsdevelopideaswellusingalogicalstructuretheysuccessfullyuse
a range of simple and some complex cohesive devices they use both basic and complex
grammatical structures accurately However they may make several errors in complex
structures they use varied vocabulary and appropriate register they almost always
demonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade5
Receptive skills students generally respond clearly to simple and some complex
informationandideas
Interactive skills students respondaccurately and generally demonstrate comprehension
pronunciationandintonationoftenfacilitatetheunderstandingofthemessagestudents
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generallysustainparticipationandmakesome independentcontributionsThemessage is
oftenclear
Productive skills students develop some ideas using a logical structure they often use a
rangeofsimpleandsomecomplexcohesivedevicestheyusebasicgrammaticalstructures
accurately However complex structures are rarely accurate they use a range of basic
vocabulary and appropriate register they often demonstrate evidence of intercultural
understandingwhererequired
Grade4
Receptiveskillsstudentsrespondclearlytomostsimpleinformationandideas
Interactive skills students respond accurately and demonstrate comprehension in simple
exchanges pronunciation and intonation usually facilitate the understanding of the
messagestudentssustainparticipationinsimpleexchangesThemessageisusuallyclear
Productiveskillsstudentsdevelopbasicideasusingalogicalstructuretheyusearangeof
simplecohesivedevicessuccessfullytheyusemostbasicgrammaticalstructuresaccurately
theyusebasic vocabularyandappropriate register successfully theyusuallydemonstrate
evidenceofinterculturalunderstandingwhererequired
Grade3
Receptiveskillsstudentssometimesrespondclearlytosimpleinformation
Interactive skills students sometimes respond accurately and sometimes demonstrate
comprehensioninsimpleexchangespronunciationandintonationsometimesfacilitatethe
understanding of the message students sometimes sustain participation in simple
exchangesThemessageissometimesclear
Productive skills students sometimes develop basic ideas they sometimes use simple
cohesivedevicessuccessfullytheysometimesusebasicgrammaticalstructuresaccurately
theysometimesusebasicvocabularyandappropriateregistersuccessfullytheysometimes
demonstrateevidenceofinterculturalunderstandingwhererequired
Grade2
Receptiveskillsstudentsrarelyrespondclearlytosimpleinformation
Interactive skills students rarely respond accurately or demonstrate comprehension
pronunciationand intonation rarely facilitate theunderstandingof themessage students
rarelysustainparticipationinsimpleexchangesThemessageisrarelyclear
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Productive skills students rarely develop basic ideas they rarely use simple cohesive
devices they rarely use simple grammatical structures accurately they rarely use basic
vocabulary or appropriate register successfully they rarely demonstrate evidence of
interculturalunderstandingwhererequired
Grade1
Receptiveskillsstudentsveryrarelyrespondclearlytosimpleinformation
Interactive skills students very rarely respondaccuratelyordemonstrate comprehension
pronunciation and intonation very rarely facilitate the understanding of the message
students very rarely sustainparticipation in simpleexchanges Themessage is very rarely
clear
Productive skills students very rarelydevelop ideas they very rarelyuse simple cohesive
devices theyvery rarelyusebasicgrammatical structuresaccurately theyvery rarelyuse
basicvocabularyorappropriateregistersuccessfullytheyveryrarelydemonstrateevidence
ofinterculturalunderstandingwhererequired
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Group3(individualsandsocieties)
Grade7
Demonstratesconceptualawarenessinsightandknowledgeandunderstandingwhichare
evidentintheskillsofcriticalthinkingahighlevelofabilitytoprovideanswerswhichare
fully developed structured in a logical and coherent manner and illustrated with
appropriate examples a precise use of terminology which is specific to the subject
familiaritywith the literature of the subject the ability to analyse and evaluate evidence
andtosynthesizeknowledge andconceptsawareness ofalternative pointsofviewand
subjective and ideological biases and the ability to come to reasonable albeit tentative
conclusionsconsistentevidenceofcriticalreflectivethinkingahighlevelofproficiencyin
analysingandevaluatingdataorproblemsolving
Grade6
Demonstratesdetailedknowledgeandunderstandinganswerswhicharecoherentlogically
structured and well developed consistent use of appropriate terminology an ability to
analyseevaluateandsynthesizeknowledgeandconceptsknowledgeofrelevantresearch
theoriesandissuesandawarenessofdifferentperspectivesandcontextsfromwhichthese
have been developed consistent evidence of critical thinking an ability to analyse and
evaluatedataortosolveproblemscompetently
Grade5
Demonstratesasoundknowledge andunderstandingofthesubjectusingsubject-specific
terminologyanswerswhichare logicallystructuredandcoherentbutnotfullydeveloped
an ability to provide competent answerswith some attempt to integrate knowledge and
concepts a tendency to be more descriptive than evaluative although some ability is
demonstratedtopresentanddevelopcontrastingpointsofviewsomeevidenceofcritical
thinkinganabilitytoanalyseandevaluatedataortosolveproblems
Grade4
Demonstratesasecureknowledgeandunderstandingofthesubjectgoingbeyondthemere
citing of isolated fragmentary irrelevant or ldquocommon senserdquo points some ability to
structure answers but with insufficient clarity and possibly some repetition an ability to
express knowledge and understanding in terminology specific to the subject some
understandingofthewayfactsorideasmayberelatedandembodiedinprinciplesand
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conceptssomeabilitytodevelopideasandsubstantiateassertionsuseofknowledgeand
understanding which is more descriptive than analytical some ability to compensate for
gapsinknowledgeandunderstandingthroughrudimentaryapplicationorevaluationofthat
knowledgeanabilitytointerpretdataortosolveproblemsandsomeabilitytoengagein
analysisandevaluation
Grade3
Demonstratessomeknowledgeandunderstandingofthesubjectabasicsenseofstructure
thatisnotsustainedthroughouttheanswersabasicuseofterminologyappropriatetothe
subjectsomeabilitytoestablishlinksbetweenfactsorideassomeabilitytocomprehend
dataortosolveproblems
Grade2
Demonstrates a limited knowledge and understanding of the subject some sense of
structureintheanswersalimiteduseofterminologyappropriatetothesubjectalimited
ability to establish links between facts or ideas a basic ability to comprehenddata or to
solveproblems
Grade1
Demonstrates very limited knowledge and understanding of the subject almost no
organizationalstructureintheanswers inappropriateorinadequateuseofterminologya
limitedabilitytocomprehenddataortosolveproblems
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Group4(sciences)
Grade7
Displays comprehensive knowledge of factual information in the syllabus and a thorough
command of concepts and principles Selects and applies relevant information concepts
and principles in a wide variety of contexts Analyses and evaluates quantitative andor
qualitative data thoroughly Constructs detailed explanations of complex phenomena and
makes appropriate predictions Solves most quantitative andor qualitative problems
proficiently Communicates logically and concisely using appropriate terminology and
conventionsShowsinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works very well within a team and
approaches investigations in an ethical manner paying full attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysconsiderable
attentiontosafetyandisfullycapableofworkingindependently
Grade6
Displays very broad knowledge of factual information in the syllabus and a thorough
understanding of concepts and principles Selects and applies relevant information
concepts and principles in most contexts Analyses and evaluates quantitative andor
qualitative data with a high level of competence Constructs explanations of complex
phenomenaandmakesappropriatepredictionsSolvesbasicorfamiliarproblemsandmost
newor difficult quantitative andor qualitative problems Communicates effectively using
appropriateterminologyandconventionsShowsoccasionalinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works well within a team and
approaches investigations in an ethical manner paying due attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysdueattention
tosafetyandisgenerallycapableofworkingindependently
Grade5
Displays broad knowledge of factual information in the syllabus Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextsAnalyses
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andevaluatesquantitativeandorqualitativedatacompetentlyConstructsexplanationsof
simple phenomena Solves most basic or familiar problems and some new or difficult
quantitativeandorqualitativeproblemsCommunicatesclearlywith littleorno irrelevant
material
Demonstrates personal skills perseverance and responsibility in a variety of investigative
activitiesinafairlyconsistentmannerGenerallyworkswellwithinateamandapproaches
investigations in an ethical manner paying attention to environmental impact Displays
competence in a range of investigative techniques pays attention to safety and is
sometimescapableofworkingindependently
Grade4
Displaysreasonableknowledgeoffactualinformationinthesyllabusthoughpossiblywith
somegapsShowsadequatecomprehensionofmostbasicconceptsandprinciplesbutwith
limitedabilitytoapplythemDemonstratessomeanalysisorevaluationofquantitativeor
qualitative data Solves some basic or routine problems but shows limited ability to deal
with new or difficult situations Communicates adequately although responses may lack
clarity and include some repetitive or irrelevant material Demonstrates personal skills
perseverance and responsibility in a variety of investigative activities although displays
some inconsistency Works within a team and generally approaches investigations in an
ethicalmanner with some attention to environmental impact Displays competence in a
range of investigative techniques pays some attention to safety although requires some
closesupervision
Grade3
Displays limited knowledge of factual information in the syllabus Shows a partial
comprehensionofbasic concepts andprinciples andaweakability to apply them Shows
someabilitytomanipulatedataandsolvebasicorroutineproblemsCommunicateswitha
possiblelackofclarityandusessomerepetitiveorirrelevantmaterial
Demonstrates personal skills perseverance and responsibility in some investigative
activities in an inconsistent manner Works within a team and sometimes approaches
investigationsinanethicalmannerwithsomeattentiontoenvironmentalimpactDisplays
competence in some investigative techniques occasionally pays attention to safety and
requiresclosesupervision
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Grade2
Displays little recall of factual information in the syllabus Showsweak comprehensionof
basicconceptsandprincipleswith littleevidenceofapplicationExhibitsminimalabilityto
manipulatedataandlittleornoabilitytosolveproblemsOffersresponseswhichareoften
incompleteorirrelevantRarelydemonstratespersonalskillsperseveranceorresponsibility
in investigative activities Works within a team occasionally but makes little or no
contributionOccasionallyapproaches investigations inanethicalmannerbutshowsvery
littleawarenessoftheenvironmental impactDisplayscompetenceinaverylimitedrange
ofinvestigativetechniquesshowinglittleawarenessofsafetyfactorsandneedingcontinual
andclosesupervision
Grade1
Recallsfragmentsoffactualinformationinthesyllabusandshowsverylittleunderstanding
of any concepts or principles Rarely demonstrates personal skills perseverance or
responsibility in investigative activities Does not work within a team Rarely approaches
investigations inanethicalmanneror showsanawarenessof theenvironmental impact
Displaysvery little competence in investigative techniquesgenerallypaysnoattention to
safetyandrequiresconstantsupervision
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Computerscience
Grade7
Displayscomprehensiveknowledgeofcomputersciencefactualinformationandathorough
command and understanding of concepts and principles Selects applies and analyses
relevant information concepts and principles in awide variety of contexts to solvemost
problems proficiently Able to interpret and construct fairly complex algorithms and
produce workable and mostly efficient solutions Communicates logically and concisely
usingappropriateterminologyShowsinsightandinitiativeinextendedresponsesAbleto
produce a complete plan and provides a fully consistent design overview The product
developedcompletelymatchestheplanandworksThedocumentationiscompleteandthe
product is fully tested and evaluated The use of techniques in solving problems
demonstrateshighlevelsofcomplexityandingenuity
Grade6
Displays very broad knowledge of computer science factual information and an
understanding of concepts and principles Selects and applies relevant information
conceptsandprinciplesinmostcontextstosolvebasicorfamiliarproblemsandmostnew
or difficult problems Able to interpret and construct fairly complex algorithms with few
errors to produce workable solutions Communicates effectively using appropriate
terminologyShowsoccasionalinsightorinitiativeinextendedresponsesAbletoproducea
plananddesignoverviewTheproductmatchestheplanandworksThedocumentationis
completeandtheproducthasbeentestedandevaluatedTheuseoftechniquesinsolving
problemsdemonstratesaverygoodlevelofcomplexityandingenuity
Grade5
Displays broad knowledge of computer science factual information Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextstosolve
mostbasicorfamiliarproblemsandsomenewordifficultproblemsAbletointerpretand
constructfairlycomplexalgorithmsandproduceapartiallyworkableorinefficientsolution
Communicatesclearlyusingappropriate terminologywith littleorno irrelevantmaterial
Able to produce a partial plan and a design overview thatmeets plan requirements The
productworksbutdoesnotfullymatchtheplanThetestinganddocumentationis
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complete but evaluation is incomplete The use of techniques in solving problems
demonstratesagoodlevelofcomplexityandingenuity
Grade4
Displaysreasonableknowledgeofcomputersciencefactualinformationthoughwithsome
gaps Shows adequate comprehension of most basic concepts and principles but with
limited ability to apply them Solves some basic or routine problems but shows limited
ability to deal with new or difficult situations Able to interpret and construct simple
algorithms Communicates adequately using mostly correct terminology although
responseslackclarityandincludesomerepetitiveorirrelevantmaterialAbletoproducea
basicplanandadesignoverviewTheproductmostlyworksbutdoesnotmatchallaspects
of the plan The documentation is complete and there is evidence of testing but the
evaluation is incomplete The use of techniques in solving problems demonstrates an
adequatelevelofcomplexityandingenuity
Grade3
Displays limited knowledge of computer science factual information Shows a partial
comprehensionofbasicconceptsandprinciplesand limitedability toapply themAbleto
interpret or construct simple algorithms Communicates using basic terminology with a
lackofclarityandsomerepetitiveorirrelevantmaterialProducesanincompleteplanand
designoverviewTheproductmatchessomeaspectsoftheplanandthereissomeevidence
of testingorevaluation in thedocumentation Theuseof techniques insolvingproblems
demonstratesalimitedlevelofcomplexityandingenuity
Grade2
DisplayslittlerecallofcomputersciencefactualinformationShowslimitedcomprehension
ofbasicconceptsandprinciplesandlittleevidenceofapplicationSomeevidenceofbeing
able to interpret or construct simple algorithms Offers responses which are often
incompleteorirrelevantProducesaweakandincompleteplanThedesignoverviewispoor
and does not match the plan The product is poor and does not work There is limited
evidence of testing poor documentation and limited or no evaluation The use of
techniquesinsolvingproblemsdemonstratesalowlevelofcomplexityandingenuity
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Grade1
Recalls fragments of computer science factual information and shows very little
understanding of any concepts or principles Little or no ability at algorithm construction
andinterpretationTheirdesignoverviewandplanarenotattemptedThereis littleorno
evidence of a working product and little or no evidence of testing documentation or
evaluation The use of techniques in solving problems fails to demonstrate any level of
complexityoringenuity
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Group5(mathematics)
Grade7
Demonstrates a thorough knowledge and comprehensive understanding of the syllabus
successfully constructs and appliesmathematical arguments at a sophisticated level in a
wide variety of contexts successfully uses problem-solving techniques in challenging
situations recognizes patterns and structures makes generalizations and justifies
conclusionsunderstandsandexplainsthesignificanceandvalidityofresultsanddrawsfull
and relevant conclusions communicates mathematics in a clear effective and concise
mannerusing correct techniquesnotation and terminologydemonstrates theability to
integrate knowledge understanding and skills from different areas of the course uses
technology correctly in challenging situationsmdashmakes efficient use of calculatorrsquos
functionalitywhenrequired
Grade6
Demonstrates a broad knowledge and comprehensive understanding of the syllabus
successfullyconstructs andappliesmathematicalarguments inavarietyofcontextsuses
problem-solving techniques in challenging situations recognizes patterns and structures
andmakessomegeneralizationsunderstandsandexplainsthesignificanceandvalidityof
resultsanddrawsrelevantconclusionscommunicatesmathematicsinaclearandeffective
mannerusingcorrecttechniquesnotationandterminologydemonstratessomeabilityto
integrate knowledge understanding and skills from different areas of the course uses
technologycorrectlyinroutinesituationsmdashmakesefficientuseofcalculatorrsquosfunctionality
whenrequired
Grade5
Demonstrates a broad knowledge and good understanding of the syllabus applies
mathematical arguments in performing routine tasks successfully uses problem-solving
techniques in routine situations successfully carries out mathematical processes in a
varietyofcontextsandrecognizespatternsandstructuresunderstandsthesignificanceof
results and draws some conclusions communicates mathematics effectively using
appropriatetechniquesnotationandterminologydemonstratesanawarenessofthelinks
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between different areas of the course makes use of calculatorrsquos functionality when
requiredmdashmayoccasionallybeinefficient
Grade4
Demonstratesasatisfactoryknowledgeofthesyllabusappliesmathematicalargumentsin
performing some routine tasks uses problem-solving techniques in routine situations
successfullycarriesoutmathematicalprocesses instraightforwardcontextsshowssome
abilitytorecognizepatternsandstructureshaslimitedunderstandingofthesignificanceof
results and attempts to draw some conclusions communicatesmathematics adequately
using some appropriate techniques notation and terminology makes some use of
calculatorrsquos functionality but perhaps not alwayswhen requiredmdashmay be inefficient at
times
Grade3
Demonstratespartialknowledgeofthesyllabusandlimitedunderstandingofmathematical
arguments in per forming some routine task s attempts to carry out mathematical
processes in straight forward contexts makes an attempt to use problem-solving
techniquesinroutinesituationscommunicatessomemathematicsusingsomeappropriate
techniquesnotationorterminologyoccasionallyusescalculatorrsquosfunctionalitybutoften
inefficiently does not always use it when required and may use an inefficient analytic
approach
Grade2
Demonstrates limited knowledge of the syllabus attempts to carry out mathematical
processesatabasic levelcommunicatessomemathematicsbutoftenuses inappropriate
techniques notation or terminology unable to use calculator correctly when requiredmdash
questionsexclusivelyrequiringtheuseoftheGDCaregenerallynotattempted
Grade1
Demonstratesminimal knowledgeof the syllabus demonstrates little or no ability touse
mathematicalprocessesevenwhenattemptingroutinetaskscommunicatesonlyminimal
mathematics and consistently uses inappropriate techniques notation or terminology is
unabletomakeeffectiveuseoftechnology
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Group6(arts)Grade7
Demonstrates in-depth and comprehensive knowledge and understanding of the media
usedwithpreciseuseof terminology tocommunicate thisunderstandingHighlyeffective
use of research investigation and technical skills In-depth understanding of artistic
intention and engagement with the artistic process demonstrated in consistent
developmentofideascreativityandcriticalreflection
Grade6
Demonstratesdetailedknowledgeandunderstandingof themediausedwithappropriate
and consistent use of terminology to communicate this understanding Effective use of
research investigation and technical skills Understanding of artistic intention and
engagementwiththeartisticprocessdemonstratedindevelopmentofideascreativityand
criticalreflection
Grade5
Demonstratessoundknowledgeandunderstandingofthemediausedwithappropriateuse
of terminology to communicate this understanding Research investigation and technical
skills are evident and sometimes well developed Evidence of understanding of artistic
intentionandtheartisticprocessanddevelopmentofideascreativityandcriticalreflection
Grade4
Demonstrates secure knowledge and understanding of themedia usedwith appropriate
useofterminologytocommunicatethisunderstandingResearchandorinvestigationskills
areevidentbutnotwelldevelopedSomeunderstandingofartisticintentionandtheartistic
process that is understanding of the work of others the studentrsquos own work and the
connections between these Some evidence through the studentrsquos own work of
understanding of the artistic process Technical skills are evident but not necessarilywell
developedThereissomeevidenceofdevelopmentofideasandsomeevidenceofcreativity
andcriticalreflection
Grade3
Demonstrates basic knowledge and understanding of the media used with some use of
terminology to communicate this understanding There is evidence of research andor
investigationbutthisremainsundevelopedPartialunderstandingofartisticintentionthat
isunderstandingoftheworkofothersandthestudentrsquosownworkEvidenceinthe
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studentrsquos own work of limited artistic process and technical skills Creativity and critical
reflectionemergeoccasionallyinthework
Grade2
Demonstrates little knowledge and understanding of themedia usedwith limited use of
terminology There is evidence of superficial research andor investigation The studentrsquos
ownworkdemonstratesvery limitedartisticprocess technicalskillscreativityandcritical
reflection
Grade1
Demonstratesverylittleknowledgeandunderstandingofthemediausedwithinadequate
use of terminology Irrelevant research andor investigation The studentrsquos own work
demonstratesalmostnoartisticprocesstechnicalskillscreativityorcriticalreflection
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Extendedessaygradedescriptors
GradeA
Demonstrateseffectiveresearchskillsresultinginawell-focusedandappropriateresearch
questionthatcanbeexploredwithinthescopeofthechosentopiceffectiveengagement
withrelevantresearchareasmethodsandsourcesexcellentknowledgeandunderstanding
ofthetopicinthewidercontextoftherelevantdisciplinetheeffectiveapplication
ofsourcematerialandcorrectuseofsubject-specificterminologyandorconceptsfurther
supportingthisconsistentandrelevantconclusionsthatareproficientlyanalysedsustained
reasoned argumentation supported effectively by evidence critically evaluated research
excellent presentationof theessaywhereby coherence and consistency further supports
thereadingoftheessayandpresentandcorrectlyappliedstructuralandlayoutelements
Engagementwiththeprocessisconceptualandpersonalkeydecision-makingduringthe
researchprocess isdocumentedandpersonalreflectionsareevidenced includingthose
thatareforward-thinking
GradeB
Demonstrates appropriate research skills resulting in a research question that can be
explored within the scope of the chosen topic reasonably effective engagement with
relevant researchareasmethodsandsourcesgoodknowledgeandunderstandingof the
topic in thewider context of the relevant discipline a reasonably effective applicationof
source material and use of subject-specific terminology andor concepts consistent
conclusions that are accurately analysed reasoned argumentation often supported by
evidenceresearchthatattimesevidencescriticalevaluationandaclearpresentationofall
structuralandlayoutelementswhichfurthersupportsthereadingoftheessay
Engagementwiththeprocessisgenerallyevidencedbythereflectionsandkeydecision-
makingduringtheresearchprocessisdocumented
GradeC
Demonstratesevidenceofresearchundertakenwhichhasledtoaresearchquestionthatis
not necessarily expressed in away that can be exploredwithin the scope of the chosen
topicpartiallyeffectiveengagementwithmostlyappropriateresearchareasmethodsand
sourcesmdashhowevertherearesomediscrepanciesinthoseprocessesalthoughthesedonot
interferewiththeplanningandapproachsomeknowledgeandunderstandingofthetopic
inthewidercontextofthedisciplinewhichismostlyrelevanttheattemptedapplicationof
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sourcematerial and appropriate terminology andor concepts an attempted synthesis of
research results with partially relevant analysis conclusions partly supported by the
evidence discussion that is descriptive rather than analytical attempted evaluation
satisfactorypresentationof theessaywithweaknesses thatdonothinder the readingof
the essay and some structural and layout elements that are missing or are incorrectly
appliedEngagementwiththeprocessisevidencedbutshowsmostlyfactualinformation
withpersonalreflectionmostlylimitedtoproceduralissues
GradeD
Demonstratesa lackof research resulting inunsatisfactory focusandaresearchquestion
that is not answerable within the scope of the chosen topic at times engagement with
appropriate research methods and sources but discrepancies in those processes that
occasionally interfere with the planning and approach some relevant knowledge and
understanding ofthe topic in the wider context of the discipline which are at times
irrelevanttheattemptedapplicationofsourcematerialbutwithinaccuraciesintheuseof
or underuse of terminology andor concepts irrelevant analysisand inconsistent
conclusionsasaresultofadescriptivediscussionalackofevaluationpresentationofthe
essaythatattimes is illogicalandhindersthereadingandstructuralandlayoutelements
that are missingEngagement with the process is evidenced but is superficial with
personalreflectionsthataresolelynarrativeandconcernedwithproceduralelements
GradeE(Failingcondition)
Demonstrates an unclear nature of the essay a generally unsystematic approach and
resulting unfocused research question limited engagement with limited research and
sourcesgenerally limitedandonlypartiallyaccurateknowledgeandunderstandingofthe
topic in the wider contextof the relevant discipline ineffective connections in the
applicationofsourcematerialandinaccuraciesintheterminologyandorconceptsuseda
summarizing of results of researchwith inconsistent analysis an attemptedoutline of an
argumentbutonethatisgenerallydescriptiveinnatureandalayoutthatgenerallylacks
orincorrectlyappliesseverallayoutandstructuralelements
Engagement with the process is limited with limited factual or decision- making
informationandnopersonalreflectionontheprocess
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186
Theoryofknowledgegradedescriptors
GradeA
Pertinent knowledge issues are explored thoroughly and linked effectively to areas of
knowledgeandorwaysofknowingThereisstrongevidenceofapersonalexplorationof
knowledge issues includingconsiderationofdifferentperspectivesArgumentsareclearly
developed and well supported by effective concrete examples counterclaims and
implicationsareexplored
GradeB
Pertinentknowledgeissuesareexplainedandlinkedtoareasofknowledgeandorwaysof
knowingThere issomeevidenceofapersonalexplorationofknowledge issues including
considerationofdifferentperspectivesArguments arepartially developedand supported
by effective concrete examples counterclaims are explored and some implications
identified
GradeC
Somepertinent knowledge issues aredescribedand linked to areasof knowledgeandor
waysofknowingThere is limitedevidenceofapersonalexplorationofknowledgeissues
somedifferentperspectivesaredescribedbutnotexploredArgumentsaredevelopedtoa
limitedextentandsupportedbyexamplescounterclaimsareidentified
GradeD
Some pertinent knowledge issues are identified with only superficial links to areas of
knowledgeandorwaysofknowingThere issimplisticpersonalexplorationofknowledge
issuesandminimal referencetodifferentperspectivesArgumentsarenotdevelopedand
notsupportedbyeffectiveexamples
GradeE
Demonstrateslittleornoevidenceofknowledgeissues
CHOITHRAM INTERNATIONAL 2018 - 20
187
The Grade Boundaries of May 2018 will be followed for assessing all Semester
ExaminationItwillbesharedassoonasreleasedbytheIB
CHOITHRAM INTERNATIONAL 2018 - 20
8
THEIBDIPLOMAPROGRAMME
OverviewofDiplomaProgramme
TheInternationalBaccalaureatereg(IB)DiplomaProgramme(DP)isforstudentsaged16-19
ResearchsuggeststhattherearemanybenefitstochoosingtheDPTheProgrammeaimsto
develop students who have excellent breadth and depth of knowledge ndash students who
flourish physically intellectually emotionally and ethically The DP curriculum has six
subjectgroupsandtheDPcorecomprisingtheoryofknowledge(TOK)creativityactivity
service(CAS)andtheextendedessayThroughtheDPcorestudentsreflectonthenature
ofknowledgecompleteindependentresearchandundertakeaprojectthatofteninvolves
community service The International Baccalaureatereg (IB) assesses studentwork as direct
evidenceofachievementagainstthestatedgoalsoftheDiplomaProgramme(DP)courses
CHOITHRAM INTERNATIONAL 2018 - 20
9
ELIGIBILITYFORFULLDIPLOMATheDiplomaProgrammeatChoithramInternationalisavailabletoallcandidateswho
Are able to cope with the demanding schedule of rigorous courses offered by the
Programmes
Arewillingtodeveloptimemanagementskillsandappropriatestudyhabits
Haveabroadercanvastoacceptinternationalperspectivesandopinions
Are ready to go through brainstorming sessions which instill critical and creative
thinking
AdmissiontotheIBDiplomaProgrammeinChoithramInternationalisgovernedbythe
followingcriteriabasedonClassX(MYPIGCSECBSE)resultsofthecandidateEligibility
toopt foraHigherorStandard level in theDiplomasubjectwill solelydependon the
levelsorgradesachievedineachsubjectbythecandidateinthepassingexamination
MYP-Minimumlevel4inallsubjects
- AboveLevel4 HL - Level4 SL- Belowlevel4 NoAdmission
IGCSE-Minimum5Cs- AboveC HL - C SL - BelowC NoAdmission
CBSE-Minimum8CGPAinallsubjects- Above8 HL- 8 SL- Below8 NoAdmission
CHOITHRAM INTERNATIONAL 2018 - 20
10
DIPLOMAPROGRAMME
SUBJECTSOFFEREDATCHOITHRAMINTERNATIONALInCI the curriculum inDP1andDP2 isdesignedby teachers following the IBDPaimsand
objectivesTeachersdesignthecurriculumbybackwardplanningfromDP2andalsotaking
into consideration the global requirements The subjects offered at CI fall into 6 groups
whichare
Group1 EnglishALangandLitHLSLHindiALitHLSL
Group2 Hindi LanguageBHLSL EnglishBHLSL French LanguageBHLSL and
FrenchBabinitio
Group3 (IndividualsampSocieties)EconomicsHLSLBusinessManagementHLSL
Information Technology in a Global Society(ITGS) HLSL History HLSL
PsychologyHLSLEnvironmentalSystemsandSocietiesSL
Group4 (Sciences)BiologyHLSLChemistryHLSLPhysicsHLSLEnvironmental
SystemsandSocietiesSLComputerScienceHLSL
Group5 MathematicsHLSLStudies
Group6 (ArtsandElectives)VisualArtsHLSL
Thestudentshavetwooptionsforsubjectchoice
Option1 Thestudentcanselectonesubjectfromeachofthesixgroupsorselect
the6thsubjectfromGroup3OrGroup4
Option2 StudentswhoaspireforMedicalorEngineeringfieldshavetooptforall
the three sciences fromGroup4 These studentswill have to study 7
subjects
SubjectclustersofferedatCI
Cluster1ndashBiologyBusinessManagementHistory
Cluster2ndashPhysicsVisualArts
Cluster3ndashChemistryESSComputerScience
CHOITHRAM INTERNATIONAL 2018 - 20
11
Thecore
CreativityActionService Studentscompleteaprojectrelatedtothesethreeconcepts
ExtendedEssay Anindependentself-directedpieceofresearchfinishingwith
a4000-wordpaper
TheoryofKnowledge Studentsreflectonthenatureofknowledgeandonhowwe
knowwhatweclaimtoknow
Theavailabilityofsubjectchoicesforthestudentswillbebasedonthepreviousacademic
recordandtheirfutureprospects
Itisarulethatoncethesubjectchoiceshavebeenmadewiththediscretionofthestudent
andtheparentsnochangeswillbeacceptedSpecialcaseswillbeentertainedbytheDP
coordinatorandtheHeadoftheschool
UNIVERSITYRECOGNITIONTheIBdiplomaiswidelyrecognizedbytheworldrsquosleadinguniversities
TheIBworkscloselywithuniversitiesinallregionsoftheworldtogainrecognitionfortheIB
diploma To aid this process university admissions officers and governmentofficialshave
directonlineaccesstoallsyllabiandrecentexaminations
To assist IB diploma students inmaking appropriate subject choices the school conducts
plannedPsychometricteststoidentifythefieldsofstudentsrsquoaptitudeTheschoolconnects
itsstudentstoIBStudentRegistryofferedbytheIBasastrongdatabasecontainingdetails
of universities around the world together with up-to-date information about their
requirementsforadmission IBStudentRegistryhelpsstudentstoshowcasetheirportfolio
includingCASExtendedessayandother IBexperiences therebyopeningdoors fordirect
communication with other IB students and the admission officers of various universities
across theglobe It is the studentsrsquo responsibility tobuild theirownprofile toattract the
attentionofuniversitiesthatinterestthem
CHOITHRAM INTERNATIONAL 2018 - 20
12
Theschoolregularlyconductsscheduledsessionswithparentsandstudentsforgenerating
awareness about studying abroad and in India University visits are arranged and all
necessaryhelp is furnished to the studentsatappropriate time tohelp in theiruniversity
applicationsbasedontheirPredictedGrades
TheAllIndiaUniversity(AIU)alsoratesIBDiplomaProgrammeatparwithclassXIICBSEor
ICSEIBissuesmarksheetsinadditiontotheirgradessoastomaketheadmissionprocess
inanyIndianUniversitystraightforwardandtrouble-freeTheminimumrequirementforthe
AIUcertificationistohave3HLand3SLsubjectswithascoreofminimum24pointsinthe
IBDPfinalexamination
UniversityampCareerGuidanceSchoolCalendarforDPBatch2018-20
Dates ActionsYearI130818-180818 FirstStudent-CounsellorMeeting030918-140918 Parent-CounsellorMeeting(DiscussCollegeMajor)11118-311218 TakeTestsIELTSSATACT300119 StatementofPurpose300119 RequestforLOR040219-140219 Student ampParent-Counsellor Meeting( First discussion on short
listingofuniversitiesaspercareergoals)Mayrsquo2019 APExamSATsubjecttestSATimprovementYearIIDates Actions10819-090819 Student-Counsellor Meeting ( Preparation of final list of college
majorsandcolleges)160819-230819 Parent-CounsellorMeeting300819 StatementofPurpose100919 Essaywritingbasedonprompts300819 RequestforLOR14919ndash220919 StudentampParent-CounsellorMeeting200919 CollectLORfromTeachers251019 CollectPredictedGradesforEarlyApplications301119 CollectPredictedGradesforRegularAdmission71219 PrepareApplicationDocuments(RegularAdmissions)091219-161219 RegisterampApply(UKUSAAustraliaCanadaJulyintake200120 ApplyIrelandColleges
CHOITHRAM INTERNATIONAL 2018 - 20
13
CORECOMPONENTSTOK(THEORYOFKNOWLEDGE)
Theoryofknowledge(TOK)isassessedthroughanoralpresentationanda1600word
essay
TOK aims to make students aware of the interpretative nature of knowledge including
personalideologicalbiasesndashwhetherthesebiasesareretainedrevisedorrejectedItoffers
studentsandtheirteacherstheopportunityto
reflectcriticallyondiversewaysofknowingandonareasofknowledge
considertheroleandnatureofknowledgeintheirowncultureintheculturesof
othersandinthewiderworld
InadditionTOKpromptsstudentsto
beawareofthemselvesasthinkersencouragingthemtobecomemoreacquainted
withthecomplexityofknowledge
recognizetheneedtoactresponsiblyinanincreasinglyinterconnectedbut
uncertainworld
TOKalsoprovidescoherence for thestudentby linkingacademicsubjectareasaswellas
transcendingthemItthereforedemonstratesthewaysinwhichthestudentcanapplytheir
knowledgewithgreaterawarenessandcredibility
EE(EXTENDEDESSAY)
TheExtendedEssay(EE)isapieceofpersonalresearchofabout4000wordssupervisedbya
teacheratChoithram International inaccordancewith theguidelinespublishedby the IB
The EEmust be done in one of the DP subjectsmustmeet the assessment criteria and
followsubject-specificdetailsAllExtendedEssaysareexternallygradedonascalefrom0to
34ThesupervisorsubmitsapredictedgradeforthestudentrsquosEEtotheIB
CHOITHRAM INTERNATIONAL 2018 - 20
14
CAS(CREATIVITYACTIVITYSERVICE)
CASrequiresstudentstotakepartinarangeofactivitiesandprojectsTheseshouldalways
involve
realpurposefulactivitieswithsignificantoutcomes
personalchallenge
thoughtfulconsiderationsuchasplanningreviewingprogressreporting
reflectiononoutcomesandpersonallearning
TheIBdoesnrsquotprescribespecificprojectsoractivitiestostudents
HowevertheIBdoesrecommendthatstudentstakepartinatleastoneproject
involvingteamworkAllstudentsshouldbeinvolvedinactivitiestheyrsquoveinitiated
themselves
CHOITHRAM INTERNATIONAL 2018 - 20
15
GROUPWISESUBJECTDETAILS
GROUP1ENGLISHA-LANGUAGEANDLITERATUREPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ENGLISH ATCHOITHRAMINTERNATIONALINDOREThe IBDP English Curriculum is designed for students who have experience of using the
languageofthecourseinanacademiccontextThelanguagebackgroundofsuchstudents
howeverislikelytovaryconsiderablymdashfrommonolingualstudentstostudentswithmore
complex language profiles The study of texts both literary and non-literary provides a
focus for developing an understanding of how language works to create meanings in a
cultureaswellas inparticulartextsAlltextsmaybeunderstoodaccordingtotheirform
content purpose and audience and through the social historical cultural andworkplace
contexts that produce and value themResponding to andproducing texts promotes an
understandingofhowlanguagesustainsorchallengeswaysofthinkingandbeing
TofulfilltherequirementsoftheIBDiplomaProgrammeallstudentsmuststudyaGroup1
subjectselectedfromoneofthethreecoursesOnepathtoabilingualdiplomaistotake
twoGroup1courseseachinadifferentlanguageinanycombinationofthethreecourses
offered Both the Language A Literature course and the Language A Language and
LiteraturecourseareofferedatSLandHL
Group1coursesaredesignedtosupportfutureacademicstudybydevelopingahighsocial
aesthetic and cultural literacy as well as effective communication skills While there is
significantdifferenceinthetextspresentedforstudyinthethreecoursestheywillclearly
overlapsomewhatThereisnoaimforeachcoursetodefinecompletelyseparateterritory
Insteadthemaindifferenceliesinthedifferentareasoffocuseachtakes
IntheLanguageALiteraturecoursefocusisdirectedtowardsdevelopinganunderstanding
of the techniques involved in literary criticism and promoting the ability to form
independent literary judgments The focus of the Language A Language and Literature
course is directed towards developing and understanding the constructed nature of
meaningsgeneratedbylanguageandthefunctionofcontextinthisprocessLiteratureand
CHOITHRAM INTERNATIONAL 2018 - 20
16
performanceallowsstudentstocombineliteraryanalysiswiththeinvestigationoftherole
ofperformanceinourunderstandingofdramaticliterature
Aims
TheaimsofLanguageALiteratureandLanguageALanguageandLiteratureatSLandHL
areto
1 introducestudentstoarangeoftextsfromdifferentperiodsstylesandgenres
2 develop in students the ability to engage in close detailed analysis of individual texts
andmakerelevantconnections
3 developthestudentsrsquopowersofexpressionbothinoralandwrittencommunication
4 encourage students to recognize the importance of the contexts in which texts are
writtenandreceived
5 encouragethroughthestudyoftextsanappreciationofthedifferentperspectivesof
peoplefromotherculturesandhowtheseperspectivesconstructmeaning
6 encouragestudentstoappreciatetheformalstylisticandaestheticqualitiesoftexts
7 promoteinstudentsanenjoymentofandlifelonginterestinlanguageandliterature
8 developinstudentsanunderstandingofhowlanguagecultureandcontextdetermine
thewaysinwhichmeaningisconstructedintexts
9 encourage students to think critically about the different interactions between text
audienceandpurpose
Objectives
There are four assessment objectives at SL and at HL for the Language A Language and
Literaturecourse
1 Knowledgeandunderstanding
Demonstrateknowledgeandunderstandingofarangeoftexts
Demonstrateanunderstandingoftheuseoflanguagestructuretechniqueandstyle
Demonstrate a critical understanding of the various ways in which the reader
constructsmeaningandofhowcontextinfluencesthisconstructedmeaning
Demonstrateanunderstandingofhowdifferentperspectivesinfluencethereading
ofatext
CHOITHRAM INTERNATIONAL 2018 - 20
17
2 Applicationandanalysis
Demonstrateanabilitytochooseatexttypeappropriatetothepurposerequired
Demonstrateanabilitytouseterminologyrelevanttothevarioustexttypesstudied
Demonstrateanabilitytoanalysetheeffectsof languagestructuretechniqueand
styleonthereader
Demonstrate an awareness of theways inwhich the production and reception of
textscontributetotheirmeanings
Demonstrateanabilitytosubstantiateandjustifyideaswithrelevantexamples
3 Synthesisandevaluation
Demonstrateanability tocompareandcontrast the formalelementscontentand
contextoftexts
Discussthedifferentways inwhich languageandimagemaybeused inarangeof
texts
Demonstrateanabilitytoevaluateconflictingviewpointswithinandaboutatext
AtHLonlyProduceacriticalresponseevaluatingsomeaspectsoftextcontextand
meaning
4 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandwithfluencyinbothwrittenand
oralcommunication
Demonstrateanabilitytousetheoralandwrittenformsofthelanguageinarange
ofstylesregistersandsituations
Demonstrateanabilitytodiscussandanalysetextsinafocusedandlogicalmanner
AtHLonlyDemonstrateanabilitytowriteabalancedcomparativeanalysis
CHOITHRAM INTERNATIONAL 2018 - 20
18
Literaryworkschosenforeachofpartoftheprogramme
LanguageALanguageandLiterature
Higherlevel Standardlevel
Part1
LanguageinCulturalContext
GENDER GENDER
LANGUAGEANDCOMMUNITIES LANGUAGEANDCOMMUNITIES
TRANSLATION TRANSLATION
Part2
LanguageampMassCommunication
STEREOTYPES STEREOTYPES
USEOFPERSUASIVELANGUAGE USEOFPERSUASIVELANGUAGE
LANGUAGEANDTEXTUALBIAS LANGUAGEANDTEXTUALBIAS
Part3
LiteratureTextsampContexts
THEGREATGATSBYndashFSCOTTFITZGERALD THEGREATGATSBYndashFSCOTTFITZGERALD
REDOLEANDERSndashRABINDRANATHTAGORE REDOLEANDERSndashRABINDRANATHTAGORE
AMERICANAH-CHIMAMANDANGOZIADICHIE
Part4
LiteratureCriticalStudy
OTHELLOTHEMOOROFVENICE OTHELLOTHEMOOROFVENICE
SELECTEDPOETRYndashJOHNKEATS SELECTEDPOETRYndashJOHNKEATS
HEARTOFDARKNESS-JOSEPHCONRAD
CHOITHRAM INTERNATIONAL 2018 - 20
19
AssessmentObjectivesInPractice
CHOITHRAM INTERNATIONAL 2018 - 20
20
CHOITHRAM INTERNATIONAL 2018 - 20
21
SYLLABUSOUTLINE
Year PartofSyllabus Content
SemI
PART-1LanguageinCulturalContextPart4CriticalStudy
Part1GenderEvolutionofEnglishLanguageSapirWhorfHypothesisMeghanMarklersquosSpeechatUNWomenHeForSheCampaignBlogson-LanguageshapesgenderInclusiveLanguageCartoonsbyLizaDonnellyTedTalkbyChimamandaNgoziAdichieMagazineCoversSlamPoetryCommunity-NationalismCatalonianConfusionImaginedCommunitiesSchoolrsquosLanguagePolicyRiverofBloodSpeechLanguageVariationRegionalismColonialMentalityAAEDialectSociolectIdiolectTranslation-BloginterviewExcerptsfromADollrsquosHouseDonQuixotePersepolisPart4CriticalStudySLOthelloTheMoorofVenicePoemsbyJohnKeatsHLOthelloTheMoorofVenicePoemsbyJohnKeatsHeartofDarkness
SemII
Part1LanguageinCulturalContextTranslationPart4CriticalStudyPart2MassCommunication
Part1TranslationPart4CriticalStudySLPoemsbyJohnKeatsHLPoemsbyJohnKeatsPart2MassCommunicationTermsrelatedtomassmediaTextualBiasVideoimagesmagazinecoversnewsarticleSpanishAmericanWarTETOffensivecartoonsUseofPersuasiveLanguageAtticusFinchClosingArgumentinlsquoToKillaMockingBirdrsquoAdvertisementsSpeeches-QueenElizabethITilburySpeechIHaveAdream-MartinLutherKingJr
CHOITHRAM INTERNATIONAL 2018 - 20
22
MahatmaGandhi-OneWorldSquealerrsquosSpeechinAnimalFarmStereotypes-GenderandEthnicityCartoonsComicStripsAdvertisementsVideoGamesTweetsTedTalkVideos
SemIII Part3TextsandContexts
SL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanah
SemIV Part2LanguageampMassCommunication
Part3TextsandContextsSL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanahRevision
IBInternalandexternalassessmentrequirementstobecompletedduringthecourse
Brieflyexplainhowandwhenyouwillworkonthem Includethedatewhenyouwill first
introduce the internal andexternal assessment requirementswhen theywill bedue
andhowstudentswillbepreparedtocompletethem
FOA1amp2ndashConceptanddemandsoftheFOAtobeintroducedintheISemesterThefirst
FOAwillbecompletedbyendofSemISecondwillbecompletedinSemII
WT12amp3ndashConceptanddemandsoftheWTtobeintroducedintheISemesterFirstWT
SubmissionwillbedueinSemITheremaining2WTswillbesubmittedinSemII
IOCndashTheIOCwillbeintroducedinSemIThedetailsprocessmockandthefinalIOCwill
beheldinSemII
CHOITHRAM INTERNATIONAL 2018 - 20
23
AssessmentsinLanguageALanguageandLiterature(SLampHL)
ASSESSMENTOUTLINEndashSL Weighting
Externalassessment(3hours)Paper1Textualanalysis(1hour30minutes)ThepaperconsistsoftwounseentextsStudentswriteananalysisofoneofthesetexts(20marks)Paper2Essay(1hour30minutes)Inresponsetooneofsixquestionsstudentswriteanessaybasedonboththeliterarytextsstudiedinpart3ThequestionsarethesameatHLbuttheassessmentcriteriaaredifferent(25marks)WrittentaskStudentsproduceatleastthreewrittentasksbasedonmaterialstudiedinthecourseStudentssubmitonewrittentaskforexternalassessment(20marks)Thistaskmustbe800ndash1000wordsinlengthplusarationaleof200ndash300words
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
24
ASSESSMENTOUTLINEndashHL Weighting
Externalassessment(4hours)Paper1Comparativetextualanalysis(2hours)ThepaperconsistsoftwopairsofunseentextsStudentswriteacomparativeanalysisofonepairoftexts(20marks)Paper2Essay(2hours)Inresponsetooneofsixquestionsstudentswriteanessaybasedonatleasttwooftheliterarytextsstudiedinpart3ThequestionsarethesameatSLbuttheassessmentcriteriaaredifferent(25marks)WrittentasksStudentsproduceatleastfourwrittentasksbasedonmaterialstudiedinthecourseStudentssubmittwoofthesetasksforexternalassessment(20marksforeachtask)OneofthetaskssubmittedmustbeacriticalresponsetooneoftheprescribedquestionsfortheHLadditionalstudyEachtaskmustbe800ndash1000wordsinlengthtask1shouldbeaccompaniedbyarationaleof200ndash300wordswhiletask2shouldbeaccompaniedbyashortoutline
70
25
25
20
InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)
30
15
15
CHOITHRAM INTERNATIONAL 2018 - 20
25
GROUP1HINDIA-LITERATURE
Assessmentobjectivesinpractice
TherearethreeassessmentobjectivesatSLandatHLforthelanguageAliteraturecourse
1 Knowledgeandunderstanding
Demonstrate knowledge and understanding of individual literary works as
representativesoftheirgenreandperiodandtherelationshipsbetweenthem
Demonstrateanunderstandingofthewaysinwhichculturalvaluesareexpressedin
literature
Demonstrateawarenessofthesignificanceofthecontextinwhichaworkiswritten
andreceivedSubstantiateandjustifyideaswithrelevantexamples
2 Analysissynthesisandevaluation
Demonstrate an ability to analyse language structure technique and style and
evaluatetheireffectsonthereader
Demonstrateanability toengage in independent literarycriticismonboth familiar
andunfamiliarliterarytexts
Showan ability to examine anddiscuss in depth the effects of literary techniques
andtheconnectionsbetweenstyleandmeaning(HLonly)
3 Selectionanduseofappropriatepresentationandlanguageskills
Demonstrateanabilitytoexpressideasclearlyandfluentlyinbothwrittenandoral
communicationwithaneffectivechoiceofregisterandstyle
Demonstrateacommandof terminologyandconceptsappropriate to thestudyof
literature
Demonstrateanabilitytoexpresswell-organizedoralandwrittenarguments
Demonstrate an ability towrite a sustained and detailed literary commentary (HL
only)
CHOITHRAM INTERNATIONAL 2018 - 20
26
The literary works chosen for each of part of the LanguageA Literatureprogramme
Partofthecourse
SL HL
Part1workintranslation
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)list
1रोमयो-जलयटशसपीयर(नाटक)2अतनचख़वक9लघकथाए
Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)listStudyofthreeworksintranslationfromthePLTlist1रोमयो-जलयटशसपीयर(नाटक)
2अतनचख़वक9लघकथाए3टगौरकाकAवतासBह(गीताजलD)
Part2Detailedstudy
StudyoftwoworkseachofadifferentgenrechosenfromthisPLA3चEगFत(नाटक)जयशकरGसाद
4अIहJयाबाई(उपNयास)वदावनलालवमाP
Studyofthreeworkseachofadifferentgenre(oneofwhichmustbepoetry)chosenfromthisPLA4चEगFत(नाटक)जयशकरGसाद5अIहJयाबाई(उपNयास)वदावनलालवमाP6नागाजPन(कAवता)
Part3Literarygenres
StudyofthreeworksofthesamegenrechosenfromthisPLA
5 आपकाबटD(उपNयास)मNनभडारD6 सखदा(उपNयास)जनNEजन
7साराआकाश(उपNयास)राजNEयादव
StudyoffourworksofthesamegenrechosenfromthisPLA7आपकाबटD(उपNयास)मNनभडारD8सखदा(उपNयास)जनNEजन9साराआकाश(उपNयास)राजNEयादव10गबन(उपNयास)Gमचद
Part4Options
Studyofthreeworksfreelychosen Studyofthreeworksfreelychosen
8कबीरदोहऔरसाWखया9लघकथाए-खलDलिजYान10ठलपरIहमालय(या[ासमरण)धमPवीरभारती
11कबीरदोहऔरसाWखया12लघकथाए-खलDलिजYान13ठलपरIहमालय(या[ासमरण)धमPवीरभारती
CHOITHRAM INTERNATIONAL 2018 - 20
27
SYLLABUSOUTLINE
Year PartofSyllabus Content
Year1
Part4ndashOptions
Kabir
ShortstoriesofKhalilGibran
TheleparHimalaya-DharmveerBharti
FINALIndividualOralPresentationPART4WORKS
Part2ndashDetailedStudy
Chandragupt(Play)-JaishankarPrasad
Ahilyabai(Novel)-VrindavanlalVerma
Poetry-Nagarjun
FINALIndividualOralCommentaryPART2WORKS
Year2
Part1ndashworkintranslation
RomeoJuliet(Play)Shakespeare
Shortstories-AntonChekhov
Geetanjali-RavindranathTagore
FINALWrittenAssignmentPART1WORKS
PART3-LiteraryGenre
AapkaBanti(Novel)MannuBhandari
SaaraAakash(Novel)-RajendraYadav
Sukhada(Novel)ndashJainendaraJain
Gaban(Novel)-Premchand(HLOnly)
Paper2BasedonPart3Works
IBInternalAssessmentrequirementstobecompletedduringtheCourse
IOPndashConceptanddemandsoftheIOPtobeintroducedandcompletedinSemI
IOCndashTheIOCwillbeintroducedbrieflyinSemIandwillbebasedbroadlyonthedemands
ofIOCTheFinalIOCwillbetakeninSemII
WAndashConceptanddemandsof theWAtobe introduced inSemIIWASubmissionwillbe
dueinSemIII
CHOITHRAM INTERNATIONAL 2018 - 20
28
GROUP2HINDIBPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HINDI AT
CHOITHRAMINTERNATIONALINDORE
HindiLanguagehasbeenoneofthemostpopularIndianlanguagesamongstudentsandthis
course emphasizes the development of the four skills ndash listening speaking reading and
writingListeningasaskillcanbedevelopedthroughTVRadioProgrammesandrecorded
CD Speaking can be developed through elocution debates skit enactment Reading can
develop through activities like newspaper magazines reading and different story books
Writing skills are developed through essay report writing letter writing and creativity
writing
TheHindiBcourserequiresstudentstohavesomeknowledgeofandexperiencewiththe
languageStudentsareexpectedtohavelinguisticskillsandtounderstandanduselanguage
insophisticatedwaysForexamplestudentsmustbeabletodiscussabstractconceptsand
ideasinthetargetlanguage
This course encourages students to broaden their knowledge of literature and culture of
differentstatesofIndia
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Developinternational-mindednessthroughthestudyof languagesculturesandideas
andissuesofglobalsignificance
2 Enable students to communicate in the language they have studied in a range of
contextsandforavarietyofpurposes
3 Encouragethroughthestudyoftextsandthroughsocialinteractionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4 Develop studentsrsquo understanding of the relationship between the languages and
cultureswithwhichtheyarefamiliar
5 Developstudentsrsquoawarenessofthe importanceof languageinrelationtootherareas
ofknowledge
CHOITHRAM INTERNATIONAL 2018 - 20
29
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and
creative-thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8 Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrateability
to
1 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
2 Understand and use language appropriate to a range of interpersonal andor
interculturalcontextsandaudiences
3 Understandanduse language toexpressand respond toa rangeof ideaswith fluency
andaccuracy
4 Identifyorganizeandpresentideasonarangeoftopics
5 Understandanalyseandreflectuponarangeofwrittenaudiovisualandaudio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
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SYLLABUSOUTLINE
Year
Themes ThemeName ThemeTopics
SemI Theme1 Identities
bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
SemII Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
SemIII Theme4 Socialorganization
JourneytoFrenchspeakingcountries
Everycountryanditssymbolstraditionsandidentity
Forabetterworld
IntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
SemIV Theme5 Sharingtheplanet
BlueplanetGreenplanet
PlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetry
EqualityFraternity
Thesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
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ASSESSMENTS
The students will be evaluated based on their performances on tests debates oral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
CHOITHRAM INTERNATIONAL 2018 - 20
32
HindiBSL
HindiBHL
CHOITHRAM INTERNATIONAL 2018 - 20
33
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
34
GROUP2FRENCHB
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN FRENCH AT
CHOITHRAMINTERNATIONALINDORE
Inthemodernworldofsocialpoliticalindustrialmaterialisticscientificandtechnological
advancementandgiventhattheworld isbecomingaglobalvillageduetothewondersof
the telecommunication and information technology and the increased tourism the
knowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglishFrench isoneof themostwidelycommunicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganisationssuch
asUnitedNationsOrganisationEuropeanUnionWorldTradeOrganisationWorldHealth
OrganisationandInternationalBaccalaureateOrganisationFrenchisalsosynonymouswith
internationalhotel industryandworldtourismwithParis_thecapitalofFranceasonethe
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognisedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
35
Aims
TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
1 AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrate
abilityto
2 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes
3 Understandanduselanguageappropriatetoarangeofinterpersonalandorintercultural
contextsandaudiences
4 Understandanduselanguagetoexpressandrespondtoarangeofideaswithfluencyand
accuracy
5 Identifyorganizeandpresentideasonarangeoftopics
6 Understand analyse and reflect upon a range ofwritten audio visual and audio-visual
texts
CHOITHRAM INTERNATIONAL 2018 - 20
36
SYLLABUSOUTLINE
Year Themes ThemeName ThemeTopics
Year1 Theme1 Identities bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity
Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration
Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation
Year2 Theme4 Socialorganization
JourneytoFrenchspeakingcountriesEverycountryanditssymbolstraditionsandidentityForabetterworldIntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone
Theme5 Sharingtheplanet BlueplanetGreenplanetPlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetryEqualityFraternityThesourceofourfoodfairtrade
CHOITHRAM INTERNATIONAL 2018 - 20
37
ASSESSMENTS
Thestudentswillbeevaluatedbasedontheirperformancesontestsdebatesoral
presentationsdiscussionslisteningreadingandwritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)
Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto
percentagesthatwillthenreflecttheirperformanceinthefollowingcategories
FrenchBSL
CHOITHRAM INTERNATIONAL 2018 - 20
38
FrenchBHL
Examination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)
25
SemesterIIExamination IndividualOral 25
SemesterIIIExamination IndividualOral 25
SemesterIVExamination IndividualOral 25
CHOITHRAM INTERNATIONAL 2018 - 20
39
GROUP2FRENCHABINITIO
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINFRENCHABINITIO
ATCHOITHRAMINTERNATIONALINDORE
In todayrsquos modern world of social political industrial materialistic scientific and
technologicaladvancementandgiventhattheworldisbecomingaglobalvillageduetothe
wondersofthetelecommunicationandinformationtechnologyandtheincreasedtourism
theknowledgeofaforeignlanguagehasbecomeanimperative
Almostnext toEnglish French isoneof themostwidely communicated languages in the
worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof
languages French languageandFrenchculturehave left theirmarkon theworldhistory
ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir
rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganizationssuch
asUnitedNationsOrganizationEuropeanUnionWorldTradeOrganizationWorldHealth
OrganizationandInternationalBaccalaureateOrganizationFrenchisalsosynonymouswith
internationalhotel industryandworld tourismwithParis thecapitalofFranceasone the
most visited places in the world Moreover France is contributing a lot to the nuclear
technology the architecture the civil engineering the cinema theperfume industry the
wineindustrythefashionindustry
Hence Learning French will always be contributory and beneficial to the student of an
internationalschoolOurschoolhasrecognizedthisneedandhaswiselyofferedFrenchasa
modernforeignlanguageunderGroup2subjects
CHOITHRAM INTERNATIONAL 2018 - 20
40
Aims
ThefollowingaimsarecommontobothlanguageabinitioandlanguageB
1 Develop international-mindedness through the study of languages cultures and ideas
andissuesofglobalsignificance
2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts
andforavarietyofpurposes
3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand
appreciationofavarietyofperspectivesofpeoplefromdiversecultures
4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures
withwhichtheyarefamiliar
5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof
knowledge
6 Provide students through language learning and the process of inquiry with
opportunities for intellectual engagement and the development of critical- and creative-
thinkingskills
7Providestudentswithabasis for furtherstudyworkand leisurethroughtheuseofan
additionallanguage
8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning
Objectives
TherearefiveassessmentobjectivesforthelanguageabinitiocourseStudentswillbe
assessedontheirabilityto
1Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyof
purposes
2Understandanduselanguageappropriatetoarangeofinterpersonalandor
interculturalcontextsandaudiences
3Understandanduselanguagetoexpressandrespondtoarangeofideaswith
fluencyandaccuracy
4Identifyorganizeandpresentideasonarangeoftopics
5 Understand analyse and reflect upon a range of written audio visual and
audio-visualtexts
CHOITHRAM INTERNATIONAL 2018 - 20
41
SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI
Unit1 Identities 11Personalattributes
12Personalrelationships
13Eatinganddrinking
14Physicalwellbeing
Unit2 Experiences 21Dailyroutine
22Leisure
23Holidays
24Festivalsandcelebrations
SemII
Unit3 Humaningenuity 31Transport
32Entertainment
33Media
34Technology
SemIII
Unit4 Socialorganization 41Neighbourhood
42Education
43Theworkplace
44Socialissues
SemIV
Unit5 Sharingtheplanet 51Climate
52Physicalgeography
53Theenvironment
54Globalissues
AssessmentsinFrench
The students will be evaluated based on their performances on tests oral
presentationsdiscussionsListeningReadingandWritingassignments
There will be teacher-based and some peer and self-evaluation throughout the
course
TheassignmentswillbemarkedfollowingtheIBrubrics
CHOITHRAM INTERNATIONAL 2018 - 20
42
ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassing
grade)
Grades will be calculated mathematically based on raw scores which will be
convertedintopercentagesthatwillthenreflecttheirperformanceinthefollowing
categories
Externalassessment(2hours45minutes) 75
Paper1(1hour) 25
Productiveskillsmdashwriting(30marks)
Twowrittentasksof70ndash150wordseachfromachoiceofthreetaskschoosinga
texttypeforeachtaskfromamongthoselistedintheexaminationinstructions
Paper2(1hour45minutes) 50
Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
Comprehensionexercisesonthreeaudiopassagesandthreewrittentextsdrawn
fromallfivethemes
Internalassessment
25 Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedby
theIBattheendofthecourse
Individualoralassessment
Aconversationwiththeteacherbasedonavisualstimulusandatleastoneadditional
coursetheme(30marks)
Materials
ThebasiccoursematerialfortheFrenchabinitiocourse
- ibook
- PanoramaFrancophone1amp2
- Additionalmaterialsfromaselectionoftextbooksmagazinesandinternetsources
willcomplementthearticlesandexercisesfoundinthesetextsStudentsmustbring
theirtextbookandnotebooktoclasseachday
CHOITHRAM INTERNATIONAL 2018 - 20
43
ElementsoftheFinalExam
ExternalAssessment 75
Paper1Productiveskillsmdashwriting(30marks)25
Paper2Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)50
Listeningcomprehension(45minutes)(25marks)
Readingcomprehension(1hour)(40marks)
InternalassessmentOralcomponent25
Table2InternalassessmentsspannedthroughoutthetwoyearprogrammeExamination InternalAssessmentComponent Weightage
SemesterIExamination IndividualOralPresentationPresentation(VisualStimulus)
25
SemesterIIExamination IndividualOralPresentationPresentationandFollow-updiscussion
25
SemesterIIIExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
SemesterIVExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion
25
CHOITHRAM INTERNATIONAL 2018 - 20
44
GROUP3ECONOMICSPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN
ECONOMICSATCHOITHRAMINTERNATIONALINDORE
Economics isadynamic social science formingpartofgroup3mdashindividualsandsocieties
The studyof economics is essentially aboutdealingwith scarcity resource allocation and
themethodsandprocessesbywhichchoicesaremade in thepursuitofsatisfyinghuman
wantsAsasocialscienceeconomicsusesscientificmethodologiesthatincludequantitative
andqualitativeelements
The IB Diploma Programme economics course emphasizes on 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
variablesaffectingcountriesgovernmentsandsocietiesTheseeconomictheoriesarenot
tobestudied inavacuummdashrather theyaretobeappliedtoreal-world issuesProminent
among these issues are fluctuations in economic activity international trade economic
developmentandenvironmentalsustainability
The ethical dimensions involved in the application of economic theories and policies
permeatethroughouttheeconomicscourseasstudentsarerequiredtoconsiderandreflect
on human end-goals and values The economics course encourages students to develop
international perspectives fosters a concern for global issues and raises studentsrsquo
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
degreeofpersonal commitment in trying to resolve these issuesappreciatingour shared
responsibilityascitizensofanincreasinglyinterdependentworld
CHOITHRAM INTERNATIONAL 2018 - 20
45
Aims
TheaimsofEconomicsasGroup3subjectisasfollows
1 encourage the systematic and critical study of human experience and behaviour
physical economic and social environments and thehistory anddevelopmentof social
andculturalinstitutions
2 develop in the student the capacity to identify to analyse critically and to evaluate
theories concepts and arguments about the nature and activities of the individual and
society
3enablethestudenttocollectdescribeandanalysedatausedinstudiesofsocietytotest
hypothesesandtointerpretcomplexdataandsourcematerial
4promotetheappreciationofthewayinwhichlearningisrelevantbothtotheculturein
whichthestudentlivesandtothecultureofothersocieties
5developanawarenessinthestudentthathumanattitudesandbeliefsarewidelydiverse
andthatthestudyofsocietyrequiresanappreciationofsuchdiversity
6 enable the student to recognize that the content andmethodologiesof the subjects in
group3arecontestableandthattheirstudyrequiresthetoleranceofuncertainty
7developanunderstandingofmicroeconomicandmacroeconomictheoriesandconcepts
andtheirreal-worldapplication
8 develop an appreciation of the impact on individuals and societies of economic
interactionsbetweennations
9developanawarenessofdevelopmentissuesfacingnationsastheyundergotheprocess
ofchange
Assessmentobjectives
Therearefourassessmentobjectives(AOs)fortheSLandHLeconomicscourseHaving
followedthe
EconomicscourseatSLorHLstudentswillbeexpectedtodothefollowing
1Demonstrateknowledgeandunderstandingofspecifiedcontent
ndashndashDemonstrateknowledgeandunderstandingofthecommonSLHLsyllabus
ndashndashDemonstrateknowledgeandunderstandingofcurrenteconomicissuesanddata
ndashndashAtHLonlyDemonstrateknowledgeandunderstandingofthehigherlevelextension
topics
CHOITHRAM INTERNATIONAL 2018 - 20
46
2Demonstrateapplicationandanalysisofknowledgeandunderstanding
ndashndashApplyeconomicconceptsandtheoriestoreal-worldsituations
ndashndashIdentifyandinterpreteconomicdata
ndashndashDemonstratetheextenttowhicheconomicinformationisusedeffectivelyinparticular
contexts
ndashndashAtHLonlyDemonstrateapplicationandanalysisoftheextensiontopics
3Demonstratesynthesisandevaluation
ndashndashExamineeconomicconceptsandtheories
ndashndashUseeconomicconceptsandexamplestoconstructandpresentanargument
ndashndashDiscussandevaluateeconomicinformationandtheories
ndashndashAtHLonlyDemonstrateeconomicsynthesisandevaluationoftheextensiontopics
4Selectuseandapplyavarietyofappropriateskillsandtechniques
ndashndashProducewell-structuredwrittenmaterialusingappropriateeconomicterminology
withinspecifiedtimelimits
ndashndashUsecorrectlylabelleddiagramstohelpexplaineconomicconceptsandtheories
ndashndashSelectinterpretandanalyseappropriateextractsfromthenewsmedia
ndashndashInterpretappropriatedatasets
ndashndashAtHLonlyUsequantitativetechniquestoidentifyexplainandanalyseeconomic
relationships
CHOITHRAM INTERNATIONAL 2018 - 20
47
SYLLABUSOUTLINE
Year Unit UnitName UnitTopics
SemI Unit1 Microeconomics TheFoundationsofEconomicsMarketsDemandandSupplyTheroleofthepricemechanismMarketEfficiencyElasticityMarketFailureGovernmentInterventionTheoryofthefirm
SemII Unit2 MicroeconomicsMacroeconomics
MarketstructuresThelevelofoveralleconomicactivityAggregatedemandandaggregatesupplyMacroeconomicobjectivesFiscalPolicyMonetaryPolicySupplySidePolicies
SemIII Unit3 InternationalEconomics
InternationaltradeandprotectionExchangerateBalanceOfpaymentsTermsoftradeEconomicsIntegration
SemIV Unit4 DevelopmentalEconomics
DevelopmentalEconomicsMeasuringdevelopmentTheroleofdomesticfactorsTheroleofinternationaltradeTheroleofforeigndirectinvestment(FDI)TherolesofforeignaidandmultilateraldevelopmentassistanceTheroleofinternationaldebtThebalancebetweenmarketsandintervention
CHOITHRAM INTERNATIONAL 2018 - 20
48
AssessmentsinEconomics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bullconstructinganalysingandevaluating
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate for effective problem-solving and the manipulative skills necessary for
completingInternalAssessmentswithacademichonesty
Studentsrsquo success in theEconomics standard levelandhigher level course ismeasuredby
combiningtheirgradesonexternalandinternalassessment
In Economics the students achieve a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessment ineconomicsconsistsoftwoexaminationpapersatSLandthree
examinationpapersatHLthatareexternallysetandexternallymoderated
PapercomponentforSL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage40)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
40)
Assessmentobjectives1234SyllabusContentndashSection3and4
PapercomponentforHL-
Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)
(Weightage30)
Assessmentobjectives1234SyllabusContentndashSection1and2
Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage
30)
Assessmentobjectives1234SyllabusContentndashSection3and4
CHOITHRAM INTERNATIONAL 2018 - 20
49
Paper3(1hour)HLextensionpaper(50marks)(Weightage20)Syllabuscontentincluding
HL extension material sections 1 to 4mdashmicroeconomics macroeconomics international
economicsdevelopmenteconomics
Assessmentobjectives12and4
GDCsarepermittedforpaperthreeforHLstudentsonly
Thesearedesignedtoallowstudentstodemonstratetheircompetenciesinrelationtothe
economicsassessmentobjectivesandspecificpartsoftheeconomicssyllabusnamelythe
commontopicsandtheHLextensionmaterialAllquestionsontheexaminationpaperswill
bebasedonthetopicsinthisguide
IncommonwithallexaminationpapersstudentsatSLandHLaregivenfiveminutesof
readingtimebeforetheybeginansweringthepapers
InternalAssessments(20teachinghours)
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
the end of the course Students produce a portfolio of three commentaries based on
differentsectionsofthesyllabusandonpublishedextractsfromthenewsmediaMaximum
750wordsx3(45marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPEconomicsguide
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent ()Weightage
SemesterIExamination Writtenassignment 20
SemesterIIExamination WrittenCommentaryinMicroeconomics 20
SemesterIIIExamination WrittenCommentaryinMacroeconomics 20
SemesterIVExamination WrittenCommentaryinInternationalTrade 20
CHOITHRAM INTERNATIONAL 2018 - 20
50
GROUP3BUSINESSMANAGEMENT
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN BUSINESS AND
MANAGEMENTATCHOITHRAMINTERNATIONALINDORE
Businessmanagement is a rigorous challenging and dynamic discipline in the individuals
andsocietiessubjectgroupTheroleofbusinessesasdistinctfromotherorganizationsand
actors inasociety is toproduceandsellgoodsandservicesthatmeethumanneedsand
wants by organizing resources Profit-making risk-taking and operating in a competitive
environmentcharacterizemostbusinessorganizations
Business management studies business functions management processes and decision-
making in contemporary contexts of strategic uncertainty It examines how business
decisionsareinfluencedbyfactorsinternalandexternaltoanorganizationandhowthese
decisions impact upon its stakeholders both internally and externally Business
managementalsoexploreshowindividualsandgroupsinteractwithinanorganizationhow
theymaybesuccessfullymanagedandhowtheycanethicallyoptimizetheuseofresources
inaworldwithincreasingscarcityandconcernforsustainabilityBusinessmanagementis
therefore perfectly placed within the individuals and societies subject area aiming to
developinstudentsanappreciationbothforourindividualityandourcollectivepurposes
Aims
TheaimsofBusinessandManagementcourseathigherlevelandstandardlevelareto
1 Encourageaholisticviewoftheworldofbusiness
2 Empowerstudentstothinkcriticallyandstrategicallyaboutindividualandorganizational
behaviour
3 Promotetheimportanceofexploringbusinessissuesfromdifferentculturalperspectives
4 Enablethestudenttoappreciatethenatureandsignificanceofchangeinalocalregional
andglobalcontext
5 Promoteawarenessoftheimportanceofenvironmentalsocialandethicalfactorsinthe
actionsofindividualsandorganizations
6 Developanunderstandingoftheimportanceofinnovationinabusinessenvironment
CHOITHRAM INTERNATIONAL 2018 - 20
51
AssessmentObjectives
By the end of the business management course students are expected to reach the
followingassessmentobjectives
AO1Demonstrateknowledgeandunderstandingof
The businessmanagement tools techniques and theories specified in the syllabus
content
Thesixconceptsthatunderpinthesubject
Real-worldbusinessproblemsissuesanddecisions
TheHLextensiontopics(HLonly)
AO2Demonstrateapplicationandanalysisof
Knowledgeandskillstoavarietyofreal-worldandfictionalbusinesssituations
Businessdecisionsbyexplainingtheissue(s)atstakeselectingandinterpretingdata
andapplyingappropriatetoolstechniquestheoriesandconcepts
TheHLextensiontopics(HLonly)
AO3Demonstratesynthesisandevaluationof
Businessstrategiesandpracticesshowingevidenceofcriticalthinking
Businessdecisionsformulatingrecommendations
TheHLextensiontopics(HLonly)
AO4Demonstrateavarietyofappropriateskillsto
Producewell-structuredwrittenmaterialusingbusinessterminology
Selectandusequantitativeandqualitativebusinesstoolstechniquesandmethods
Selectandusebusinessmaterialfromarangeofprimaryandsecondarysources
CHOITHRAM INTERNATIONAL 2018 - 20
52
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
Business
Organisation
and
Environment
11Introductiontobusinessmanagement12Typesoforganizations13Organizationalobjectives14Stakeholders15Externalenvironment16Growthandevolution17Organizationalplanningtools(HLonly)
Unit4 Marketing
41Theroleofmarketing42Marketingplanning(includingintroductiontothefourPs)43Salesforecasting(HLonly)44Marketresearch45ThefourPs(productpricepromotionplace)
SemII
Unit4 Marketing46TheextendedmarketingmixofsevenPs(HLonly)47Internationalmarketing(HLonly)48E-commerce
Unit3 Finance
31Sourcesoffinance32Costsandrevenues33Break-evenanalysis34Finalaccounts(someHLonly)35Profitabilityandliquidityratioanalysis36Efficiencyratioanalysis(HLonly)
SemIII Unit3 Finance37Cashflow38Investmentappraisal(someHLonly)39Budgets(HLonly)
Unit5Operations
Management
51Theroleofoperationsmanagement52Productionmethods53Leanproductionandqualitymanagement(HLonly)54Location55Productionplanning(HLonly)56Researchanddevelopment(HLonly)57Crisismanagementandcontingencyplanning(HLonly)
SemIV Unit2Humanresource
Management
21 Functions and evolution of human resourcemanagement22Organizationalstructure23Leadershipandmanagement24Motivation25Organizational(corporate)culture(HLonly)26Industrialemployeerelations(HLonly)
CHOITHRAM INTERNATIONAL 2018 - 20
53
AssessmentsinBusinessandManagement
StudentsrsquosuccessintheBusinessandManagementstandardlevelandhigherlevelcourseis
measuredbycombiningtheirgradesonexternalandinternalassessment
Externalassessment
TheexternalassessmentoftheDiplomaProgrammebusinessmanagementcourseconsists
of twoexaminationpapersat SLandatHL thatareexternally setandexternallymarked
Theyaredesignedtoallowstudentstodemonstratetheircompetencies inrelationtothe
businessmanagementassessmentobjectivesTheexternalcomponentscontribute75to
thefinalassessmentatbothSLandHL
Internalassessment
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourseTheexternalcomponentscontribute25tothefinalassessmentat
bothSLandHL
SLWrittencommentary
Studentsproduceawrittencommentarybasedonthreetofivesupportingdocuments
aboutarealissueorproblemfacingaparticularorganizationMaximum1500words(25
marks)
HLResearchproject
Studentsresearchandreportonanissuefacinganorganizationoradecisiontobemadeby
anorganization(orseveralorganizations)Maximum2000words(25marks)
ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPBampMguide
CHOITHRAM INTERNATIONAL 2018 - 20
54
GROUP3INFORMATIONTECHNOLOGYINAGLOBALSOCIETY(ITGS)
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ITGS AT
CHOITHRAMINTERNATIONALINDORE
TheIBDiplomaProgrammeinformationtechnology inaglobalsociety(ITGS)course isthe
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
informationatthelocalandgloballevel
ITGS provides a framework for the student to make informed judgments and decisions
abouttheuseofITwithinsocialcontexts
Although ITGS shares methods of critical investigation and analysis with other social
sciences it also considers social and ethical considerations that are common to other
subjects in group 3 Students come into contactwith IT on a daily basis because it is so
pervasive in theworld inwhichwe live This increasinglywidespread use of IT inevitably
raises importantquestionswithregardto thesocialandethicalconsiderations thatshape
oursocietytodayITGSoffersanopportunityforasystematicstudyoftheseconsiderations
whoserangeissuchthattheyfalloutsidethescopeofanyothersinglediscipline
Aims
Theaimsoftheinformationtechnologyinaglobalsociety(ITGS)courseatSLandHLareto
1 Enablethestudenttoevaluatesocialandethicalconsiderationsarisingfromthe
widespreaduseofITbyindividualsfamiliescommunitiesorganizationsand
societiesatthelocalandgloballevel
2 DevelopthestudentrsquosunderstandingofthecapabilitiesofcurrentandemergingIT
systemsandtoevaluatetheirimpactonarangeofstakeholders
3 EnablestudentstoapplytheirknowledgeofexistingITsystemstovariousscenarios
andtomakeinformedjudgmentsabouttheeffectsofITdevelopmentsonthem
4 EncouragestudentstousetheirknowledgeofITsystemsandpracticalITskillsto
justifyITsolutionsforaspecifiedclientorend-user
CHOITHRAM INTERNATIONAL 2018 - 20
55
Objectives
The assessment objectives for ITGS reflect those parts of the aims that will be formally
assessedeither internallyorexternallyTheseassessmentswill centreupon thenatureof
individualsandsocietiesand ITsystems It is the intentionofthesecoursesthatstudents
areabletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingof
bullawarenessofITapplicationsanddevelopmentsinspecifiedscenarios
bullawarenessofthesocialandethicalsignificanceofspecifiedITapplicationsand
developments
bulltechnicalknowledgeofITGSterminologyconceptsandtoolsandITSystems
bulltopicsrelatedtotheannuallyissuedcasestudy(HLpaper3only)
2 Applyandanalyze
bulltheimpactsofITapplicationsanddevelopmentsinspecifiedscenarios
bullthesocialandethicalsignificanceofspecifiedITapplicationsanddevelopments
bullITknowledgeandmakeconnectionsbetweenspecificscenarios
bulltechnicalknowledgeofITsystemsacquiredthroughindependentresearchto
providesupportingevidenceinpossibledecisionsrelatingtofuturecoursesof
actionrelatedtotheannuallyissuedcasestudy(HLpaper3only)
3 Synthesizeevaluateformulateandjustify
bulllocalandglobalimpactsofspecifiedITdevelopmentsthroughindividually
researchedstudies
bullsolutioninvolvingITtoaspecifiedproblemusingknowledgeofITsystems
bullsocialandethicalimplicationsofspecifiedITpoliciesanddevelopments
bulljustifypossiblestrategiccoursesofactionrelatedtotheannuallyissuedcasestudy
(HLpaper3only)
4 DemonstratetheappropriateusageofITGSskillsofprojectmanagementwithusageof
ITtoolsandtheproductdevelopmentlifecycle(PDLC)tocreateanoriginalproductwith
evidencesforconsultationwithaclientinthedevelopmentofawell-organizedproduct
toresolveaspecificissue
CHOITHRAM INTERNATIONAL 2018 - 20
56
SYLLABUSOUTLINE
Semester Unit UnitTitle
SemI
Unit1 OverviewofITGSand3Strands
Unit5 HealthEducationandTraining
Unit9 InternetMultimediadigitalmediaAI
SemII
Unit3 DatabasesandSpreadsheetsIntroductiontoprojectmanagement
Unit4 Roboticsartificialintelligenceandexpertsystems
Unit6 BusinessandEmployment
SemIII
Unit7 ModelingandsimulationPersonalandpubliccommunications
Unit8 ITsystemsinorganizations
Unit2 HardwareSoftwareNetworks
SemIVUnit10 EnvironmentPoliticsandGovernment
Unit11 Homeandleisure
AssessmentsinITGS
Theassessmentsaimtotestallstudentsrsquoknowledgeandunderstandingofkeyconcepts
through
DemonstrationofandetailedawarenessandknowledgeofITapplicationsdevelopment
anditssocialandethicalsignificanceinspecifiedscenarioswithdetailedknowledge
DemonstrationofdetailedtechnicalknowledgeofITGSterminologyconceptsandtools
anddetailedtechnicalknowledgeofITsystems
Explanation of detailed impacts of IT applications and developments in specified
scenarios
Analysis of detailed social and ethical significance of specified IT applications and
developments
Evaluation of detailed local and global impacts of specified IT developments through
individuallyresearchedstudies
EvaluationofdetailedsolutioninvolvingITtoaspecifiedproblemusingknowledgeofIT
systems
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Demonstration of detailed social and ethical implications of specified IT policies and
developments
DemonstrationofdetailedevidenceofprojectmanagementPDLCandappropriatetool
inthedevelopmentofawell-organizedproducttoresolveaspecificissue
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofstructuredquestionsthatassessinanintegratedwaythethreestrands
ofthesyllabus
Paper2consistsofThispaperconsistsofoneunseenarticle
Paper3consistsofbasedonapre-seencasestudy(forHLonly)
DurationofpapervariesfromSLtoHLlevelampfrompapercomponent
Internalassessment
Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedbythe
IBattheendofthecourse
Project
ThedevelopmentofanoriginalITproductforaspecifiedclientStudentsmustproduce
bullacoverpageusingprescribedformat
bullanoriginalITproduct
bulldocumentationsupportingtheproduct(wordlimit2000words)
InternalassessmentisanintegralpartofthecourseandiscompulsoryforbothSLandHL
studentsItenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge
andtopursuetheirpersonalinterestswithoutthetimelimitationsandotherconstraints
thatareassociatedwithwrittenexaminationsThe internalassessmentshouldasfaras
possible bewoven intonormal classroom teachingover a periodof timeandnot be a
shortintensiveactivityinthecourseorafterthecoursehasbeentaught
The internal assessment requirements at SL and at HL are the same However it
contributes to a different percentage of the overall mark Students are required to
produce a project that consists of a cover page the product (IT solution) and
documentationThefocusoftheITGSprojectisonprovidinganoriginalITsolutionfora
client The internal assessment component as well as being interesting practical and
productiveformsanimportantpartoftheassessmentoftheITGScourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
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GROUP3PSYCHOLOGYPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINPSYCHOLOGYAT
CHOITHRAMINTERNATIONALINDORE
Psychologyistherigorousandsystematicstudyofmentalprocessesandbehaviour It isa
complexsubjectwhichdrawsonconceptsmethodsandunderstandingsfromanumberof
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 involved social structures and cultures The
studyofbehaviourandmentalprocessesrequiresamultidisciplinaryapproachandtheuse
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
changesodoesbehaviour
AtthecoreoftheDPpsychologycourseisanintroductiontothreedifferentapproachesto
understandingbehaviour
bull biologicalapproachtounderstandingbehavior
bull cognitiveapproachtounderstandingbehavior
bull socioculturalapproachtounderstandingbehaviour
Theknowledgeconceptstheoriesandresearchthathavedevelopedtheunderstandingin
thesefieldswillbestudiedandcriticallyevaluatedtoanswersomeofthequestionsbeing
askedbypsychologiststodayFurthermoretheinteractionoftheseapproachestostudying
psychologywillformthebasisofaholisticandintegratedapproachtounderstanding
mentalprocessesandbehaviourasacomplexdynamicphenomenonallowingstudentsto
appreciatethediversityaswellasthecommonalitybetweentheirownbehaviourandthat
ofothersThecontributionandtheinteractionofthethreeapproachescanbebest
understoodthroughtheoptionsTherearefouroptionsinthecourseTheyfocusonareas
ofappliedpsychology
bull abnormalpsychology
bull developmentalpsychology
bull healthpsychology
bull psychologyofrelationships
CHOITHRAM INTERNATIONAL 2018 - 20
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The options provide an opportunity to take what is learned from the study of the
approaches topsychologyandput it into the contextof specific linesof inquiry broaden
studentsrsquo experience of the discipline and develop the studentsrsquo critical inquiry skills
Surrounding theapproachesand theoptionsare theoverarching themesof researchand
ethicsAconsiderationofbothisparamounttothenatureofthesubjectPsychologists
employarangeofresearchmethodsbothqualitativeandquantitativeinordertotesttheir
observations and hypotheses As a part of the core syllabus DP psychology promotes an
understandingofthevariousapproachestoresearchandhowtheyhavebeenusedinorder
tocriticallyreflectontheevidenceaswellasassistinthedesignimplementationanalysis
andevaluationofthestudentsrsquoowninvestigationsPsychologystudieshumanbeingsandas
such it is paramount that the ethical implications in any line of investigation and at all
pointsinthecoursearefullyexploredandunderstoodtoensurethatethicalguidelinesare
followedatalltimes
DistinctionbetweenSLandHL
TherearethreemaindistinctionsbetweenthiscourseatSLandatHL
1ThefollowingextensionstothecoreapproachesarestudiedatHLonly
- theroleofanimalresearchinunderstandinghumanbehaviour
- cognitiveprocessinginthedigitalworld
- theinfluenceofglobalizationonindividualattitudesidentitiesandbehaviour
Thisdifferentiationisreflectedinpaper1sectionBoftheexternalassessment
2SLstudentsarerequiredtostudyoneoptionwhileHLstudentsstudytwooptionsThis
differentiationisreflectedinpaper2oftheexternalassessment
3BothSLandHLstudentswillbeexpectedtoshowtheirunderstandingofapproachesto
researchintheinternalassessmentandforcriterionD(criticalthinking)inpaper1sectionB
and paper 2 responses Additionally HL students will be directly assessed on their
understandingof approaches to research in paper 3 of the external assessment Thiswill
coverbothqualitativeandquantitativeresearchmethods
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Aims
1 develop an understanding of the biological cognitive and sociocultural factors
affectingmentalprocessesandbehaviour
2 applyanunderstandingofthebiologicalcognitiveandsocioculturalfactorsaffecting
mentalprocessesandbehaviourtoatleastoneappliedareaofstudy
3 understanddiversemethodsofinquiry
4 understand the importanceof ethical practice in psychological research in general
andobserveethicalpracticeintheirowninquiries
5 ensurethatethicalpracticesareupheldinallpsychologicalinquiryanddiscussion
6 developanawarenessofhowpsychologicalresearchcanbeappliedtoaddressreal-
worldproblemsandpromotepositivechange
Assessmentobjectives
By the end of the psychology course at SL or at HL students will be expected to
demonstratethefollowing
1Knowledgeandcomprehensionofspecifiedcontent
bull Demonstrateknowledgeandcomprehensionofkeytermsandconceptsin
psychology
bull Demonstrateknowledgeandcomprehensionofarangeofpsychologicaltheories
andresearchstudies
bull Demonstrateknowledgeandcomprehensionofthebiologicalcognitiveand
socioculturalapproachestomentalprocessesandbehavior
bull Demonstrateknowledgeandcomprehensionofresearchmethodsusedin
psychologyApplicationandanalysis
2Applicationandanalysis
bull Demonstrateanabilitytouseexamplesofpsychologicalresearchandpsychological
conceptstoformulateanargumentinresponsetoaspecificquestion
bull Demonstrateapplicationandanalysisofarangeofpsychologicaltheoriesand
researchstudies
bull Demonstrateapplicationandanalysisoftheknowledgerelevanttoareasofapplied
psychology
CHOITHRAM INTERNATIONAL 2018 - 20
61
bull AtHLonlyanalysequalitativeandquantitativeresearchinpsychology
3Synthesisandevaluation
Evaluatethecontributionofpsychologicaltheoriestounderstandinghuman
psychology
Evaluatethecontributionofresearchtounderstandinghumanpsychology
Evaluatethecontributionofthetheoriesandresearchinareasofapplied
psychology
AtHLonlyevaluateresearchscenariosfromamethodologicalandethical
perspective
4Selectionanduseofskillsappropriatetopsychology
Demonstratetheacquisitionofskillsrequiredforexperimentaldesigndatacollectionand
presentationdataanalysisandtheevaluationofasimpleexperimentwhiledemonstrating
ethicalpractice
Work in a group to design a method for a simple experimental investigation
organizetheinvestigationandrecordtherequireddataforasimpleexperiment
Writeareportofasimpleexperiment
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Syllabus
The recommended teaching time is 240 hours to complete HL courses and 150 hours to
complete SL courses as stated in thedocumentGeneral regulationsDiplomaProgramme
(article82)
SyllabusContent-
The approaches to understanding behaviour are laid out in topics The content for each
topic is detailed in the middle column with explanatory notes in the dropdown boxes
Guidance for the content is in the dropdown boxes in the right-hand column The
approaches to behaviour are compulsory for SL and HL students (except for the HL
extension which is for HL students only) The core will be assessed in paper 1 of the
external assessment but it also forms the foundation for teaching and learning in the
optionsTheapproachestoresearchareforbothSLandHLstudentsTheyareorganizedto
reflect the considerationsmadewhen reading or preparing a piece of research Only HL
studentswillbeformallyassessedontheapproachestoresearchinpaper3
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Biologicalapproachtounderstandingbehaviour
The biological approach to understanding behaviour is largely an investigation into
correlationsDoareasof thebraincorrelatewithbehaviourWhenchanges takeplace in
the brain do changes take place in behaviour or is the reverse the case Could an
individualrsquosbehaviourbepredictedfromtheirgenesIshumanbehavioursubjecttonatural
selection The relationship between biology and behaviour is a complex one of mutual
causality The technology available to investigate this relationship is becoming evermore
sophisticated while the ethics of this line of inquiry are increasingly an area for public
debate
Thebiologicalapproachtobehaviourlooksat
thebrainandbehaviour(SLandHL)
hormonesandbehaviour(SLandHL)
geneticsandbehaviour(SLandHL)
theroleofanimalresearchinunderstandinghumanbehavior(HLonly)
Relevanttoallthetopicsare
the contribution of research methods used in the biological approach to
understandinghumanbehaviour
ethical considerations in the investigation of the biological approach to
understandinghumanbehaviour
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SYLLABUSOUTLINE
Semester Unit UnitTitletopic
SemI Biologicallevelofanalysis
Physiologyandbehaviourgeneticsandbehaviouranintegrativelookatbehaviour
Cognitivelevelofanalysis
Cognitiveprocessescognitionandemotionanintegrativelookathappiness
Socioculturallevelofanalysis
Socioculturalcognitionsocialandculturalnormsanintegrativeapproachtoprejudiceanddiscrimination
SemII Simpleexperimentalstudy
TheuseofexperimentsinpsychologyoverviewofexperimentalvariablesdifferentkindsofexperimentsCorrelationalstudiesNonexperimentalmethodsinterviewsandcasestudies
Any1optionfromthe2options-1 Abnormal
psychology2 Developmental
psychology
SemIII Any1optionfromthe2options-1Psychologyofrelationships2HealthPsychology
2OptionalforHLstudents
SemIV Qualitativeresearchmethodology
TheoryandpracticeinterviewscasestudiesandobservationsSimpleexperimentalstudy
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65
ExternalassessmentcriteriamdashSL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessayfromachoiceofthreeTheessayismarkedout
of22marksAO3command termswillbeused in theessayquestionsTheessayswillbe
assessedusingtherubricbelow
Paper2
Paper2consistsofoneessayquestionfortheoptionstudiedEachoptionwillhaveachoice
of threeessaysAllessayswilluseanAO3commandtermTheessay ismarkedoutof22
marks
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
ExternalassessmentcriteriamdashHL
Paper1
SectionA
Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command
termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe
rubricbelowforatotalof27marks
SectionB
Paper1sectionBconsistsofasingleessay fromachoiceof threeOne twoorallof the
essayswill reference the additional HL topic The essay ismarked out of 22marks AO3
commandtermswillbeusedintheessayquestionsTheessayswillbeassessedusingthe
rubricbelow
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66
Focusonthequestion
Knowledgeandunderstanding
Useofresearchtosupportanswer
Criticalthinking
Clarityandorganization
Total
2 6 6 6 2 22
Paper3Paper3assessestheapproachestoresearchinpsychologyThepaperconsistsofaresearch
scenariofollowedbythreeshortanswerquestionsforatotalof24marksThequestionswill
beassessedusingananalyticalmarkscheme
Internalassessment
The internal assessment requirements at SL and at HL are the same Students will
investigateapublishedstudy theoryormodel relevant to their learning inpsychologyby
conductinganexperimentalinvestigationandreportingthefindingsTherequirementswill
beexplainedinmoredetailintheinternalassessmentdetails
InternalassessmentcriteriaSLandHL
TheassessmentoftheinternalassessmenttaskisthesameforbothSLandHLstudentsand
usesthefollowingrubric
Introduction Exploration Analysis Evaluation Total
6 4 6 6 20
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67
GROUP3HISTORY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HISTORY AT
CHOITHRAMINTERNATIONALINDORE
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
historicalconceptssuchaschangecausationandsignificance
History is an exploratory subject that fosters a sense of inquiry It is also an interpretive
disciplineallowingopportunityforengagementwithmultipleperspectivesandapluralityof
opinionsStudyinghistorydevelopsanunderstandingofthepastwhichleadstoadeeper
understandingofthenatureofhumansandoftheworldtoday
The IB Diploma Programme (DP) history course is a world history course based on a
comparativeandmulti-perspectiveapproachtohistoryItinvolvesthestudyofavarietyof
typesofhistoryincludingpoliticaleconomicsocialandculturalandprovidesabalanceof
structureandflexibilityThecourseemphasizestheimportanceofencouragingstudentsto
thinkhistoricallyandtodevelophistoricalskillsaswellasgainingfactualknowledgeItputs
apremiumondevelopingtheskillsofcriticalthinkingandondevelopinganunderstanding
of multiple interpretations of history In this way the course involves a challenging and
demandingcriticalexplorationofthepast
There are six key concepts that have particular prominence throughout the DP history
course ChangeContinuityCausationConsequenceSignificancePerspectives
AIMS
TheaimsofthehistorycourseatSLandHLareto
1 developanunderstandingofandcontinuinginterestinthepast
2 encourage students to engage with multiple perspectives and to appreciate thecomplexnatureofhistoricalconceptsissueseventsanddevelopments
3 promoteinternational-mindednessthroughthestudyofhistoryfrommorethanoneregionoftheworld
CHOITHRAM INTERNATIONAL 2018 - 20
68
4 develop an understanding of history as a discipline and to develop historical
consciousnessincludingasenseofchronologyandcontextandanunderstandingof
differenthistoricalperspectives
5 developkeyhistoricalskillsincludingengagingeffectivelywithsources
6 increase studentsrsquo understanding of themselves and of contemporary society by
encouragingreflectiononthepast
OBJECTIVES
Assessmentobjective1Knowledgeandunderstanding
bull Demonstratedetailedrelevantandaccuratehistoricalknowledge
bull Demonstrateunderstandingofhistoricalconceptsandcontext
bull Demonstrateunderstandingofhistoricalsources(Internalassessmentandpaper1)
Assessmentobjective2Applicationandanalysis
bull Formulateclearandcoherentarguments
bull Userelevanthistoricalknowledgetoeffectivelysupportanalysis
bull Analyseandinterpretavarietyofsources(Internalassessmentandpaper1)
Assessmentobjective3Synthesisandevaluation
bull Integrateevidenceandanalysistoproduceacoherentresponse
bull Evaluatedifferentperspectivesonhistoricalissuesandeventsandintegratethis
evaluationeffectivelyintoaresponse
bull Evaluatesourcesashistoricalevidencerecognizingtheirvalueandlimitations
(Internalassessmentandpaper1)
bull Synthesizeinformationfromaselectionofrelevantsources(Internalassessment
andpaper1)
Assessmentobjective4Useandapplicationofappropriateskills
bull Structureanddevelopfocusedessaysthatrespondeffectivelytothedemandsofa
question
bull Reflectonthemethodsusedbyandchallengesfacingthehistorian(Internal
assessment)
bull Formulateanappropriatefocusedquestiontoguideahistoricalinquiry(Internal
assessment)
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69
bull Demonstrateevidenceofresearchskillsorganizationreferencingandselectionof
appropriatesources(Internalassessment)
SYLLABUS
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70
SYLLABUSOUTLINE
Semester UnitTitle UnitContent
SemI PrescribedSubject3TheMovetoGlobalWarCasestudy1JapaneseexpansioninEastAsia(1931ndash1941
bull The impact of Japanese nationalism and militarism onforeignpolicybull Japanese domestic issues political and economic issuesandtheirimpactonforeignrelationsbullPoliticalinstabilityinChinaEventsbull Japanese invasion of Manchuria and northern China(1931)bullSino-JapaneseWar(1937ndash1941)bull The Three PowerTripartite Pact the outbreak of warPearlHarbor(1941)ResponsesbullLeagueofNationsandtheLyttonreportbull Political developmentswithin Chinamdashthe SecondUnitedFrontbull International response including US initiatives andincreasingtensionsbetweentheUSandJapan
SemII WordHistoryTopic10AuthoritarianStates(20thCentury)
Emergenceofauthoritarianstatesbull Conditions in which authoritarian states emergedeconomic factors social division impact ofwarweaknessofpoliticalsystembull Methods used to establish authoritarian statespersuasionandcoercion the roleof leaders ideology theuseofforcepropagandaConsolidationandmaintenanceofpowerbull Useoflegalmethodsuseofforcecharismatic
leadershipdisseminationofpropagandabull Natureextentandtreatmentofoppositionbull Theimpactofthesuccessandorfailureofforeign
policyonthemaintenanceofpowerAimsandresultsofpoliciesbull Aimsandimpactofdomesticeconomicpolitical
culturalandsocialpoliciesbull Theimpactofpoliciesonwomenandminoritiesbull Authoritariancontrolandtheextenttowhichitwas
achievedExamplesofCountriesandLeadersbull Europe-Germany-HitlerAsiaandOceania-China-Mao
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SemIII Worldhistorytopic12TheColdWarSuperpowertensionsandrivalries(20thcentury)
Rivalrymistrustandaccordbull The breakdown of the Grand Alliance and the
emergence of superpower rivalry in Europe and Asia(1943ndash1949) role of ideology fear and aggressioneconomicinterestsacomparisonoftherolesoftheUSandtheUSSR
bull TheUSUSSRandChinamdashsuperpower relations (1947ndash1979) containment peaceful co-existence Sino-SovietandSino-USrelationsdetente
bull Confrontationandreconciliationreasonsfortheendofthe Cold War (19801991) ideological challenges anddissenteconomicproblemsarmsrace
Leadersandnationsbull Theimpactoftwoleaderseachchosenfromadifferent
regiononthecourseanddevelopmentoftheColdWarbull The economic social and cultural impact of the Cold
War on two countries each chosen from a differentregion
ColdWarCrisesbull ColdWarcrisescasestudiesdetailedstudyofanytwo
ColdWarcrisesfromdifferentregionsexaminationandcomparisonofthecausesimpactandsignificanceofthetwocrises
ExampleofLeadersTrumanandStalinExampleofcrisisTheAmericasCubanMissileCrisis1962EuropeBerlinWall1958-1961
SemIV Casestudy2GermanandItalianexpansion(1933ndash1940)
CausesofexpansionbullImpactoffascismandNazismontheforeignpoliciesofItalyandGermanybullImpactofdomesticeconomicissuesontheforeignpoliciesofItalyandGermanybullChangingdiplomaticalignmentsinEuropetheendofcollectivesecurityappeasementEventsbullGermanchallengestothepost-warsettlements(1933ndash1938)bullItalianexpansionAbyssinia(1935ndash1936)AlbaniaentryintotheSecondWorldWar
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72
AssessmentsinHistory-SL
AssessmentComponent Weightings
Externalassessment(2hours30minutes)
Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessayquestions
ontwodifferenttopics(30marks)
75
30
45
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
25
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73
AssessmentsinHistory-HL
Assessmentcomponent Weighting
Externalassessment(5hours)Paper1(1hour)
Source-basedpaperbasedonthefiveprescribedsubjectsChooseone
prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions
(24marks)
Paper2(1hour30minutes)
Essaypaperbasedonthe12worldhistorytopicsAnswertwoessay
questionsontwodifferenttopics(30marks)
Paper3(2hours30minutes)
SeparatepapersforeachofthefourregionaloptionsFortheselected
regionanswerthreeessayquestions(45marks)
80
20
25
35
Internalassessment(20hours)
Thiscomponentisinternallyassessedbytheteacherandexternally
moderatedbytheIBattheendofthecourse
Historicalinvestigation
Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoice(25marks)
20
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74
Externalassessmentdetails
Paper1(SLandHL)
Duration1hourWeighting30SL20HL
Paper 1 is a source-based examination paper based on the prescribed subjects Each
prescribedsubjectconsistsof twospecifiedcasestudiesand ineachexaminationsession
thepaperwill focusononeof the twocasestudiesspecified foreachprescribedsubject
ThepaperwillcontainfoursourcesforeachprescribedsubjectSourceswillbeprimaryora
mixtureofprimaryandsecondaryandmaybewrittenpictorialordiagrammaticThepaper
willconsistoffourquestionsforeachprescribedsubjectandstudentsmustanswerallfour
questionsfromtheirchosenprescribedsubjectSomequestionswillbeansweredusingonly
evidencefromoneormoreofthesourcesasindicatedInotherquestionsstudentswillbe
askedtousetheirownknowledgeoftheprescribedsubjectaswellasevidencecontainedin
thesources
FirstquestionpartAThisquestionwilltestunderstandingofoneofthesources3marks
FirstquestionpartBThisquestionwilltestunderstandingofoneofthesources2marks
Secondquestion
Thisquestionwillaskstudentstoanalysethevalueand
limitationsofoneofthesourcesIntheiranalysisofvalue
andlimitationsstudentsshouldrefertotheorigin
purposeandcontentofthespecifiedsource
4marks
Thirdquestion
Thisquestionwillaskstudentstocompareandcontrast
whattwoofthesourcesrevealtoahistorianstudyingthe
particularaspectoftheprescribedsubject
6marks
Fourthquestion
Thiswillbeanevaluativequestionthatasksstudentsto
drawonboththesourcesandtheirownknowledgein
theirevaluation
9marks
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75
Themaximummarkforthispaperis24Thepaperismarkedusingapaper-specific
markschemeexceptforthefinalquestionforeachprescribedsubjectwhichismarked
usingthegenericmarkbandsthatfollowinadditiontoapaper-specificmarkscheme
Paper2(SLandHL)
Duration1hour30minutesWeighting45SL25HLPaper2isanessaypaperbasedonthe12worldhistorytopics
Thepaperconsistsof twoquestions foreachof the12topicsStudentsmustanswertwo
questionseachselectedfromadifferenttopicSomecomparativequestionsonthispaper
require that examples be drawn frommore than one regionWhen theword ldquoregionrdquo is
usedinapaper2questionitreferstooneofthefourregionaloptionsdefinedbytheworld
mapintheintroductiontotheworldhistorytopicsintheldquoWorldhistorytopicsrdquosection
Themaximummarkforthispaperis30Thepaperismarkedusinggenericmarkbandsanda
paper-specificmarkscheme
Paper3(HLonly)
Duration2hours30minutesWeighting35
Each of the four HL regional options has a separate examination paper Students are
registeredforoneofthesepapers
The paper 3 examination paper for each regional option will consist of 36 questions
consisting of two essay questions on each of the 18 sections specified for the regional
option Students must answer any three questions Questions that refer to specific
countries eventsorpeopleare restricted to those listed in the syllabusdescriptions The
maximummark for this paper is 45 Thepaper ismarkedusing genericmarkbands anda
paper-specificmarkscheme
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InternalassessmentdetailsmdashSLandHL
Historicalinvestigation
Duration20hours
Weighting25SL20HL
StudentsatbothSLandHLarerequiredtocompleteahistoricalinvestigationintoatopicof
theirchoiceThehistoricalinvestigationismadeofupthreesections
1Identificationandevaluationofsources
2Investigation
3Reflection
Studentshaveafreechoiceoftopicfortheirhistoricalinvestigationmdashthetopicneednotbe
relatedtothesyllabusandstudentsareencouragedtousetheirowninitiativewhen
decidingonatopicHoweverthetopicmustbehistoricalandthereforecannotbeonan
eventthathashappenedinthelast10years
Wordlimit
The word limit for the historical investigation is 2200 words A bibliography and clear
referencingofallsourcesmustbeincludedintheinvestigationbutarenotincludedinthe
overallwordcount
Belowaresuggestedwordallocationsforeachsectionofthehistoricalinvestigation
Section Suggestedword
allocation
Associated
assessmentcriteria
Marks
1Identificationand
evaluationofsources
500 AIdentificationand
evaluationofsources
6
2Investigation 1300 BInvestigation 15
3Reflection 400 CReflection 4
Bibliography Notapplicable Notapplicable Notapplicable
Total(maximumwordlimit) 2200words Total25
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GROUP4PHYSICS
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
Thewholeofphysicsmayberegardedasexpertise inproblemsolvingandthemannerin
whichphysicistssolveproblemsbyproposingandprovingnumericalmodelsofphenomena
and calculating their consequences has been widely copied in many practical fields For
instancephysicsliesattheheartofalmostallnewtechnologiesoperationalresearchand
information theory were largely invented by physicists physics has often led major
developmentsinbothmathematicsandcomputingandphysicistsareinstrongdemandin
many fields including defense research the electronics and computer industries and the
city precisely because of the problem-solving skills that they possess In our physics
courses analytical and problem-solving skills are central to all lectures practicals
supervisionsexamplesclassesprojectworkandtheexaminationsParticularskillsofwide
applicabilityincludetrainingindevelopingmodelsofphenomenamathematicalanalysisof
models ability to think in graphical terms ability to think in approximate terms when
appropriate ability in the design of devices computing skills at a deep level ability in
statisticalanalysisandcriticalabilityincludingcriticalanalysisofdataandawillingnessto
questionfundamentals
Aims
Theaimsofphysicscourseathigherlevelandstandardlevelareto
1provideopportunities forscientificstudyandcreativitywithinaglobalcontext thatwill
stimulateandchallengestudents
2 provide a body of knowledge methods and techniques that characterize science and
technology
3 enable students to apply and use a body of knowledgemethods and techniques that
characterizescienceandtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
CHOITHRAM INTERNATIONAL 2018 - 20
78
6developexperimentalandinvestigativescientificskills
7developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsinthe
studyofscience
8raiseawarenessofthemoralethicalsocialeconomicandenvironmentalimplicationsof
usingscienceandtechnology
9developanappreciationof thepossibilitiesand limitationsassociatedwith scienceand
scientists
10encourageanunderstandingoftherelationshipsbetweenscientificdisciplinesandthe
overarchingnatureofthescientificmethod
Objectives
Theassessmentobjectives forphysics reflect thosepartsof theaimsthatwillbe formally
assessed either internally or externally These assessments will based on the nature of
science It is the intention of these courses that students are able to fulfill the following
assessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
CHOITHRAM INTERNATIONAL 2018 - 20
79
PastexperienceshowsthatstudentswillbeabletostudyDPPhysicsatSLsuccessfullywith
nobackgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterized
bythespecificIBlearnerprofileattributesmdashinquirersthinkersandcommunicatorsmdashwillbe
significant here However for most students considering the study physics at HL some
previousexposuretothesubjectwouldbenecessary
SYLLABUSOUTLINE
Semester Unit UnitName
SemI
Unit1 Measurementsanduncertainties
Unit2 Mechanics
Unit6 Circularmotionandgravitation
Unit3 Thermalphysics
SemII Unit5 Electricityandmagnetism
Unit11 Electromagneticinduction(AHL)
Unit4 Waves
Unit9 Wavephenomena(AHL)
SemIII Unit10 Fields(AHL)
OptionC Imaging
Unit6 Atomicnuclearandparticlephysics
Unit12 Quantumandnuclearphysics(AHL)
SemIV Unit7 Energyproduction
Assessmentsinphysics
The assessments aim to test all studentsrsquo knowledge and understanding of key concepts
through
bullapplyingandusingscientificmethodstechniquesandterminology
bull constructing analysing and evaluating scientific hypotheses research questions and
predictionsscientificmethodsandtechniquesandscientificexplanations
CHOITHRAM INTERNATIONAL 2018 - 20
80
bull demonstrating both the personal skills of cooperation perseverance and responsibility
appropriate foreffectivescientific investigationandproblem-solvingandthemanipulative
skillsnecessarytocarryoutscientificinvestigationswithprecisionandsafety
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedatthe
end of the two year programme through external examinations Internal Assessment
includingtheGroup4project
The Diploma Programme primarily focuses on formal assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
InPhysicsthestudentsachievedanumericgrade(1-7)onascaleof7pointthroughexternal
andinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
PhysicsSL
Paper1
Duration34hourWeighting20Marks30
30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration11frasl4hoursWeighting40Marks50
Short-answerandextended-responsequestionsoncorematerial
Thequestionsonpaper2testassessmentobjectives12and3
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Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration1hourWeighting20Marks35
ThispaperwillhavequestionsoncoreandSLoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
PhysicsHL
Paper1
Duration1hourWeighting20Marks40
40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwithSL
Thequestionsonpaper1testassessmentobjectives12and3
Theuseofcalculatorsisnotpermitted
Nomarksaredeductedforincorrectanswers
Aphysicsdatabookletisprovided
Paper2
Duration21frasl4hoursWeighting36Marks95
Short-answerandextended-responsequestionsonthecoreandAHLmaterial
Thequestionsonpaper2testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Paper3
Duration11frasl4hoursWeighting24Marks45
ThispaperwillhavequestionsoncoreAHLandoptionmaterial
SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental
work
SectionBshort-answerandextended-responsequestionsfromoneoption
CHOITHRAM INTERNATIONAL 2018 - 20
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Thequestionsonpaper3testassessmentobjectives12and3
Theuseofcalculatorsispermitted
Aphysicsdatabookletisprovided
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3and4
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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GROUP4CHEMISTRY
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT
CHOITHRAMINTERNATIONALINDORE
IBDPChemistrygivesthestudentsanextensiveandinclusiveexperienceintheexperimental
subject of Chemistry a science based on the use of the scientific method to answer
questions about the composition structure and properties of all the things around us
Beginning with the simple atoms and molecules and gradually moving towards complex
reactions and their mechanisms students will require using textbooks laboratory
experimentscurrentworldwideliteraturecomputersimulationsvariouswebsourcesand
scientificjournalstoacquiretheskillstoobjectivelyaccessandpossiblycontributetosolve
someofambiguityinthephysicalthingsinourenvironmentThroughthisinquirystudents
willbecomeawareof latest inventions inchemistryandtheirapplicationsandtheireffect
onourday-to-daylivesandseehowchemistryhasaffectedthequalityoflifetoday
Thecoursewillalsofosterastrongsenseofinterdisciplinaryandinternationalmindedness
inordertounderstandthedevelopmentofvariousconceptsinchemistryandtheinfluence
ofchemistryonothersubjectsIBDPchemistrywouldalsoreinforceuseofvariousICTtools
andenablecommunicationandcooperationamongststudents in their scientificquests to
better prepare them to be the future members of the greater international scientific
community
Throughtheknowledgeofchemistrystudentswillbeabletogainawarenessaboutvarious
disposabletechniquesofchemicalssoastominimizedamagetotheenvironmentandalso
learnhowtodealsafelywiththechemicals
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Aims
TheaimsofIBChemistryareto
providestudentswithopportunities forscientificstudyandcreativitytohelpthem
critically analyze evaluate and synthesize scientific information that they study in
thecourseandinthemedia
provideabodyofknowledgeinthecontentareaofChemistrytoenablestudentsto
seetheredundancyandrepeatedapplicationofconceptsthatarecommonthreads
inallmatter
developexperimentalandinvestigativescientificskills
providetheopportunityforstudentstoskillfullyperformlaboratoryexperimentation
using the scientific method including stating a problem forming a hypothesis
testing the hypothesis under controlled conditions collecting data and drawing
conclusionsuponwhichtheycanvalidatemodifyorrefutethehypothesis
provide opportunities for students to see the advantages of cooperation and
collaborationamongsttheircolleaguesduringscientificinvestigation
introducestudentstothemostrecenttechniquesandmethodsusedininvestigative
scienceandtechnologyundercontrolledlaboratoryconditions
tomakestudentsaware thatwhat is truedoesnotbeginandendwithscience
butthatscienceisanevolvingprocessthatstrivestogetclosertothetruth
raise an awareness of the moral ethical social economic and environmental
implicationsofusingscientifictechnology
provide valid information to students that shows the interrelatedness of all
disciplines of sciencewith one another in order that they become aware that no
sciencedisciplinestandsalone
Objectives
Theassessmentobjectivesforbiologychemistryandphysicsreflectthosepartsoftheaims
thatwillbeformallyassessedeitherinternallyorexternallyTheseassessmentswillcentre
upon the nature of science It is the intention of these courses that students are able to
fulfillthefollowingassessmentobjectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
CHOITHRAM INTERNATIONAL 2018 - 20
85
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4 Demonstrate the appropriate research experimental and personal skills necessary to
carryoutinsightfulandethicalinvestigations
SYLLABUS
Semester Unit UnitName UnitTopics
SemISemII
Unit1 Stoichiometricrelationships 1
Unit2 AtomicStructure 313
Unit3 Periodicity 414
Unit4 Chemicalbondandstructure 717
Unit5 Thermochemistry 919
Unit6 ChemicalKinetics 1121
SemIIISemIV
Unit7 Chemicalequilibrium 212
Unit8 Measuringanddataprocessing 12
Unit9 Redoxprocesses 515
Unit10 AcidsandBases 818
Unit11 Organicchemistry 1020
Unit12 Option 616
CHOITHRAM INTERNATIONAL 2018 - 20
86
ASSESSMENTS
AssessmentsinChemistry
AssessmentsarethesoulandreflectionofdegreeoflearningbystudentsTheassessment
marks will be communicated to the students IBDP coordinator parents Scheduled
formativeassessmentswillbeconductedinvariousformslikequizzeswrittentestsgroup
discussionspresentationreportwritingonavisittoanindustryorafieldtripetc
As a part of summative assessments written examinations will be conducted for the
students For this purposenearly 50questionswill be taken frompast year papers and
remainingwouldbeframedbythesubjectteachermatchingthepatternsandstandardsof
IBDPexaminationpapers
DuringInternalAssessments(IA)varioustypesoflabsfromdifferenttopicsandsub-topics
wouldbeconductedMostoftheassessmentswouldbemarkedbymewhereassomewill
beevaluatedbypeergroupaswellbythesubjectteacher
ExternalassessmentdetailsmdashSL
Paper1
Duration34hourWeighting20Marks30
bull 30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration11frasl4hoursWeighting40Marks50
bull Short-answerandextended-responsequestionsoncorematerial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration1hourWeighting20Marks35
bull ThispaperwillhavequestionsoncoreandSLoptionmaterial
CHOITHRAM INTERNATIONAL 2018 - 20
87
Section A one data-based question and several short-answer questions on
experimentalwork
SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
ExternalassessmentdetailsmdashHL
Paper1
Duration1hourWeighting20Marks40
bull 40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwith
SL
bull Thequestionsonpaper1testassessmentobjectives12and3
bull Theuseofcalculatorsisnotpermitted
bull Studentswillbeprovidedwithaperiodictable
bull Nomarksaredeductedforincorrectanswers
Paper2
Duration21frasl4hoursWeighting36Marks95
bull Short-answerandextended-responsequestionsonthecoreandAHLmaterial
bull Thequestionsonpaper2testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
Paper3
Duration11frasl4hoursWeighting24Marks45
bull ThispaperwillhavequestionsoncoreAHLandoptionmaterial
bull Section A one data-based question and several short-answer questions on
experimentalwork
bull SectionBshort-answerandextended-responsequestionsfromoneoption
bull Thequestionsonpaper3testassessmentobjectives12and3
bull Theuseofcalculatorsispermitted
bull Achemistrydatabookletistobeprovidedbytheschool
CHOITHRAM INTERNATIONAL 2018 - 20
88
Internal Assessments (IA) Internal assessmentswill be extended over the period of two
years The labs aredesigned in such away that they cover concepts fromvarious topics
Thatwill help students understand topics in a betterway Labswill be framed in such a
manner so that students develop all necessary experimental skillswhich are required for
meetingnecessarycriteriaforthefinalinvestigationHoweverstudentswillbeencouraged
todevelopvariousmanipulativeskillsthroughtheirlabs
Atotalof40hourslabforHLand20hourslabforSLstudentshavebeenplannedSomeof
thelabswouldbedoneinagroupoftwoThiswouldhelpstudentstodevelopsharingand
communicate with each other better and respect each otherrsquos view The completion of
Internals would be done as per the schedule ascertained by the school There may be
occasionswherebytheinternalswouldbemoderatedbythesciencedepartmentteachers
toenhancelsquolearningbysharingrsquopracticeandalsotocreatemoretransparencyinwork
Besides a 10 hours of investigationwould be planned towards the beginning of the 3rd
termand thenecessary skills required for the samewouldbedeveloped through various
labshands-onactivitiesanddemonstrations
Personal
engagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
Table2Internalassessmentsspannedthroughoutthetwoyearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesamplabreportwithtwocriteriaexplorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
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GROUP4BIOLOGYIntroduction
Biology isadiversescienceembracingahugebodyof informationabout livingorganisms
This course isdesigned toallow students todevelopa limitedamountofdetailed factual
knowledgewhilstgainingabroadunderstandingofkeybiologicalprinciples
Biologists attempt to understand the living world at all levels using many different
approachesand techniquesAtoneendof thescale is thecell itsmolecularconstruction
and complexmetabolic reactions At the other endof the scale biologists investigate the
interactionsthatmakewholeecosystemsfunction
Manyareasofresearchinbiologyareextremelychallengingandmanydiscoveriesremainto
bemade
Biology is still a young science and great progress is expected in the 21st century This
progress is sorely needed at a timewhen the growing human population is placing ever
greaterpressureonfoodsuppliesandonthehabitatsofotherspeciesand isthreatening
theveryplanetweoccupy
AtChoithramInternationalthecoursewillutilizeavarietyofteachingandlearningstyles
Byitsverynaturebiologylendsitselftoanexperimentalapproachandthiswillbereflected
throughoutthecourseWeprovideafavorablelearningatmospheretoouryounglearners
sothatstudenttakeschargeoftheirownlearningthroughguidedlaboratoryinvestigations
iTunesCoursesprojectworkproblemsolvingmethodampthroughperiodicalsearches
CHOITHRAM INTERNATIONAL 2018 - 20
90
Aims
1appreciatescientificstudyandcreativitywithinaglobalcontextthroughstimulatingand
challengingopportunities
2 acquire a body of knowledge methods and techniques that characterize science and
technology
3applyanduseabodyofknowledgemethodsand techniques that characterize science
andtechnology
4developanabilitytoanalyseevaluateandsynthesizescientificinformation
5developacriticalawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationduringscientificactivities
6 develop experimental and investigative scientific skills including the use of current
technologies
7developandapply21stcenturycommunicationskillsinthestudyofscience
8becomecriticallyawareasglobalcitizensoftheethicalimplicationsofusingscienceand
technology
9developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology
10 develop anunderstandingof the relationships between scientific disciplines and their
influenceonotherareasofknowledge
Objectives
Itistheintentionofthesecoursesthatstudentsareabletofulfilthefollowingassessment
objectives
1Demonstrateknowledgeandunderstandingof
afactsconceptsandterminology
bmethodologiesandtechniques
ccommunicatingscientificinformation
2Apply
afactsconceptsandterminology
bmethodologiesandtechniques
cmethodsofcommunicatingscientificinformation
3Formulateanalyseandevaluate
ahypothesesresearchquestionsandpredictions
CHOITHRAM INTERNATIONAL 2018 - 20
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bmethodologiesandtechniques
cprimaryandsecondarydata
dscientificexplanations
4Demonstratetheappropriateresearchexperimentalandpersonalskillsnecessaryto
carryoutinsightfulandethicalinvestigations
Pastexperienceshows that studentswillbeable to studyagroup4 sciencesubjectatSL
successfullywithnobackground in or previous knowledgeof science Their approach to
learningcharacterizedbytheIBlearnerprofileattributeswillbesignificanthere
Howeverformoststudentsconsideringthestudyofagroup4subjectatHLwhilethereis
no intention to restrict access to group 4 subjects some previous exposure to formal
scienceeducationwouldbenecessarySpecifictopicdetailsarenotspecifiedbutstudents
who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent
nationalsciencequalificationoraschool-basedsciencecoursewouldbewellpreparedfor
anHLsubject
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SYLLABUSOUTLINE
Semester Topicstobecovered
SemI
Topic1Cellbiology11Introductiontocells12Ultrastructureofcells13Membranestructure14Membranetransport15Theoriginofcells16CelldivisionTopic2Molecularbiology21Moleculestometabolism22Water23Carbohydratesandlipids24Proteins25Enzymes26StructureofDNAandRNA27DNAreplicationtranscriptionandtranslation
Topic7Nucleicacids71DNAstructureandreplication72Transcriptionandgeneexpression73TranslationTopic8Metabolismcellrespirationandphotosynthesis81Metabolism28Cellrespiration82Cellrespiration
SemII
29Photosynthesis83Photosynthesis
Topic3Genetics31Genes32Chromosomes33Meiosis34Inheritance35GeneticmodificationandbiotechnologyTopic10Geneticsandevolution101Meiosis102Inheritance103GenepoolsandspeciationTopic4Ecology41Speciescommunitiesandecosystems42Energyflow43Carboncycling44Climatechange
CHOITHRAM INTERNATIONAL 2018 - 20
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Topic611ampOptionDHumanphysiology
61DigestionandabsorptionD1HumannutritionD2DigestionD3Functionsoftheliver62ThebloodsystemD4TheheartIA
SemIII
Topic611ampOptionDHumanphysiology64GasexchangeD6Transportofrespiratorygases65Neuronsandsynapses66HormoneshomeostasisandreproductionD5Hormonesandmetabolism112Movement63Defenceagainstinfectiousdisease111Antibodyproductionandvaccination
SemIV
113Thekidneyandosmoregulation114SexualreproductionTopic9Plantbiology91Transportinthexylemofplants92Transportinthephloemofplants93Growthinplants94ReproductioninplantsTopic5Evolutionandbiodiversity51Evidenceforevolution52Naturalselection53Classificationofbiodiversity54Cladistics
AssessmentinBiology
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
CHOITHRAM INTERNATIONAL 2018 - 20
94
In Biology the students achieved a numeric grade (1-7) on a scale of 7 point through
externalandinternalassessment
Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth
HL and SL The remaining 20 (with a total mark out of 24) comes from the internal
assessments which are internally marked by the teachers and moderated by the IB
examiners
ExternalassessmentItincludesthreepapercomponents
Paper1consistsofmultiplechoicequestionsfromcoreampAHL
Paper2consistsofdatabasedshort-answerandextended-responsequestionsoncoreand
AHLmaterial
Paper 3 consists of short-answer and extended-response questions from one optionamp
questionbasedonexperimentalskillsfromcore
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2amp3
DurationofpapervariesfromSLtoHLlevelandfrompapercomponent
Internalassessment
The internal assessment is of each studentrsquos practical or laboratory work The internal
assessmentworth 20 of final assessment consists of one scientific investigationwhich
will be internally assessed by the teacher amp externally moderated by the IB The
performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha
totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite
upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin
communication criterion The individual investigation task should be complex amp
commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12
3 and 4 The new assessment model uses five criteria to assess the final report of the
individualinvestigationwiththefollowingrawmarksandweightingsassigned
Personalengagement
Exploration Analysis Evaluation Communication Total
2(8) 6(25) 6(25 6(25 4(17) 24(100)
CHOITHRAM INTERNATIONAL 2018 - 20
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Table2Internalassessmentsspannedthroughoutthetwo-yearprogramme
Examination InternalAssessmentComponent Weightage
SemesterIExamination Lab activities amp lab report with two criteria
explorationampanalysis
20
SemesterIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIIIExamination Lab activities amp lab report with personal
engagement exploration analysis amp evaluation
criteria
20
SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20
CHOITHRAM INTERNATIONAL 2018 - 20
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GROUP3ANDGROUP4ESSPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINESSATCHOITHRAM
INTERNATIONALINDORE
ESSisaninterdisciplinarygroup3and4coursethatisofferedonlyatstandardlevel(SL)As
an interdisciplinary course ESS is designed to combine themethodology techniques and
knowledge associated with group 4 (sciences) with those associated with group 3
(individualsandsocieties)Becauseit isaninterdisciplinarycoursestudentscanstudyESS
andhaveitcountaseitheragroup3oragroup4courseorasbothIfstudentschoosethe
latter option this leaves the opportunity to study an additional subject from any other
groupincludinganadditionalgroup3orgroup4subjectESSisacomplexcourserequiring
adiversesetofskillsfromitsstudentsItisfirmlygroundedinbothascientificexploration
ofenvironmentalsystemsintheirstructureandfunctionandintheexplorationofcultural
economicethicalpoliticalandsocial interactionsofsocietieswiththeenvironmentAsa
resultofstudyingthiscoursestudentswillbecomeequippedwiththeabilitytorecognize
and evaluate the impact of our complex system of societies on the natural world The
interdisciplinarynatureofthecourserequiresabroadskillsetfromstudentsandincludes
the ability to perform research and investigations and to participate in philosophical
discussion The course requires a systems approach to environmental understanding and
problem-solvingandpromotesholisticthinkingaboutenvironmentalissuesItisrecognized
that to understand the environmental issues of the 21st century and suggest suitable
management solutions both thehumanandenvironmental aspectsmust beunderstood
Studentsshouldbeencouragedtodevelopsolutionsfromapersonaltoacommunityandto
a global scaleThrough the exploration of cause and effect the course investigates how
values interact with choices and actions resulting in a range of environmental impacts
Studentsdevelopanunderstanding that theconnectionsbetweenenvironmental systems
and societies are diverse varied and dynamic The complexity of these interactions
challenges those working towards understanding the actions required for effective
guardianshipoftheplanetandsustainableandequitableuseofsharedresources
CHOITHRAM INTERNATIONAL 2018 - 20
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AIMS
ThesystemsapproachprovidesthecoremethodologyofthiscourseItisamplifiedbyother
sources such as economic historical cultural socio-political and scientific to provide a
holisticperspectiveonenvironmentalissues
TheaimsoftheEnvironmentalSystemsandSocietiescourseareto
1 acquiretheknowledgeandunderstandingsofenvironmentalsystemsatavarietyof
scales
2 apply the knowledge methodologies and skills to analyse environmental systems
andissuesatavarietyofscales
3 appreciate the dynamic interconnectedness between environmental systems and
societies
4 valuethecombinationofpersonallocalandglobalperspectivesinmakinginformed
decisionsandtakingresponsibleactionsonenvironmentalissues
5 be critically aware that resources are finite and that these could be inequitably
distributed and exploited and thatmanagement of these inequities is the key to
sustainability
6 developawarenessofthediversityofenvironmentalvaluesystems
7 develop critical awareness that environmental problemsare caused and solvedby
decisions made by individuals and societies that are based on different areas of
knowledge
8 engagewiththecontroversiesthatsurroundavarietyofenvironmentalissues
9 createinnovativesolutionstoenvironmentalissuesbyengagingactivelyinlocaland
globalcontexts
OBJECTIVES
TheseobjectivesreflecthowtheaimsoftheESScoursewillbeassessedItistheintention
ofthiscoursethatstudentsinthecontextofenvironmentalsystemsandrelatedissuesare
abletofulfillthefollowingassessmentobjectives
1 Demonstrateknowledgeandunderstandingofrelevant
bull factsandconcepts
bull methodologiesandtechniques
CHOITHRAM INTERNATIONAL 2018 - 20
98
bull valuesandattitudes
2 Applythisknowledgeandunderstandingintheanalysisof
bull explanationsconceptsandtheories
bull dataandmodels
bull casestudiesinunfamiliarcontexts
bull argumentsandvaluesystems
3 Evaluatejustifyandsynthesizeasappropriate
bull explanationstheoriesandmodels
bull argumentsandproposedsolutions
bull methodsoffieldworkandinvestigation
bull culturalviewpointsandvaluesystems
4 Engage with investigations of environmental and societal issues at the local and
globallevelthrough
bull evaluatingthepoliticaleconomicandsocialcontextsofissues
bull selecting and applying the appropriate research and practical skills
necessarytocarryoutinvestigations
bull suggesting collaborative and innovative solutions that demonstrate
awareness and respect for the cultural differences and value systems of
others
PastexperienceshowsthatstudentswillbeabletostudyDPESSatSLsuccessfullywithno
backgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterizedby
the specific IB learner profile attributesmdashinquirers thinkers and communicatorsmdashwill be
significanthere
CHOITHRAM INTERNATIONAL 2018 - 20
99
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1Foundationsofenvironmentalsystemsandsocieties
11Environmentalvaluesystems
12Systemsandmodels
13Energyandequilibria
14Sustainability
15Humansandpollution
Unit2 Ecosystemsandecology
21Speciesandpopulations
22Communitiesandecosystems
23Flowsofenergyandmatter
24Biomeszonationandsuccession
25Investigatingecosystems
Unit3 Biodiversityandconservation
31Anintroductiontobiodiversity
32Originsofbiodiversity
33Threatstobiodiversity
34Conservationofbiodiversity
SemII
Unit4Waterandaquaticfoodproductionsystemsandsocieties
41Introductiontowatersystems
42Accesstofreshwater
43Aquaticfoodproductionsystems
44Waterpollution
Unit5
Soilsystemsandterrestrialfoodproductionsystemsandsocieties
51Introductiontosoilsystems
52Terrestrialfoodproductionsystemsandfoodchoices
53Soildegradationandconservation
SemIII Unit6 Atmosphericsystemsandsocieties 61Introductiontotheatmosphere
CHOITHRAM INTERNATIONAL 2018 - 20
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62Stratosphericozone
63Photochemicalsmog
64Aciddeposition
Unit7 Climatechangeandenergyproduction 71Energychoicesandsecurity
72Climatechangemdashcausesandimpacts
73Climatechangemdashmitigationandadaptation
SemIV Unit8 Humansystemsandresourceuse 81Humanpopulationdynamics
82Resourceuseinsociety
83Soliddomesticwaste
84Humanpopulationcarryingcapacity
ASSESSMENTOUTLINE
IBASSESSMENTS
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)The Diploma Programme primarily focuses on summative assessment
designed to record student achievement at or towards the end of the course of study
However many of the assessment instruments can also be used formatively during the
courseofteachingandlearningInESSthestudentsachieveanumericgrade(1-7)onascale
of7pointthroughexternalandinternalassessment
AssessmentComponent Weighting Duration
Paper1ndashCaseStudy35marks
25 1hour
Paper2ndashShortanswersandstructuredessays65marks
50 2hours
InternalAssessmentndashIndividualinvestigation30marks
25 10hours
CHOITHRAM INTERNATIONAL 2018 - 20
101
EXTERNALASSESSMENT
Twodifferentmethodsareusedtoassessstudents
bullDetailedmarkschemesspecifictoeachexaminationpaper
bullMarkbands
The markbands are related to the assessment objectives and the grade descriptors
establishedfortheenvironmentalsystemsandsocietiescourseThegradedescriptorsare
availableontheonlinecurriculumcentreanddescribetheextenttowhichtheassessment
objectives should be met for each grade level The markschemes are specific to each
examination
Theexternalassessmentincludestwopaperswhosecombinedweightageis75forSLThe
remaining comes from the internal assessments which are internally marked by the
teachersandmoderatedbytheIBexaminers
Paper1-consistsofcasestudyStudentswillbeprovidedwitharangeofdatainavariety
of forms relating to a specific case study Students are required to make reasoned and
balancedjudgmentsbyanalyzingthisdata
Paper2-consistsofsections-AandBInsectionAshortanswerquestionsandinsectionB
essaytypequestions
UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2
INTERNALASSESSMENT
The internal assessment includes25 Internal assessment inenvironmental systemsand
societiescomprisesaseriesofpracticalandfieldworkactivitiesthatareundertakenaspart
ofthepracticalschemeofworkTheinternalassessmentmodeladdressesobjectives6and
7inparticularbutalsoobjectives1to5ofthecourseobjectives
Table1Theperformanceininternalassessmentisjudgedagainstfourassessmentcriteria
Identifyingthecontext
Planning ResultsAnalysisandConclusion
DiscussionandEvaluation
Applications Communication Total
6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)
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TABLE2INTERNALASSESSMENTSSPANNEDTHROUGHOUTTHETWOYEARPROGRAMME
Examination InternalAssessmentComponent Weightage
SemesterIExamination Labactivitiesexperiments 20
SemesterIIExamination InvestigationReportPlanning 20
SemesterIIIExamination InvestigationRACandDEV 20
SemesterIVExamination AllInvestigationReportswithallCriteria
20
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103
GROUP4COMPUTERSCIENCE
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN COMPUTER SCIENCE AT
CHOITHRAMINTERNATIONALINDORE
ComputerScienceisanacademicdisciplinethatisdevelopingatanextraordinaryspeedIts
scopeand influence isnowbeing felt inall areasof lifeGraduatesof the futurewill find
employmentopportunities intraditionalareassuchas industrycommerceeducationand
financial services aswell as in new areas such as film television and the entertainment
industry in general electronic publishing health care and all aspects of the rapidly
expandingcommunicationindustrythatisbasedontheInternet
The aims of all our programmes are that you get a sound understanding of the
fundamentals of Computer Science that you have the opportunity to develop a deeper
knowledge of certain topics which are of particular interest to you and that you gain
considerable practical experience of developing computer systems Additionally the
programmes have been designed so that you can develop your personal and
communicationskillsanddevelopanawarenessofthebusinessenvironment
Aims
1 Theaimsofcomputersciencecourseathigherlevelandstandardlevelareto
2 provide opportunities for study and creativity within a global context that will
stimulate and challenge students developing the skills necessary for independent
andlifelonglearning
3 provideabodyofknowledgemethodsandtechniquesthatcharacterizecomputer
science
4 enablestudentstoapplyanduseabodyofknowledgemethodsandtechniquesthat
characterizecomputerscience
5 demonstrate initiative in applying thinking skills critical to identify and resolve
complexproblems
6 engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand
communicationinresolvingcomplexproblems
7 develop logical and critical thinking as well as experimental investigative and
problem-solvingskills
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8 developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsin
the study of computer science to communicate information confidently and
effectively
9 raise awareness of the moral ethical social economic and environmental
implicationsofusingscienceandtechnology
10 develop an appreciation of the possibilities and limitations associated with
continueddevelopmentsinITsystemsandcomputerscience
1 encourage anunderstandingof the relationshipsbetween scientific disciplines and
theoverarchingnatureofthescientificmethod
Objectives
It is the intention of the Diploma Programme computer science course that students
achievethefollowingobjectives
1Knowandunderstand
a relevantfactsandconcepts
b appropriatemethodsandtechniques
c computerscienceterminology
d methodsofpresentinginformation
2Applyanduse
a relevantfactsandconcepts
b relevantdesignmethodsandtechniques
c terminologytocommunicateeffectively
d appropriatecommunicationmethodstopresentinformation
3Constructanalyseevaluateandformulate
a successcriteriasolutionspecificationsincludingtaskoutlinesdesignsandtestplans
b appropriatetechniqueswithinaspecifiedsolution
4Demonstratethepersonalskillsofcooperationandperseveranceaswellasappropriate
technicalskillsforeffectiveproblem-solvingindevelopingaspecifiedproduct
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SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1
ComputerOrganization
Computerarchitecture Secondarymemory Operatingsystemsand
applicationsystems Binaryrepresentation Simplelogicgates
Unit2
Computationalthinkingproblem-solvingandprogramming
Thinkingprocedurally Thinkinglogically Thinkingahead Thinkingconcurrently Thinkingabstractly Connectingcomputational
thinkingandprogramdesign Introductiontoprogramming Useofprogramminglanguages
SemII
Unit3 SystemFundamentals
Planningandsysteminstallation Userfocus Systembackup Softwaredeployment Systemdesignbasics Componentsofacomputer
system Systemdesignandanalysis Humaninteractionwiththe
system
Unit4 Abstractdatastructures
Thinkingrecursively Abstractdatastructures Linkedlists Trees Applications
Unit5 Options-PartOneDatabase
ModellingandSimulation
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WebScience
ObjectOrientedProgramming
SemIII
Unit5 Options-PartTwo
Database
ModellingandSimulation
WebScience
ObjectOrientedProgramming
Unit6 Networks Networkfundamentals Datatransmission Wirelessnetworking
SemIV
Unit7 ResourceManagement
Systemresources Roleoftheoperatingsystem
Unit8 Control Centralizedcontrolsystems Distributedsystems
IBAssessments
AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough
external examinations Internal Assessment including the Group 4 project teacher-
generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with
selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative
assessments)
The Diploma Programme primarily focuses on summative assessment designed to record
studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe
assessment instruments can also be used formatively during the course of teaching and
learning
Studentsrsquo success in the computer science standard level and higher level course is
measuredbycombiningtheirgradesonexternalandinternalassessment
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ExternalAssessment
Theexternalassessment includesthreepaperswhosecombinedweightage is80forHL
and70forSLTheremainingcomes fromthe internalassessmentswhichare internally
markedbytheteachersandmoderatedbytheIBexaminers
Paper1consistsofshortanswerquestionsandstructuredquestions
Paper2consistsofquestionsinrelationtotheoptionchosenand
Paper3consistsofquestionsbasedonpre-seencasestudyproducedannuallybytheIB
Theuseofcalculatorsisnotpermittedinanycomputerscienceexamination
InternalAssessment
The internal assessment requirements at SL and at HL are the same However these
requirements contribute to a different percentage of the overall mark Students are
required to produce a solution that consists of a cover page the product and the
documentation The focus of the solution is on providing either an original product or
additionalfunctionalitytoanexistingproductforaclient
The internal assessment component (solution) aswell as being practical and productive
formsanimportantpartoftheassessmentofthecomputersciencecourseItisimperative
thereforethattheteacherprovidesappropriateguidancetostudents
The new assessment model uses five criteria to assess the final report of the individual
investigationwiththefollowingrawmarksandweightingsassigned
Criteria Planning SolutionOverview
Development FunctionalityandProductivityofproduct
Evaluation TotalMarks
(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)
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The IA collected in IV Term Examination will be the Final IA to be sent to IB formoderation
Examination InternalAssessmentComponent
Weightage(HL) Weightage(SL)
SemesterIExamination ReportonCriteriaAPlanning
20 30
SemesterIIExamination CriteriaBSolutionOverview
20 30
SemesterIIIExamination CriteriaCDevelopmentCriteriaDFunctionalityandProductivityofproduct
20 30
SemesterIVExamination CriteriaEEvaluation 20 30
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THEGROUP4PROJECTThe group 4 project is a collaborative activity where students from different group 4
subjects work together on a scientific or technological topic allowing for concepts and
perceptions from across the disciplines to be shared The project can be practically or
theoreticallybasedCollaborationbetweenschools indifferentregions isencouragedThe
10hoursallocatedtothegroup4projectwhicharepartoftheteachingtimesetasidefor
IAcanbedividedintothreestagesplanningactionandevaluation
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GROUP5MATHHL
PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN MATH HL AT
CHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINESemester Unit UnitName UnitTopics
SemI
Unit1 Algebra SequencesandseriesBinomialTheoremMathematicalInductionLogarithmandExponentialMathematicalInductionComplexNumbers
Unit2 Functions DomainandRangeInverseFunctionsCompositefunctionsInverseFunctionsTransformationFunction
SemII Unit3 Trigonometry bullRadianMeasurebullNonrightangledtrigonometrybullTrigonometricgraphsandfunctionsbullTrigonometricequationsandidentities
Unit4 DifferentialCalculus
bullMeaningofderivativedifferentiationusingfirstprinciplebulldifferentiationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullconceptoftangentnormalmaximaandminimabullApplicationofderivativebullKinematics
Semr3 Unit4(Contd)
IntegralCalculus
bullMeaningofAntiderivativebullIntegrationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullSubstitutionMethod
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bullIntegrationofproductoftwofunctionsbullKinematicsbullAreaandVolumeofafunction
Unit5 Statistics bullFrequencyDistributionbullProbabilitybullDiscreteRandomVariablebullContinuousrandomvariablebullBinomialDistributionbullPoissonDistributionbullNormalDistribution
Unit6 Vectors bullMeaningofVectorsbullConceptofaddingvectorsusingtrianglelawbullVectorequationofalineandplanebullIntersectionoftwolinesbullIntersectionofalineandplanebullApplicationofvectors
Sem4 OptionalPaper
Statistics LinearcombinationofindependentrandomvariablesSamplingDiscreteandcontinuousprobabilitydistributionsCumulativeprobabilitydistributionsProbabilitygeneratingfunctionssamplingDistributiontestingofhypothesisBivariatedata
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AssessmentsinMATHSHL
Externalassessment5hrs80
Writtenpapers
Paper12hrs30
Nocalculatorallowed(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper22hrs30
Graphicdisplaycalculator(GDC)required(100Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper31hr20
Graphicdisplaycalculator(GDC)required(50Marks)
Extended-responsequestionsbasedmainlyonthesyllabusoptions
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsHLisanindividualexploration
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GROUP5MATHSLIntroduction
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful
tool Formany people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
Objectives
Problem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI Unit1 Algebra 11sequenceandseries
12Binomialtheorem
13exponentsandlogarithm
SemIandII Unit2
Functionsandequations 21Conceptoffunctions
22Graphsoffunctions
23transformationoffunctions
24Quadraticfunctions
25reciprocalfunctions
26Exponentialfunctions
27solvingequations
28Applicationsofgraphingskillsandequationsolving
SemII Unit3
Circularfunctionsandtrigonometry
31Thecircle
32Unitcirclesineandcosinefunctions
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33Pythagoreananddoubleangleproperties
34Circularfunctions
35Solvingtrigonometricequations
36Solutionoftriangles
SemIII Unit4 Vectors 41Vectorasdisplacementinplane
42Scalarproduct
43Vectorequations
44Distinguishingbetweencoincidentandparallel
lines
SemIIIandIV
Unit5 Statisticsandprobability
51Conceptsofpopulationsamplerandomsamplediscreteandcontinuousdata
52Statisticalmeasuresandtheirinterpretations
53Cumulativefrequencycumulativefrequencygraphs
54Linearcorrelationofbivariatedata
55Conceptsoftrialoutcomeequallylikelyoutcomessamplespace(U)andevent
56Combinedevents
57Conceptofdiscreterandomvariablesandtheirprobabilitydistributions
58Binomialdistribution
59Normaldistributionsandcurves
Unit6 Calculus Informalideasoflimitandconvergence Differentiationofpolynomialexponential
logarithmicandtrigonometricfunctions Derivativeinterpretedasgradientfunctionand
asrateofchange Tangentsandnormalsandtheirequations Thechainruleforcompositefunctions Theproductandquotientrules Thesecondderivative LocalmaximumandminimumpointsTesting
formaximumorminimum Pointsofinflexionwithzeroandnon-zero
gradients
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Graphicalbehaviouroffunctions Optimization Indefiniteintegrationasanti-differentiation Integrationbyinspectionorsubstitution Anti-differentiationwithaboundarycondition
todeterminetheconstantterm Definiteintegralsbothanalyticallyandusing
technology Areasundercurves(betweenthecurveandthe
x-axis) Areasbetweencurves Volumesofrevolutionaboutthex-axis Kinematicproblemsinvolvingdisplacements
velocityvandaccelerationa
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AssessmentsinMathematicsSL
Assessmentoutline
ForMathematicsSL
Externalassessment3hrs80
Writtenpapers
Paper11frac12hrs40
Nocalculatorallowed(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Paper21frac12hrs40
Graphicdisplaycalculator(GDC)required(90Marks)
SectionA
Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus
SectionB
Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus
Internalassessment20
ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat
theendofthecourse
Mathematicalexploration
InternalassessmentinmathematicsSLisanindividualexploration
Thisisapieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics(20
marks)
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GROUP5MATHSTUDIESSL
PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINMATHSTUDIESSL
ATCHOITHRAMINTERNATIONALINDORE
Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe
seenasawell-definedbodyofknowledgeasanabstractsystemofideasorasausefultool
For many people it is probably a combination of these but there is no doubt that
mathematical knowledgeprovides an important key tounderstanding theworld inwhich
welive
Mathematics can enter our lives in a number of ways we buy produce in the market
consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics
formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout
perspective musicians need to appreciate the mathematical relationships within and
betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand
engineers need to take account of stress patterns in physical materials Scientists view
mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe
natural world Some people enjoy the challenges offered by the logical methods of
mathematics and the adventure in reason that mathematical proof has to offer Others
appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy
This prevalence of mathematics in our lives with all its interdisciplinary connections
providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor
studentsstudyingthefulldiploma
The IB DP Math course focuses on developing important mathematical concepts in a
comprehensible coherent and rigorous way Students are encouraged to apply their
mathematical knowledge to solve problems set in a variety of meaningful contexts
Development of each topic should feature justification and proof of results Students
embarking on this course should expect to develop insight into mathematical form and
structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin
different topic areas They should also be encouraged to develop the skills needed to
continuetheirmathematicalgrowthinotherlearningenvironments
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Aims
Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto
1 Enjoy mathematics and develop an appreciation of the elegance and power of
mathematics
2Developanunderstandingoftheprinciplesandnatureofmathematics
3Communicateclearlyandconfidentlyinavarietyofcontexts
4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-
solving
5Employandrefinetheirpowersofabstractionandgeneralization
6 Apply and transfer skills to alternative situations to other areas of knowledge and to
futuredevelopments
7 Appreciate how developments in technology and mathematics have influenced each
other
8 Appreciate the moral social and ethical implications arising from the work of
mathematiciansandtheapplicationsofmathematics
9 Appreciate the international dimension in mathematics through an awareness of the
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
10 Appreciate the contribution of mathematics to other disciplines and as a particular
ldquoareaofknowledgerdquointheTOKcourse
ObjectivesProblem-solving is central to learning mathematics and involves the acquisition of
mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-
endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe
expectedtodemonstratethefollowing
1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical
factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts
2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand
modelsinbothrealandabstractcontextstosolveproblems
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3 Communication and interpretation transform common realistic contexts into
mathematicscommentonthecontext sketchordrawmathematicaldiagramsgraphsor
constructions both on paper and using technology record methods solutions and
conclusionsusingstandardizednotation
4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew
ideasandtosolveproblems
5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical
deductionandinferenceandbythemanipulationofmathematicalexpressions
6 Inquiry approaches investigate unfamiliar situations both abstract and real-world
involving organizing and analysing information making conjectures drawing conclusions
andtestingtheirvalidity
SYLLABUSOUTLINE
Semester Unit UnitName UnitTopics
SemI
Unit1
NumbersandAlgebra
11NumbersApproximationsandEstimations
12PairofLinearequationsandquadraticequations
13Conversionofunitsandcurrency
14SequencesandSeries(APandGP)
15CompoundInterestandannualDepreciation
Unit2 DescriptiveStatistics
21ClassificationofDiscreteandContinuousdata
22Groupedfrequencydata
23Pictorialrepresentationofdata
24Measureofcentraltendencies
25MeasureofDispersion
Unit3LogicSetsandProbability
31LogicConnectorsandTruthtables
32BasicsettheoryandVenndiagrams
33ProbabilityandExpectedvalue
34Probabilityofcombinedeventstreediagramsandconditionalprobability
SemII Unit4GeometryandTrigonometry
51Equationoflinein2DslopeinterceptsandpointofIntersection
52Trigonometricratiosanglesofelevationanddepression
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53SineruleCosineruleandareaoftriangle
54Geometryof3dimensionalsolidfigureslikecuboidrightprismpyramidcylinderconesphereandhemisphere
55VolumesandSurfaceareasofsolidfigures
SemIII
Unit5
StatisticalApplications
41NormalDistributionInversenormalcalculations
42ConceptofCorrelationScatterdiagramandproductmomentcorrelation
43Regressionlineanditsuseinprediction
44TheChi-squaretestofindependencenullhypothesisdegreesoffreedomp-valuesandexpectedfrequencies
Unit6 64DrawingaccurategraphsandusingGDCtosolveequationsinvolvingcombinationoffunctions
SemIV Unit7IntroductiontoDifferentialCalculus
71ConceptofthederivativeasarateofchangeTangenttoacurve
72Diffoffunctionax^nandequationofthetangentatagivenpoint
73IncreasinganddecreasingfunctionsStationarypointsLocalmaximumandminimumpoints
74Optimizationproblems
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AssessmentsinMathematicalStudiesSL
Externalassessment3hrs80
Writtenpapers
Paper11hr30mins40
15compulsoryshort-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Paper21hr30mins40
6compulsoryextended-responsequestionsbasedonthewholesyllabus
Graphicdisplaycalculator(GDC)required
Internalassessment20
ProjectTheprojectisanindividualpieceofworkinvolvingthecollectionofinformationor
thegenerationofmeasurementsandtheanalysisandevaluationoftheinformationor
measurements
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GROUP6VISUALARTS
Introduction
VisualartisanintegralpartofdaytodaylifeItrangesfromtraditionalformsembeddedin
localandwidercommunitiessocietiesandculturestothevariedanddivergentpractices
associatedwithnewemergingandcontemporaryformsofvisuallanguage
WeatChoithramInternationalcelebratevisualartsnotonlyinthewaywecreateimages
andobjectsbutalsointhewayweappreciateenjoyrespectandrespondtothepractices
ofart-makingbyothersfromaroundtheworld
Visual arts course encourages students to challenge their own creative and cultural
expectationsandboundaries It isa thought-provokingcourse inwhichstudentsdevelop
analyticalskillsinproblem-solvinganddivergentthinkingwhileworkingtowardstechnical
proficiencyandconfidenceasart-makersThecourseisdesignedforstudentswhoaspire
to study visual arts in higher education as well as for those who are seeking lifelong
enrichmentthroughvisualarts
AIMS
Theaimsoftheartssubjectsaretoenablestudentsto
1Enjoylifelongengagementwiththearts
2Becomeinformedreflectiveandcriticalpractitionersinthearts
3Understandthedynamicandchangingnatureofthearts
4Exploreandvaluethediversityoftheartsacrosstimeplaceandcultures
5Expressideaswithconfidenceandcompetence
6Developperceptualandanalyticalskills
InadditiontheaimsoftheVisualartscourseatSLandHLaretoenablestudentsto
7Makeartworkthatisinfluencedbypersonalandculturalcontexts
8Becomeinformedandcriticalobserversandmakersofvisualcultureandmedia
9Developskillstechniquesandprocessesinordertocommunicateconceptsandideas
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OBJECTIVES
HavingfollowedthevisualartscourseatSLorHLstudentswillbeexpectedto
Assessmentobjective1demonstrateknowledgeandunderstandingofspecifiedcontent
aIdentifyvariouscontextsinwhichthevisualartscanbecreatedandpresented
b Describe artwork from differing contexts and identify the ideas conventions and
techniquesemployedbytheart-makers
cRecognizetheskillstechniquesmediaformsandprocessesassociatedwiththevisual
arts
dPresentworkusingappropriatevisualartslanguageasappropriatetointentions
Assessment objective 2 demonstrate application and analysis of knowledge and
understanding
aExpressconceptsideasandmeaningthroughvisualcommunication
bAnalyseartworksfromavarietyofdifferentcontexts
c Apply knowledge andunderstandingof skills techniquesmedia forms andprocesses
relatedtoartmaking
Assessmentobjective3demonstratesynthesisandevaluation
aCriticallyanalyseanddiscussartworkscreatedbythemselvesandothersandarticulate
aninformedpersonalresponse
b Formulate personal intentions for theplanning development andmakingof artworks
thatconsiderhowmeaningcanbeconveyedtoanaudience
c Demonstrate the use of critical reflection to highlight success and failure in order to
progresswork
d Evaluate how andwhy art-making evolves and justify the choicesmade in their own
visualpractice
Assessment objective 4 select use and apply a variety of appropriate skills and
techniques
aExperimentwithdifferentmediamaterialsandtechniquesinart-making
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bMakeappropriatechoicesintheselectionofimagesmediamaterialsandtechniquesin
art-making
cDemonstratetechnicalproficiencyintheuseandapplicationofskillstechniquesmedia
imagesformsandprocesses
dProduceabodyofresolvedandunresolvedartworksasappropriatetointentions
SYLLABUSOUTLINE
Semester UnitName UnitTopics
SemI
Formalanalysis-ElementsofartPrinciplesofdesignExplorationofthedevelopmentofart-makingskillsandtechniquesExperimentswithmediaandtechnologiesandpersonalreflectionsInvestigationofownartdevelopmentinthecontextofrelatedartgenresDetailedevaluationsandcriticalanalysisArt-makingforms-experiencesinmediaandtechniques(includingtwo-dimensionalformsthree-dimensionalformsandlens-basedelectronicandscreen-basedforms)withparticularreferencetothehistoricaldevelopmentofprocessesandtechniquesanddifferentculturalandtraditionalusesoftheseTwo-dimensionalformsDrawingsuchascharcoalpencilinkcollagePaintingsuchasacrylicoilwatercolourmurals
SemII
Comparativeanalysisoftheworksofartistsfromaperiodofarthistoryorartmovement Introductiontotheuseofthevisualartsjournalasarecordofindividualinquiryandinvestigation with particular emphasis on how toappropriatelycitesourcesArthistorymdashanoverviewofdevelopmentsandmovementsfrom earliest times to the present day Introduction to arangeofmodels for analysing critiquing interpreting anddeconstructing artworks offering opportunities forstudents to engage with these and become familiar with
CHOITHRAM INTERNATIONAL 2018 - 20
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themArtcriticismorrespondingtoartwithreferencetovariouscultural contexts differing art forms and artists learningspecialist art vocabulary and terms through the use of aglossaryTechnical instruction and demonstrations in the use ofparticular media (such as oil painting ink drawing claymodellingdigital techniquesandsoon)withreferencetoparticular artists Investigation of the historical andtechnological changes and developments of particularmediaandtechniquesClasstheorylessons(suchascolourtheoryhistoryofpigmentsandsoon)
SemIII
Introduction of 3D Three-dimensional Forms Claymodelling such as hand built forms thrown vesselsmould-made objects Constructed sculpture such asassemblage paper glass etc Designed objects such asmodels interior design jewellery Site specificephemeralsuchaslandartinstallationFamiliarization with various art genres styles regionalschoolsandassociationsArtcriticismorrespondingtoartbullinvestigatingthehistoricalandtechnologicalchangesanddevelopments of particular media and techniques bullassociated relevant class theory lessons (such as colourtheoryhistoryofpigmentsandsoon)Communicating through visual and written meansProducingabodyofartworkthroughaprocessofreflectionand evaluation showing a synthesis of skill media andconcept
SemIV
Introduction of Lens-based electronic and screen-basedforms - photography Presentation of resolved works forexhibitionwithexplanationCuratorialpractices- throughvisits togalleriesandartistsrsquostudios reviewing catalogues for local exhibitionspresentations by visiting artists and exploration ofalternative display spaces The study of artist statementsand accepted conventions for titling and annotatingexhibitedworksExhibition of studentsrsquo own work supported byappropriateartiststatementswithattentiontodisplayand
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labelling Individual drafting and redrafting of artiststatementsofintentionStudioworkinthelightofstudentrsquosowndevelopingartiststatementsPresentationtechniqueswhichincluderefiningpersonal statements matting mounts layout andproducingexhibitiontextArt criticism or responding to art via various modelsIndividualpresentationsExhibition text - compilation ofwrittenmaterial studentsidentify contextualize and justify their selections forexhibition
HLstudentsshouldasaminimumexperienceworkingwithatleastthreeart-makingforms
selected fromaminimumof twocolumnsof the tablebelowTheexamplesgivenare for
guidanceonlyandarenotintendedtorepresentadefinitivelist
SYLLABUSOUTLINE
Two-dimensionalforms Three-dimensionalforms Lens-based electronicandscreen-basedforms
bull Drawing such ascharcoal pencil inkcollage
bull Painting such as acrylicoilwatercolourmurals
bull Printmaking such asrelief intaglioplanographicchinecolleacute
bull Graphics such asillustration and designgraphicnovelstoryboard
Carved sculpture such as carvedwoodstoneblock
bullModelled sculpture such as waxpolymerclays
bull Constructed sculpture such asassemblagebricolagewoodplasticpaperglass
bull Cast sculpture such as plasterwax bronze paper plastic glass bullCeramics such as hand built formsthrownvesselsmould-madeobjects
bullDesigned objects such asmodelsinteriordesignjewellery
bull Site specificephemeral such aslandartinstallationperformanceart
bull Textiles such as fibre weavingconstructedtextiles
Time-based andsequential art such asstop-motion digitalanimationvideoartbullLensmedia such as analogue(wet) photography digitalphotographymontage
bullLens-lessmedia suchasphotogramrayographscenography pinholephotography cyanotypesaltedpaper
bull Digitalscreen basedsuch as vector graphicssoftware developedpainting design andillustration
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ExternalassessmentcriteriamdashSLandHL
Part1ComparativestudySummary
Weighting20
Students are required toanalyseand compareartworks objectsor artifactsbydifferent
artists This independent critical and contextual investigation should explore artworks
objectsandartifactsfromdifferingculturalcontexts
Students select artworks objects and artifacts for comparison from differing cultural
contextsthatmayhavebeenproducedacrossanyoftheart-makingformsandthathold
individualresonanceforthestudentandhaverelevancetotheirownartmakingpractice
ThisisofparticularimportancetoHLstudents
StudentsatbothSLandHLmustexamineandcompareatleastthreepiecesatleasttwo
ofwhichshouldbebydifferentartists
Students use research and inquiry skills to investigate and interpret the selected pieces
usingbothvisualandwrittenformsofnotationStudentsmustsupporttheirinterpretation
withreferencestosoundandreliablesources
Candidates are required to submit the list of sources used and in-text referencing is
requiredthroughoutthecomparativestudy
Part1Comparativestudy Marks Total
A Identificationandanalysisofformalqualities 6 30
B Analysisandunderstandingoffunctionandpurpose 6
C Analysisandevaluationofculturalsignificance 6
D Makingcomparisonsandconnections 6
E Presentationandsubject-specificlanguage 6
F (HLonly)Makingconnectionstoownart-makingpractice 12 42
FormalrequirementsofthetaskmdashSL
bullSLstudentssubmit10ndash15screenswhichexamineandcompareat leastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullSLstudentssubmitalistofsourcesused
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FormalrequirementsofthetaskmdashHL
bullHLstudentssubmit10ndash15screenswhichexamineandcompareatleastthreeartworks
objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected
forcomparisonandanalysisshouldcomefromdifferingculturalcontexts
bullHLstudentssubmit3ndash5additionalscreenswhichanalysetheextenttowhichtheirwork
andpracticeshavebeeninfluencedbytheartandartistsexamined
bullHLstudentssubmitalistofsourcesused
ExternalassessmenttasksmdashSLandHL
Part2Processportfolio
Weighting40
Students at SL and HL submit carefully selected materials which demonstrate their
experimentation exploration manipulation and refinement of a variety of visual arts
activities during the two-year course The selected process portfolio work should show
evidence of their technical accomplishment during the visual arts course and an
understanding of the use of materials ideas and practices appropriate to visual
communication
Thework selected for submission should showhow studentshaveexploredandworked
withavarietyoftechniqueseffectsandprocessesinordertoextendtheirart-makingskills
base
Part2Processportfolio SLmarks
SLtotal
HLmarks
HLtotal
A Skillstechniquesandprocesses 12 34 12 34
B Criticalinvestigation 6 6
C Communicationofideasandintentions 6 6
D Reviewingrefiningandreflecting 6 6
E Presentationandsubject-specificlanguage 4 4
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133
FormalrequirementsofthetaskmdashSL
bull SL students submit 9ndash18 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For SL
studentsthesubmittedworkmustbeinatleasttwoart-makingformseachfromseparate
columnsoftheart-makingformstable
FormalrequirementsofthetaskmdashHL
bull HL students submit 13ndash25 screens which evidence their sustained experimentation
exploration manipulation and refinement of a variety of art-making activities For HL
studentsthesubmittedworkmusthavebeencreated inat leastthreeart-makingforms
selectedfromaminimumoftwocolumnsoftheart-makingformstable
InternalassessmentdetailsmdashSLandHL
Part3Exhibition
Weighting40
Students at SL and HL submit for assessment a selection of resolved artworks for their
exhibition The selected pieces should show evidence of their technical accomplishment
during the visual arts course and an understanding of the use of materials ideas and
practices to realize their intentions Students also evidence the decision-making process
whichunderpinstheselectionofthisconnectedandcohesivebodyofworkforanaudience
intheformofacuratorialrationale
Students at SL select 4ndash7 artworks for submission while students at HL select 8ndash11
artworksforsubmission
Part3Exhibition SLmarks SLTotal HLmarks
HLtotal
A Coherentbodyofworks 9 30 9 30
B Technicalcompetence 9 9
C Conceptualqualities 9 9
D Curatorialpractice 3 3
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134
FormalrequirementsofthetaskmdashSL
SLstudentssubmitacuratorialrationalethatdoesnotexceed400words
bullSLstudentssubmit4ndash7artworks
bullSL studentssubmitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullSLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
FormalrequirementsofthetaskmdashHL
bullHLstudentssubmitacuratorialrationalethatdoesnotexceed700words
bullHLstudentssubmit8ndash11artworks
bullHL students submitexhibition text (stating the titlemediumandsizeof theartworkas
wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected
artwork
bullHLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor
assessmentshouldappearintheexhibitionphotographs
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135
InternalAssessmentCalendar2018-20
IACalendar-DPBatch2018-20
MONTH DATE SUBJECT IADETAIL WEIGHTAGE2018 DPYearI
AUGUST 17th EnglishLanguageampLiterature
WT1firstdraft
SEPTEMBER 1st EnglishLanguageampLiterature
WT1finaldraft 20
15th HindiLiterature FinalIOP 15
28thamp29th EnglishLanguageampLiterature
FOA1 15
Oct-Nov2018
15thOct-31stOct2018
SummativeAssessmentSemesterIExamination
OCTOBER 10th Visualart Processportfolio-3-4pagesStudiowork-2artworks
NOVEMBER 19th EnglishLanguageampLiterature
WT2firstdraft
30th Economics Microeconomics-firstdraft DECEMBER 1stand3rd English
LanguageampLiterature
FinalIOC 15
14th Economics Microeconomics-Final 20
17th EnglishLanguageampLiterature
WT2finalsubmission 20
2019 DPYearI
JANUARY
19th HindiLiterature IOC 15
FEBRUARY 11thamp12th EnglishLanguageampLiterature
FOA2 15
5th Group4Project IntroductiontoGroup4Project
8th Group4Project PlanningPhase
19th Group4Project ActionPhase
28th Group4Project EvaluationPhase
MARCH 5th English WT3firstdraft
CHOITHRAM INTERNATIONAL 2018 - 20
136
LanguageampLiterature
19thand20th
TOK TOKpresentation 33
21st Economics Macroeconomics-Firstdraft 20
26th EnglishLanguageampLiterature
WT3finalsubmission 20
APRIL 10th-25thApril2019
SummativeAssessmentSemesterIIExamination(EndofYearI)
APRIL 1st Visualart Processportfolio-4-5pagesStudiowork-3-4artworks
Comparativestudy
MAY-JUNE SUMMERVACATION
JULY 11th Economics Macroeconomics-FinalSubmission
AUGUST 8th ESS FirstDraft
26th Mathematics FinalisethetopicofIA 20
SEPTEMBER 12th BusinessManagement
BMIAFirstDraft 25
18th-21st FrenchHLSLAbinitio
IOA 25
24th Psychology FirstDraftPsychologyIA 20
26th Mathematics FirstDraftMathIA 20
OCTOBER 1st HindiLiterature FirstDraftHindiWA 25
4th Economics Internationaleconomics-Firstdraft
10th Visualart Processportfolio-5-6pagesStudiowork-3-4artworks
Comparativestudy
17th ITGS FirstDraft-Project 2030
27th Chemistry FirstdraftChemistryIA
28th HindiLiterature FinalSubmissionofHindiWA 25
31st Mathematics FinalSubmissionofMathIA 20
Oct2019 14th-25thOct2019
SummativeAssessmentSemesterIIIExamination
NOVEMBER 4th BusinessManagement
FinalSubmissionBMIA 25
10th ESS FinalSubmissionESSIA 25
15th Psychology FinalSubmissionPsychologyIA
20th TOK FirstdraftTOKEssay
25th EE FirstDraft
CHOITHRAM INTERNATIONAL 2018 - 20
137
29th Economics Internationaleconomics-Final 20
DECEMBER 5th CS FirstDraftSubmission SL30HL20
13th Chemistry FinalIAsubmission 20
16th ITGS FinalSubmission-Project 2030
18th Biology FirstDraft
19th Physics FinalIAsubmission 20
20th CS FinalIASubmission
2020 Year2
JANUARY 4th Biology FinalIAsubmission 20
9th-11th EE FinalSubmissionandViva
15th TOK FinalTOKEssaysubmission 66
FEBRUARY 10th-24thFeb2020
MockExamination(DP2)
MARCH Visualart FINALEXHIBITIONProcessportfolio-13-25pages
Studiowork-8-11artworkswithtextandCuratorialrationale
Comparativestudyfinalsubmission
40
40
20
Total100
CHOITHRAM INTERNATIONAL 2018 - 20
138
CHANNELSOFCOMMUNICATIONWebelievethatthechallengesareresolvedat thepointof theoriginusingthefollowing
procedure
Speaktothepersonclosesttotheproblem(thepastoralfacilitatorTutor)
Speaktothecoordinator
CommunicatewithHead of Senior School Head of School only if thematter has not
beenresolvedbytherespectiveteacher
If the concern relates to the general school matters administrative decisions or the
school policies you should contact the Head of Senior School first and thereafter the
HeadofSchool
Parentteachermeeting(PTM)
Parent-TeachermeetingwillbeheldaftereverysummativeassessmentOccasionallythe
parentsmight schedulemeetings through prior appointment with the DP coordinator as
wellasDPTeachers
TheFormativeAssessmentsareaimedtopreparethestudentsforSummativeAssessments
and include specially designed tasktest to monitor students learning Formative
Assessments include minimum of two tests per semester and one open ended task to
develop theLearnerProfilesandATLskillsTheperformance in the testswillbe recorded
andreported to thestudentbysubject teacherswithproper feedback Ifa student isnot
meetingtheminimumachievement level inthetests thentheparentsof thestudentare
calledinschoolforgettingnotified
AssignmentsorHomeWork
Homeworkisavitalcomponentforpracticingandmasteringtheskillsandknowledgelearnt
intheclassThedaytodayworkthatiscompletedafterthelessonsprovidesbothformative
learningandevaluation
Homeworkisanintegralpartofthelearningandisgivenatthediscretionoftheteachers
andmayvaryfromtimetotimeandsubjecttosubject
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139
STAYINGAFTERSCHOOL
Theschoolisscheduledtocloseat310pmforthestudentsAclosesupervisionisrequired
forthestudentswhowishtostaybackaftertheprescribeddeparturetimePriorpermission
from the parent Head of School and Programme Coordinator is required so that the
arrangementscanbemade
ATTENDANCE1 Parents should ensure that theirward comes to school regularly as 85attendance is
compulsoryforeverystudent
2 No student should remain absent from school without a pre-approved application for
leave
3 Please avoid calling your child home before the school time except in case of an
emergency
4Pleasedonotsendstudenttoschoolifhesheissufferingfromacontagiousdiseasetill
hesheiscompletelyfreefrominfection
5 If a student turnsup lateheshemusthave the late comingapplication signedby the
parentsbeforeheshereportstoschool
6Whenever the student is absent or on leave due tomedical reasons the certificate of
doctorshouldbeprovidedalongwiththeapplication
CHOITHRAM INTERNATIONAL 2018 - 20
140
SCHOOLUNIFORMBoys
Pattern FullpantswithsidepocketsonehippocketNolowwaisttrouserstobeworn
Colour NavyBluetrouserswithWhiteshirtandNavyblueTie
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Turban or headgear
Navyblue(OnlyforSikhs)
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoes
Girls
Pattern Pleated skirts shirt with cape collar scarf The skirts need to be ofkneelength
Colour Navyblueskirtswithwhiteshirtsandredscarf
Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname
Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoesSportsshortscanbecarriedtoschoolandwornasperthesportsscheduleonly
RulesforUniform
Uniformshouldbeproperlyironedandshoesshouldbepolishedregularly
Students must come to school in school uniform on all days including vacations
whateveristhepurpose
The uniform for the boys and the girls should be comfort fit so as not to cause any
inconvenience
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CODEOFCONDUCTThe school Codeof Conduct comprises principles standards of behavior identification of
disruptivebehaviorandconsequencesofnon-complianceItspurposeistocreateasafeand
productivelearningenvironmentbyoutlininganexpectedbehaviorcodeamongststudents
Inordertodevelopasenseofresponsibilityfortheiractionsandanawarenessoftheneed
to care for and value the rights of others a code of conduct has been developed in our
schoolandanydeviationsfromthesamewillbedealtwithstrictlybytheauthorities
1 Students should demonstrate respect for others irrespective of racial gender cultural
andreligiousdifferences
2Studentsshoulddemonstrateself-disciplineandcometoschoolontime
3Studentsshouldfollowtheestablishedrulesandtakeresponsibilityoftheirownactions
4Studentsshouldexhibitapositiveandcooperativeattitudetowardsschoolandlearning
5Studentsshouldavoiduseofprofaneandobscenelanguagesandgestures
6Studentsshouldkeepschoolequipmentandbooksingoodcondition
7Studentsshouldreturnborrowedpropertyingoodcondition
8Studentsshouldreturnthelostitemstotheschooloffice
9Studentsshoulddepositlitterandwasteinappropriatecontainers
10Studentsshouldleaveothersrsquopropertyalone
11Studentsshouldmaintainasafecleanenvironmentforothers
12 Students should refrain from bringing any harmful substance to school that may
compromisethesafetyofothers
13 Committing an act of Vandalism that causes damage to school property would be a
punishableoffence
14 Students are not allowed to leave the school premises without obtaining prior
permissionfromconcernedschoolauthoritiesandparents
15Any improperdisplayofaffection towardsother studentorengaging in inappropriate
socialbehaviourisapunishableoffence
16AnyotherelectronicdeviceotherthanthecalculatorlikehandycamscellphonesCDs
shouldnotbebroughttoschool
CHOITHRAM INTERNATIONAL 2018 - 20
142
SCHOOLTRANSPORT
This facility isprovided toall desirous studentsonpayment It is the responsibilityof the
parent to ensure that their children are made to board the bus and escorted home on
returnfromtheirrespectivebusstopsNorequestfromparenttodroptheirchildrenata
busstopotherthantheoneallottedwillbeentertainedIncaseyouneedtochangethebus
stopaformalletteraddressedtoadministrativeinchargemustbesentstatingthereason
forchange
TELEPHONECALLSParentsshouldnotcallstudentswhiletheclassesaregoingonTheyarerequestedtoleave
amessageattheschoolreceptionunlessitisanemergencyAlsostudentscanmakephone
callsonlyduringthebreaktime ifthematter isurgentandrequires immediateattention
Phonecallsshouldnotbemadeforcallingassignmentsorhomeworktoschoolwhichisa
partofstudentrsquosresponsibility
CHOITHRAM INTERNATIONAL 2018 - 20
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EMERGENCYPROCEDURESIn the event of an emergency at school due to any untoward accident during play the
studentisdriventoChoithramhospitalwhichisinsidetheChoithrampremisesTheparent
ofthestudentiscontactedbytheschoolattheemergencynumbers
SCHOOLLEAVINGCERTIFICATEToobtain a school leaving certificatetransfer certificate the school requires at least one
weekrsquoswrittennotice
PASTORALCAREPastoral care forms an integral element of the philosophy and mission statement at
Choithram International and all staffmembers have a responsibility to care for thewell-
being of our students Its significance is reflected in our structures leadership roles
proceduresandcurriculumItalsounderpinsthedaily interactionsbetweenandamongst
bothstaffandstudents
Eachgrade level issupportedbytwotutors theuniversityguidancecounselorandthe IE
CoordinatorforstudentlearningsupportThetutoristhefirstpointofcontactforstudents
andparentsPastoralcareinvolvesregularone-to-onetrackingandmentoringofstudents
It focuses on thewell-being and progression of each student on an individual basis Our
pastoral curriculum is comprehensive age appropriate and addresses the students social
and emotional development It equips them with the skills they will need to face the
challenges in an ever-changing world Everyday students interact with their tutors and
classmates on several issues of global importance which helps in generating awareness
among the young learners The main aim of the pastoral curriculum is to inculcate and
strengthenthelearnerprofileattributesinstudents
CHOITHRAM INTERNATIONAL 2018 - 20
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CLUBSANDHOUSESATCIAtCItheDPstudentsaregivenanopportunitytorunanyoftheCIclubsastheCreativity
aspectforCAS
Clubsprovide studentswithopportunities to learn inways thatmaynotbeanoptionby
simplyconcentratingonacademicsClubsoftenprovidestudentswiththechancetospend
time and make friends with those who have the same interests Once students have
somethingincommonschoolbecomesamorepositiveplacetobeAtChoithramweoffer
various clubs like the instrument club dance club creativewriting club drama club etc
These club activities serve as a positive outlet for students to socialize and expand their
horizons
TheHousesystemisofgreatimportancetoschoollifeItsfunctionistoinculcateafeeling
of belongingness and the spirit of fair competition among the students and encourage it
withintheschoolTheinter-Houseactivitiesgiveallstudentstheopportunitytoparticipate
in representative sport music and other activities with the aim of raising self-esteem
developing self-confidence and giving opportunities for leadership and teamwork beyond
thosealreadyavailablewithinschool
AschoolisdividedintoourhousesandeachstudentisallocatedtoonehouseHousesmay
competewithoneanotherat sportsandmaybe inotherways thusprovidinga focus for
grouployaltyorteamwork
At Choithram International we have four Houses named Gandhi Lincoln Mandela and
Tagore these names represent certain qualities and attributes which are personified in
theseiconicfigures
CHOITHRAM INTERNATIONAL 2018 - 20
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SPORTSATCISportsplayan important role ina childrsquosgrowth
and development Sports not only have health
benefits but also increase the concentration
developasenseofselfbringindividualstogether
At Choithram International we offer various
sports activities ie Football Basketball Lawn
tennisTabletennisBadmintonandCricket
LIBRARYATCIThe library at Choithram International aspires to make every aspect of the library
experience appealing and enjoyable for the student as well as the teachers We are
accoutredwithawiderangeofresourcesasbooksencyclopediasmagazinesnewspapers
andebooksibooksthatareavailabletosupportchildrenrsquosstudyWeencouragereadingfor
pleasure by providing access to the electronic resources and cultivate childrenrsquos research
andenquiryskillsduringourDEAR(DropEverythingAndRead) lessonsWealsomakethe
libraryafunandexcitingplacetobebyconductinglotsofactivities
CHOITHRAM INTERNATIONAL 2018 - 20
146
DiplomaProgrammePointMatrix
CHOITHRAM INTERNATIONAL 2018 - 20
147
LANGUAGEPOLICYLANGUAGEPHILOSOPHYChoithram International (CI) has English as the language of instruction and surveys andstatisticalanalysishaveidentifiedHindiastheMotherTongueforover80ofthestudentpopulationCIlanguagepolicyallowsstudentstostrengthentheirMotherTongueacquireproficiencyintheLanguageofInstructionandaspiretowardsmultilingualismForthisFrenchisofferedinLOTE(LanguageotherthanEnglish)-PYPLanguage-B-MYPampDPTheschooliscommittedto providing asmuch opportunity for bilingualmultilingual language learning as possibleacrossallthreeprogrammesCIworksontheIBideologyofldquoallteachersarelanguageteachersrdquoEveryteacherstrivestodevelopaconduciveenvironmenttoguidethestudenttowardsdevelopingcommunicationaswellasintrospectionfromtheMotherTonguetowardsthelanguageofinstructionLANGUAGELEARNINGATCILanguage learning is a part of all subject areas for gaining expertise in subject-specificterminology specific demands of different types of questions making connections fromclassroomexperiencestothetasksexamsandinwrittenandoralexpressionHomeRoomTeachers (HRTs) Tutors and subject teachers provide the studentswith opportunities todevelopeffectivecommunicationskillsintheirdisciplinesThesixskillsoflanguagelearningListeningSpeakingReadingWritingViewingandPresentingarefirmlyentrenchedinthecurriculumfromPYPtoDPAll CI teachers provide opportunities for prior understandings to be shared in order forbackground knowledge to be built upon to scaffoldmeaning to extend language and toaffirm identity It is accepted and understood that new learning and understanding isconstructeduponpreviousexperiencesandconceptualunderstandingsinadevelopmentalcontinuumTheongoinglanguagedevelopmentofourstudentsisthesharedresponsibilityofteachersparentsandstudentsLanguage learning is enhancedwhen parents andmembers of thewider community aresupportiveofthe learningprocessandare involvedin itTheschoolpromotescommunityawareness involvementand supportbypromotingandutilisingpositivecommunity linksespecially parents and teachers share the major responsibility for the education of thechildrenBELIEFSANDAIMSTheCIlanguagephilosophyaimsto Enable students to learn and use language effectively appropriately accurately andconfidentlyExtendactiveMotherTonguesupporttoallstudentstofacilitateoptimumlearningDevelopstudentsrsquoauraloralreadingwritingviewingandpresentingskillsEnablestudentstodevelopanduselanguageskillsinavarietyofcontextsandpurposes Promote the appreciation understanding and analysis of language and literature fromdiverse cultural and ethnic backgrounds varied perspectives of people belonging todifferentcultures
CHOITHRAM INTERNATIONAL 2018 - 20
148
UnderstandthespecificvocabularyandtermsusedindifferentsubjectareasEncouragestudentstoemployBasicInterpersonalCommunicativeSkills(BICS)inandoutof the classroom toaid in student-teacherand student-peer relationships andeffectivelymove towardsdevelopingCognitiveAcademic LanguageProficiency (CALP)11GuidelinesfordevelopingaschoollanguagepolicyInternationalBaccalaureateOrganizationCILANGUAGEPROFILEStatistical analysis reveals that over 80 students come from familieswhere theMotherTongueandthepreferredlanguageofcommunicationathomeisHindioritsdialectsoracombinationofbothInPYPafteradmissionofa studentparentsare required to fill in the form forLanguageProfilingForMYPandDPLanguageProfilingFormmadeavailableattheFrontDeskisapartoftheadmissionprocedureand is tobefilledbybothparentsandstudentstogetherAdmissionCounselorandFrontOfficeExecutiveprovideGoogleFormforthepurposeThisisdonetoestablishthestudentrsquoslanguagebackgroundandproficienciesEntranceevaluationtestsfornewadmissionsareconductedinEnglishtogaugetheproficiencyandidentifyanyspecificlanguageneedsofthestudentsLANGUAGEASSESSMENTSAll assessments across the programmes are formulated as per the CI Assessment PolicyFormativeandSummativeAssessmentsforalllanguagesareplannedperiodicallyStudentsareobservedandassessed intheclassroomsthroughoralpresentationswrittenassessments student-ledclassespeerassessmentsgroupactivitiesetcAll suchactivitiesareplannedkeepingspecific learnersrsquoneeds learningoutcomestaskspecificclarificationsandassessmentcriteriainmindMOTHERTONGUEDEVELOPMENTCI ensures the Mother Tongue (established as Hindi) is appropriately developed andmaintainedWe have awell-structured curriculum and strong facultymembers across allthe three programmes to aid the Mother Tongue development The Mother TongueCoordinatormonitorstheMotherTonguemaintenanceacrossthedifferentProgrammesIn MYP and DP for the small percentage of students for whom the Mother Tongue isneither English nor Hindi we counsel the parents regarding the importance of MotherTongue development and make the option of a self-taught course available for suchstudents(Appendix-4)IfastudentofforeignoriginexpressesaninterestinlearningHinditheschooloffersitasanoptionforLanguageAcquisitionPROGRAMME-SPECIFICPOLICYIMPLEMENTATIONPRIMARYYEARSPROGRAMMEApartfromEnglishandHinditheprogrammeoffersFrenchasLOTE(LanguageotherthanEnglish)whichisofferedPYP3onwardsLanguageLearningatCIPYPisaimedatpromotingstudentsrsquocapacitytouselanguagetoFulfiltheireverydayneedsDevelopmaintainandexpresstheirownsenseofidentity
CHOITHRAM INTERNATIONAL 2018 - 20
149
EstablishandmaintainrelationshipswithothersOrganisetheirthoughtsandlearnabouttheworldReflectupontheirexperiencesthoughtsandfeelingsandsharethesewithothersObtaininformationtodirectandadviceothersMakedecisionsandsolveproblemsinvolvingthemselvesandothersParticipateinrecreationalandimaginativeactivitiesAppreciateandcontributetowardstheirculturalheritagesInterrelatetheskillsoflisteningspeakingreadingwritingviewingandpresentingStudents in PYP are represented by awide range of personal and social backgrounds Tocatertothisrangeofstudentswebelievethelifelongprocessof learning languageisbestdevelopedthroughScaffoldingandmonitoringoflearningexperiencesRecognitionofindividuallearningstylesandratesProvisionofpurposefullearningexperiencesFosteringofthelearnerprofileattributesRecognitionandvaluingofpriorlearningexperiencesValuingdiversityofculturalintellectualandphysicalaspectsStudentsmaking the transition fromPYP toMYP should be able to use the languages toexpresseffectivelyInFrenchthelearnerisexpectedtobeabletodevelopanelementaryunderstandingandvocabularyforuse(Appendix-1)MIDDLEYEARSPROGRAMMECIMYPoffersLanguageandLiterature-EnglishandHinditoitslearnersLanguageAcquisition(LanguageB)-EnglishHindiFrench isoffereddependingon theLanguagepathwaysastudenthascoveredpreviouslyLanguageAcquisitionisstructuredinphasestoacknowledgeastudentrsquosproficiencylevelinthelanguageThephasesdonotcorrespondtothelearnersrsquoagegroupsorMYPyears If a student consistently scores Level 4 or more than that throughout an academicsession heshewill be promoted to the next phase otherwise heshecontinues in thesamephaseasbeforeAstudentwithnopriorexposuretoanyLanguageBoptionsavailablecanacquirethelanguagefromPhase1 The appropriate phase for a newly admitted student is determined throughLanguageProficiencyTestsEALLanguagesupportlessonsareprovideddependingonthestudentrsquoslanguageneedsThelanguagepathwayforastudentcontinuingfromMYPtoDPisaccordingtothetablegiveninAppendix-2MYP students continuing into theDPwill have developed an enquiring andreflectingapproachtolanguagelearningTheywillhavebilingualskillstobeappliedtoandextendedinDPlanguagecourses
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150
DIPLOMAPROGRAMMECIoffersEnglishALanguageandLiteratureandHindiALiteraturetoitslearnersinDP TheDP language courses endeavour tomake students observe and analyze the crucialrolelanguageplaysinshapinganindividualrsquoscultureandidentityandtheimpactlanguagehas on society through mass communication along with aspects of literary analysisappreciationandliterarycriticismLanguageBofferedinEnglishHindiandFrenchisaimedatgainingsufficientproficiencyintheselanguagesatAbinitioSLorHLLevels The curriculum is aimed towards preparing the students for university admissions atnationalandinternationallevelsPROGRAMMESPECIFICLANGUAGESUPPORTPRIMARYYEARSPROGRAMMELanguage Teaching (by the year level teacher subject teacher or supportenrichmentteacher)isrecommended As a language inquiry to directly support the collaboratively planned programme ofinquiryAsaconnectedexperiencewithinthetransdisciplinaryunitofinquiryAsastandaloneteachingtodirectlysupportaspecificneedinatransdisciplinaryunitofinquiryAspartoftheagreeduponknowledgeandskillstoindirectlysupporttheprogrammeofinquiryMIDDLEYEARSANDDIPLOMAPROGRAMMEAtthebeginningofthesessionlanguageteachersidentifystudentsinneedoflanguagesupport basing on their performance in previous yearLanguage Proficiency Tests (as perrelevance)giventothem After termsemester end assessments language teachers subject teachers and TutorstogetheranalyzetheresultThosestudentswhostruggleinwrittenororalexpressionsinthelanguagesareassignedsupport classes under the guidance of language teachers which includewriting and oralpracticebasedonacademiccontentandmovingtowardsgainingefficiencyREVIEW PROCESS The language policy is reviewed every two years by the LanguageSteeringCommitteeasapartoftheCIcurriculumreviewcycleorifanyspecialrequirementarises The Language Steering Committee is also responsible for overseeing effectiveimplementationoftheCILanguagePolicy
CHOITHRAM INTERNATIONAL 2018 - 20
151
INCLUSIVEEDUCATIONPOLICY
Inclusive Education Policy of CI is directly aligned with the motto of the organizationldquobecause every child deserves the bestrdquo It recognizes all students in spite of their widevariety of cultural backgrounds and believes that children possess a range of academicphysical emotional and social needs We believe in the inclusion of all students byresponding positively to their unique needs We aim to maximize the potential of allstudents through the removal of barriers and increase their learning opportunities Thepolicy ensures that curriculum planning and assessment for children with inclusiveeducationalneedstakesaccountofthetypeandextentofthedifficultyexperiencedbythechild It also provides a safe place to the students to come and share their personalproblemsaswellTheinformationsharedbyoraboutthestudentwillbekeptconfidentialandwillbesharedwiththeteachersresponsiblefortheeducationofthechildonlythroughconsultationwithparentsPolicyaims tocreateanenvironment tomeet the Inclusiveeducationalneedsofevery child it ensures that thediverse learningneedsof childrenare identified assessedand catered and enables all learners to have full access to all elements of the schoolcurriculumremovingallbarrierstolearningItalsostatesroleandresponsibilityofstaffinprovidingforchildrsquosInclusiveEducationalneedsandensuresthatparentsareabletoplaytheirpartactivelyinsupportingtheirchildrsquoseducationInclusiveEducationPolicyisalignedwiththeschoolrsquosadmissionpolicyitexpectsallparentstoconfidethediverselearningneedsoftheirchild(ifany)atthetimeofadmissionsothattheinterventionmaybeplannedrightfromtheadmissionThestudentshavetogothrougha strategicallydesignedpsychometric test to reveal theirdiverse learningneeds IEpolicycaters to diverse learning needs ranging from ADHD specific learning disabilities Highabilities amp multiple intelligences as well as different learning styles of learners physicaldisabilities or speechdisorders Social emotional andbehavioral difficulties and languagedifficultiesinchildren[ReferIEpolicydocumentfordetails]Homeroomteachercoordinateswithsubject tutorsand to identifyastudentwithdiverselearning needs emotional needs and report it to concerned coordinator then through aproper referral procedure the student is referred to IE coordinatorschool counselorfurtherplanofactionisdecidedbytheIEcoordinator[ReferIEpolicydocument]CIensuresadequatein-housesupporttoovercomebehavioralandlearningissuesinchildTheschoolsupportthestudentsattwolevelsnamelyschoolactionplanandschoolactionplusplanandanIEPwillbewritteninboththecases[ReferIEpolicydocumentfordetails]SchoolmaymakeseparatearrangementforassessmentsofstudentswithlearningdifficultyasperthenormsofIBAllAccessarrangementswillbecateredtoforthesestudentsduringall formativesummativeandformalexaminationsforMYPandDPasper IBrsquosassessmentaccessrequirement[ReferIEpolicydocumentfordetails]The policy clearly states the role and responsibilities of program coordinators teachersparentsandstudentsaswell[ReferIEpolicydocumentfordetails]
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152
ASSESSMENTPOLICYTheprimarypurposeofassessmentandevaluationatChoithramInternationalistosupportand improve theprocessof teaching and learningAs all studentshavedifferent learningstylesexperiencesandabilitiessotheassessmentandevaluationoftheirlearningmustbefairtoallstudentsbevariedinnatureandallowstudentstodemonstratethefullrangeoftheirlearningTeaching learning and Assessment are intertwined and interdependent and should befocusedonthehabitsofmindcriticalthinkingskills21stcenturyskillsknowledgeconceptandattitudesthatwillprovideforsuccesswithintheIBprograminschoolandbeyondAssessmentisavitalpartofthelearningprocessThepurposeofassessmentistheholisticdevelopmentofthelearnerswhichhelpsthemtounderstandtheircapabilitiesandenablesthemtoovercometheirshortcomingsAssessment reflects learning and is a process involving diagnostic assessment at thebeginning of each learning cycle formative assessment throughout and summativeassessment generallyat theendSummativeassessmentprovidesperiodic snapshotsofastudentrsquos academic progress while formative assessment essentially provides feedbackduringthelearningprocesstohelpteachersplanappropriatenextstepsforstudentsandforstudentstounderstandwhat isrequiredoftheminthe learningprocessLearningandassessmentatCIiscriterion-relatedandhaseducationalandpedagogicalvalueAssessmentsinDPAssessmentsoftheDParecriterion-relatedbasedonthefollowingaimswhichareelaboratedintheremainderofthissectionAssessmentpracticesTherearethreetypesofassessmentsinDPFormativeAssessmentsFormativeassessmentsareaimedtopreparethestudentsforsummativeassessmentsandinclude especially designed tasks to monitor student learning They may be formal orinformal (Observation Open ended tasks Performance Process journals Portfolioassessmentsquizzesclasstests)Theformativeassessmentswillincludeatleasttwomarkbasedassessmentsandoneopenendedtaskpersemesterto identifythe learningneedsandtogiveadetailedfeedbackonteachingandlearningSummativeAssessmentAt CIDiplomaprogramme is comprisedof semesters and at the endof each semester amarkbasedsummativeassessmentisheldTheweightingforthewrittenexaminationandInternalassessmentsisdifferentinsubjectsThefoursemesterexamsareasfollowsSemIExaminationSemIIExaminationalsoknownasEndofYearExamSemIIIExaminationSemIVExaminationalsoknownasMockExamFinalSummativeAssessments(FormalAssessments)Thefinalsummativeexamincludes
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153
1 IBDPexaminations(Includingsomeexternallyassessedcomponents)2 InternalAssessment-TheInternalassessmentsforallsubjectsaremarkedby
subjectteacherandmoderatedexternally3 AssessmentsofCorecomponents
TOKassessmentsconsistofacombinationofareinternallyassessedTOKPresentationwithaweightage of 33 and externally assessed essays with aweightage of 67 These twocomponentsfinallycontributetoagradefromA-EExtendedessaysareexternallyassessedandgradedonscaleofA-EThealphabeticalgradesofEEampTOKfetchanumericalgradeonascaleof3 fromdiplomapointmatrixCompletionofCASrequirements ismandatory forDiploma candidates Different DP subjects have different weightage for external andinternalassessmentsinallexaminationsasperthesubjectguidesldquoFormalassessmentsinDPistheassessmentdirectlycontributetofinalqualificationrepresentsthefinalsummativeassessmentinIBcontinuumofeducationrdquo[1]Formal examination of the DP includes some multiple-choice tests for a few subjectsstructuredandunstructuredexaminationformostsubjectsintendedtobetakenattheendof the two-year course and some internal assessments to be completed by students atvarious timesunder various conditions (asper the internal deadlineplanner) during theircoursewhichwillbeexternallymoderatedThestudentperformanceismarkedandgradedasperIBrsquossubject-specificgradeboundariesonascaleof1to7ThefinalDPscoreisgivenout of 45 of which a total of 42 come from 6 subjects of 7 points each and 3 from acombinationofTOKandEEgradesThefinaldiplomascoreandtheindividualsubjectpointsincluding the core component grades and completion of CAS requirements determinewhetherthestudentsecuresadiplomaoracourseAllsummativeassessmentsareassessedusinglatestsubject-specificgradeboundariesonascale of 1-7 given by IB so that students have a clear understanding of expectations andthereby find scope of improvement This will give a truly comprehensive feedback tostudentsInternal standardization of assessment is a regular feature of DP at CI Internalstandardization is done for the internal assessments TOK essays amp extended essays incollaborationwithinthedepartmentforIAsampEEswheremorethanoneteacherisinvolvedinteachingthecourseandwithalltheteachersforTOKEssaysThishelpstheteacherstoproduceauthenticampreliablepiecesofworkfromstudentsCIplansitsInternalAssessmentsubmissiondeadlinesintheformofanIADeadlineCalendarand publishes the same in the beginning of the academic year This calendar is strictlyfollowedby the studentswithan increasingdegreeofpenalties inplace for lackadaisicalstudentswhomissdeadlinesConductingExaminationTheschoolhasastrongExaminationdepartmentandexperiencedfacultywhotakecareofconductingthesummativeandformalexaminationsfromtimetotimeasperIBregulationTheexaminationisconductedunderthevigilanceoftrainedteachersRecordingandReportingRecordingandreportingofsummativeassessmentswillbedonetotheparentsandstudentsattheendofeachsemesterthroughaPTMThereportcardisitselfacomprehensive
CHOITHRAM INTERNATIONAL 2018 - 20
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documentwhichgivesdetailedprogressaboutstudentrsquosacademicperformancethroughoutthe twoyears ineachdisciplineandcorecomponentsafter summativeassessments Theperformance of the student is recorded in the form of an Achieved grade and an Effortgrade The achieved grade is based on the studentrsquos performance in the summativeassessmentsandtheeffortgradeportraysthelevelofeffortstudenthasputinduringeachsemesterAttheendofeachsemesterthetutorssharethereportcardwiththeparentsthroughmailsandthenfacetofacereportingisdoneinparentteachermeetingStudent-led conferencesmark the part of first PTMwhere the students take initiative indemonstrating theirunderstanding throughavarietyofdifferent learningsituationsTheyshareassessmentdataabouttheirlearningwiththeirparentssupportedwithaportfolioofachievement and also reflect on the development of ATL skills The student identifiesstrengthsandareasforimprovementItenablesparentstogainaclearinsightintothekindofworktheirchildisdoingandoffersanopportunityforthemtodiscussitwiththeirchildThereafterthetutorsandsubjectteacherscommunicatetheperformanceofstudentsintheformofassessmentdataopenlyandtransparentlysupportedbythestudentrsquosworkAfter every summative assessment result is analysed to identify the students who needextralearningsupportTheschoolhasaninterventionplantohelpthestudentswhosecureagrade3orlessatSLand4orlessatHLinassessmentsintheformofremedialsupportclasseswhichareplannedasperthefreelessonsofthestudentsPredictedGradesPredicted grades for each subject are given to theDiploma studentswhich serve for theuniversity admission The same are also uploaded on the official IB site which helps inmoderation Predicted grades are given on the basis teachersrsquo judgement and studentrsquosperformanceresponsesinFormativeandSummativeAssessmentsAssessmentaccesstostudentswithdifferentlearningneedsTasksandthetimedurationwillbedefinedkeepinginmindtheindividuallearningneedsofstudentsExtratimeandadditionalsupportwillbeextendedtostudentswhohavetroublekeepingupwithclassroomteachingandlearningandassessmentsasperthereportoftheInclusiveeducation coordinator Inclusiveeducation coordinatorwill be regularlyupdatedabouttheprogressofstudentswithlearningdifficultysoastorefineassessmentroadmapsAllAccessarrangementswillbecateredtoforstudentswithlearningdifficultyduringfinalsummativeassessmentofDPasper IBmandateAll furtheraccommodationsprovidedbyschoolforstudentwithlearningdifficultyarementionedinInclusiveEducationPolicyNOTEMay2018gradeboundarieswillbefollowedforallsummativeassessments
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ACADEMICHONESTYPOLICYAcademichonestyandintegrityisanindispensablepartoftheInternationalBaccalaureateOrganizationandanessentialpartofChoithramInternationalAcademicHonestyPolicyofCIcloselyfollowstheIBpublicationAcademicHonestyGuidanceforSchoolsThepurposeofthispolicyistoclearlystatetheexpectationsthatthefacultyhasfromthestudentsandrole and responsibilities of the teachers andparents to ensure that the learners presentauthenticworkAcademicHonestyshouldbeviewedpositivelybyallthestakeholdersandactwith integrityandhonestytakingresponsibilityofouractionsandtheirconsequencesThusstrivingtobeldquoPrincipledrdquoAcademicMisconductincludesthefollowing
1 Plagiarismbull Notacknowledgingtheoriginalsourceofinformationorideasbull NotusingProperIn-textcitationsbull CloselyParaphrasedmaterialthatistoosimilartooriginalsourceshouldalsobe
in-textcited2 Collusion3 Duplicationofwork4 Fakingwebsitesincitations
Malpracticealsoincludesanyotherbehaviorthatgainsanunfairadvantageforacandidateor that affects the results of another candidate like taking unauthorizedmaterial into anexamroomormisconductduringanexaminationortakingundueadvantagefromexternaltutorwhileperforminghomeassignmentsResponsibilitiesofstudentsCandidatemustbeartheconsequencesifheshesubmitsanyworkthatisnothisherownregardlessofwhethertheplagiarismwasunintentionalordeliberateStudentsareexpectedNotto indulge inanykindofacademiccollusionplagiarismduplicationofworkandallotherformsofcheating Inform the staff when any other student has committed any of the abovementionedacademicdishonestyPresent authentic work by ensuring that they have used proper citations and usingauthenticwebsitesbyevaluatingtheresources Present work that acknowledges all the sources used in the work submitted withoutfakingthewebsitesormissinganyreferencesSubmitalltheworktaskswithalongwiththechecklisttoensureproficientresearchskillspracticedandacademichonestypolicyimplementedassignedThecandidateisultimatelyresponsibleforensuringthatallworksubmittedforassessmentisauthenticwithworkorideasofothersfullyandcorrectlyacknowledged
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ResponsibilitiesofparentsTodevelopasenseofacademichonestyintheirchildandbeviewedpositivelyToguidetheirchildtoanextentratherthanhelpingbeyondlimitToalwaysensureandencouragetheirchildtopresentauthenticworkToencouragetheirchildtoacknowledgeallthesourcesreferredtoforthecompletionoftheworkandtouseproperin-textcitationsToguidetheirchildinevaluatingauthenticresourcesoridentifyingqualityresourcesTosupporttheschoolstaffindevelopingasenseofresponsibilityintheirchildtobecomeprincipledEnforcementofthepolicyThe school reserves all rights to check the student-submitted work for authenticity Themethodofcheckingcanrange fromuseofexternalwebsites toothermethodswhich theteacherdeemsfitinordertoverifytheoriginalityofstudentworkConsequencesofviolationofacademichonestypolicyThe students need to be principled and maintain the norms of Academic honestyMalpractice incidents will be discussed with the student and then reported to parentscounselorsandCoordinatorsTheactionagainstmalpracticewillbetakeninthreephasesfromMYP1onwards1Firstviolationofnormswill call fornogrades (0) in theassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedverballyaboutthesame2Secondviolationofnormswillcallfornogrades(0)intheassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedaboutwrittenwarningissuedtotheirwards3Thirdviolationofnormscallsforexpulsionfromschool
CHOITHRAM INTERNATIONAL 2018 - 20
157
ICTPOLICYAt CI we believe that well-integrated use of technology resources makes twenty-first-century learning possible Students are often more actively engaged in projects whentechnologytoolsareaseamlesspartofthe learningprocess iPadsareusedasateachingandlearningtoolatCIICTrulesandregulations
Using the computer network is a privilege and shall be governed by the ChoithramInternationalrsquos policies anddiscretion This codeofpractice is tobeadheredby all Strictaction will be taken against those students who fail to follow these policies and rulesChoithramInternationalandtheSchoolrsquosManagementbyAuthorityhaveadutytoensurethatallusersaresafeandshallnotbeexposedtoany illegalor inappropriatecontentTothiseffect fromtime to time theSchoolrsquosAuthority shallbeexercised toensure thatnosuch illegal or inappropriate content is stored in electronic devices within the Schoolcampus These restrictions are not intended to interfere with the studentsrsquo educationShould students feel the need to understand these policies better they may talk to anauthorisedmemberoftheITDepartmenttodiscusstheirqueriesInternetandemailusearesubjecttomonitoringbytheSchoolanditsapprovedSoftwareand Firewall systems No personal Internetmedia (JIOWifi device SIM dongal etc) andstoragedevicesareallowedtobeusedbystudentsoncampusAllstudentshavetouseonlytheschoolWiFiorLANThecostofdamagingorlosinganyschoolrsquosICTequipmenthastobebornebythestudentusertowhomithasbeenissuedThemobilephonesandiPadswithSIMcardsmustnotbeusedontheSchoolcampusandmust be deposited at the School reception Students are not allowed to use theirlaptopsiPadsduringalessonwithoutspecificallybeingaskedtodosobytheteachertakingthelessonStudentsshouldnotunderanyconditionsharephotosoranypropertyoftheschoolwithanypersonorthirdpartyNorshouldstudentsshareanyphototakenintheschoolpremisesonanysocialmediawithoutpriorpermissionSocialnetworkingsitesandallkindsofonlinechattingtoolsareprohibitedforuseduringschoolhoursanddailyreportswouldbesenttoHeadofSchoolforallkindofbreachattemptsTheSchool logoandname in fact anyorganisations logoandnameare the intellectualproperties of the concerned organisations and using themwithout their permission is aninfringement of DPA (Data Protection Act) 2011 Information Technology Act 2008 andCopyrightsActStudentsindulginginputtingupstrongly-wordedpostsagainsttheSchoolcommunity or any engagement on social media that goes against the discipline anddecorumofChoithramInternationalwillbedealtwithseverelySoundMusicGamesorAppsbullTheSchoolprotocol involves installingprofilesrestrictionsonthestudents iPadDuetothispracticetheAPPSTOREwillbeblockedStudentswillbeallowedtodownloadallthecurriculum-relevantappsatthebeginningofthetermandthentheprofileswillbeinstalledProfileswillberemovedduringvacationsbullTheSchoolisnotresponsibleforanytypeoflossdamageortheftofhardwaresoftwareanddatafromthestudentrsquosiPadlaptop
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bull Soundmust bemuted at all times unless permission is obtained from the teacher forinstructionalpurposesbull The iPad name should be the studentrsquos name and hisher grade The students are notallowedtogiveanyrandomnametotheiriPadslaptopsbullMusicrelatedtothecurriculumisallowedontheiPadandcanbeusedatthediscretionoftheteacheranddiscretepoliciesbullThe studentsarenotallowed tocarryearphonesandanyothermedia storagedevices(Pendrive External harddisk MP3 Player) unless permission is given by the ProgrammeCoordinatorbullAppscanbeusedatthediscretionoftheteacherTheseappsneedtobedirectlyrelatedtothecurriculumandapprovedbythesubjectteacherbull Educational games can be used with prior permission from the coordinator and thesubjectteacherbullNogamesmoviesandanykindofvideos(TVShows)shouldbefoundinanyiPadslaptopsastheyarenotallowedinSchoolpremisesIfthesearefoundinthestudentrsquosiPadslaptopsthat device will be confiscated and a case against the student will be forwarded to therespective coordinator and HOS and returning the device to the student shall be at thediscretionofthecoordinatororHOSUseoftheInternetThe internet is provided to help studentswith learning activities such as research onlineactivitiesonlineeducationalgamesandmanyotherthingsTheinternetisnottobeusedtoaccess anything which is illegal or anything that someone else may find offensive ThisincludespornographydiscriminationandracialorreligioushatredIfthestudentisunsureaboutthisruleorcomesacrossanythingthatthestudentfeelsisinappropriatethestudentshouldturnhishercomputermonitoroffandinformtheteacherimmediatelyThe Internet is a vast world and the student as a responsible user of Internet shouldrespectothers sentimentsemotionsbeliefsandcultureThe student shouldnotbyanymeansinvolvehimselfherselfinanykindofcyber-bullyingorsendingsharingoffensiveordisrespectfulcommentsabouttheschoolandothersIngeneralwhenusingtheComputersiPadsthestudentshallbullalwaysusehisherowndevicenotanybodyelse(Thestudentsaresuggestedtostickalabelwhichcarriestheirnamesandgrades)bullalwaysbehaveinasensiblematurewayrespectingothersatalltimesbullkeeptheirpasswordsecretbullreportanysuspectedbreachofnetworksecurity(whetherbymyselforothers)totheITteachertheSchoolsNetworkManagerortheProgrammeCoordinatorbull not damage the computer computer systems or network If the student discovers anymethodsofcausingsuchdamageheshewillreportthemtotheITDepartmentWhenusingtheInternetandemailthestudentshallbullrefrainfromaccessinganynewsgroupslinkswebpagesorotherareasofcyberspacethatwould be considered offensive in the judgment of the IT Department because ofpornographicracistviolentillegalillicitorothercontentbull take responsibility for monitoring and appropriately reject any newsgroups links webpagesorotherareasofcyberspaceaccessedbyhimher
CHOITHRAM INTERNATIONAL 2018 - 20
159
bull never use valuable computer time playing non-educational games or accessinginformationwhichisnotpartofmyschoolworkbullnevertrytobypassanyofthesecuritysystemsinplaceThissecurityisinplacetoprotectthestudentfromillegalsitesandtostoppeoplefromhackingintootherpeoplesaccountsbull always be respectful of others and use appropriate language both to those aroundhimherandthosethestudent is incontactthroughthenetworkThestudentwill refrainfromusingobsceneharassingorabusivelanguageandwillreportanycasesofsuchusageagainsthimherorotherstohisherTutorandITDepartmentbull not download software games music graphics or video without first asking the ICTteacherandobtainingpermissionfromthecopyrightholderifrequiredbulluseanydownloadedmaterialinanappropriatemannerinhisherworklistingitssourceinabibliographyandclearlyspecifyinganydirectlyquotedmaterialbull never reveal personal information including passwords names addresses credit carddetailstelephonenumbersandphotographsofhimselfherselfandothersIfthestudentisuncertainas to theneedtorevealanyof this information thestudentshouldaskhisherteacherparent
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160
LISTOFHOLIDAYS(SESSION2018-19)Datesfortheclosingandre-openingoftheSessionwouldbedeclaredlater
220818 Wednesday Id-ul-ZuhaBakara-Eid
26082018 Sunday RakshaBandhan
3918 Monday Janmashthami
13918 Thursday GaneshChaturthi
21918 Friday Moharrum
24918 Monday nextdaytoAnantChaturdashi
21018 Tuesday GandhiJayanti
181010to211018 ThursdaytoSunday Dussehravacations
51118to91118 MondaytoFriday Diwalivacations
211118 Wednesday Eid-e-Milad
231118 Friday GurunanakJayanti
221218-1119 SaturdaytoTuesday ChristmasBreak
040319 Monday MahaShivratri
21319 Thursday Holi
22319 Friday GoodFriday
25319 Monday RangPanchami
14419 Sunday RamNavamiampAmbedkarJayanti
17419 Wednesday MahavirJayanti
CHOITHRAM INTERNATIONAL 2018 - 20
161
References
1 Language A Language and Literature guide First examinations 2015 copyInternationalBaccalaureateOrganization2011
2 Language A Literature guide First examinations 2015 copy InternationalBaccalaureateOrganization2011
3 French Ab initio guide First examinations 2020 copy International BaccalaureateOrganization2018
4 Language B guide First examinations 2020 copy International BaccalaureateOrganization2018
5 Economics guide First examinations 2013 copy International BaccalaureateOrganization2010
6 Business and Management guide First examinations 2016 copy InternationalBaccalaureateOrganization2012
7 Information Technology in Global Society guide First examinations 2012 copyInternationalBaccalaureateOrganization2010
8 HistoryguideFirstexaminations2020copyInternationalBaccalaureateOrganization2018
9 Environment Systems and Society guide First examinations 2011copy InternationalBaccalaureateOrganization2012
10 PhysicsguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
11 Chemistry guide First examinations 2016 copy International BaccalaureateOrganization2014
12 BiologyguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014
13 Computer Science guide First examinations 2014 copy International BaccalaureateOrganization2012
14 MathematicsHLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
15 MathematicsSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
16 MathematicsStudiesSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
17 VisualArtsguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012
18 Gradedescriptors(ForusefromDecember2017)
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162
ANNEXURE1
GRADEDESCRIPTORS
Group1(Studiesinlanguageandliterature)
Grade7
Demonstratesexcellentunderstandingandappreciationoftheinterplaybetweenformand
content in regard to the question or task responses thatmay be convincing detailed
independent in analysis synthesis and evaluation highly developed levels of expression
bothorallyandinwritingverygooddegreeofaccuracyandclarityverygoodawareness
ofcontext andappreciationoftheeffectontheaudiencereaderveryeffectivestructure
withrelevanttextualdetailtosupportacriticalengagementwiththethoughtsandfeelings
expressedinthework(s)
Demonstratesrefinedappreciationof literarystyleandafullengagementwiththeactof
transforming literature into performance the personal qualities necessary to work with
othersinapurposefulandeffectivemanner
Grade6
Demonstratesverygoodunderstandingandappreciationoftheinterplaybetweenformand
contentinregardtothequestionortaskresponsesthataremainlyconvincingaswellas
detailed and independent to some degree in analysis synthesis and evaluation well-
developed levels of expression both orally and inwriting good degree of accuracy and
claritygoodawarenessofcontextandappreciationof theeffectontheaudiencereader
effective structurewith relevant textual detail to support a critical engagementwith the
thoughtsandfeelingsexpressedinthework(s)
Demonstratesclearappreciationof literary styleanda solidengagementwith theactof
transformingliteratureintoperformancewillingnesstoworkwithothersinaconstructive
manner
Grade5
Demonstrates good understanding and appreciation of the interplay between form and
contentinregardtothequestionortaskresponsesthatoffergenerallyconsideredand
valid analysis synthesis and or evaluation good levels of expression bothorally and in
writingadequatedegreeofaccuracyandclarityawarenessofcontextandappreciationof
CHOITHRAM INTERNATIONAL 2018 - 20
163
theeffectontheaudiencereaderclearstructurewithrelevanttextualdetailtosupportan
engagementwiththethoughtsandfeelingsexpressedinthework(s)
Demonstrates an appreciation of literary style and an engagement with the act of
transformingliteratureintoperformancerecognizableinvolvementtoworkwithothersina
cooperativemanner
Grade4
Demonstratesadequate knowledgeandunderstandingof thequestionor task responses
that are generally valid in analysis and or synthesis satisfactory powers of expression
both orally and in writing only some lapses in accuracy and clarity some awareness of
context and appreciation of the effect on the audience reader a basic structure within
whichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates some appreciation of literary style and some commitment in the act of
transformingliteratureintoperformanceanacceptanceoftheneedtoworkwithothers
Grade3
Demonstratessomeknowledgeandsomeunderstandingofthequestionortaskresponses
thatareonlysometimesvalidandorappropriatelydetailedsomeappropriatepowersof
expressionbothorallyand inwriting lapses inaccuracyandclarity limitedawarenessof
context and appreciation of the effect on the audiencereader some evidence of a
structurewithinwhichthethoughtsandfeelingsofthework(s)areexplored
Demonstrates little appreciation of literary style andmodest commitment to the act of
transforming literature into performance little apparent attempt to work with others
effectively
Grade2
Demonstratessuperficialknowledgeandunderstandingofthequestionortaskresponses
that are of generally limited validity limited powers of expression both orally and in
writing significant lapses in accuracy and clarity little awareness of context and
appreciationoftheeffectontheaudiencereaderrudimentarystructurewithinwhichthe
thoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationof literarystyleandlittlecommitmenttotheactof
transforming literature intoperformancesparseevidenceof involvement inworkingwith
otherseffectively
CHOITHRAM INTERNATIONAL 2018 - 20
164
Grade1
Demonstrates very rudimentary knowledge and understanding of the question or task
responsesthatareofverylimitedvalidityverylimitedpowersofexpressionbothorally
and in writing widespread lapses in accuracy and clarity no awareness of context and
appreciationoftheeffectontheaudiencereaderveryrudimentarystructurewithinwhich
thethoughtsandfeelingsofthework(s)areexplored
Demonstratesverylittleappreciationofliterarystyleandnegligibleinvolvementwiththe
actoftransformingliteratureintoperformanceinabilitytoworkwithothers
Appliestoliteratureandperformanceonly
CHOITHRAM INTERNATIONAL 2018 - 20
165
Group2(languageacquisition)
LanguageB(HL)
Grade7
Studentsspeakwithclarityandfluencyusearichlyvariedandidiomaticrangeoflanguage
veryaccuratelyhandleideaseffectivelyandskillfullywithactiveandcomplexinteraction
demonstrateathoroughunderstandingofthemeaningandpurposeofwrittentextshave
little difficulty with the most difficult questions recognize almost all the subtleties of
specific language usage write detailed and expressive texts demonstrating an excellent
command of vocabulary and complex structures with a consistently high level of
grammaticalaccuracydemonstrateclarityofthoughtintheorganizationoftheirworkand
anabilitytoengageconvinceandinfluencetheaudience
Grade6
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
moredifficultquestionsrecognizemostofthesubtletiesofspecificlanguageusagewrite
detailedtextsdemonstratingaverygoodcommandofvocabularyandcomplexstructures
withaverygood levelofgrammaticalaccuracyadapt theirwritingappropriately tosuit
theintendedaudienceandpurposeexpresstheirideasandorganizetheirworkcoherently
andconvincingly
Grade5
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideas mostly effectively with generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficult questions recognize some subtleties of specific languageusagewrite
fairly detailed texts demonstrating a good command of vocabulary with a good level of
grammaticalaccuracyshowareasonableabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkcoherently
Grade4
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywithfullinteractionattimesdemonstrateanadequateunderstandingofthe
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meaning and purpose of written texts have some difficulties with almost all difficult
questions and some average questions recognize a few subtleties of specific language
usagewrite texts demonstrating an adequate commandof vocabularywith an adequate
levelofgrammaticalaccuracyshowsomeabilitytoadapttheirwritingtosuittheintended
audienceandpurposeexpresstheirideasandorganizetheirworkappropriately
Grade3
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectly
attimeshandleideaswithsomedifficultywithfairlylimitedinteractiondemonstratesome
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureproduceanidentifiabletexttypemakesomeattempt
atexpressingtheirideasandorganizingtheirwork
Grade2
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typewith limited
successmakesomeattemptatbasicorganizationcontentisrarelyconvincing
Grade1
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce a barely identifiable text type lack
organizationtoanextentthatcontentisunconvincing
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LanguageB(SL)
Grade7
Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage
accurately handle ideas effectively with active and full interaction demonstrate a very
goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith
more difficult questions write detailed texts demonstrating a very good command of
vocabularyandcomplexstructureswithaverygoodlevelofgrammaticalaccuracyadapt
theirwritingeffectivelytosuittheintendedaudienceandpurposeexpresstheirideasand
organizetheirworkcoherentlyandconvincingly
Grade6
Students speak mostly clearly and fluently use a varied range of language mostly
accurately handle ideasmostly effectivelywith generally full interaction demonstrate a
goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties
withmoredifficultquestionswritefairlydetailedtextsdemonstratingagoodcommandof
vocabularywithagoodlevelofgrammaticalaccuracyadapttheirwritingappropriatelyto
suit the intended audience and purpose express their ideas and organize their work
coherently
Grade5
Students speak generally clearly use a basic range of language correctly handle ideas
adequatelywith full interaction at timesdemonstrateanadequateunderstandingof the
meaning and purpose of written texts have some difficulties with almost all difficult
questionsandsomeaveragequestionswritetextsdemonstratinganadequatecommand
ofvocabularywithanadequatelevelofgrammaticalaccuracyshowareasonableabilityto
adapt theirwriting to suit the intended audience and purpose express their ideas and
organizetheirworkappropriately
Grade4
Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectlyat
timeshandle ideaswith somedifficultywith fairly limited interactiondemonstrate some
understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions
ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome
awarenessofgrammaticalstructureshowsomeabilitytoadapttheirwritingtosuitthe
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intended audience and purpose make some attempt at expressing their ideas and
organisingtheirwork
Grade3
Students speak hesitantly and generally unclearly use a limited range of language often
incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly
limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith
someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand
little awareness of grammatical structure produce an identifiable text typemake some
attemptatbasicorganizationcontentisrarelyconvincing
Grade2
Students speak hesitantly and unclearly use a very limited range of language mostly
incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea
limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven
with easiest questions write texts demonstrating a limited command of vocabulary and
little awareness of grammatical structure produce an identifiable text typewith limited
successlackorganizationtoanextentthatcontentisunconvincing
Grade1
Students speak very hesitantly and unclearly use a very limited range of language
incorrectlyhandleideasunsuccessfullywithveryrestrictedinteractiondemonstrateavery
limitedunderstandingof themeaningandpurposeofwritten texts havedifficultieswith
almostallquestionswritetextsdemonstratingaverylimitedcommandofvocabularyand
verylittleawarenessofgrammaticalstructureproduceabarelyidentifiabletexttypelack
organizationtoanextentthatcontentisconfusing
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Languageabinitio(SL)
Grade7
Receptive skills students respond clearly and effectively to all simple andmost complex
informationandideas
Interactive skills students respond accurately communicate effectively and demonstrate
comprehension pronunciation and intonation always facilitate the understanding of the
message students sustain participation and make good independent contributions The
messageisalwaysclear
Productive skills students develop ideas well using an effective logical structure they
successfullyusearangeofsimpleandsomecomplexcohesivedevicestheyusebothbasic
andcomplexgrammaticalstructuresaccuratelyHowevertheymaymakeoccasionalerrors
in complex structures they use varied and effective vocabulary and appropriate register
theydemonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade6
Receptiveskills studentsrespondclearlytoallsimpleandmostcomplexinformationand
ideas
Interactive skills students respond mostly accurately communicate almost always
effectively and demonstrate comprehension pronunciation and intonation almost always
facilitate the understanding of themessage students almost always sustain participation
andmakeindependentcontributionsThemessageisalmostalwaysclear
Productiveskillsstudentsdevelopideaswellusingalogicalstructuretheysuccessfullyuse
a range of simple and some complex cohesive devices they use both basic and complex
grammatical structures accurately However they may make several errors in complex
structures they use varied vocabulary and appropriate register they almost always
demonstrateclearevidenceofinterculturalunderstandingwhererequired
Grade5
Receptive skills students generally respond clearly to simple and some complex
informationandideas
Interactive skills students respondaccurately and generally demonstrate comprehension
pronunciationandintonationoftenfacilitatetheunderstandingofthemessagestudents
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generallysustainparticipationandmakesome independentcontributionsThemessage is
oftenclear
Productive skills students develop some ideas using a logical structure they often use a
rangeofsimpleandsomecomplexcohesivedevicestheyusebasicgrammaticalstructures
accurately However complex structures are rarely accurate they use a range of basic
vocabulary and appropriate register they often demonstrate evidence of intercultural
understandingwhererequired
Grade4
Receptiveskillsstudentsrespondclearlytomostsimpleinformationandideas
Interactive skills students respond accurately and demonstrate comprehension in simple
exchanges pronunciation and intonation usually facilitate the understanding of the
messagestudentssustainparticipationinsimpleexchangesThemessageisusuallyclear
Productiveskillsstudentsdevelopbasicideasusingalogicalstructuretheyusearangeof
simplecohesivedevicessuccessfullytheyusemostbasicgrammaticalstructuresaccurately
theyusebasic vocabularyandappropriate register successfully theyusuallydemonstrate
evidenceofinterculturalunderstandingwhererequired
Grade3
Receptiveskillsstudentssometimesrespondclearlytosimpleinformation
Interactive skills students sometimes respond accurately and sometimes demonstrate
comprehensioninsimpleexchangespronunciationandintonationsometimesfacilitatethe
understanding of the message students sometimes sustain participation in simple
exchangesThemessageissometimesclear
Productive skills students sometimes develop basic ideas they sometimes use simple
cohesivedevicessuccessfullytheysometimesusebasicgrammaticalstructuresaccurately
theysometimesusebasicvocabularyandappropriateregistersuccessfullytheysometimes
demonstrateevidenceofinterculturalunderstandingwhererequired
Grade2
Receptiveskillsstudentsrarelyrespondclearlytosimpleinformation
Interactive skills students rarely respond accurately or demonstrate comprehension
pronunciationand intonation rarely facilitate theunderstandingof themessage students
rarelysustainparticipationinsimpleexchangesThemessageisrarelyclear
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Productive skills students rarely develop basic ideas they rarely use simple cohesive
devices they rarely use simple grammatical structures accurately they rarely use basic
vocabulary or appropriate register successfully they rarely demonstrate evidence of
interculturalunderstandingwhererequired
Grade1
Receptiveskillsstudentsveryrarelyrespondclearlytosimpleinformation
Interactive skills students very rarely respondaccuratelyordemonstrate comprehension
pronunciation and intonation very rarely facilitate the understanding of the message
students very rarely sustainparticipation in simpleexchanges Themessage is very rarely
clear
Productive skills students very rarelydevelop ideas they very rarelyuse simple cohesive
devices theyvery rarelyusebasicgrammatical structuresaccurately theyvery rarelyuse
basicvocabularyorappropriateregistersuccessfullytheyveryrarelydemonstrateevidence
ofinterculturalunderstandingwhererequired
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Group3(individualsandsocieties)
Grade7
Demonstratesconceptualawarenessinsightandknowledgeandunderstandingwhichare
evidentintheskillsofcriticalthinkingahighlevelofabilitytoprovideanswerswhichare
fully developed structured in a logical and coherent manner and illustrated with
appropriate examples a precise use of terminology which is specific to the subject
familiaritywith the literature of the subject the ability to analyse and evaluate evidence
andtosynthesizeknowledge andconceptsawareness ofalternative pointsofviewand
subjective and ideological biases and the ability to come to reasonable albeit tentative
conclusionsconsistentevidenceofcriticalreflectivethinkingahighlevelofproficiencyin
analysingandevaluatingdataorproblemsolving
Grade6
Demonstratesdetailedknowledgeandunderstandinganswerswhicharecoherentlogically
structured and well developed consistent use of appropriate terminology an ability to
analyseevaluateandsynthesizeknowledgeandconceptsknowledgeofrelevantresearch
theoriesandissuesandawarenessofdifferentperspectivesandcontextsfromwhichthese
have been developed consistent evidence of critical thinking an ability to analyse and
evaluatedataortosolveproblemscompetently
Grade5
Demonstratesasoundknowledge andunderstandingofthesubjectusingsubject-specific
terminologyanswerswhichare logicallystructuredandcoherentbutnotfullydeveloped
an ability to provide competent answerswith some attempt to integrate knowledge and
concepts a tendency to be more descriptive than evaluative although some ability is
demonstratedtopresentanddevelopcontrastingpointsofviewsomeevidenceofcritical
thinkinganabilitytoanalyseandevaluatedataortosolveproblems
Grade4
Demonstratesasecureknowledgeandunderstandingofthesubjectgoingbeyondthemere
citing of isolated fragmentary irrelevant or ldquocommon senserdquo points some ability to
structure answers but with insufficient clarity and possibly some repetition an ability to
express knowledge and understanding in terminology specific to the subject some
understandingofthewayfactsorideasmayberelatedandembodiedinprinciplesand
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conceptssomeabilitytodevelopideasandsubstantiateassertionsuseofknowledgeand
understanding which is more descriptive than analytical some ability to compensate for
gapsinknowledgeandunderstandingthroughrudimentaryapplicationorevaluationofthat
knowledgeanabilitytointerpretdataortosolveproblemsandsomeabilitytoengagein
analysisandevaluation
Grade3
Demonstratessomeknowledgeandunderstandingofthesubjectabasicsenseofstructure
thatisnotsustainedthroughouttheanswersabasicuseofterminologyappropriatetothe
subjectsomeabilitytoestablishlinksbetweenfactsorideassomeabilitytocomprehend
dataortosolveproblems
Grade2
Demonstrates a limited knowledge and understanding of the subject some sense of
structureintheanswersalimiteduseofterminologyappropriatetothesubjectalimited
ability to establish links between facts or ideas a basic ability to comprehenddata or to
solveproblems
Grade1
Demonstrates very limited knowledge and understanding of the subject almost no
organizationalstructureintheanswers inappropriateorinadequateuseofterminologya
limitedabilitytocomprehenddataortosolveproblems
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Group4(sciences)
Grade7
Displays comprehensive knowledge of factual information in the syllabus and a thorough
command of concepts and principles Selects and applies relevant information concepts
and principles in a wide variety of contexts Analyses and evaluates quantitative andor
qualitative data thoroughly Constructs detailed explanations of complex phenomena and
makes appropriate predictions Solves most quantitative andor qualitative problems
proficiently Communicates logically and concisely using appropriate terminology and
conventionsShowsinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works very well within a team and
approaches investigations in an ethical manner paying full attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysconsiderable
attentiontosafetyandisfullycapableofworkingindependently
Grade6
Displays very broad knowledge of factual information in the syllabus and a thorough
understanding of concepts and principles Selects and applies relevant information
concepts and principles in most contexts Analyses and evaluates quantitative andor
qualitative data with a high level of competence Constructs explanations of complex
phenomenaandmakesappropriatepredictionsSolvesbasicorfamiliarproblemsandmost
newor difficult quantitative andor qualitative problems Communicates effectively using
appropriateterminologyandconventionsShowsoccasionalinsightororiginality
Demonstrates personal skills perseverance and responsibility in a wide variety of
investigative activities in a very consistent manner Works well within a team and
approaches investigations in an ethical manner paying due attention to environmental
impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysdueattention
tosafetyandisgenerallycapableofworkingindependently
Grade5
Displays broad knowledge of factual information in the syllabus Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextsAnalyses
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andevaluatesquantitativeandorqualitativedatacompetentlyConstructsexplanationsof
simple phenomena Solves most basic or familiar problems and some new or difficult
quantitativeandorqualitativeproblemsCommunicatesclearlywith littleorno irrelevant
material
Demonstrates personal skills perseverance and responsibility in a variety of investigative
activitiesinafairlyconsistentmannerGenerallyworkswellwithinateamandapproaches
investigations in an ethical manner paying attention to environmental impact Displays
competence in a range of investigative techniques pays attention to safety and is
sometimescapableofworkingindependently
Grade4
Displaysreasonableknowledgeoffactualinformationinthesyllabusthoughpossiblywith
somegapsShowsadequatecomprehensionofmostbasicconceptsandprinciplesbutwith
limitedabilitytoapplythemDemonstratessomeanalysisorevaluationofquantitativeor
qualitative data Solves some basic or routine problems but shows limited ability to deal
with new or difficult situations Communicates adequately although responses may lack
clarity and include some repetitive or irrelevant material Demonstrates personal skills
perseverance and responsibility in a variety of investigative activities although displays
some inconsistency Works within a team and generally approaches investigations in an
ethicalmanner with some attention to environmental impact Displays competence in a
range of investigative techniques pays some attention to safety although requires some
closesupervision
Grade3
Displays limited knowledge of factual information in the syllabus Shows a partial
comprehensionofbasic concepts andprinciples andaweakability to apply them Shows
someabilitytomanipulatedataandsolvebasicorroutineproblemsCommunicateswitha
possiblelackofclarityandusessomerepetitiveorirrelevantmaterial
Demonstrates personal skills perseverance and responsibility in some investigative
activities in an inconsistent manner Works within a team and sometimes approaches
investigationsinanethicalmannerwithsomeattentiontoenvironmentalimpactDisplays
competence in some investigative techniques occasionally pays attention to safety and
requiresclosesupervision
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Grade2
Displays little recall of factual information in the syllabus Showsweak comprehensionof
basicconceptsandprincipleswith littleevidenceofapplicationExhibitsminimalabilityto
manipulatedataandlittleornoabilitytosolveproblemsOffersresponseswhichareoften
incompleteorirrelevantRarelydemonstratespersonalskillsperseveranceorresponsibility
in investigative activities Works within a team occasionally but makes little or no
contributionOccasionallyapproaches investigations inanethicalmannerbutshowsvery
littleawarenessoftheenvironmental impactDisplayscompetenceinaverylimitedrange
ofinvestigativetechniquesshowinglittleawarenessofsafetyfactorsandneedingcontinual
andclosesupervision
Grade1
Recallsfragmentsoffactualinformationinthesyllabusandshowsverylittleunderstanding
of any concepts or principles Rarely demonstrates personal skills perseverance or
responsibility in investigative activities Does not work within a team Rarely approaches
investigations inanethicalmanneror showsanawarenessof theenvironmental impact
Displaysvery little competence in investigative techniquesgenerallypaysnoattention to
safetyandrequiresconstantsupervision
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Computerscience
Grade7
Displayscomprehensiveknowledgeofcomputersciencefactualinformationandathorough
command and understanding of concepts and principles Selects applies and analyses
relevant information concepts and principles in awide variety of contexts to solvemost
problems proficiently Able to interpret and construct fairly complex algorithms and
produce workable and mostly efficient solutions Communicates logically and concisely
usingappropriateterminologyShowsinsightandinitiativeinextendedresponsesAbleto
produce a complete plan and provides a fully consistent design overview The product
developedcompletelymatchestheplanandworksThedocumentationiscompleteandthe
product is fully tested and evaluated The use of techniques in solving problems
demonstrateshighlevelsofcomplexityandingenuity
Grade6
Displays very broad knowledge of computer science factual information and an
understanding of concepts and principles Selects and applies relevant information
conceptsandprinciplesinmostcontextstosolvebasicorfamiliarproblemsandmostnew
or difficult problems Able to interpret and construct fairly complex algorithms with few
errors to produce workable solutions Communicates effectively using appropriate
terminologyShowsoccasionalinsightorinitiativeinextendedresponsesAbletoproducea
plananddesignoverviewTheproductmatchestheplanandworksThedocumentationis
completeandtheproducthasbeentestedandevaluatedTheuseoftechniquesinsolving
problemsdemonstratesaverygoodlevelofcomplexityandingenuity
Grade5
Displays broad knowledge of computer science factual information Shows sound
understandingofmostconceptsandprinciplesandappliestheminsomecontextstosolve
mostbasicorfamiliarproblemsandsomenewordifficultproblemsAbletointerpretand
constructfairlycomplexalgorithmsandproduceapartiallyworkableorinefficientsolution
Communicatesclearlyusingappropriate terminologywith littleorno irrelevantmaterial
Able to produce a partial plan and a design overview thatmeets plan requirements The
productworksbutdoesnotfullymatchtheplanThetestinganddocumentationis
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complete but evaluation is incomplete The use of techniques in solving problems
demonstratesagoodlevelofcomplexityandingenuity
Grade4
Displaysreasonableknowledgeofcomputersciencefactualinformationthoughwithsome
gaps Shows adequate comprehension of most basic concepts and principles but with
limited ability to apply them Solves some basic or routine problems but shows limited
ability to deal with new or difficult situations Able to interpret and construct simple
algorithms Communicates adequately using mostly correct terminology although
responseslackclarityandincludesomerepetitiveorirrelevantmaterialAbletoproducea
basicplanandadesignoverviewTheproductmostlyworksbutdoesnotmatchallaspects
of the plan The documentation is complete and there is evidence of testing but the
evaluation is incomplete The use of techniques in solving problems demonstrates an
adequatelevelofcomplexityandingenuity
Grade3
Displays limited knowledge of computer science factual information Shows a partial
comprehensionofbasicconceptsandprinciplesand limitedability toapply themAbleto
interpret or construct simple algorithms Communicates using basic terminology with a
lackofclarityandsomerepetitiveorirrelevantmaterialProducesanincompleteplanand
designoverviewTheproductmatchessomeaspectsoftheplanandthereissomeevidence
of testingorevaluation in thedocumentation Theuseof techniques insolvingproblems
demonstratesalimitedlevelofcomplexityandingenuity
Grade2
DisplayslittlerecallofcomputersciencefactualinformationShowslimitedcomprehension
ofbasicconceptsandprinciplesandlittleevidenceofapplicationSomeevidenceofbeing
able to interpret or construct simple algorithms Offers responses which are often
incompleteorirrelevantProducesaweakandincompleteplanThedesignoverviewispoor
and does not match the plan The product is poor and does not work There is limited
evidence of testing poor documentation and limited or no evaluation The use of
techniquesinsolvingproblemsdemonstratesalowlevelofcomplexityandingenuity
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Grade1
Recalls fragments of computer science factual information and shows very little
understanding of any concepts or principles Little or no ability at algorithm construction
andinterpretationTheirdesignoverviewandplanarenotattemptedThereis littleorno
evidence of a working product and little or no evidence of testing documentation or
evaluation The use of techniques in solving problems fails to demonstrate any level of
complexityoringenuity
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Group5(mathematics)
Grade7
Demonstrates a thorough knowledge and comprehensive understanding of the syllabus
successfully constructs and appliesmathematical arguments at a sophisticated level in a
wide variety of contexts successfully uses problem-solving techniques in challenging
situations recognizes patterns and structures makes generalizations and justifies
conclusionsunderstandsandexplainsthesignificanceandvalidityofresultsanddrawsfull
and relevant conclusions communicates mathematics in a clear effective and concise
mannerusing correct techniquesnotation and terminologydemonstrates theability to
integrate knowledge understanding and skills from different areas of the course uses
technology correctly in challenging situationsmdashmakes efficient use of calculatorrsquos
functionalitywhenrequired
Grade6
Demonstrates a broad knowledge and comprehensive understanding of the syllabus
successfullyconstructs andappliesmathematicalarguments inavarietyofcontextsuses
problem-solving techniques in challenging situations recognizes patterns and structures
andmakessomegeneralizationsunderstandsandexplainsthesignificanceandvalidityof
resultsanddrawsrelevantconclusionscommunicatesmathematicsinaclearandeffective
mannerusingcorrecttechniquesnotationandterminologydemonstratessomeabilityto
integrate knowledge understanding and skills from different areas of the course uses
technologycorrectlyinroutinesituationsmdashmakesefficientuseofcalculatorrsquosfunctionality
whenrequired
Grade5
Demonstrates a broad knowledge and good understanding of the syllabus applies
mathematical arguments in performing routine tasks successfully uses problem-solving
techniques in routine situations successfully carries out mathematical processes in a
varietyofcontextsandrecognizespatternsandstructuresunderstandsthesignificanceof
results and draws some conclusions communicates mathematics effectively using
appropriatetechniquesnotationandterminologydemonstratesanawarenessofthelinks
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between different areas of the course makes use of calculatorrsquos functionality when
requiredmdashmayoccasionallybeinefficient
Grade4
Demonstratesasatisfactoryknowledgeofthesyllabusappliesmathematicalargumentsin
performing some routine tasks uses problem-solving techniques in routine situations
successfullycarriesoutmathematicalprocesses instraightforwardcontextsshowssome
abilitytorecognizepatternsandstructureshaslimitedunderstandingofthesignificanceof
results and attempts to draw some conclusions communicatesmathematics adequately
using some appropriate techniques notation and terminology makes some use of
calculatorrsquos functionality but perhaps not alwayswhen requiredmdashmay be inefficient at
times
Grade3
Demonstratespartialknowledgeofthesyllabusandlimitedunderstandingofmathematical
arguments in per forming some routine task s attempts to carry out mathematical
processes in straight forward contexts makes an attempt to use problem-solving
techniquesinroutinesituationscommunicatessomemathematicsusingsomeappropriate
techniquesnotationorterminologyoccasionallyusescalculatorrsquosfunctionalitybutoften
inefficiently does not always use it when required and may use an inefficient analytic
approach
Grade2
Demonstrates limited knowledge of the syllabus attempts to carry out mathematical
processesatabasic levelcommunicatessomemathematicsbutoftenuses inappropriate
techniques notation or terminology unable to use calculator correctly when requiredmdash
questionsexclusivelyrequiringtheuseoftheGDCaregenerallynotattempted
Grade1
Demonstratesminimal knowledgeof the syllabus demonstrates little or no ability touse
mathematicalprocessesevenwhenattemptingroutinetaskscommunicatesonlyminimal
mathematics and consistently uses inappropriate techniques notation or terminology is
unabletomakeeffectiveuseoftechnology
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Group6(arts)Grade7
Demonstrates in-depth and comprehensive knowledge and understanding of the media
usedwithpreciseuseof terminology tocommunicate thisunderstandingHighlyeffective
use of research investigation and technical skills In-depth understanding of artistic
intention and engagement with the artistic process demonstrated in consistent
developmentofideascreativityandcriticalreflection
Grade6
Demonstratesdetailedknowledgeandunderstandingof themediausedwithappropriate
and consistent use of terminology to communicate this understanding Effective use of
research investigation and technical skills Understanding of artistic intention and
engagementwiththeartisticprocessdemonstratedindevelopmentofideascreativityand
criticalreflection
Grade5
Demonstratessoundknowledgeandunderstandingofthemediausedwithappropriateuse
of terminology to communicate this understanding Research investigation and technical
skills are evident and sometimes well developed Evidence of understanding of artistic
intentionandtheartisticprocessanddevelopmentofideascreativityandcriticalreflection
Grade4
Demonstrates secure knowledge and understanding of themedia usedwith appropriate
useofterminologytocommunicatethisunderstandingResearchandorinvestigationskills
areevidentbutnotwelldevelopedSomeunderstandingofartisticintentionandtheartistic
process that is understanding of the work of others the studentrsquos own work and the
connections between these Some evidence through the studentrsquos own work of
understanding of the artistic process Technical skills are evident but not necessarilywell
developedThereissomeevidenceofdevelopmentofideasandsomeevidenceofcreativity
andcriticalreflection
Grade3
Demonstrates basic knowledge and understanding of the media used with some use of
terminology to communicate this understanding There is evidence of research andor
investigationbutthisremainsundevelopedPartialunderstandingofartisticintentionthat
isunderstandingoftheworkofothersandthestudentrsquosownworkEvidenceinthe
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studentrsquos own work of limited artistic process and technical skills Creativity and critical
reflectionemergeoccasionallyinthework
Grade2
Demonstrates little knowledge and understanding of themedia usedwith limited use of
terminology There is evidence of superficial research andor investigation The studentrsquos
ownworkdemonstratesvery limitedartisticprocess technicalskillscreativityandcritical
reflection
Grade1
Demonstratesverylittleknowledgeandunderstandingofthemediausedwithinadequate
use of terminology Irrelevant research andor investigation The studentrsquos own work
demonstratesalmostnoartisticprocesstechnicalskillscreativityorcriticalreflection
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Extendedessaygradedescriptors
GradeA
Demonstrateseffectiveresearchskillsresultinginawell-focusedandappropriateresearch
questionthatcanbeexploredwithinthescopeofthechosentopiceffectiveengagement
withrelevantresearchareasmethodsandsourcesexcellentknowledgeandunderstanding
ofthetopicinthewidercontextoftherelevantdisciplinetheeffectiveapplication
ofsourcematerialandcorrectuseofsubject-specificterminologyandorconceptsfurther
supportingthisconsistentandrelevantconclusionsthatareproficientlyanalysedsustained
reasoned argumentation supported effectively by evidence critically evaluated research
excellent presentationof theessaywhereby coherence and consistency further supports
thereadingoftheessayandpresentandcorrectlyappliedstructuralandlayoutelements
Engagementwiththeprocessisconceptualandpersonalkeydecision-makingduringthe
researchprocess isdocumentedandpersonalreflectionsareevidenced includingthose
thatareforward-thinking
GradeB
Demonstrates appropriate research skills resulting in a research question that can be
explored within the scope of the chosen topic reasonably effective engagement with
relevant researchareasmethodsandsourcesgoodknowledgeandunderstandingof the
topic in thewider context of the relevant discipline a reasonably effective applicationof
source material and use of subject-specific terminology andor concepts consistent
conclusions that are accurately analysed reasoned argumentation often supported by
evidenceresearchthatattimesevidencescriticalevaluationandaclearpresentationofall
structuralandlayoutelementswhichfurthersupportsthereadingoftheessay
Engagementwiththeprocessisgenerallyevidencedbythereflectionsandkeydecision-
makingduringtheresearchprocessisdocumented
GradeC
Demonstratesevidenceofresearchundertakenwhichhasledtoaresearchquestionthatis
not necessarily expressed in away that can be exploredwithin the scope of the chosen
topicpartiallyeffectiveengagementwithmostlyappropriateresearchareasmethodsand
sourcesmdashhowevertherearesomediscrepanciesinthoseprocessesalthoughthesedonot
interferewiththeplanningandapproachsomeknowledgeandunderstandingofthetopic
inthewidercontextofthedisciplinewhichismostlyrelevanttheattemptedapplicationof
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sourcematerial and appropriate terminology andor concepts an attempted synthesis of
research results with partially relevant analysis conclusions partly supported by the
evidence discussion that is descriptive rather than analytical attempted evaluation
satisfactorypresentationof theessaywithweaknesses thatdonothinder the readingof
the essay and some structural and layout elements that are missing or are incorrectly
appliedEngagementwiththeprocessisevidencedbutshowsmostlyfactualinformation
withpersonalreflectionmostlylimitedtoproceduralissues
GradeD
Demonstratesa lackof research resulting inunsatisfactory focusandaresearchquestion
that is not answerable within the scope of the chosen topic at times engagement with
appropriate research methods and sources but discrepancies in those processes that
occasionally interfere with the planning and approach some relevant knowledge and
understanding ofthe topic in the wider context of the discipline which are at times
irrelevanttheattemptedapplicationofsourcematerialbutwithinaccuraciesintheuseof
or underuse of terminology andor concepts irrelevant analysisand inconsistent
conclusionsasaresultofadescriptivediscussionalackofevaluationpresentationofthe
essaythatattimes is illogicalandhindersthereadingandstructuralandlayoutelements
that are missingEngagement with the process is evidenced but is superficial with
personalreflectionsthataresolelynarrativeandconcernedwithproceduralelements
GradeE(Failingcondition)
Demonstrates an unclear nature of the essay a generally unsystematic approach and
resulting unfocused research question limited engagement with limited research and
sourcesgenerally limitedandonlypartiallyaccurateknowledgeandunderstandingofthe
topic in the wider contextof the relevant discipline ineffective connections in the
applicationofsourcematerialandinaccuraciesintheterminologyandorconceptsuseda
summarizing of results of researchwith inconsistent analysis an attemptedoutline of an
argumentbutonethatisgenerallydescriptiveinnatureandalayoutthatgenerallylacks
orincorrectlyappliesseverallayoutandstructuralelements
Engagement with the process is limited with limited factual or decision- making
informationandnopersonalreflectionontheprocess
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Theoryofknowledgegradedescriptors
GradeA
Pertinent knowledge issues are explored thoroughly and linked effectively to areas of
knowledgeandorwaysofknowingThereisstrongevidenceofapersonalexplorationof
knowledge issues includingconsiderationofdifferentperspectivesArgumentsareclearly
developed and well supported by effective concrete examples counterclaims and
implicationsareexplored
GradeB
Pertinentknowledgeissuesareexplainedandlinkedtoareasofknowledgeandorwaysof
knowingThere issomeevidenceofapersonalexplorationofknowledge issues including
considerationofdifferentperspectivesArguments arepartially developedand supported
by effective concrete examples counterclaims are explored and some implications
identified
GradeC
Somepertinent knowledge issues aredescribedand linked to areasof knowledgeandor
waysofknowingThere is limitedevidenceofapersonalexplorationofknowledgeissues
somedifferentperspectivesaredescribedbutnotexploredArgumentsaredevelopedtoa
limitedextentandsupportedbyexamplescounterclaimsareidentified
GradeD
Some pertinent knowledge issues are identified with only superficial links to areas of
knowledgeandorwaysofknowingThere issimplisticpersonalexplorationofknowledge
issuesandminimal referencetodifferentperspectivesArgumentsarenotdevelopedand
notsupportedbyeffectiveexamples
GradeE
Demonstrateslittleornoevidenceofknowledgeissues
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The Grade Boundaries of May 2018 will be followed for assessing all Semester
ExaminationItwillbesharedassoonasreleasedbytheIB