ECOLE PRIVEE BILINGUE INTERNATIONALE -...

ECOLEPRIVEEBILINGUEINTERNATIONALEDomainedeMassane.34670.BAILLARGUES

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ECOLE PRIVEE BILINGUE INTERNATIONALE

The International Baccalaureate

IB



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INDEXEPBIMissionStatement 3

Part1:TheInternationalBaccalaureateandtheInternationalBilingualSchoolA.Generalinformation 4B.TheInternationalBilingualSchool 6C.TheIBLearnerProfile 7Part2:MiddleYearsProgramme(MYP)A.Generalinformation 10B.Theeightsubjectgroups: 11B.1LanguageandLiterature 12B.2Languageacquisition 12B.3IndividualsandSocieties 12B.4Sciences 12B.5Mathématics 13B.6Arts:Film 14B.7Physicalandhealtheducation 14B.8Design 15C.TheCommonCore 16D.MYPAssessment 16Part3:TheIBDiplomaProgramme(1stand2ndYearIB)A.Generalinformation 17B.TheCommonCore B.1TheTheoryofKnowledge 18B.2TheExtendedEssay 19B.3Creativity,activity,service(CAS) 19C.TheChoiceofsubjectsintheDiplomaProgramme 20D.Les6groupesdematières: 22D.1Group1:Literature 22D.2Group2:Languageacquisition 22D.3Group3:IndividualsandSocieties 23D.4Group4:Sciences 25D5Group5:Mathématics 26D6Group6:Arts-Film 28E.AssessmentandExams 29E1Externalassessment 30E2Internalassessment 30E.3HowistheDiplomaProgrammescored? 30



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EPBIMissionStatement

Excellence,Progress,BalanceandIntegrity…

EPBIisaplaceconveyingvalueswhereourlearnersbecome

rationalandresponsiblecitizensoftheworld.

DéclarationdeMissiondel’EPBI

Excellence,Progrès,Bien-êtreetIntégrité…

L’EPBIestunlieudetransmissionsdevaleursoùnosapprenantsdeviennent

descitoyensdumonde,sainsetresponsables.



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Part1:TheInternationalBaccalaureateandTheInternationalBilingualSchool

A. GeneralInformation

Foundedin1968inSwitzerland,theInternationalBaccalaureate®(IB)isanon-profitmakingeducationalfoundation.TheInternationalBaccalaureate®(IB)isledbytheBoardofGovernors,theDirectorGeneralandtheSeniorLeadershipTeam(SLT),madeupof17electedmembersfromdiverseculturalandgeographicalbackgrounds.TheBoardofGovernorsdefinesstrategyandpoliciesfortheorganisationaswellasdefiningmissions,supervisingfinancialmanagementoftheIBandassuringindependenceandintegrityoftheIBexams.InOctober2017,therewere4775schoolsofferingatotalof6282IBprogrammesworldwide.

ThenumberofIBWorldSchoolsineachregionis:

• 60.3%Americanregion, • 22.9%Africa,Europe,Middle

Eastregion • 16.8%AsiaandthePacific

region. TheInternationalBaccalaureate®(IB)offers4continuumswhichareinternationallyrecognisedandcreatedtodevelopintellectual,personal,emotionalandsocialskills,necessaryforlifeandworkinthisglobalworld.



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TheInternationalBaccalaureate®(IB)offersacontinuumofinternationaleducation.Theprogrammesencouragebothpersonalandacademicachievement,challengingstudentstoexcelintheirstudiesandintheirpersonaldevelopment.InordertoteachIBprogrammes, schoolsmustbeauthorised.EveryschoolauthorisedtoofferIBprogrammesisknownasan«IBWorldSchool». TheIBincorporatesbestpracticesfromdifferenteducationsystemsaroundtheworldContrary to national education programmes, the IB programmes take resources fromdifferent study programmes throughout the world. The IB programmes developinternational awareness and encourage pupils to consider both their local andinternationalenvironment.WhyistheIBdifferent?

TheInternationalBaccalaureate®(IB)aimstodomorethanoffercurricularbydevelopinginquiring,knowledgeableandcaringyoungpeoplewhoaremotivatedtosucceed.Wehopethat our students will contribute towards the making of a better world with openmindednessandmutualandinterculturalrespect.

TheIBteachingstyleTheInternationalBaccalaureate®(IB)programmesaresuccessfulworldwidebecause:

• centresonlearners• developseffectiveapproachestoteachingandlearning• workswithinglobalcontexts,helpingstudentsunderstanddifferentlanguagesand

cultures• explores significant content, developing disciplinary and interdisciplinary

understandingthatmeetsrigorousinternationalstandards.

An IB education aims to transform students and schools as they learn, throughdynamiccycles of inquiry, action and reflection. Teachers enable and support students as theydeveloptheapproachestolearningtheyneed–forbothacademicandpersonalsuccess.IBprogrammesaimtohelpstudentsexploreandconstructtheirownpersonalandculturalidentities.



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A. TheInternationalBilingualSchoolAfter three years of preparation, EPBI obtained accreditation for the IB Diploma Programme in 2016. Today the school would like to continue the IB philosophy in the secondary school, by opening up the Middle Years Programme (MYP) from September 2018.

TheobjectivesoftheEPBIareto:

• Favourthedevelopmentofthepersonalityandthepotentialofeverypupilby

helpingthemtothinkinacreativeway,toargueinacriticalwayandtobeopentolearningandtovariouscultures,

• Giveexcellentskillstoallpupilsinatleast2languages(FrenchandEnglish)whichwillenablethemtobuildinterculturalrelationswithothers,whatevertheirnationality,

• Promulgatealevelofknowledge,skillsandunderstandingallowingthemtostudyallovertheworld,

• Encouragestudentstodevelopasenseofself-respectandrespectforothersandtoalloweachpupiltobecomearespectfulandresponsiblecitizenoftheworld.

The IBDiploma programme develops intellectual curiosity, knowledge and internationalawarenessinyoungpeoplewhichwillallowthemtoevolveinaworldofmutualagreementandinterculturalrespect.

TheIBDiplomaandtheMYPProgrammealsohaveforitsobjectivetodevelopindependentstrategies and skills easily transferred from one concept to another. This programmeallowsstudents“tolearnhowtolearn”(Peterson2003,p.41).

Today the quantity of information and knowledge that we have access to is increasingexponentially. Therefore the learningprocessmustnotbebaseduniquelyonknowledgeacquisition.Inordertodevelopeachstudent’sindividualtalents,lessonsaregiveninsmallgroups.In this way, there is individual interaction between the students and the teachers, andbetween the students themselves. The students acquire solid social skills. Teamwork isdone,groupprojectsarecarriedoutandthroughthesediverseactivitiesthestudentsgainindependenceandconfidence.



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A. TheIBLearnerProfileTheIBlearnerprofiledescribesawiderangeoffar-reachingaptitudesandhumanresponibilities.Thesequalitiesinvolvecommitmenttowardshelpingallmembersoftheentireschoolcommunitytorespectthemselves,eachotherandthewholeworldtheylivein.

Inquirers

Thelearnersdevelopthisattributeoftheprofilewhen:• Theyarecuriousandpersevering. • Theyareactivelyinvolvedinresearchskillsinclass. • Theyconsultmultiplesourcesforhisresearch. • Theylook,selectandre-phrasetheinformation. • Theyaskforhelporasksomequestionstovalidateinformation.

Knowledgeable Thelearnersdevelopthisattributeoftheprofilewhen: •

• Theyexploreconcepts,ideasandissuesthathavelocalandglobalsignificance.• Theyreadandwatchdifferentmedias. • Theyacquirein-depthknowledge. • Theydevelopunderstandingacrossabroadandbalancedrangeof disciplines.

Thinkers Thelearnersdevelopthisattributeoftheprofilewhen:

• Theythinkbeforeactingandanalyzesthesituation. • Theyfindsolutionstovariousproblems. • Theytakethoroughlythoughtoutdecision.

Communicators Thelearnersdevelopthisattributeoftheprofilewhen:

• Theyexpressclearlytheirfeelings,theirneedsandideas. • Theyworkeffectivelyandwillinglyincollaborationwithothers • Theyexpressideasandinformationconfidentlyinmorethan onelanguageandina

varietyofwaysofcommunication. • Theyspeakinfrontofagroup.



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Principled Thelearnersdevelopthisattributeoftheprofilewhen:

• Theyhavethesenseofjusticeandknowshowtopickoutinjustice.• Theyareresponsiblefortheiractandassumetheconsequences.• Theywanttohelpwiththesearchofsolutionstosettlea conflict. • Theyrespectthedignityofeveryperson.

Open-mindedThelearnersdevelopthisattributeoftheprofilewhen:

• Theyhaveanopen-mindedattitudewithchanges,updatesanddifferences. • Theytryhardtomakeconsensus. • Theytakeintoconsiderationtheopinionsofothers. • Theyshowtolerance. • Theyarewillingtoworkwithpeopledifferenttothem.

CaringThelearnersdevelopthisattributeoftheprofilewhen:

• Theyliketohelpout. • Theygetinvolvedinacausewhichmeansalottothem. • Theydovoluntarywork. • Theysharewithothers. • Theyareattentivetoneedsandthefeelingsofothers.

Risk-takers Thelearnersdevelopthisattributeoftheprofilewhen:

• Theyliketotryoutnew thingsandarenotafraidoftryingnewsituations. • Theydefendtheirideasevenifthemajorityarenotofthesameopinion.• Theyknowthattheycanmakemistakessometimes. • Theyarebraveandtakerisks.

Balanced Thelearnersdevelopthisattributeoftheprofilewhen:

• Theydevelopabalancebetweenpleasuretolearnandthelimits ofacademicperformance.

• Theyfindwaystomanagestress. • Theytakecareoftheirphysicalhealthbyadoptingadequatebehaviour. • Theymanagetocreateabalanceintheirlifestyle.



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Reflective Thelearnersdevelopthisattributeoftheprofilewhen:

• Theyareawareoftheirstrengthsandtheirchallengesandtheyworkto improvethis.

• Theycanreflectafteranactivity. • Theygivethemselfrealisticchallenges. • Theycanadmitmistakesandapologize.

BenefitsforthelearnersPupilsofIBWorldSchoolsreceiveauniqueeducationwhich:

• Encouragesthemtothinkindependentlyandtotakecontroloftheirownlearning path;

• Allowsthemtofollowtrainingprogrammesthatcanhelpthemgetplacesatthe mostprestigiousuniversitiesintheworld;

• Developsculturalawarenessduetotheacquisitionofasecondlanguage; • Promotesdiscussionwithothersinaglobalcontextandinanever-changingworld

environment. IBlearnersoftensucceedbetterthanothers AllIBprogrammesencouragepupilstobecomeindependentlearners.ThisisoneoftheIB’sstrongpoints. Thankstoitsteachingprogrammes,IBWorldSchools:

• Gettheirlearnerstoaskquestions,tofollowtheirownaspirations,tosetthemselvestheirownambitiousgoalsandtodevelopthenecessaryperseverancetoreachthesegoals;

• Helplearnerstodevelopcriticalandethicaljudgementsaboutknowledge,aswellasbeingflexible,persistentandconfidentaboutwhattheyneedinordertobringaboutimportantchangesintheworld;

• Andencouragethatlearnerscreatetheirownpersonalandculturalidentity.



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Part2:MiddleYearsProgrammeMYP

A. GeneralInformation WhattheMYPIBoffersstudents?TheMYPaimstodevelopactivelearnersandinternationallymindedyoungpeoplewhocanempathizewithothersandpursuelivesofpurposeandmeaning.Theprogrammeempowersstudentstoinquireintoawiderangeofissuesandideasofsignificancelocally,nationallyandglobally.Theresultisyoungpeoplewhoarecreative,criticalandreflectivethinkers.Itoffersstudentsopportunitiesto:

• Developtheirpotential,• Exploretheirownlearningpreferences,• Takeappropriaterisks,• Reflecton,anddevelop,astrongsenseofpersonalidentity.

Atatimewhenstudentsareestablishingtheiridentityandbuildingtheirself-esteem,theMYPcanmotivatestudentsandhelpthemtoachievesuccessinschoolandinlifebeyondtheclassroom.StudentsparticipatingintheMYP:

• Buildconfidenceinmanagingtheirownlearning,• Learnbydoing,connectingtheclassroomtothelargerworld,• ConsistentlyhavegreatersuccessinIBDiplomaProgrammeexaminations,• Developanunderstandingofglobalchallengesandacommitmenttoactas

responsiblecitizens.TheMYPincludes:

• Approachestolearning(ATL),helpingstudentslearnhowtolearnbydevelopingskillsforresearch,criticalandcreativethinking,communication,collaboration,andself-management,

• Keyandrelatedconcepts,helpingstudentsexplorebigideasthatmatter,• Globalcontexts,helpingstudentsunderstandtherelevanceandimportanceof

theirstudyforunderstandingtheircommonhumanityandsharedguardianshipoftheplanet.

TheMYPculminatesinanindependentlearningproject.Studentscompleteasignificantpieceofworkoveranextendedperiodoftime,encouragingthemtoconsolidatetheirlearningandreflectontheoutcomesoftheirwork.TheMYPcurriculumframeworkcompriseseightsubjectgroupsandacommoncore.



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B. Theeightsubjectgroups:TheMYPcurriculumframeworkcompriseseightsubjectgroups:

• Group1Languageandliterature• Group2LanguageacquisitionFrench(2levels)• Group3Individualsandsocieties• Group4Sciences• Group5Mathematics• Group6Arts• Group7Physicalandhealtheducation• Group8Design

ThisMYPprogrammeisproposedinEnglish

B.1LanguageandliteratureLanguageandliteraturecoursesdevelopskillsinsixareas:Listening,Speaking,Reading,Writing,ViewingandPresenting.

Whatisthesignificanceoflanguageandliterature?

AllIBprogrammesvaluelanguageascentraltothedevelopmentofcriticalthinking,whichisessentialforcultivatinginterculturalunderstandingandresponsiblemembershipinlocal,nationalandglobalcommunities.Languageisintegraltoexploringandsustainingpersonaldevelopmentandculturalidentity,andprovidesanintellectualframeworkthatsupportstheconstructionofconceptualunderstanding.AsMYPstudentsinteractwitharangeoftexts,theygenerateinsightintomoral,social,economic,political,culturalandenvironmentaldomains.Theycontinuallygrowintheirabilitiestoformopinions,makedecisions,andreasonethically—allkeyattributesofanIBlearner.

Howislanguageandliteraturestructured?

Schoolsarestronglyencouragedtoofferlanguageandliteraturecoursesinmultiplelanguagesandtosupportstudents’mothertongues.MYPlanguageandliteraturecoursesaredesignedto:

• Engageastudentinthestudyofmanyaspectsofthelanguageandliteratureofacommunitiesandtheircultures,

Offerastudyofawiderangeofliteraryandnon-literarytexttypes,writingstylesandtechniques,allowingstudentstocommentonthesignificanceofanypossiblecontexts,audiences,purpose,andtheuseoflinguisticandliterarydevices.



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B.2Languageacquisition.ThestudyofadditionallanguagesintheIBProgrammeprovidesstudentswiththeopportunitytodevelopinsightsintothefeatures,processesandcraftoflanguageandtheconceptofculture,andtorealizethattherearediversewaysofliving,viewingandbehavingintheworld.Learningtocommunicateinavarietyofwaysisfundamentaltostudents’identityaffirmation.Howislanguageacquisitionstructured?Inthissubjectgroup,teachingandlearningisorganizedintotwophases.Whenplanningthelanguageacquisitioncurriculum,teacherswillneedtodecidethemostsuitablephaseinwhichtoplaceindividualstudentsoragroupofstudents,asinformedbytheachievableexitpointforthestudentsandthelanguagelearningpathwaysavailabletothestudents.B.3Individualsandsocieties“Individualsandsocieties”incorporatesdisciplinestraditionallystudiedinthehumanities,aswellasdisciplinesinthesocialsciences.

Inthissubjectgroup,studentscollect,describeandanalysedatausedinstudiesofsocieties,testhypotheses,andlearnhowtointerpretcomplexinformation,includingoriginalsourcematerial.

Thisfocusonreal-worldexamples,researchandanalysisisanessentialaspectofthesubjectgroup.

Whatisthesignificanceofindividualsandsocieties?Thesubjectencourageslearnerstorespectandunderstandtheworldaroundthemandequipsthemwiththenecessaryskillstoinquireintohistorical,contemporary,geographical,political,social,economic,religious,technologicalandculturalfactorsthathaveanimpactonindividuals,societiesandenvironments.

Itencourageslearners,bothstudentsandteachers,toconsiderlocalandglobalcontexts.B.4SciencesMYPsciencesframeworkencouragesstudentstoinvestigateissuesthroughresearch,observationandexperimentation,workingindependentlyandcollaboratively.ThisSciencesgroupgathersBiology,ChemistryandPhysics.

Astheyinvestigaterealexamplesofscienceapplication,studentswilldiscoverthetensionsanddependenciesbetweenscienceandmorality,ethics,culture,economics,politics,andtheenvironment.



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Whatisthesignificanceofsciences?

Scientificinquiryfosterscriticalandcreativethinkingaboutresearchanddesign,aswellastheidentificationofassumptionsandalternativeexplanations.Throughsciences,studentswilllearntoappreciateandrespecttheideasofothers,gaingoodethical-reasoningskillsandfurtherdeveloptheirsenseofresponsibilityasmembersoflocalandglobalcommunities.

B.5MathematicsIntheInternationalBaccalaureate®(IB)Programme,Mathematicspromotesbothinquiryandapplication,helpingstudentstodevelopproblemsolvingtechniquesthattranscendthedisciplineandthatareusefulintheworldbeyondschool.

TheMYPMathematicsframeworkencompassesnumbers,algebra,geometryandtrigonometry,statisticsandprobability.Studentslearnhowtorepresentinformation,toexploreandmodelsituations,andtofindsolutionstofamiliarandunfamiliarproblems.Theseareskillsthatareusefulinawiderangeofarenas,includingsocialsciencesandthearts.

WhatisthesignificanceofMathematics?Mathematicsaimstoequipallstudentswiththeknowledge,understandingandintellectualcapabilitiestoaddressfurthercoursesinMathematics,aswellastopreparethosestudentswhowilluseMathematicsintheirstudies,workplacesandeverydaylife.

Mathematicsprovidesanimportantfoundationforthestudyofsciences,engineeringandtechnology,aswellasavarietyofapplicationinotherfields.HowisMathematicsstructured?

MYPMathematicscanbetailoredtotheneedsofstudents,seekingtointrigueandmotivatethemtowanttolearnitsprinciples.StudentsseeauthenticexamplesofhowMathematicsisusefulandrelevanttotheirlivesandbeencouragedtoapplyittonewsituations.ThetopicsandskillsintheframeworkforMathematicsareorganizedsothatstudentscanworkattwolevelsofchallenge:

• StandardMathematics,whichaimstogiveallstudentsasoundknowledgeofbasicmathematicalprincipleswhileallowingthemtodeveloptheskillsneededtomeettheobjectivesofMYPmathematics,

• ExtendedMathematics,inwhichthestandardmathematicsframeworksupplementedbyadditionaltopicsandskills,providinggreaterbreadthanddepth.



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B.6Arts:FilmIntheInternationalBaccalaureate®(IB)Programme,studentsdevelopthroughcreating,performingandpresentingArtsinwaysthatengageandconveyfeelings,experiencesandideas.Itisthroughthispracticethatstudentsacquirenewskillsandmasterthoseskillsdevelopedinpriorlearning.Studentshaveopportunitiestofunctionasartists,aswellaslearnersofthearts.

WhatisthesignificanceofArts?

Filmstimulatesyoungimaginations,challengesperceptionsanddevelopcreativeandanalyticalskills.InvolvementintheArtsencouragesstudentstounderstanditincontextandtheculturalhistoriesofartworks,supportingthedevelopmentofaninquiringandempatheticworldview.

B.7PhysicalandhealtheducationIntheInternationalBaccalaureate®(IB)Programme,physicalandhealtheducationempowersstudentstounderstandandappreciatethevalueofbeingphysicallyactiveandtodevelopthemotivationformakinghealthylifechoices.Physicalandhealtheducationfocusesonbothlearningaboutandlearningthroughphysicalactivity.Bothdimensionshelpstudentstodevelopapproachestolearning(ATL)skillsacrossthecurriculum.

Physicalandhealtheducationcoursesmustengagestudentsinphysicaleducationactivitiesforatleasthalfofthetotalteachingtimeallocatedtothesubjectgroup.

Whatisthesignificanceofphysicalandhealtheducation?Physicalandhealtheducationcoursesfosterthedevelopmentofknowledge,skillsandattitudesthatwillcontributetoastudent’sbalancedandhealthylifestyle.Throughopportunitiesforactivelearning,coursesinthissubjectgroupembodyandpromotetheholisticnatureofwell-being.

Throughphysicalandhealtheducation,studentscanlearntoappreciateandrespecttheideasofothers,anddevelopeffectivecollaborationandcommunicationskills.

Thissubjectareaalsooffersmanyopportunitiestobuildpositiveinterpersonalrelationshipsthatcanhelpstudentstodevelopasenseofsocialresponsibility.



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Thiscontentmightinclude:

• Physicalandhealth-relatedknowledge,suchascomponentsoffitness,trainingmethods,trainingprinciples,nutrition,lifestyle,biomechanics,exercisephysiology,issuesinsportandfirstaid,

• Aestheticmovementsuchasgymnastics,

• Teamsport,suchasfootball,rugby,handball,volley-ball;

• Individualsports,suchasgolf,athletics;• Internationalsportsandactivities,includingathletictraditionsandformsof

movementbeyondstudents’personalandculturalexperiences.

B.8DesignAspartoftheMiddleYearsProgramme(MYP),designchallengesallstudentsto:

• applypracticalandcreativethinkingskillstosolvedesignproblems• exploretheroleofdesigninbothhistoricalandcontemporarycontexts• considertheirresponsibilitieswhenmakingdesigndecisionsandtakingaction.

MYPdesignfocusesaholisticdesignprocessratherthanfinalproductsandsolutions.WhatisthesignificanceofdesignintheMYP?MYPusesthedesigncycleasawaytostructure

• inquiryandanalysisofdesignproblems• developmentandcreationoffeasiblesolutions• testingandevaluationofstudents’models,prototypes,productsorsystems.



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C.TheCommonCoreService:Thecommunityprojectfocusesoncommunityandservice,encouragingstudentstoexploretheirrightandresponsibilitytoimplementserviceasactioninthecommunity.Thecommunityprojectgivesstudentsanopportunitytodevelopawarenessofneedsinvariouscommunitiesandaddressthoseneedsthroughservicelearning.Asaconsolidationoflearning,thecommunityprojectengagesinasustained,in-depthinquiryleadingtoserviceasactioninthecommunity.Thecommunityprojectmaybecompletedindividuallyorbygroupsofamaximumofthreestudents.Theactivitypersonalprojectencouragesstudentstopractiseandstrengthentheirapproachestolearning(ATL)skills,toconsolidatepriorandsubject-specificlearning,andtodevelopanareaofpersonalinterest.Thepersonalprojectprovidesanexcellentopportunityforstudentstoproduceatrulypersonalandoftencreativeproduct/outcomeandtodemonstrateaconsolidationoftheirlearningintheMYP.Theprojectoffersmanyopportunitiesfordifferentiationoflearningandexpressionaccordingtostudents’individualneeds.Thepersonalnatureoftheprojectisimportant;theprojectshouldrevolvearoundachallengethatmotivatesandintereststheindividualstudent.Eachstudentdevelopsapersonalprojectindependently.D.MYPAssessment

Allthroughtheprogramme,teacherswillcarryouttwotypesofassessment:continuousassessmentonaweeklybasisandcriteria-basedevaluationsattheendofeachterm.

Fortheendoftermevaluations,4criteriaareusedwhichcorrespondtothedefinedobjectivesforeachsubjectgroup.Thereareamaximumof8pointsforeachcriterionwhichisrepresentedbythefollowinglevelgrades:limitedwork(1–2),correct(3–4),considerable(5–6)andexcellent(7–8).Eachlevelgradehasitsowndescription.Teachersmarkthestudents’workaccordingtotheleveldescriptions.

Regularassessmentandfeedbackplayanimportantrole:

• inordertohelpimprovebothstudents’andparents’understandingoftheassessmentcriteria;

• inthepreparationofthefinalIBDiplomaProgramme;

• andinthedevelopmentoftheMYPstudycurricular.



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Part3:TheIBDiplomaProgramme(1stand2ndYearIB)

A. GeneralInformationWhatdoestheDiplomaProgrammeconsistof?ResearchsuggeststhattherearenumerousadvantagestotakingtheIBDiplomaProgrammeratherthanothereducationalprogrammes.

TheIBProgrammeaimstoeducatepupilswhoalreadyhaveanexcellentgeneralknowledgeandwilladdresstheintellectual,social,emotionalandphysicalwell-beingofstudents.WhoistheDiplomaProgrammefor?

Itisforstudentsagedbetween16and19years,atschoolsthathavebeenauthorisedtoimplementtheprogramme.

StudentdevelopmentintheIBDiplomaProgrammeTheIBDiplomaprogrammeisbalancedandrigorous.IBWorldSchoolstudentsdevelopstrongacademic,socialandemotionalcharacteristics.Theyarealsolikelytoperformwellacademically–oftenbetterthanstudentsonotherprogrammes.AlltheIBprogrammes,includingtheIBdiplomaprogramme,stresstheimportanceoflearnerdevelopment,whichconformswiththequalitiespresentedintheIBlearnerprofile.

ThediplomaprogrammeismadeupofsixsubjectgroupsandaDPcommoncore.

TheCommonCore,whichismadeupofthreeparts,aimstobroadenthelearner’seducationalexperienceandtoencouragethemtoapplythisknowledgeandskilllater.Thankstothiscommoncoreofthediplomaprogramme,learnersthinkaboutthenatureofknowledge,carryoutindependentresearchandprojectworkwhichofteninvolvesomesortofcommunityservice.

• TheTheoryofKnowledge(TOK),helpslearnerstothinkaboutthenatureofknowledgeandexamineshowweknowwhatweclaimtoknow.

• TheDissertation,allowslearnerstocarryoutpersonalandindependentresearchendinginawrittendissertationof4000words.

• TheCreativity,Action,ServiceProgramme,whichallowslearnerstoaccomplishaprojectmadeupofthesethreeconcepts.



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TheSixSubjectGroups:

Group1:StudiesinLanguageandLiterature Group2:Languageacquisition Group3:IndividualsandSocieties Group4:Sciences Group5:Mathematics Group6:TheArts

• Differentsubjectsareofferedineachsubjectgroup.

TheteachinglanguagesinthediplomaprogrammeintheEPBIisEnglish.

ItcanbeaBilingualInternationalBaccalaureateifonesubjectfromgroup3orgroup4istakeninFrench.

B. TheCommonCoreB.1TheTheoryofKnowledgeTheTheoryofKnowledge(TOK)playsanimportantrolewithintheInternationalBaccalaureate®(IB)DiplomaProgrammegivinglearnersthechancetothinkaboutthenatureofknowledgeandexamineshowweknowwhatweclaimtoknow.TOKismandatoryforallstudents.ItisoneofthekeycomponentsofthecommoncoreintheIBDiplomaProgrammeandiscentraltotheeducationalphilosophyoftheDP.

HowisTOKStructures?

Asathoughtfulandpurposefulinquiryintodifferentwaysofknowing,andintodifferentkindsofknowledge,TOKiscomposedalmostentirelyofquestions.Themostcentraloftheseis"Howdoweknow?",whileotherquestionsinclude:

• Whatcountsasevidencefor…..? • Howdowejudgewhichisthebestmodelof…..? • Whatdoestheory…..meanintherealworld?

Throughdiscussionsoftheseandotherquestions,studentsgaingreaterawarenessoftheirpersonalandideologicalassumptions,aswellasdevelopinganappreciationofthediversityandrichnessofculturalperspectives.

TOKalsoprovidescoherenceforthestudent,bylinkingacademicsubjectareasaswellastranscendingthem.Itthereforedemonstratesthewaysinwhichthestudentcanapplytheirknowledgewithgreaterawarenessandcredibility.



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B.2TheExtendedEssayTheextendedessayisanindependent,self-directedpieceofresearch,finishingwitha4,000-wordpaper.OnecomponentoftheInternationalBaccalaureate®(IB)DiplomaProgramme(DP)core,theextendedessayismandatoryforallstudents.TheextendedessayisacompulsorycomponentoftheInternationalBaccalaureate®(IB)DiplomaProgramme.Whatisthesignificanceoftheextendedessay?Theextendedessayprovides:

• Practicalpreparationforundergraduateresearch, • Anopportunityforstudentstoinvestigateatopicofspecialinteresttothem,which

isalsorelatedtooneofthestudent'ssixDPsubjects. Throughtheresearchprocessfortheextendedessay,studentsdevelopskillsin:

• Formulatinganappropriateresearchquestion, • Engaginginapersonalexplorationofthetopic, • Communicatingideas, • Developinganargument.

Participationinthisprocessdevelopsthecapacitytoanalyse,synthesizeandevaluateknowledge. B.3Creativity,activity,service(CAS)Creativity,activity,service(CAS)isoneofthethreeessentialelementsthateverystudentmustcompleteaspartoftheDiplomaProgramme(DP).StudiedthroughouttheDiplomaProgramme,CASinvolvesstudentsinarangeofactivitiesalongsidetheiracademicstudies.

Itisnotformallyassessed.However,studentsreflectontheirCASexperiencesaspartoftheDP,andprovideevidenceofachievingtheeightlearningoutcomesforCAS.HowisCASStuctured?The three strands of CAS, which are often interwoven with particular activities, arecharacterisedasfollows:

• Creativity–arts,andotherexperiencesthatinvolvecreativethinking. • Activity– physical exertion contributing to a healthy lifestyle, complementing

academicworkelsewhereintheDP. • Service – an unpaid and voluntary exchange that has a learning benefit for the

student.Therights,dignityandautonomyofallthoseinvolvedarerespected.



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Inordertodemonstratetheseconcepts,studentsarerequiredtoundertakeaCASProject.Theprojectchallengesstudentstoshowinitiative,demonstrateperseveranceanddevelopskillssuchascollaboration,problem-solvinganddecision-making. InCAS,therearesevenlearningoutcomes:

• Identifyownstrengthsanddevelopareasforgrowth, • Demonstratethatchallengeshavebeenundertaken,developingnewskillsinthe

process, • DemonstratehowtoinitiateandplanaCASexperience, • ShowcommitmenttoandperseveranceinCASexperiences, • Demonstratetheskillsandrecognizethebenefitsofworkingcollaboratively, • Demonstrateengagementwithissuesofglobalsignificance, • Recognizeandconsidertheethicsofchoicesandactions.

C. TheChoiceofsubjectsintheDiplomaProgramme

LearnersontheDiplomaProgrammechooseonesubjectineachofthefirstfivesubjectgroupsandanextrasubjectwhichcaneitherbeArtsfromgroup6oranothersubjectfromgroups1to5.CertainsubjectswillbestudiedatHigherlevel(HL),whereasotherswillbeatStandardLevel(SL). HLandSLcoursesdifferinscopebutaremeasuredaccordingtothesamegradedescriptors.However,studentsatHLareexpectedtodemonstrateagreaterbodyofknowledge,understandingandskillsatthishigherlevel. Eachstudentmusttakeatleastthree(butnomorethanfour)subjectsathigherlevel,andtheremainingatstandardlevel. Standardlevelsubjectsrequire150teachinghourswhereasthehigherlevelarecomprisedof240hours.

InternationalBaccalaureatelanguageofinstruction:English

CommonCore:inEnglish Subjectgroup1:English Subjectgroup2:French,German. Subjectgroup3to5:EnglishSubjectgroup6:Englishoranothersubjectfromgroup1to4



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InternationalBaccalaureate:Bilingual

• Abilingualdiplomaisawardedtocandidateswhocompleteandreceiveagrade3orhigherintwolanguagesselectedfromtheDPcoursestudiesinlanguageandliterature.

• Studentswhogainagrade3orhigherinstudiesinlanguageandliteratureandagrade3or higher in an individuals and societies or science subject, completed in a differentlanguage,willalsoreceivethebilingualdiploma.

C.1:1stYearDPIBEnglish C.2:1stYearDPIBEnglishinFrench

Group1Literature Group1Literature• English• French

• English• French

Group2LanguageAcquisition Group2LanguageAcquisition• French• English• German

• French• English• German

Group3*IndividualsandSocieties Group3IndividualsandSocieties• History• BusinessManagement

• HistoryinFrench• HistoiryinEnglish• BusinessManagementin

EnglishGroup4*Sciences Group4Sciences

• Chemistry• Biology

• ChemistryinFrench• ChemistryinEnglish• BiologyinEnglish

Group5*Mathématics Group5Mathématics• MathematicsStudies• Mathematics

• MathematicsStudiesMathématics

Group6Arts Group6Arts

• Film

• Film

(*)Group3to6inEnglish



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D. ThesixsubjectgroupsD.1Group1:LiteratureThelanguageAliteraturecourseintroducesstudentstotheanalysisofliterarytexts.ItisthecoursethroughwhichtheIB’spolicyofmother-tongueentitlementisdelivered.Thecourseisautomaticallyavailablein55languagesandavailablebyspecialrequestandmaybestudiedinanylanguagewithasufficientlydevelopedwrittenliterature.

Thecourseisorganizedintofourparts,eachfocussedonagroupofliteraryworks.Together,thefourpartsofthecourseadduptoacomprehensiveexplorationofliteraturefromavarietyofcultures,genresandperiods.Studentslearntoappreciatetheartistryofliterature,anddeveloptheabilitytoreflectcriticallyontheirreading,presentingliteraryanalysispowerfullythroughbothoralandwrittencommunication.

Studentsstudy13worksathigherleveland10worksatstandardlevelfromarepresentativeselectionofgenres,periodsandplaces.Part1:Worksintranslation(Numberofworksstudied:TwoatSLandthreeatHL).

Part2:DetailedStudy(Numberofworksstudied:TwoatSL,threeatHL).Part3:Literarygenres(Numberofworksstudied:ThreeatSL,fouratHL).

Part4:options(Numberofworksstudied:ThreeatSL,threeatHL).Worksarefreelychosenbytheteacher.Througheachcourse,studentsareabletodevelop:

• Apersonalappreciationoflanguageandliterature, • Skillsinliterarycriticismusingarangeoftextsfromdifferentperiods,

stylesand genres, • Anunderstandingoftheformal,stylisticandaestheticqualitiesoftexts, • Strongpowersofexpression,bothwrittenandoral, • Anappreciationofculturaldifferencesinperspective anunderstanding

ofhowlanguagechallengesandsustainswaysofthinking. D.2Group2:LanguageAcquisitionItisarequirementoftheprogrammethatstudentsstudyatleastonesubjectfromgroup2. TheLanguageBcourseisaimedatstudentswhoalreadyhaveacertainlevelinaforeignlanguage.ThisforeignlanguagecanbestudiedatHigherLevel(HL)oratStandardLevel(SL). Themainemphasisofthemodernlanguagecoursesisontheacquisitionanduseoflanguageinarangeofcontextsandfordifferentpurposeswhile,atthesametime,promotinganunderstandingofanotherculturethroughthestudyofitslanguage.



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Higherandstandardlevelsaredifferentiatedbytherecommendedteachinghours,thedepthofsyllabuscoverage,therequiredstudyorliteratureatHL,andthelevelofdifficultyandrequirementsoftheassessmenttasksandcriteria. Thecore—withtopicscommontobothlevels—isdividedintothreeareasandisarequiredareaofstudy:Communicationandmedia,GlobalissuesandSocialrelationships. Inaddition,atbothSLandHL,teachersselecttwofromthefollowingfiveoptions:Culturaldiversity,Customsandtraditions,Health,LeisureandScienceandtechnology. LanguagesBproposedbyEPBI:English,FrenchandGerman. D.3Group3:IndividualsandSocietiesStudentsarerequiredtochooseonesubjectfromeachofthesixacademicareas,includingonefromIndividualsandSocieties.Theycanchooseasecondsubjectfromeachacademicareaexceptthearts. Subjectsavailableare:

• BusinessManagementinEnglish, • HistoryinEnglishorFrench.

Studyinganyoneofthesesubjectsprovidesforthedevelopmentofacriticalappreciationof:

• Humanexperienceandbehaviour • Thevarietiesofphysical,economicandsocialenvironmentsthatpeopleinhabit • Thehistoryofsocialandculturalinstitutions.

Inaddition,eachsubjectisdesignedtofosterinstudentsthecapacitytoidentify,toanalysecriticallyandtoevaluatetheories,conceptsandargumentsrelatingtothenatureandactivitiesofindividualsandsocieties.

BusinessManagement

Thebusinessmanagementcourseisdesignedtodevelopstudents’knowledgeandunderstandingofbusinessmanagementtheories,aswellastheirabilitytoapplyarangeoftoolsandtechniques.Studentslearntoanalyse,discussandevaluatebusinessactivitiesatlocal,nationalandinternationallevels.Thecoursecoversarangeoforganisationsfromallsectors,aswellasthesocio-culturalandeconomiccontextsinwhichthoseorganisationsoperate.Thecoursecoversthekeycharacteristicsofbusinessorganisationandenvironmentandthebusinessfunctionsofhumanresourcemanagement,financeandaccounts,marketingandoperationsmanagement.



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Throughtheexplorationofsixunderpinningconcepts(change,culture,ethics,globalisation,innovationandstrategy),thecourseallowsstudentstodevelopaholisticunderstandingoftoday’scomplexanddynamicbusinessenvironment.Theconceptuallearningisfirmlyanchoredinbusinessmanagementtheories,toolsandtechniquesandplacedinthecontextofrealworldexamplesandcasestudies.ThecurriculummodelforDiplomaProgrammebusinessmanagementisacorecurriculumforHLandSLconsistingoffiveobligatoryunitswithcommoncontentandlearningoutcomes.Inadditiontothecore,HLstudentsareexpectedtocompleteextensionareasofstudyinallfiveunits,addingdepthandbreadthtothecourse.Unit1:Businessorganizationandenvironment

Unit2:Humanresourcemanagement

Unit3:Financeandaccounts

Unit4:MarketingUnit5:Operationsmanagement

HistoryHistoryismorethanthestudyofthepast.Itistheprocessofrecording,reconstructingandinterpretingthepastthroughtheinvestigationofavarietyofsources.Itisadisciplinethatgivespeopleanunderstandingofthemselvesandothersinrelationtotheworld,bothpastandpresent.TheDiplomaProgrammehistorycourseaimstopromoteanunderstandingofhistoryasadiscipline,includingthenatureanddiversityofitssources,methodsandinterpretations.Italsohelpsstudentstogainabetterunderstandingofthepresentthroughcriticalreflectionuponthepast.TheIBDiplomaHistorycourseprovidesbothstructureandflexibility,fosteringanunderstandingofmajorhistoricaleventsinaglobalcontext.Itrequiresstudentstomakecomparisonsbetweensimilaranddissimilarsolutionstocommonhumansituations,whethertheybepolitical,economicorsocial.Itinvitescomparisonsbetween,butnotjudgmentsof,differentcultures,politicalsystemsandnationaltraditions.Italsorequiresthedevelopmentofcriticalthinkingandunderstandingofthemultipleinterpretationsofhistory.HistoryisavailableatbothStandardLevel(SL)andHigherLevel(HL)asstudentsfollowthesamecommoncoresubjectsonworldhistory.AtHLstudentsselectfromarangeofoptionalsyllabusesthatcoverawidertimespanencouragingin-depthstudy.IfthenumberofnecessarystudyskillsdevelopedinHistoryatbothHLandSLaresimilar,thenthedifferenceisinthenumberofrecommendedteachinghoursateachlevelshowingstricterrequirementsandin-depthstudyatHL.



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D.4Group4:SciencesTwosubjectsareavailableinthisgroup:BiologyandChemistry.

Thesetwosubjectsmaybestudiedathigherleveloratstandardlevel.Studentsstudyconcepts,theories,modelsandtechniqueswhichunderlieeachsubjectandthereforedeepentheirunderstandingofscientificmethodology.Thecompulsoryprojectencouragesstudentstoappreciatetheenvironmental,socialandethicalimplicationsofscience.

Thegroup4projectallowsstudentstoappreciatetheenvironmental,socialandethicalimplicationsofscienceandtechnology.Itmayalsoallowthemtounderstandthelimitationsofscientificstudy,forexample,theshortageofappropriatedataand/orthelackofresources.Theemphasisisoninterdisciplinarycooperationandtheprocessesinvolvedinscientificinvestigation,ratherthantheproductsofsuchinvestigation.

Practicalworkisavitalandintegralpartofgroup4sciencecourses,providingstudentswithexperienceofinvestigativeandexperimentalactivitieswithinandoutsidetheclassroom.Itenablesthemtodevelopawiderangeofskillssuchasinvestigation,design,manipulativeskills,dataprocessingandanalysis,evaluation,teamworkandcommunication.Theopportunitytoundertakeinvestigationsandhands-onexperimentationallowsthemtoengageinmanyoftheprocessesencounteredbyscientists,andtoappreciatethenatureofscientificthoughtandinvestigation.

BiologyBiologistsinvestigatethelivingworldatalllevelsusingmanydifferentapproachesandtechniques.

Atoneendofthescaleisthecell,itsmolecularconstructionandcomplexmetabolicreactions.Attheotherendofthescalebiologistsinvestigatetheinteractionsthatmakewholeecosystemsfunction.Manydiscoveriesremaintobemadeandgreatprogressisexpectedinthe21stcentury.

CommonCore:Cellbiology,Molecularbiology,Genetics,Ecology,Evolutionandbiodiversity,Humanphysiology.

Additionaltopichigherlevel:Nucleicacids,Metabolism,cellrespirationandphotosynthesis,Plantbiology,GeneticsandevolutionandAnimalphysiology.

Option:Neurobiologyandbehaviour

ChemistryChemistryisanexperimentalsciencethatcombinesacademicstudywiththeacquisitionofpracticalandinvestigationalskills.Itisoftencalledthecentralscienceaschemicalprinciplesunderpinboththephysicalenvironmentinwhichweliveandallbiologicalsystems.Apartfrombeingasubjectworthyofstudyinitsownright,chemistryisoftenaprerequisiteformanyothercoursesinhighereducation,suchasmedicine,biologicalscienceandenvironmentalscience.



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CommonCore(SLandHL)

• Stoichiometricrelationships

• AtomicStructure

• Periodicity

• Chemicalbondingandstructure

• Energeticsandthermochemistry

• ChemicalKinetics

• Equilibrium

• Acidsandbases

• Redoxprocesses

• Organicchemistry

• Measurementanddataprocessing

Studentsdoinghighlevelwillalsohavetostudy,foreachtopics,acomplement.

Option:MedicinalChemistry

D.5Group5:MathematicsItisarequirementoftheprogrammethatstudentsstudyatleastonecourseinMathematics. ThreecoursesinMathematicsareavailable:MathematicsatSLandHLinEnglishandFrench. Thesethreecoursesservetoaccommodatetherangeofneeds,interestsandabilitiesofstudents,andtofulfiltherequirementsofvariousuniversityandcareeraspirations.

Theaimsofthesecoursesaretoenablestudentsto:

• Developmathematicalknowledge,conceptsandprinciples; • Developlogical,criticalandcreativethinking; Employandrefinetheirpowersofabstractionandgeneralisation. StudentsarealsoencouragedtoappreciatetheinternationaldimensionsofMathematicsandthemultiplicityofitsculturalandhistoricalperspectives.



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MathematicalstudiesSL—coursedetailsThecoursesyllabusfocusesonimportantmathematicaltopicsthatareinterconnected.Thesyllabusisorganizedandstructuredwiththefollowingtenetsinmind:placingmoreemphasisonstudentunderstandingoffundamentalconceptsthanonsymbolicmanipulationandcomplexmanipulativeskills;givinggreateremphasistodevelopingstudents’mathematicalreasoningratherthanperformingroutineoperations;solvingmathematicalproblemsembeddedinawiderangeofcontexts;usingthecalculatoreffectively.

Thecourseincludesprojectwork,afeatureuniquetomathematicalstudiesSLwithingroup5.Eachstudentcompletesaproject,basedontheirownresearch;thisisguidedandsupervisedbytheteacher.Theprojectprovidesanopportunityforstudentstocarryoutamathematicalstudyoftheirchoiceusingtheirownexperience,knowledgeandskillsacquiredduringthecourse.ThisprocessallowsstudentstotakesoleresponsibilityforapartoftheirstudiesinMathematics.ThestudentsmostlikelytoselectthiscoursearethosewhosemaininterestslieoutsidethefieldofMathematics,andformanystudentsthiscoursewillbetheirfinalexperienceofbeingtaughtformalMathematics.Allpartsofthesyllabushavethereforebeencarefullyselectedtoensurethatanapproachstartingfromfirstprinciplescanbeused.Asaconsequence,studentscanusetheirowninherent,logicalthinkingskillsanddonotneedtorelyonstandardalgorithmsandrememberedformulae.StudentslikelytoneedMathematicsfortheachievementoffurtherqualificationsshouldbeadvisedtoconsideranalternativemathematicscourse.

DetaileddescriptionofMathematicsSLCourseThiscoursecatersforstudentswhoalreadypossessknowledgeofbasicmathematicalconcepts,andwhoareequippedwiththeskillsneededtoapplysimplemathematicaltechniquescorrectly.ThiscoursedoesnotinsistonthemathematicalrigourrequiredontheHLMathematicscourse.

Studentsshouldwhereverpossibleapplythemathematicalknowledgetheyhaveacquiredtosolverealisticproblemssetinanappropriatecontext.Thecoursefocusesonintroducingimportantmathematicalconceptsthroughthedevelopmentofmathematicaltechniques.Theintentionistointroducestudentstotheseconceptsinacomprehensibleandcoherentway,ratherthaninsistingonmathematicalrigour.

Theportfolioalsoallowsstudentstoworkwithoutthetimeconstraintsofawrittenexaminationandtodeveloptheskillstheyneedforcommunicatingmathematicalideas.

ThiscoursedoesnothavethedepthfoundinthemathematicsHLcourse.StudentswishingtostudysubjectswithahighdegreeofmathematicalcontentshouldthereforeoptforthemathematicsHLcourseratherthanamathematicsSLcourse.



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DetaileddescriptionofMathematicsHLCourse

MathematicsHLisachallengingcoursethatprovidesstudentswithin-depthknowledgeofthesubjectarea.Mathematicalconceptsaredevelopedinacomprehensible,coherentandrigorousway.Developmentofeachtopicwillfeaturejustificationandproofofresults.Studentsembarkingonthiscourseshouldexpecttodevelopinsightintomathematicalformandstructure,andshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsindifferenttopicareas.IBMathematicsHLisacourseforstudentswithagoodbackgroundinMathematicsandstronganalyticalandtechnicalskills.ThecourseisalsoforstudentswhohaveastronginterestinMathematicsandenjoymeetingitschallenges.TheMathematicsHLcourseincludesthestudyofsevencoretopicsandoneoptiontopic,aswellasthecreationofastudentportfolio.ThePortfoliorequiresstudentstocompletetwopiecesofworkfocusingupondifferentareasofthesyllabus,andfeaturingmathematicalinvestigationaswellasmathematicalmodelling.

ThisdemandingcourseisintendedforstudentswithastrongbackgroundinMathematicsandcompetenceinarangeofanalyticalandtechnicalskills.

D.6Group6:Arts:FilmFilmisbothapowerfulcommunicationmediumandanartform. Thecreation,presentationandstudyoffilmrequirescourage,passionandcuriosity:

• Couragetocreateindividuallyandaspartofateam,toexploreideasthroughactionandharnesstheimagination,andtoexperiment;

• Passiontocommunicateandtoactcommunally,andtoresearchandformulateideaseloquently;

Curiosityaboutselfandothersandtheworld,aboutdifferenttraditions,techniquesandknowledge,aboutthepastandthefuture,andaboutthelimitlesspossibilitiesofhumanexpressionthroughtheartform.

AtthecoreoftheIBfilmcourseliesaconcernwithclarityofunderstanding,criticalthinking,reflectiveanalysis,effectiveinvolvementandimaginativesynthesisthatisachievedthroughpracticalengagementintheartandcraftoffilm. Althoughthestandardlevel(SL)andhigherlevel(HL)syllabusoutlinesshareelements,thereisacleardistinctionbetweenboththeexplicitandimplicitdemandsattheselevels.

Throughavarietyofteachingapproaches,includingtheconstructionanddeconstructionoffilmtexts,allstudents,whetherSLorHL,areencouragedtodeveloptheircreativeandcriticalabilitiesandtoenhancetheirappreciationandenjoymentoffilm.



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ThedifferencesbetweenSLandHLarebothquantitativeandqualitative.ThenatureofthecourseenablesHLstudentstodevelopcreativeskills,theoreticalunderstandingandtextualanalysismorefully.

AnHLstudentshoulddisplayacontinuousresolveofpersonalchallengeandasustainedengagementwiththeideas,practicesandconceptsencounteredwithinthecourseovertheextendedlearningtimeavailable.AnHLstudenthasextratimefortheseencounters,extratimetoreflectandtorecordevidenceofgrowth.Itisunderstoodthatensuingdevelopmentsmaybeonlypartiallyevidentwithintheframeworkoftheassessmentprocess.

E. AssessmentandExams

TheInternationalBaccalaureate®(IB)assessesstudentworkasdirectevidenceofachievementagainstthestatedgoalsoftheDiplomaProgramme(DP)courses.

DPassessmentproceduresmeasuretheextenttowhichstudentshavemasteredadvancedacademicskillsinfulfillingthesegoals,forexample:

• Analysingandpresentinginformation,

• Evaluatingandconstructingarguments,

• Solvingproblemscreatively.

Basicskillsarealsoassessed,including:

• Retainingknowledge,

• Understandingkeyconcepts,

• Applyingstandardmethods.

Inadditiontoacademicskills,DPassessmentencouragesaninternationaloutlookandinterculturalskills,whereverappropriate.Studentresultsaredeterminedbyperformanceagainstsetstandards,notbyeachstudent'spositionintheoverallrankorder.

TheIBusesbothexternalandinternalassessmentintheDP.



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E.1ExternalassessmentExaminationsformthebasisoftheassessmentformostcourses.Thisisbecauseoftheirhighlevelsofobjectivityandreliability. Theyinclude:

• Essays, • Structuredproblems, • Short-responsequestions, • Data-responsequestions, • Text-responsequestions, • Case-studyquestions, • Multiple-choicequestions–thoughthesearerarelyused.

E.2Internalassessment

Thisincludes:

• Teacherassessmentisalsousedformostcourses.

• OralworkinLanguages,

• FieldworkinGeography,

• LaboratoryworkintheSciences,

• InvestigationsinMathematics,

• Artisticperformances.

E.3HowistheDiplomaProgrammescored?Assessmentcriteria.EvaluationintheIBsystemisbasedonAssessmentCriteria.

Marksareawardedforobjectiveattainmentordegreeofproximityinrelationtoasetofcriteria. Theobjectivesareclearlyidentifiedandwrittenforeverytypeofassessment.Astudent’sperformanceisassessedaccordingtoafixedobjective.Theassessmentindicatestowhatdegreethestudenthasreachedthisobjective.



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ThefinalassessmentintheIBdiplomaProgramme.IntheDP,studentsreceivegradesrangingfrom7to1,with7beinghighest.StudentsreceiveagradeforeachDPcourseattempted.Astudent’sfinalDiplomaresultscoreismadeupofthecombinedscoresforeachsubject.Thediplomaisawardedtostudentswhogainatleast24points,subjecttocertainminimumlevelsofperformanceincludingsuccessfulcompletionofthethreeessentialelementsoftheDPcore.

Thetheoryofknowledge(TOK)andextendedessay(EE)componentsareawardedindividualgradesand,collectively,cancontributeupto3additionalpointstowardstheoverallDiplomascore.Creativity,Action,Service–theremainingelementintheDPcore–doesnotcontributetothepointstotalbutauthenticatedparticipationisarequirementfortheawardofthediploma.

Higherlevelandstandardlevelcourses.

TheIBawardsthesamenumberofpointsforhigherlevel(HL)andstandardlevel(SL)courses,reflectingtheIB’sbeliefintheimportanceofachievementacrossabroadrangeofacademicdisciplines.HLandSLcoursesdifferinscopebutareassessedagainstthesamegradedescriptors,withHLcandidatesexpectedtodemonstratethevariouselementsofthegradedescriptorsacrossagreaterbodyofknowledge,understandingandskills.FinalassessmentintheIBDiplomaProgrammeisbothformativeandsummative

• Eachcourseinthe6subjectgroupsismarkedoutof7points. • TheextendedessayandtheTOKhaveatotalscoreof3points. • TheCASpartmustbevalidatedtoo. 6courses×7pts=42ptsExtendedessayandTOK=3ptsMaximumscore:45pts

NotethattheminimumpassmarkinordertoobtaintheIBDiplomais:24/45pts(undercertainconditions) EachcourseisassessmentinternallybyourteachersandthenmoderatedexternallybyIBexaminers.



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Assessmentgroup1 :StudiesinLanguageandLiterarureSLandHL.

• internalassessment :30%• externalassessment :70%

Assessmentgroup2 :LanguageacquisitionSLandHL.• internalassessment :30%• externalassessment :70%

Assessmentgroup3 :IndividualsandSocietes History :

• internalassessment :25%SLand20%HL• externalassessment :75%SLet80%HL

BusinessManagment SLandHL:

• internalassessment :25%• externalassessment:75%

Assessmentgroup4 :SciencesSLandHL.• internalassessment :20%• externalassessment :80%

Assessmentgroup5 :MathematicsSLandHL.• internalassessment :20%• externalassessment:80%

Assessmentgroup6 :TheArtsSLandHL.• internalassessment:50%• externalassessment :50%

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