KS5_Curriculum_Handbook

CURRICULUMTHE BRITISH INTERNATIONAL SCHOOL

PUXI SECONDARY CAMPUS

International Baccalaureate

The British International SchoolShanghai, China 5KS

2 IB CURRICULUM • 2008 / 2009

IB CURRICULUM • 2008 / 2009 3

A MUSICAL GALA allows pupils to play for parents and peers alike, displaying a range of skills and giving others

the opportunity to appreciate the beauty of music and what can be achieved given dedication and commitment.

CURRICULUMKEY STAGE FIVE

5MISSION STATEMENT

To provide a high-quality British education in an international context.

Our commitment at BISS Puxi is to create and maintain a safe, happy and child-centred environment in which children are inspired to become purposeful life-long learners.

We provide an education, based upon the English National Curriculum, in an international context for pupils with a wide range of abilities; where all pupils are supported in reaching their highest level of personal achievement through good learning habits, self-discipline and a strong sense of responsibility; with a strong emphasis upon the importance of kindness, courtesy, and consideration for others; where recognition is given for hard work and commitment in all areas

of school life; where all pupils are encouraged, through a broad curriculum, to develop their individual strengths and interests, as well as the skills and enthusiasm for life-long, independent learning; where the school makes a positive contribution to the local community; with a learning

environment that promotes a knowledge and understanding of diverse cultural backgrounds, belief systems and global issues.

Our aim is that upon leaving BISS Puxi pupils are confident, well-rounded individuals who are well prepared for the next stage of their education and their role in a challenging, demanding and

rapidly changing world.


THEKEY STAGE FIVECURRICULUM

The school offers a stimulating and supportive setting, defined by its sound

balance of academic excellence and opportunities for personal development.

This is achieved through our highly proficient delivery of the English National

Curriculum.

We foster a learning environment in which respect for the individual, as well

as diverse cultural backgrounds and belief systems, are of equal importance.

In addition to this social awareness, we aim to engender in our students

a broad understanding of global issues; ultimately, both will be vital in

establishing a fairer and more peaceful world.

THE BRITISH INTERNATIONAL SCHOOL, SHANGHAI SEEKS TO PREPARE ITS

STUDENTS TO PLAY THEIR PART AS RESPONSIBLE CITIZENS IN AN INCREASINGLY

CHALLENGING AND RAPIDLY CHANGING WORLD.

Building a brighter and better future for young pupils in

Opposite page: Creativity, Action, Service - IB pupils participate in a charity event at a local Chinese school, a sports day to raise money for disabled children.


The International Baccalaureate (IB) is widely regarded as the best pre-university course that isoffered anywhere in the world. No other qualification is recognised by so many institutions in differentcountries and no other programme prepares the student better for tertiary education and the world ofwork.

The purpose of this booklet is to make the reader aware of the different components of the IB systemand the various choices confronting the student as they decide which courses to select.

The British International School, Shanghai is proud to offer a wide selection of subject choices whichshould allow any prospective student to find a programme which will allow them to progress to thenext stage of their education or career. With the highest quality classroom teaching, top facilities andthe determination to give every student every possible help in achieving their goals, the structure is inplace to allow every pupil to achieve success.

Of course, success also requires hard work from the student. With 6 subjects, an Extended Essay,Theory of Knowledge and the ‘Creativity, Action and Service’ programme, the IB Diploma is highlydemanding. This is exactly why universities around the world hold IB Diploma graduates in such highregard.

With this fantastic opportunity to build a strong foundation for a successful future, I would encourageevery student to be highly motivated, well organised and to enjoy participating in such a varied andinteresting course.

Andrew JoyIBDP Coordinator

AN INTRODUCTION FOR PARENTS


The IB Diploma (IBDP) is a comprehensive, two-year course and a rigorous academic programme. Itis designed as a pre-university programme for students aged 16 to 19 year olds. It is unique in that it isbased on no particular national education system, but is a deliberate balance between breadth and thespecialisation which is required by some country’s national systems.

There are a wide range of courses designed to meet the interests and requirements of differentstudents. The IBDP includes the Creativity, Action and Service (CAS) programme, the Extended Essayand the Theory of Knowledge (TOK) course. Together, these offer IBDP students experiences andskills they will not find in other programmes.

The IBDP encourages international-mindedness. That is, an understanding of global issues and aconcern for others in our community and the broader world. The IBO believes that students must alsodevelop an understanding of their own cultural and national identity. Thus, all IBDP students study twolanguages. Through the IBDP students develop the skills to live and work in an international contextwhich is essential for life in the 21st century. It provides a balanced education for the ‘whole’ studentand provides excellent preparation for both university and adult life.

Universities prefer IBDP students because the IBDP curriculum develops a balanced variety of skills.IBDP graduates, with the range of subjects they have studied, have a greater choice of undergraduateprogrammes. Employers, too, are increasingly looking for flexibility and adaptability, this is somethingall IB students are able to offer.

Further information can be found at the IBO Website http://www.ibo.org

WHAT IS THE IB DIPLOMA PROGRAMME


Students taking the full IB Diploma Programme choose six subjects, one from each of the six subject groups.

Three subjects are studied at Higher Level and three are studied at Standard Level.

All students also:

Take the Theory of Knowledge, or TOK course• Complete 150 hours of CAS (Creativity, Action and Service) activities and at least 50 hours in • each componentWrite a 4,000 word Extended Essay on a topic of their choice, under the guidance of a • teacher-supervisor.

The IBDP Hexagon, below, is a model for the programme:

Diploma ProgrammeGroup 1

Language A1

Group 2Second language

Group 4Experimental

Sciences

Group 3Individuals and Societies

Group 5Mathematics and Computer Science

Group 6The Arts

Extended essay

Theory of Knowledge

Creativity, Action, Service

THE IB DIPLOMA PROGRAMME CURRICULUM


Below is a summary of the subject choices offered at BISS Puxi. One subject should be chosen fromeach group.

OPTION CHOICE SETNB: You can not choose the same language twice Choose 6Choose 1 from each group Notes 3 SL 3 HLGroup 1 English A1

1st Language optionsMandarin A1

Group 2 Mandarin A2 2nd Language

French BAdditional languages available for those with 2 - 5 years experience

English B

German B

Mandarin B

French ab initio Beginners languages: SL onlyMandarin ab initio

Group 3 Business & Management

Information Technology in a Global Society

Geography

History

Group 4 Physics

Chemistry

Biology

Environmental Sciences

Group 5 Mathematics HL Higher level only

Mathematics SL SL only intermediate

Mathematical Studies SL only practical

Group 6 Visual Art

Music

Film Studies

Business & Management As Group 3

Chemistry As Group 4

Not all possible combinations of subjects can be guaranteed each year, due to student demands andtimetabling constraints.

THE IBDP SUBJECTS OFFERED AT BISS


The majority of students who enrol at our Admissions Office will be given the opportunity to completethe IB Diploma Programme. In the case of doubt, where it is felt the IB Programme may not be best forthe student, the decision will be passed on to a senior Member of Staff, usually the IB Coordinator. Aswith all disputes, the Principal is the concluding arbiter and that decision will be final and binding for allparties concerned.

Second language English students

Competence in the English language is a pre-requisite and you may be tested with an examinationbefore we accept your application.

Subject Selection

Students are free to choose any of the 6 subjects from the choices we provide. In the unlikely eventof a course not being available due to low numbers you will be informed during the first week of term.Please understand that should this happen, it is done in the best interests of teaching and learning.Also during that first week, students will be interviewed by the IB Coordinator and no student will bepermitted to any class in the following week without their Subject Sheet being signed off. Additionally,some students may be eligible for an IB Bi-Lingual Diploma and will be informed of such at thisinterview.

It is expected that students will not change the subjects that are selected at the start of the course.However, in extreme

ADMISSIONS & COURSE SELECTION


One of our duties as a school is to help students learn how to properly acknowledge sources and toreference their work.

The Secondary School’s Academic Honesty Policy is of particular importance to IB students. It explainsthe concepts of intellectual copyright and the methods students should use to ensure they correctlycite the sources of information they have used in their work. The policy also outlines the consequencesfor students who fail to follow the regulations. All IBDP students will be issued with a copy of the fullAcademic Honesty Policy document at the beginning of the course and all students, parents as well,as academic staff, must be completely familiar with the policy.

IB Students are expected to set an example to students throughout the school. This means that theirconduct should be beyond reproach and all BISS Puxi School Rules apply.

At the beginning of each academic year, all IB Students will sign a Student Conduct Agreement wherewe acknowledge students have a right to learn in the best possible manner we can provide. In turn,they will acknowledge that those rights come with responsibility: namely, the kind of behaviour weexpect.

ACADEMIC HONESTY & STUDENT CONDUCT


The IB Dress Code gives students particular freedom with regard to their dress. Instead of school uniform, students are permitted as dress in a similar manner to adults in a professional business environment i.e. to wear what may be termed ‘professional business dress’.

Boys: a hard-collared shirt with tie, with a black, navy or dark grey/pin-striped suit

Girls: a blouse with a black, navy or dark grey/pin-striped suit (skirt suit or trouser suit).

NB A suit means that the jacket and skirt/trousers must be identical in colour and fabric.

For clarification, the following rules apply:

Shoes should be formal and suitable for a professional business environment e.g. no sandals, • winter boots, high heels or bright colours Colours and fabric patterns are to be conservative enough to be suitable for a professional • business environmentNo bare shoulders, thighs or stomachs are to be on display• No denim• No logos or slogans • No sports clothing, unless participating in sports activities• No outdoor items e.g. scarves or coats• No item of clothing which might be described as casual• Jewelry and makeup may be worn, provided that both are discrete and suitable for a • professional business environment No dying of hair to unnatural colours e.g. red, blue, purple• No facial hair: students should be clean shaven•

Students are expected to approach the dress code in a mature manner and to dress within the limitations of the code at all times. As is the case with all issues to do with student dress, the Head of Secondary holds final judgement over whether a particular item is suitable or not. A series of sanctions exists for students who repeatedly do not comply with the above dress code, although it is hoped that IB students are sufficiently mature for these measures not to have to be used.

DRESS CODE


University Recognition

Universities in over 100 countries recognise the IB Diploma and it will allow entrance to the mostcompetitive universities around the world. The University Admission Authorities recognise theacademic rigour of the IBDP, and value the “extra” parts of the Diploma, such as TOK, CAS and theExtended Essay.

In the United Kingdom it is accepted by virtually all universities as an alternative to A Levels. Details ofthe number of Diploma points required on each course can be found on the UCAS website, www.ucas.com.

In the United States recognition of the IB Diploma is growing and many institutions will award studentsfirst year credit for success on IB courses. Some students may need to sit SATs in addition to theirDiploma. Further information on US recognition of the IB Diploma can be found on the IB website athttp://www.ibo.org/ibna/ibnarecognition/recognitionpolicy/

For admission to Korean universities, the IB website states that ‘Korean IB Diploma students whohave lived abroad for at least three years with their parents and have completed their high schoolcurriculum abroad are encouraged to apply for early admission to university in July and/or Septemberwithout having to take the national entrance exam. Their IB Diploma results will form part of theadmissions process, which will usually also include an interview.’

IB Certificates

IB Certificates for individual courses are recognized by universities around the world• IB Certificates students may enter ‘foundation’ courses in UK universities and can enter many • Canadian and American universitiesAll IB Courses are considered ‘Honours courses’ by the American universities.•

There is a University Counsellor in the school to assist and advise students with regard to their furthereducation options. Prior to admission, students should research the admission requirements of theuniversities (and/or countries) they intend to apply to, as this may affect their subject choices. Studentswill be given general guidance about different types of universities in different countries. A number ofrepresentatives from universities (particularly US and British Universities) may come to school to talkto interested students and Universities/College Fairs taking place in Shanghai will be advertised inschool. Additionally, students and their parents are expected to research their university options verythoroughly and begin this process early on.

Please note: it is not the school’s responsibility to find a suitable college or university place. We,together with our University Counsellor, will advise and assist parents and students

UNIVERSITY AND BEYOND


Creativity, Action and Service, or CAS, is a core component of the IBDP. The philosophy of the IBDP is to seek to develop all areas of a student’s potential, to educate the whole person and to encourage each individual student to develop their diverse talents. The CAS programme acknowledges the world outside academic studies and takes seriously the need for students to become involved in sports, theatre productions, artistic pursuits, community service work and other spheres apart from the academic. CAS provides opportunities for students to take part in and organise non-academic activities, often outside school. It also develops awareness, concern, and the ability to cooperate with others.

The CAS programme is overseen by the CAS Coordinator. One session each week is devoted to CAS on the timetable. This is time for students to plan and organise activities. Over the two years of the IB programme, students must devote at least 150 hours to CAS activities. Students must divide their activities equally between the three elements; Creativity, Action and Service. At BISS, students are required to complete at least 90 hours of CAS activities in Year 12, with the remaining 60 hours to be completed in Year 13 by the March 1st deadline.

All students will be given a CAS Diary/Record Book. This is used by students to record and reflect upon the experiences and insights gained from their own CAS activities. This record is submitted to the CAS Coordinator at the end of each term. The IBO may require the students’ CAS records to be submitted for external moderation.

Types of CAS activities

Creative – these type of pursuits may include, music, art, drama and dance. Students whose timetable does not include art, for example, may find opportunities to develop their creative skills through this part of their CAS programme.

CREATIVITY, ACTION, SERVICE


Active – these pursuits aim to keep students fit and physically healthy. Taking up a new sport or physical activity, coaching, or organizing a team are possible ideas. Going on an Adventure or an Activity-Based holiday may also qualify here too.

Service – as the name suggests, these activities are about giving something back to the community. Service may take different forms, participating in environmental cleanup campaigns, helping disadvantaged members of the community such as the disabled or the elderly. Students gain a great deal from giving their time to help others.


The TOK course is designed to develop students’ critical thinking and enhance their powers of reasoning and argument. These skills allow students to carry out more effective research, to be more demanding and rigorous in their studies and to be intellectually more independent and assertive. In short, TOK aims to help our students become active thinkers rather than passive learners and to become discerning adult thinkers.

TOK is a course that examines the origins and validity of various forms of knowledge. It is important to make clear that the course does not seek to challenge students’ beliefs; instead, it asks students to justify or validate their knowledge. By understanding why we believe certain things to be true and so we begin to understand how we make judgements. Without going into great detail, it is hard to fully explain precisely what TOK is all about in a few sentences. We feel it is much greater significance that students frequently cite TOK as the thing they enjoy the most in the IB Diploma Programme and we certainly intend to provide them with much to think about, as well as to have fun doing so.

The goals of the course are to gain an understanding of what it means to know something, for example as a scientist or an artist or an historian, and thereby to understand how different forms of knowledge relate to one another. Also, students of different cultural backgrounds are encouraged to compare and contrast their diverse attitudes and perceptions. Discussion is a vital aspect of this course, which requires involvement and commitment from students.

All students are assessed in the same way; there are no Higher Level or Standard Level differences. Internal assessment consists of an individual or small group Oral Presentation to the class during the course. Topics for oral presentations may be chosen by the student(s) with the teacher’s approval, or may be assigned by the teacher. This is assessed by the TOK teacher and 33% of the TOK score comes from this.

External assessment consists of an Essay from the prescribed essay list of ten titles supplied by the IBO for that year. This is assessed externally by an IBO examiner and the remaining marks are awarded for this.

THE THEORY OF KNOWLEDGE


All Diploma candidates undertake independent research into a topic of special interest and write andExtended Essay of approximately 4,000 words. This is excellent preparation for the kind of thesisthey will be required to write at university and enables them to become acquainted with research andacademic writing skills. They may choose to do the Extended Essay in any of their six subjects.

Students who will do the Diploma Award will be appointed a supervisor by the IB Coordinator orthe Extended Essay Coordinator. The supervisor will then assist by structuring the student essaywhile advising them what to do for research and how to get the data they need. During the SummerVacation students will complete this research or data collection and the final essay will be submittedbefore the end of the First Term of IB Year Two.

TOK and Extended Essay grades are linked. The matrix below outlines the grading system and thepoints awarded towards the IB Diploma Points Score:

ExcellentA

GoodB

SatisfactoryC

MediocreD

ElementaryE

Not Submitted

ExcellentA 3 3 2 2 1 N

GoodB 3 2 1 1 0 N

SatisfactoryC 2 1 1 0 0 N

MediocreD 2 1 0 0 0 N

ElementaryE 1 0 0 0 Failing

Condition N

Not Submitted N N N N N N

In other words, there are 3 points available out of the 45 points maximum (and many people think ofthem as bonus points) for the Extended Essay, TOK Essay and Presentation. The CAS Diary has nograde as such though no Diploma or Certificate will be issued without this too.

The remaining 42 points come from a maximum of 7 points for each of the 6 subjects studied from thesix IB Subject Groups.

THE EXTENDED ESSAY


In order to get the Diploma Award, 28 Points should be your minimum target and this is what you needto know. You will pass the Diploma provided you avoid any of the following:

If you score a 1 in any subject (this is almost impossible unless you don’t show up for the • exam, so please don’t worry about it)If you get 2 Points in any HL Subject• If you get 2 Points in all 3 of your SL Subjects• You have a Grade N or ‘Failing Condition’ in the TOK / Extended Essay Points Grid on the • previous pageYou have not submitted your CAS Diaries and /or completed at least 50 hours (of each) • Creativity, Action and Service, and had this authenticated by the CAS CoordinatorYou have been found guilty of Malpractice as defined by the School Academic Honesty Policy• If you do have 28 Points or more and have a failing condition you can ask the school to make • an appeal on your behalf and in the case of valid circumstances, you may still get the Diploma Award at the discretion of the IBO.

In theory, it is possible to fail with 30 Points or more. In practice this would not happen so long asstudents do CAS, avoid a ‘No Grade’ and do not cheat, so the reality is very few fail with 28 points orbetter.

A well-motivated and well-organised student who has made appropriate subject selections with anappropriate academic profile for the Diploma should be able to meet all these requirements.

PASSING THE DIPLOMA


Why?

Students are challenged and encouraged to maximize their full potential by participating in many aspects of human experience including the social, artistic, physical, moral and academic. Students will have the opportunity to develop high level and advanced skills in reading, writing, speaking and listening. Furthermore students will be encouraged to discuss, to challenge, to argue, to create, to present to perform and to explore. By the end of the course students can be expected to have excellent oral and written communication skills. They should also be perceptive readers, alert listeners and sharp thinkers. These attributes are highly valued in a range of professions. It is therefore no coincidence, for example, that many elite Law Schools strongly encourage a special study of Language and Literature.

Course outline

Part One of the course commences with a study of ‘World Literature’. This will focus on works that have been translated into English from their original language. All works are linked by common aspects such as culture, genre, theme and style. In the first year of the course the focus is on magic and realism - both particularly influential concepts in the 20th Century. The House of the Spirits by Isabel Allende, One Hundred Years of Solitude by Gabriel Garcia Marquez (South American) and The Tin Drum by Gunther Grass (European) will all be studied in detail. Part Two of the course requires detailed study of individual texts. For Standard Level these will be One Flew Over the Cuckoo’s Nest by Ken Kesey (North American) and Blood Against the Snows by Jonathan Gregson (Asian). Higher Level candidates will additionally study Hamlet by Shakespeare and Lyrical Ballads by Wordsworth and Coleridge (British). Each of the works in Part Two are chosen from the different genres of poetry, drama, novel and literary non-fiction.

ENGLISH


Part Three ‘Groups of Work’ focus on Drama with each text linked through their connections to the themes of ‘Reason versus Passion’. Students will focus on concepts such as power, defiance, love, childhood, parenthood, marriage, prayer, religion, myth, superstition, affection, dependence, loyalty and betrayal. For Standard Level the texts are Othello by Shakespeare, The Crucible by Arthur Miller and Death and the Maiden by Ariel Dorfman. Higher Level candidates will also study the absurdist text Who’s Afraif of Virginia Woolf by Edward Albee. Students should consider the dramatic possibilities of each work in performance and production.

To round out the course Part Four allows for ‘School’s Free Choice’ which will be based on Songs of Innocence and Experience (William Blake) and Balzac and the Little Chinese Seamstress (Dai Sijie) for SL plus Heart of Darkness by Joseph Conrad and Home and Exile by Chinua Achebe (African) for HL.

Students are strongly encouraged to purchase, read and annotate their own copies of as many of these texts as possible before the start of the course.

Assessment

The assessment of progress will be completed through both written and oral tasks, set at regular intervals. These will include internal and external assessment tasks and examinations. Students will be expected to learn the necessary skills to become readers and critics who are able to give informed and personal responses to literature. Formal Assessments include an Oral and Written Commentaries, Individual Presentations, World Literature Assignments and Final Examinations.

Students will also have the opportunity to develop creative works and performances which reflect more personal or reflective approaches to the texts.

Where next?

Students who are most successful in this course would find themselves well-placed to enter any number of well-reputed and prestigious universities and would be ideal candidates for fields of study such as Arts, Business, Education, Health Sciences, Media, Public Relations, Psychology or Law. However, they should also find themselves well-equipped for any profession or area of specialty which calls for excellent skills of analysis and communication.


MANDARIN

Why?

Mandarin Chinese is spoken by 873 million speakers, making it the most widely spoken first language in the world. The study of Chinese language and culture will help you create a platform of knowledge and understanding with the Chinese people that is crucial for effective communication in the second largest economy in the world - China.

In KS5, the Mandarin department offers four courses: Mandarin A1 (HL & SL) in Group 1, Mandarin A2 (HL & SL), Mandarin B (HL & SL), Mandarin Ab initio in Group 2. We provide all the four courses to meet the needs of all students from beginners to native speakers.

Course outline

Mandarin A1 (HL & SL) programme is based on the study of both language and literature, it is studied in the ‘first language’ of the student. The content covers the following areas: World Literature, Detailed study, Groups of Works and School Choice of Texts.

The Mandarin A2 (HL & SL) programme is designed for students with a high level of linguistic ability. The programme develops the students’ ability to engage in deep, critical and analytical examination of different texts, and cultivates their personal ability to solve problems, as well as to appreciate a range of literature articles. Examples of the topics students might study include: the future, change, global issues, language, culture and the environment, media and society.

The Mandarin B program is designed for study at HL & SL by students with previous experience of leaning the language. The student will progress from an elementary or intermediate standard to a more advanced level in all four skills: text-handling, written production, listening and oral expression.


Examples of the topics students might study on their Mandarin B course include environmental issues, political institutions, current affairs, prejudice, social groupings, advertising, the media, career choice, health issues and cultural studies.

The Mandarin Ab Initio programme is designed to be studied by students who have little or no previous experience of the language, it focuses principally on interaction between speakers and writers of the language. The skills of listening, speaking, reading and writing are developed through the study of a wide range of oral and written texts, of different styles and registers. Topics studied include: the individual, education, transport and communication, shopping, food and drink, leisure and the environment.

Assessment

All assessments will use the IB criteria and assessment descriptors.

All assessments include External Assessment, which is 70% of the total and Internal Assessment which is 30% of the total.

All Internal Assessment will be oral exams.

Where next?

The Mandarin A1 programme is primarily a pre-university course in literature. It is aimed at students who intend to pursue literature, or related studies, at university.

The Mandarin A2, B and Ab initio programme prepare students for future study and work in foreign languages and any subjects which are related to China.


Why?

Modern Foreign Languages are an essential part of the IB course and emphasise the international nature of the qualification. For this reason all students must study two languages. We offer French and German as, alongside English, these are the most widely studied foreign languages.

The Language B programme in the IB course is designed for study at both Higher & Standard Levels by students with previous experience of learning the language.

Course outline

The main aim of the programme is to prepare the learner to use the language in a range of situations and contexts for a variety of purposes. Equal emphasis is given to the four skills of speaking, reading, writing and listening.

French and German may be offered at three different levels: Ab initio, where the student has had very little or no formal teaching in the subject, Language B, for students may study a second language at Higher or Standard level and Language A1 and A2, where the student has French or German as a first language.

The Ab initio course is a two-year program of study and follows an IB-designated curriculum. This course is designed for students to be able to achieve communicative competence in a variety of everyday situations and to demonstrate an understanding of elements of the target language.

Language B would normally be studied by those students who have already studied the language for two or more years and who have preferably passed a recognised exam. The level of competency required will depend on the student’s choice – standard or higher level. At the end of the course students should feel confident that they can express themselves clearly, both orally and in writing, on the topics set out by the IB programme of studies.

For those studying one of the languages at First or Second language level, the emphasis will of course be different. Necessarily at Language A1 or A2 level there must be some study of the Literature of the country as well as a study of the language.

Assessment

The languages are all assessed through examinations set by the IB examination board and through internal assessment. These examination will contain a variety of papers to test the students’ competence in Writing, Reading, Speaking and Listening.

Where next?

All students must study two languages in order to pass the IB exams. These lead to University and from there to the workplace where the value of a second or third language cannot be underestimated. More and more, in our global economy, employers realise that competence in foreign languages is an enormous asset.

FRENCH AND GERMAN


Why?

Geography is the study of people and the natural environment. The course develops a keen sense of awareness of the world around us and how we relate to that world. Development issues are explored as we examine societies from the view of their industrial development and their impact on the environment and on others in society. Geography IB complements the study of many other subjects and covers many of the Key Skills in post-16 education such as the application of numeric data, communication, information technology, working with others and problem solving.

Course outline

The course can be divided into 3 parts: The Core, this covers the topics population, resources and development and this is the content of examination paper 1: this paper is exactly the same for both HL and SL students, this is not the case in the other parts of this course.

The second part which makes up examination paper 2 is comprised of various option topics: these vary from the more physical geography topics of rivers and drainage basins, coasts and their management, to the more human-based topics such as production and change. All physical topics look at the human impact, for instance the topic of deserts looks at the physical landscape of deserts and desertification, eg; how people’s activities are causing the desert margins to spread. Human topics also consider the impact on our natural environment, so the topic of production looks at agricultural practices and how agriculture causes deforestation and chemical pollution. There are also purely environmental topics too such as our management of ecosystems. The teacher will decide which topics to study and which to leave out from the 10 topics available. HL students will complete more topics and sit a longer paper.

The third part is a piece of fieldwork from which students produce their Individual Assessment or a project based upon data students have collected themselves. Both HL and LS students complete this, though more detail and depth is required of the HL students.

Skills developed during this course are analytical and evaluative as well as mapwork and data handling.

Assessment

Paper 1: 1 hour and 30 minutes, all students complete 2 out of questionsPaper 2: 1 hour and 30 minutes SL students : 2 hours and 30 minutes HL students

The project: word limit 1,500 words for SL students : 2,500 words for HLSL: 40% from paper 1, 40% from paper 2 and 20% from the projectHL: 25% from paper 1, 50% from paper 2 and 25% from the project

Where next?

Geography can open doors to a very wide variety of careers and university courses as diverse as town planning to wildlife conservation, from water management to developmental planning in an LEDC and much more besides. It is generally a very current subject that leads to as much greater awareness to environmental, social and political issues that will serve an enquiring mind for life.

GEOGRAPHY


Why?

This course will give students an appreciation and understanding of the major events since the early 20th. Century and their underlying causes, nature and consequences. It will deal with major conflicts, individuals and political movements that dominated, shaped, enhanced and plagued that period and continue to influence us today.

Students will develop to a greater breadth and depth skills and content knowledge acquired and practised at IGCSE level (e.g. analysis and interpretation of source material and study further areas of Europe and Asia). Additionally, they will learn formal essay writing techniques and appreciate Historiography (i.e. assess the significance of studying and relying upon individual historians). All students, will need to possess a firm grasp of the English language as they will need to read, write and think extensively in this medium.

Course outline

During the 2 year course all students (SL & HL) will study one prescribed subject (for Paper 1), two 20th century topics (Paper 2 & Paper 3 for HL only) and undertake one historical investigation (Coursework).

Paper 1 deals with the Paris Peace Conference and the League of Nations. This prescribed subject requires all students to evaluate, interpret and use source material critically as historical evidence. Paper 2 is in two parts - the first topic is ‘Causes, Practices and Effects of War’, and the second topic is called ‘Origins and Development of Authoritarian and Single Party States’. These will require all students to thoroughly study the First World War. Also aspects of the Second World War will be studied e.g. the Japanese in Asia and the Pacific and the development of the atomic bomb. Civil wars in Russia and China plus the Russian Revolutions are on the syllabus. For topic 3 all students will study Nazi Germany, Communist Russia and Nationalist & communist China with particular emphasis upon the individuals involved e.g. Hitler, Lenin, Trotsky, Stalin, Khrushchev, Chiang Kai Shek, Mao and Deng.

Paper 3 is for HL only and will focus on either Europe or Asia. Therefore all of the above topics are relevant to their respective region. Additional subjects will be selected once the choice of area has been made. This will generally be determined by the experience and interest of the class.

The Coursework or ‘Internal Assessment’ requires all students to write a 2,000 word assignment. This is not a narrative essay but a paper on historiography. They will have to analyze historical evidence and evaluate historical interpretations. They will have a relatively free choice of topic and it will be completed by the end of Year 12.

Assessment

Paper 1 will be 1 hour long with 4 questions relating to the Prescribed Topic; for SL students it is worth 30% of their final mark and for HL it is 20%. Paper 2 will be 1 hour 30 with 2 essay questions (one from each of the two topics); for SL students it is worth 45% of their final mark and HL it is 25% Paper 3 will be 2 hours 30 with 3 essay questions on either Europe or Asia; it is worth 35% of the final mark.The Coursework is written during school time and is worth 25% for SL & 20% for HL.

Where next?

Students could apply to universities around the world to study History as a single subject or as part of ’joint honours’ e.g. History & Politics. The subject will open doors to various careers e.g. in Law; the Business and Financial world; in Personnel Management; all forms of the Media; in Architecture; as Librarians, Archivists and Researchers; Archaeology; Education; Politics; the Civil Service and the Military as well as future Historians.

HISTORY


BUSINESS AND MANAGEMENT

Why?

IB Business Management is an interesting and challenging course which gives students a good insight into the business world. It follows on smoothly from both the Business Studies IGCSE and Economics IGCSE courses and enables students to extend their knowledge of all functional areas of a business.

IB Business Management requires students to apply knowledge and understanding to real life situations and to conduct themselves and their work to a professional standard.

Course outline

The Business and Management course comprises of six core units which cover the key functional areas of a business. Students will investigate the role of marketing and will be required to conduct a full research project for their coursework.

They will also study organisational culture and learn more about different motivations to work. The Accounting and Finance unit equips students with skills of investment appraisal and budgeting and the Operations Management unit enables students to investigate the different methods of production used in different industries.

The course also encourages students to keep informed of up to date changes in the economy by reviewing the legal, economic, political, social and ecological issues facing organisations.

Students will be encouraged to investigate outside businesses both locally and from abroad and will have the opportunity to share their work with representatives from Shanghai’s business community.


Assessment

Both higher and standard level students must submit a piece of written coursework worth 25% of their grade. Higher level students must complete a 2000 word research project involving a detailed investigation into a chosen business and standard level students must complete a 1500 word written commentary on a business of their choice.

Where next?

Many students who study Business and Management at IB level continue to study a business related degree at university, such as Management, Tourism, Event Management, Marketing or International Business. The course equips students with the transferable skills of analysis, evaluation and decision making. It also aids students to develop their communication skills through regular presentations and public speaking opportunities. Whatever career line a student wishes to follow, they are likely to become immersed in the business environment and will benefit from a detailed understanding of how it works.


Why?

The course in information technology in a global society (ITGS) is the study and evaluation of the impact of information technology (IT) on individuals and society. The course will explore the advantages and disadvantages of the use of digitized information at the local and global. The course provides a framework for students to make informed judgments and decisions about the use of IT within social contexts.

Course outline

What will you be able to do doing this course?

The course will cover the understanding of the global impact of IT and its developments within society. Students will be able to demonstrate a knowledge & understanding of the social & ethical implications of IT systems and developments at the local, national & global level. As well as been able to analyse and evaluate the social and ethical implications of IT developments.

Students will be able to express their ideas clearly and coherently with supporting arguments and examples from real life situations by designing and applying IT solutions to a problems set in a social context through projects set in the class.

The syllabus integrates the following three sections:

Social and Ethical Issues where students will analyse the social impact and ethical consideration of IT issues on society and the environment.

IT Systems in a Social Context students will study issues relating to the use of software, hardware in relation to information systems and the way it impacts on our lives.

Areas of Impact will be studied to provide students with a broad understanding of the social and ethical situations that arise from the different Areas of Impact; they include Business and Employment, Education, Health, Arts, Entertainment and Leisure, Science and the Environment as well as Politics and government.

Social and ethical issues will be taught using a variety of techniques that could include lectures, speakers, visits to businesses, class discussions, and debates. Students will be researching the latest information through journals, magazines, newspapers, and on-line resources including the Internet.

Throughout the course students will use a wide variety of applications including word processing, communications, spreadsheet, database, presentation, graphics, and multimedia software.

Assessment

Higher Level: External Assessment

Paper 1 (1 hour) – 4 short-answer questions (20%)Paper 2 (2 hours) – 3 structured questions from a choice of 4 areas of impact (35%)Paper 3 – (1 hour) – three questions based on a case study (25%)

Higher Level: Internal Assessment

Three pieces of written work, each of 800 - 1000 words, which critically analyse and evaluate social and ethical issues raised in news items (20%)

INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY


Standard Level: External Assessment

Paper 1 (1 hour) – 4 short-answer questions (25%)Paper 2 (2 hours) – 3 structured questions from social and ethical issues in relation to the areas of impact (45%)

Standard Level: Internal Assessment

A project developed through the interaction of IT skills learned through the course, to an IT solution set in a social context (30%)

Where next?

Students are well prepared to handle any social or ethical issues that could arise at University or in the work place in relation to IT based problems in relation to ethical or social issues.


Why?

One of the principles of all IB programmes is to develop internationally minded people who help to create a better and peaceful world. Economics has an important role to play in promoting such international cooperation and mutual understanding because of its focus on global issues. In order achieve this understanding, students must be taught to consider economic theories, ideas and happenings from the points of view of different individuals, nations and cultures in the world economy.

Economics is often described as the “study of every day life”. This view is supported by a selection of quotes from current Year 12 students; “economics has opened my eyes to many of the world’s current issues”, it provides a “better understanding and analysis of the world I am living in by looking at the basic and essential systems of people’s behaviour” and finally Economics helps establish “the rules we all lead our lives by”.

Course outline

Economics is a dynamic social science, forming part of the study of individuals and societies. The study of economics is essentially about the concept of scarcity and the problem of resource allocation. This fundamental principle is investigated in a wide range of contexts.

Firstly in an introduction to economics students examine the basic terminology and concepts of economics where they consider what markets and governments can and cannot do. This section is also intended to make students aware of the role of economics in real-world situations.

This is followed by an investigation of microeconomics a section of economics where students identify and explain the importance of markets and the role played by demand and supply. The roles played by consumers, producers and the government in different market structures are highlighted. The failures of a market system are identified and possible solutions are examined.

At the end of the first year students are provided with the opportunity for a detailed examination of the major macroeconomic issues facing countries’ economic, economic development, unemployment, inflation and income distribution. This means being able to introduce and evaluate economic strategies available to government including demand-side and supply-side policies and direct intervention.

In the beginning of the second year students are able to build upon the principles examined previously to understand why countries trade, the problems involved, how these problems are addressed and how exchange rates affect international economics. It is important that all the theory introduced in this section should be related to real-world economics.

In completing the course the main purpose of the final section, development economics is to provide students with the opportunity to understand the problems faced by developing countries and develop an awareness of possible solutions to these problems.

Assessment

Standard Level:

Internal Assessment Commentaries: 25 %

External Assessment: Paper 1 (Multiple choice): 25 %Paper 2 (Data response): 50 %

ECONOMICS


Higher Level

Internal Assessment Commentaries: 20%

External Assessment: Paper 1 (Multiple choice): 20 %Paper 2 (Data response): 20 %Paper 3 (Long response questions): 40 % Internal Assessment (SL & HL)

Candidates must produce a portfolio of four commentaries, each 650-750 words, based on a news media extract, linking economic theory to a real world situation.

Where next?

Economics is considered a very relevant, academic and broad subject which students often decide to pursue at higher education. However it also provides an ideal basis and links for subjects as diverse as Mathematics, social sciences such as Politics, humanities subjects such as History and more scientific areas such as Environmental Science.

Economics also provides insights and ideal preparation for such diverse careers as finance, management and international development. Especially in terms of providing students with the ability to think critically, interpret and analyse complex data and promote an awareness of internationalism and critical global considerations.


Why?

Biology provides an exploration of the vast and diverse world of living organisms. You can be involved in a subject where you can learn about ourselves and the myriad of organisms around us with whom we share this planet.

Have you ever wondered about our origins and how organisms have evolved or if our planet can continue to sustain a rapidly increasing human population? Biology will help you find the answers to such questions.

The next century is the time of the biologist, who will be in the forefront of the most challenging, intellectual problems; Biology also lies at the heart of major social problems that face the human race in the coming decade, such as sensible management of the environment and the effective control of human populations.

Course outline

Biology is the study of living organisms. This course undertakes study at a variety of levels from the molecular to that of the biosphere. The objectives include studying the characteristics, unity, and diversity of living things; the concept of evolution as an explanation of unity and diversity; the nature of science as a human enterprise; collection, analysis and interpretation of data; and the application of biological concepts to new situations including those involving human society and populations.

The aim of the course is to develop an understanding and appreciation of the vast array of biological knowledge. Various teaching and learning styles are used in the department. Videos, computers, CD-ROMs, the Internet and self-study materials are examples of the resources employed. The course includes a large proportion of practical experimental work as identified in the scheme of work document.

BIOLOGY


There are 5 core topics (SL): Cells, The Chemistry of Life, Genetics, Ecology and Evolution, Human Health & Physiology. Higher students (HL) then continue to study a further 8 topics in greater depth.SL students will study two option topics covering duration of 15 hours. These topics will be Option A - Diet & Human Nutrition plus Option G - Ecology and Conservation.

Assessment

The assessment is comprehensive. It involves the following 4 areas; two examination papers based on the core content or the core plus the higher level content, a third examination paper covering the 2 options that have been chosen, a group 4 project and an internal assessment i.e. a minimum of 2 pieces of individual course work.

Where next?

Because of the variety of specialties, students with varying aptitudes, backgrounds and career objectives can succeed in biology. Biology is a foundation for careers in human biology, ecology, environmental biology, cell and molecular biology and in applied areas such as forestry, wildlife or biotechnology, medical, dental, veterinary, chiropractic, physical therapy, physician’s assistant or optometry schools.


Why?

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

Course outline

The core part of the course i.e. standard level, has 80 hours of study covering the following topics: Quantitative chemistry, Atomic structure, Periodicity, Bonding, Energetics, Equilibrium , Acids and bases, Oxidation and reduction, Organic chemistry and Measurement and data processing. This part of the course is covered during Year 12.

Higher level students cover the core topics and, apart from the first and last topics listed above, the rest are extended to form the additional topics of the higher level course. This involves a further 55 hours of study. This part of the course will be covered during Year 13.

Students also need to study two options from a choice of 7 topics with 15 hours of study at standard level and 22 hours at higher level. These are taught over the two years. The topics are chosen, with the direction of the teacher from the following: Modern analytical chemistry, Human biochemistry, Chemistry in industry and technology, Medicines and drugs, Environmental chemistry, Food chemistry and Further organic chemistry.

Assessment

The assessment is comprehensive. It involves the following 4 areas: Two examination papers based on the core content or the core plus the higher level content, a third examination paper covering the 2 options that have been chosen, a group 4 project and an internal assessment i.e. a minimum of 2 pieces of individual course work.

Where next?

Mastery of chemistry is associated with excellent analytical and mathematical skills. These skills are useful for any job. Some potential careers include: ethnobotany, environmental law, pharmaceuticals, oceanography, space exploration, forensic science, biotechnology, metallurgy, ceramics industry, plastics industry, paper industry, medicine, teaching, engineering, geochemistry and agrochemistry.

CHEMISTRY


Why?

How can physics be invisible? Didn’t physics capture the world’s attention during the 2005 WorldYear of Physics? Aren’t television programmes and popular books about string theory, cosmology, and aren’t charismatic physicists gobbled up by a hungry and inquisitive public?

Somewhere in the world, every day, doesn’t a new physics-related story appear as a news item? The legacy of physics is undeniably vast, yet often goes unnoticed. The practice of physics today has a breadth, depth, and richness that is unparalleled in history, yet a great many people are blind to the very existence of physics.

Physics has been the basis for understanding the physical world and nature as a whole. Theapplications of physics are the basis for much of today’s technology.

Course outline

The core part of the course i.e. standard level, has 80 hours of study covering the following topics: Physics and physical measurement, Mechanics, Thermal physics, Oscillations and waves, Electric currents, Fields and forces, Atomic and nuclear physics, Energy, power and climate change.

The additional part of the course, i.e. higher level, has a further 55 hours of study covering the following topics: Motion in fields, Thermal physics, Wave phenomena, Electromagnetic induction, Quantum physics, and Digital technology.

Students at standard level are required to study any two options, the duration of each option is 15hours, and is taken from the following choices: Option A - Sight and wave phenomena, Option B - Quantum physics and nuclear physics, Option C - Digital technology, Option D - Relativity and particle physics, Option E - Astrophysics, Option F - Communications, and Option G - Electromagnetic waves. The last 3 topics can also be studied at higher level but require a further 7 hours of study. Students at higher level are required to study any two options, the duration of each option is 22 hours, and is also taken from the following that are only offered at higher level: Option H - Relativity, Option I - Medical physics, and Option J - Particle physics.

Assessment

The assessment is comprehensive. It involves the following 4 areas: Two examination papers based on the core content or the core plus the higher level content, a third examination paper covering the 2 options that have been chosen, a group 4 project and an internal assessment i.e. a minimum of 2 pieces of individual course work.

Where next?

Physics offers challenging, exciting, and productive careers. As a career, physics covers many specialized fields, from acoustics, astronomy, and astrophysics to medical physics, geophysics, and vacuum sciences. Physics offers a variety of work activities such as lab supervisor, researcher, technician, teacher, manager. Physics opens doors to employment opportunities throughout the world in government, industry, schools, and private organisations.

PHYSICS


Why?

This course is specifically in place for those with no background in a Science subject and generally for those who are concerned about our planet and the way that we live within it. This course will definitely assist you to understand the living part of our nature and man’s place in the world; it will also raise your awareness on some highly contentious and topical issues. It is also a combination of the 3 sciences with some elements of geography and it involves practical based thinking and case study problem solving. The course very up to date politically and thus very stimulating.

Course outline

The course is studied at standard level only and has 80 hours of study covering the following topics: Systems & Models, Ecosystems, Populations, Conservation & Biodiversity, Pollution Management, Global Warming and Environmental Value Systems.

The course is not necessarily studied in this order since a lot of the topics overlap in terms of content and practical activities. Also, the biological aspects of environmental systems are not covered to the same extent or detail in IB Biology. Likewise, Population is not covered to the same extent in IB Geography. A new topic has been introduced called Environmental Value Systems and it envelopes all the key ideas studied in each individual topic.

The practical activities are very diverse and with differing degrees of difficulty. For example, they include design experiments, data collection and processing, and concluding and evaluating. Some of these will be looking at simple data and analysing it graphically, while others will involve a great deal of thinking and preparation. Students will be encouraged to join the Group 4 Experimental Sciences Project, although this will not be part of their assessment.

ENVIRONMENTAL SCIENCES (SL ONLY)


Assessment

The assessment involves two written examination papers and internal assessment. The first paper includes short answer questions directly linked to course content and the second paper has longer answer questions followed by a case study and essay style questions.

Where next?

This is currently a fashionable subject and is a growth area world-wide with many companies now having to “think greener”. This course should allow students to be more environmentally aware and to access many of the careers that develop out of this philosophical change.


Why?

This course caters for students with a high level of mathematical competence as well as a goodbackground in mathematics. This course aims to provide stimulation and challenge. Some students will choose to study it because they have a genuine interest in mathematics and enjoy meeting these challenges and problems. Others will choose this course because they need mathematics for further studies at university in either this subject or related subjects such as physics, engineering and technology. Students taking HL Science courses will benefit from studying Mathematics at a higher level.

Course outline

The nature of the subject is such that it focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solving problems set in a variety of meaningful contexts.

Optional topics are included in the mathematics HL syllabus. Students also have the opportunityto develop independence in mathematical learning and to develop the skills they need tocommunicate mathematical ideas by completing two portfolio assignments representing mathematical investigation and mathematical modelling. These provide students with opportunities to increase their understanding of mathematical concepts and processes and to be rewarded for mathematics produced without time limitations, (as in written examinations). Emphasis will be on good mathematical writing and thoughtful reflection.

MATHEMATICS


The Core topics which are studied by all students are Algebra; Functions and Equations; Circular Functions and Trigonometry; Matrices; Vectors; Statistics and Probability and Calculus.

Also, one option will be selected from Statistics and Probability; Sets, Relations and Groups; Series and Differential Equations and Discrete Mathematics.

Assessment

There are 3 externally marked examination papers which count for 80% of the total grade. The remaining 20% is for internally assessed portfolio coursework.

The examination papers are Paper 1 (a 2 hour non-calculator paper), Paper 2 (a 2 hour paper), Paper 3 (a 1 hour paper based on the options).

Where next?

Mathematics HL is excellent preparation for degree courses such as Engineering, Physics, Mathematics or Medicine.

The thinking skills that Mathematics HL helps to develop are beneficial to any student for any future study or career.


Why?

This course caters for students with a good level of mathematical competence as well as a goodbackground in mathematics. The difficulty level is appropriate for those with good IGCSE grades and the course will help them take the next steps in their Mathematical development.

Mathematics SL is a suitable choice for students who intend to use some level of Mathematics in their future study or career or who are looking for a challenging and stimulating course.

Those who take Science subjects at HL would benefit from studying Mathematics to at least Standard Level.

Course outline

The nature of the subject is such that it focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solving problems set in a variety of meaningful contexts.

Students also have the opportunity to develop independence in mathematical learning and to develop the skills they need to communicate mathematical ideas by completing two portfolio assignments representing mathematical investigation and mathematical modelling. These provide students with opportunities to increase their understanding of mathematical concepts and processes and to be rewarded for mathematics produced without time limitations, (as in written examinations). Emphasis will be on good mathematical writing and thoughtful reflection.

All of the SL course is contained within the HL course.

The Core topics which are studied by all students are Algebra; Functions and Equations; Circular Functions and Trigonometry; Matrices; Vectors; Statistics and Probability and Calculus.

Assessment

There are 2 externally marked examination papers which count for 80% of the total grade. The remaining 20% is for internally assessed portfolio coursework.

The examination papers are Paper 1 (a 90 minute non-calculator paper) and Paper 2 (a 90 minute paper).

Where next?

Mathematics SL is good preparation for university courses that require some level of Mathematics including Science courses and Economics/Business courses.

It also develops thinking skills that will benefit those heading towards any degree course or career.

MATHEMATICS SL


Why?

Mathematical Studies at BISS Puxi is designed to engage students in Maths by making it relevant to them in their daily lives in Shanghai and the global community. It will build confidence in Mathematics, and show that it is an essential part of daily life. In this way it is aimed at those IB students who do not anticipate needing Mathematics in their future studies at college or university. It will focus on giving students a grounding in Mathematical processes that will help them in their every day life.

Course outline

Mathematical Studies, is not an easy option for those that have to study Mathematics but don’t want to. Rather it will enable those who will not need the subject in their future studies to apply Mathematics to real-life situations, and show them the value of studying the subject for use in every day life.

The course consists of the study of 8 different topics. These are Introduction to the Graphic Calculator; Number and Algebra; Sets, Logic and Probability; Functions; Geometry and Trigonometry; Statistics; Introductory Differential Calculus and Financial Mathematics.

There is also a project which is an individual piece of work involving the collection of information/measurements as well as the analysis and evaluation of this data. Students can choose from a wide variety of project types, for example, modeling, investigations, applications and statistical surveys.

Assessment

There are 2 externally marked examination papers which count for 80% of the total grade. The remaining 20% is for the internally assessed project work.

The examination papers are Paper 1 (a 90 minute short-response paper) and Paper 2 (a 90 minute extended response paper).

Where next?

By the end of the two years students will be able to use the numeracy skills learnt, and apply theirMathematical knowledge in everyday situations. This will prove extremely valuable in future life and employment.

MATHEMATICAL STUDIES


Why?

Students would primarily come from a background where they have previously studied this subject and developed skill such as IGCSE Art and Design or the equivalent, or have shown themselves to be confident at handling a range of arts media and have the potential to develop ideas through a range of research strategies.

Although the course is designed to offer students with previous artistic experience the chance to develop their skills, in certain circumstances some students with little previous background in art but exceptional potential, for example through their ideas, and exceptional motivation, could be encouraged to trial the course and with support achieve a worthy outcome.

Course outline

Generally students are encouraged to demonstrate growth and commitment through the study of art.

In their investigation workbooks, students analyze and compare art from different cultures and times, conduct investigations and experiments with various art materials, develop research strategies, develop ideas, relate their work to the work of other artists, synthesize their findings, use an appropriate range of primary and secondary sources and acknowledge those sources properly, and of course contribute to the development of their studio work.

In their studio work, students will exhibit their understanding of the ideas and techniques that underpin artistic expression through the creation of personally relevant works that are sensitive to their use of material. Students are to aim for technical excellence and well developed strategies for expression.

THE ARTS


Assessment

The above mentioned investigation work will comprise 40% of each student’s mark, and the above mentioned studio work will comprise 60% of each student’s mark. The investigation work will be marked by the BISS IB art teacher and moderated by IB markers in the United Kingdom. The studio work will be marked by a visiting IB art examiner who will see the student’s final exhibition, interview the student, see the student’s investigation workbooks, and read the student’s candidate statement.

Where next?

Here are some possible career pathways: Fine Artist, Architect, Art Director, Film Director, Technicians, Craft Maker, Jewellery Maker, Floral Designer, Fashion Designer, Graphic Designer, Interior Designer, Product Designer, Animator, Museum Director, Illustrator, Photographer, Set Exhibit Designer, Game Designer, Visual Merchandiser, and many more.


Why?

The aims of the IBO Music programme are to give students the opportunity to explore and enjoy the diversity of music throughout the world; to encourage students to develop perceptual skills through a breadth of musical experiences, where they learn to recognise, speculate, analyse, identify, discriminate and hypothesize in relation to music; to enable students to develop creatively their knowledge, abilities and understanding through performance and composition; to assist students to develop their potential as musicians both personally and collaboratively to the full.

Course outline

The higher level course is designed for the specialist music student with a background in musical performance and composition, who may pursue music at a university or conservatoire level. Students will develop their performance skills through solo music making and develop their compositional skills through exploration and investigation of musical elements. In the standard level course students will develop their performance skills through solo or ensemble music making or develop their compositional skills through exploration and investigation of musical elements. Students in higher and standard level will all complete a musical investigation into the relationship between two identifiable and distinct musical genres, from any tradition, culture or region of the world, focusing on one or more pieces from each. Musical investigation presents an opportunity to pursue music from other cultures or traditions. It should have particular interest, emotional or other importance for the student.

All students will study analytically, and have a thorough knowledge, of the prescribed work. This will normally be a substantial piece of music which represents a significant musical development in its genre, era and socio-cultural context.

MUSIC


Assessment

Assessment for higher level students is broken up into: Listening paper (30%), Musical Investigation (20%), Solo Performance (25%) and three contrasting compositions (25%). Assessment for standard level students is broken up into: Listening paper (30%), Musical Investigation (20%), either solo performance/group performance/composition (50%)

Where next?

After completing the IB music course students would be very well prepared to continue their study at university or conservatoire level. Even if not pursuing higher education or a career path in music, university entrance officers and future employers value higher music education as a demonstration of the ability to adhere to the discipline required in the study of music by way of music appreciation, performance and the creation of music.


Why?

The IB Film course presents a relevant learning opportunity for a diverse range of students as it lays an appropriate foundation for further study in film and other related subjects. In addition, by instilling discipline, honing group skills and refining communication tools, the IB film course offers a valuable course of study for students who may wish to follow other fields in tertiary education or other career pathways. Students’ individual ability to be creative, imaginative and to communicate in film form is challenged and extended through the theoretical and practical content of the course.

Course outline

Part 1: Textual Analysis

The detailed study of film sequences, looking at: construction according to narrative or other formal organizing principles, representation of characters and issues, camera angles, shots and movement, editing and sequencing, lighting, shade and colour, sound, location and set design, features determining genre, target audience and also historical, economic, socio-cultural and institutional factors.

Part 2: Film Theory and History

The study of films and film-making traditions from more than one country, addressing the following questions: who made the film text? Why? What can we tell about the film-maker(s)? For whom was it made? How does it address its audience? What is the nature of our engagement with film? What outside influences can we perceive in terms of finance, ownership, institution and socio-cultural context? To what other works might it be connected?

Part 3: Creative Process (techniques and organisation of production)

The development of creative, analytic and production skills within film-making, including these steps: Initial planning (finding an idea, researching it, writing a treatment and developing a script). Technical planning (conceptualization/interpretation of the script in terms of theme, genre, purpose, style, mood and overall structure). Visualization (definition of shot selection, camera position and movement, lighting, colour, set design, costume and make-up, supported by the creation of a storyboard containing key images of relevant scenes). Pre-production (selection of crew members, scouting for and determining locations, acquiring costumes and props, casting of actors, definition of technical needs, finalizing script, storyboard and production schedule). Production (principal photography and sound recording, execution of storyboard, continuous overview of production planning). Post-production (various phases of editing including assembly, rough and fine cuts, sound editing, selection of music, titles and visuals, and final mix).

Assessment

External Assessment - 50%

Higher Level: Documentary production and oral (15 minutes)Standard Level: Documentary production and oral (10 minutes)

Internal Assessment - 50%

Higher Level: a completed film and associated trailerRationale and commentary (1750 words)Standard Level: a completed film and associated trailerRationale and commentary (1200 words)

FILM STUDIES


Where next?

Suitable for many media-related careers due to a high range of transferable skills. Suitable for any university course related to the visual arts including Art, Film, Media, and Design. Also suitable for analytical and logistical courses including Management, Marketing and associated courses.


The Level 2 Award in Community Sports Leadership is a nationally recognised qualification that enables successful candidates to independently lead small groups of people in sport and recreational activities. The qualification teaches generic leadership skills such as organisation, planning, communication and teamwork through the medium of sport. It is a fun and practical qualification with no entrance requirements or final examinations to sit.

The qualification will take a minimum of 35 Guided Learning Hours. Unit 8 requires a minimum 10 hours of leadership to be completed by the candidate away from the centre; these hours are not included in the 35 Guided Learning Hours.

Each unit is broken down into learning outcomes. These learning outcomes indicate what the candidate is expected to know, understand, or be able to do in order to pass each unit. It is possible to take each of the learning outcomes and break them down further into assessment criteria. The assessment criteria is what the candidate will be expected to achieve, in order to demonstrate that the learning outcome has been met.

The Level 2 Award in Community Sports Leadership course is based on the following eight units of study. The students must demonstrate the competence expected in each unit to be able to pass the course.

Unit 1 – Contribute to organising and delivering a sports activity session

The learning outcome is to identify the information required to run the session; prepare a session plan that is appropriate to the aim of the session; prepare facilities and equipment for the activity session; prepare the participants for the activity session; deliver a planned session that is appropriate to the group; communicate effectively and appropriately with participants; conclude and review a session.

Unit 2 – Establish and maintain a safe sporting activity

To check and take action to ensure that equipment is safe to use prior to a session, during a session, and after use; check and take action to ensure that facilities are safe for activity prior to a session, during a session, and after use; to check and take action to ensure that participants are ready for activity prior to a session, and monitor their safety throughout; get advice from appropriate colleagues when unsure about how to assess risks identified prior to a session, during and after use of equipment and facilities; gain a First Aid qualification delivered by a recognised Health and Safety Executive training provider and follow the emergency procedures of the organisation.

Unit 3 – Understand the structure of sport and recreation at local, regional and national level

To identify agencies within the local community that provide sporting and recreational activities; identify the regional and national agencies involved in the development of sport and recreation; identify the role that a Community Sports Leader can play in the provision of sporting and recreational activity in the local community; identify opportunities for further education and training in the field of sport and recreation and to refer people to other appropriate agencies involved in the provision of sport and recreation in the local community.

Unit 4 – Understand and lead fitness sessions

To identify the basic principles of fitness; plan and deliver a session designed to improve participants’ levels of fitness; identify the basic principles of fitness testing and to plan and administer a basic fitness testing activity.

COMMUNITY SPORTS LEADERSHIP


Unit 5 – Demonstrate principles and practice in running sporting events and competitions

To identify the key differences between an event and a competition; identify the main competition formats used in sport; identify the organisational requirements of running a successful sporting event or competition; organise various sporting events and competitions using different competition formats and act as the official for a competition.

Unit 6 – Demonstrate principles and practice in adapting sports activities

To identify the factors that can affect the delivery of a sports activity; be able to improvise and adapt when circumstances change the nature of the session; use limited space and equipment to provide safe, purposeful and enjoyable activities; have knowledge of a range of national governing body ‘mini-games’ and have knowledge of a range of games and activities. Unit 7 – Plan a series of appropriate sporting activities

To identify the planning required to run the session and provide a session plan; deliver the session according to the session plan, demonstrating improvisation when required; have knowledge of the specific rules and regulations of the chosen activity; demonstrate planning for a series of sessions and demonstrating progression from one session to the next.

Unit 8 – Demonstrate leadership skills in the community

To lead activities in a safe and competent manner; demonstrate a mature attitude when leading; make positive relationships with members of your organisation; have knowledge of any particular health and safety guidelines appropriate to the chosen activity; enable progression for participants through a series of sessions and demonstrate leadership whilst working to a set of values


THE INTERNATIONAL AWARD Participants develop an understanding of the environment and the importance of working together in a team with a common purpose.

Floreat Nostra ScholaW W W. B I S S H A N G H A I . C O M

There are very few aspects of a parent’s responsibility that are more important to the growth and development of their children than the school that they choose. The British International School

Shanghai, Puxi Minhang Campus offers a superb, forward-looking education featuring the very best of the British educational system.

CURRICULUMS E C O N D A R Y H A N D B O O K

The school offers a stimulating and supportive setting, defined by its sound balance of academic excellence and opportunities for personal development. This is achieved through our highly

proficient delivery of the English National Curriculum and the IB Diploma Programme. Visit www.bisspuxi.com, phone 021 5226 3211 ext. 110, fax 021 5226 3212, or email [email protected] for further information.

5KS

KS5_Curriculum_Handbook

Documents

Transcript of KS5_Curriculum_Handbook