CIBA Class of 2019

DP Course Selection

The International Baccalaureate Diploma Programme

• For students aged 16-19

• Internationally recognized by the world’s leading universities

• Watch this short video on the IB Diploma P rogramme

CIBA is an IB Magnet school• CIBA’s state-authorized magnet theme is IB. Thus, all students who attend

CIBA are IB students

• ALL CIBA students are IB students – in grades 9 & 10, the are MYP and in grades 11 & 12, they are DP students

• ALL CIBA students are expected to graduate as IB Diploma CANDIDATES

• Graduating with the status of “candidate” translates into higher acceptance rate at leading universities and scholarship and financial aid.

The CIBA IB-DP Guide for Parents and Students• Read the first page in the guide si lently.

• What does a school need to do to BECOME an authorized IB school?

• What does a school need to do to REMAIN an authorized IB school?

• What do teachers at an IB school have to do?

• How many students, worldwide, are IB students?

• What are the four ways that the IB expects students to flourish?

The IB Diploma Programme at CIBA• CIBA is REQUIRED to abide by all IB® standards and practices, which encompass the

curriculum, the core elements, academic honesty, language, inclusion, assessment, grade recording and reporting.

• IB schools WORLDWIDE all follow the SAME standards and practices. CIBA does not “make up” any of these requirements.

• In accordance with IB requirements, CIBA students in the Diploma Programme must take ONE course in each of SIX subject groups. The ONLY exception is GROUP SIX – Visual Arts, which students may take or may take an additional course in one of the other groups (1-5).

• All students must complete the three core requirements – Extended Essay, Theory of Knowledge and Creativity, Activity Service (CAS).

Course selection

Each IB Diploma Course is a TWO-YEAR sequence (2 credits).

Courses selected for grade 11 are carried to grade 12. Thus, the course selection for grade 11 is a two-year decision.

In grade 12, students must decide which 3 classes they will complete and test in as STANDARD LEVEL (SL) and which three they will complete and test in at HIGHER LEVEL (HL).

All students are prepared for the higher level, but the IB only allows students to test at the HL in a maximum of four (minimum of three) courses.

Core and Courses ALL grade 11 students take/ work toward completion of:

The I B Core Elements

• Theory of Knowledge• Extended Essay (done independently, but college

research and writing is taught)• Creativity, Activity, Service (CAS done

independently)

• English L iterature

• Chinese or Spanish

• Mathematics SL

Grade 11 students MUST choose:

• At least ONE Group Three (I ndividuals & Societ ies) course:

• The 2-year history sequence (Topics in W orld History and The History of Africa & the Middle East)

• Information Technology in a Global Society (ITGS)

At least ONE Group Four (Sciences course)

• Biology• Chemistry• Sports Exercise & Health Sciences (SEHS)

• Art (Group Six) OR an additional class in one of the courses offered in group three, four (or two)

ExamsAll students take the IB exams in their senior year.

At the BEGINNING of the senior year, CIBA students decide in which THREE courses they will test at the STANDARD LEVEL and in which THREE courses they will test at the HIGHER LEVEL.

CIBA pays for the cost of registration (in 2017

Students and their parents sign an exam registration and fee agreement form which states that if a student fails to complete ANY PORTION of the exam (internal or external) for which they have registered, the student will have an accountability for the cost of the exam and possibly the cost of registration (if more than 3 exams are not completed).

Creativity, Activity, Service

• CAS should involve:

• real, purposeful activities, with significant outcomes

• personal challenge—tasks must extend the student and be achievable in scope

• thoughtful consideration, such as planning, reviewing progress, reporting

• reflection on outcomes and personal learning.

• Of any activity, it is appropriate to ask the following questions.

• What did I plan to do?

• What did I do?

• What were the outcomes, for me, the team I was working with, and others?

Creativity, Activity, Service

• Learning Outcomes: Students MUST show significant evidence of each learning outcome over the junior and senior years.

• All Learning Outcomes may not come from one activity• Each activity must address at least one learning outcome• When activities and projects are proposed, students must identify

which of the learning outcomes will be met and give a description of how this will be done

• There MUST be evidence of each learning outcome in more than oneactivity

•increased their awareness of their own strengths and areas for growth

•undertaken new challenges

planned and initiated activities

•worked collaboratively with others

•shown perseverance and commitment in their activities

•engaged with issues of global importance

•considered the ethical implications of their actions

•developed new skills

CAS Project

• Project: All students MUST complete ONE project during the junior or senior year.•• Each project must • be of significant duration (at least one month)• include at least 2 aspects of CAS• include teamwork• include some form of a leadership or organizational role for the student• be completed by February 1st of the senior year OR a project will be assigned to

you (which must be completed by April 1st of that year)• If your CAS project is a repeat from a previous students CAS project you must

show how you improved on the project and made it your own

The Extended EssayThe extended essay is an independent, self-directed piece of research, finishing with a 4,000-word paper.

The extended essay is a core component, mandatory for all students.

Students are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor who is usually a teacher at the school.

Writing an extended essay can provide:• practical preparation for undergraduate research.• an opportunity for students to investigate a topic of special interest to them, which is also

related to one of the student's six DP subjects.April 20, 2017 < http:/ / www.ibo.org/ programmes/ diploma-programme/ curriculum/

Theory of Knowledge

Examining how we know what we know …

WWe seek to identify● Knowledge claims, or assertions

of truth (WHAT WE KNOW) ● Ways of Knowing, or the means

through which we gain and spread this knowledge (HOW WE

KNOW)● Areas of Knowledge, the different

disciplines that process information and affirm it as

knowledge (HOW WE KNOW WE KNOW IT)

Internal Exam Component = GROUP P RESENTATION: Oct/ Nov Senior year

Examining how we know what we know …This is a course that focuses on

inquiry and critical thinking. We explore artifacts--real world, specific events--from a variety of

global contexts and cultural perspectives.

English A1 L iterature

Junior Year

Written Assignment and Reflective Statement2nd week in FebruarySnow Country by Yasunari KawabataThe Stranger by Albert CamusChronicle of a Death Foretold by Gabriel Garcia Marquez

IOP =Individual Oral Presentation2nd week in MayBrave New World by Aldous Huxley1984 by George OrwellThe Handmaid’s Tale by Margaret Atwood

Examining the human experience and how it is communicated across cultures, languages, genres, and time periods.

Senior Year

IOC = Individual Oral CommentaryEnd of January- mid FebruaryWuthering Heights by Emily Bronte Civil Disobedience and Other Essays by Henry David ThoreauPoetry of Robert Frost

Paper 2 Exam: External Assessment1st week in May:Focused Genre Study Hamlet by William Shakespeare“Master Harold” . . . and the boys by Athol FugardPygmalion by Bernard Shaw

The Crucible by Arthur MillerPaper 1 Exam: External Assessment1st week in May: Passage Analysis

IB DP Chinese

Internal Assessment (30%)• April

-Individual Oral (20%)• 3 min to describe a

picture and 6 min discuss and answer

– Interactive Oral Activity (10%)

External Assessment (70%)

• March– Written Assignment:

Receptive and written productive skill (20%)

• May– Paper 1: Receptive skills

(25%)– Paper 2: Written

productive skills (25%)

• Chinese is fun, and you will learn a lot of practical skills to help you continue learning the language

• Chinese club, Local field trips, and a trip to China every other year

• Chinese is hard. But, if you work hard and follow directions, you can get at least a 4/7 for the Chinese IB exam!

Afterschool Chinese Club

Malee Gung-fu School

A-Dong Chinese Supermarket

IB DP Spanish (2 yr. course)

What do the IB Spanish Exams look like?Internal Assessments: Worth 30% • (20%) Individual Oral (8-10 min.)*may be increasing starting 2018 exams*

Based on the Options, 15 minutes prep time• (10%) Interactive Oral activity

Based on the Core: The best of 3 classroom activities assessed by the teacher.

*The above is based on the Language B guide with first exams 2015*

Core: Communication and media, Global issues Options: Cultural diversity, Science and technology, Social relationships

• External Assessments: Worth 70%• (25%) Paper 1: Text-handling exercises on 4 written texts (SL), 5 for HL

• (based on the Core) • (25%) Paper 2: 1 Writing exercise of 250-400 words from choice of 5

• (based on the Options) plus additional Section for HL• (20%) Written Assignment: Inter-textual readings followed by 300-400 words,

plus 150-200 word rationale. (HL 500-600 words plus rationale)• (based on the Core)

Why do we study a language?

• In this global environment that we live in, it is more important than ever to study a language as it gives us an appreciation of our own culture and an understanding of other cultures.

• http://www.easthartford.org/cf_media/index.cfm?obj=4562

IB DP History: Topics in History SL/HL The DP history course is a world history

course based on a comparative and multi-perspective approach to history.

It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.

Grade 11: Topics in World History Conquest & Its Impact

The Final stages of Muslim rule in Spain The conquest of Mexico and Peru

Societies in transition (1400–1700) Causes and effects of Early Modern wars (1500–

1750) Grade 12: The History of Africa & the Middle East

Internal Assessment (25% (SL) or 25% (HL) of Exam score): Students will conduct an independent research paper on a topic of their choosing.

Due: May of Junior Year SL: Paper 1 and 2 (75% of

exam score) HL: Paper 1, 2, and 3 (80%

of Exam score)

ITGSInternal assessment

(30% SL 20% HL)Students must analyze a situation involving a real client and design and implement a solution using

information technology Due Dates

~Draft 1 by June and Junior year~Final by December of Senior year

External AssessmentMay – senior year

SL Papers 1,2HL papers 1,2 & 3

We study the effect new IT systems have on society. Through the exploration of case studies we learn about how IT systems work, who they were designed to help, and what ethical concerns that may arise.

Information Technology in a Global Society

IB Visual ArtsA Two Year Course

From an idea to a work of art, bring your imagination to life!Visual Arts Journal Studio Project

What does the IB Visual Arts Exam look like?1. The Comparative Study – 20% - An independent critical and contextual investigation that explores artworks, objects

and artifacts from differing cultural contexts.2. The Process Portfolio – 40% - A documentation of the student’s artistic experience during the course, both visual and

written.3. The Exhibition – 40% - Students present a body of work accompanied by reflection showing critical understanding and

awareness of context.

Junior Year – Mathematics SLAlgebra

Functions and EquationsCircular Functions and Trigonometry

Statistics and Probability

Math SL

VectorsCalculus

Senior Year

Math StudiesStatistical applications

GeometrySets and logic

Mathematical modelsIntroduction to differential calculus

End of junior year, depending upon which SR math, students begin their internal assessment (exploration or project) which is 20% of the final exam grade

In May of senior year, students take the external component of the IB exam, worth 80% of the final exam grade

HL/SL DP Biology Main topic: studying the functions of life and how things

stay alive Main objective: gain an understanding of how the

environment around you actually works Group 4 Project Internal exam (20% of total exam score): Independent

Experimental Project – Begins at the end of Jr Year, completed before winter break of Sr. Year

In this course we investigate the structure of matter, changes in matter, and the energy associated with these changes.

Assessment:Group 4 ProjectInternal Assessment: 30% of final exam scoreExternal Assessment: (May, senior year): 80% of final exam score

Sports, Exercise, and Health Science

The IB DP course in sports, exercise and health science involves the study of the science that underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of topics and carry out practical (experimental) investigations in both laboratory

and field settings. This provides an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyze human

performance. Where relevant, the course will address issues of international dimensions and ethics by considering sport, exercise and health relative to the individual in a global

context.Assessment:Group 4 ProjectInternal Assessment: 20% of exam gradeExternal Assessment: (May of senior year) 80% of exam grade