Regent's IB Choices Booklet 2016-17

THE REGENT’S INTERNATIONAL

SCHOOL BANGKOK

SIXTH FORMOPTIONS BOOKLET

www.regents.ac.th

2016 - 2017

SIXTH FORM PROGRAMME 2016/17

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SUBJECTS OFFERED:BiologyBusiness ManagementChemistryDesign & TechnologyEconomicsEnglishFrenchGeographyHistoryMathematicsMandarinMusicPhysicsPsychologySports Exercise & Health ScienceThaiTheatre ArtsVisual Arts

THE ONLY BOARDING SCHOOL IN BANGKOK THAT OFFERSTHE INTERNATIONAL DIPLOMA BACCALAUREATE PROGRAMME


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The aim of the International Baccalaureate Organisation (www.ibo.org) is to help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalising world. Founded in 1968, the IBO is currently working with 3709 school in over 147 countries to develop its challenging programmes, one of which is the Diploma Programme which we offer here at the Regent’s School, Bangkok, one of 1,867 IB World Schools offering this stand-alone programme.

The IBO’s Mission Statement is very well aligned to our own:The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.The IB Diploma Programme (DP) is an academically challenging, stimulating and balanced programme of education with a series of final examinations in Year 13 that prepares students for success at

WELCOME TO SENIOR STUDIES - THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme has gained recognition and respect from the world’s leading universities. Students are required to acquire both a breadth and depth of knowledge studying subjects from 6 subject groups, thereby keeping future career pathways open. They are required to study 2 languages and increase their understanding of different cultures, including their own. They make connections between traditional academic disciplines and explore what ‘knowledge’ actually is. They undertake an in-depth research project into an area of their own interest through one of their academic subjects in the Extended Essay whilst enhancing their personal and interpersonal development through creativity, action and service to others (CAS).

As a preparation for university, and the life beyond, it is our belief that in the IB Diploma Programme, there is no better provision available for our students. The breadth of knowledge and skills in addition to the more holistic parts of the programme (CAS) provide our young people with the tools necessary for success at 18+. The Diploma Programme is challenging ( just as anything else worthwhile achieving usually is) and it demands of its students a high degree of determination, a well-established work ethic and a mind open to new challenges; the reward of successfully completing the programme are, however, well worth the effort.Read the information given in this document carefully and if you have any questions, please discuss these with Mr Butcher, our IB Co-ordinator.

I look forward to you joining our IB Programme where you can be confident that Regent’s International School’s staff will do everything they can to help you achieve your goals.Warm regards,

Brian IrvingHead of Secondary


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THE SIXTH FORM PROGRAMMEAt Regent’s International School, Bangkok, we offer the International Baccalaureate Programme in Years 12 and 13. This is a demanding course and students need to be well motivated, adaptable, flexible and independent learners who have good time management skills.

The International Baccalaureate Diploma Programme is an educational challenge, both academically and personally as it extends students in all areas of their development. It is ‘international’ not only because it is accepted worldwide, but also because it is a cross-cultural programme.

A student entering the IB Diploma Programme needs to undertake a full programme of study. This consists of six elements:

Group 1: Studies in Language andLiteratureGroup 2: Language Acquisition Group 3: Individuals and Societies Group 4: Experimental Sciences Group 5: MathematicsGroup 6: The Arts

It is also compulsory for students to study:

Theory of Knowledge (TOK): This course is of a reflective nature and asks the students to reflect critically on knowledge and experience acquired both within and beyond the classroom.Creative, Action and Service (CAS): Much like our Round Square activities at The Regent’s, CAS aims to challenge and extend students by developing in them responsibility for themselves, their community and the environment. It also teaches them to take initiative as well as developing additional skills and interest.Extended Essay (EE): This is an essay on a topic of the students’ choice and must involve personal, independent research. Each student is assigned a supervisor who will guide them.

ASSESSMENTTo obtain an IB Diploma at the end of the two year programme, students must study three subjects at Higher level (HL) and three at Standard level (SL). They must also complete satisfactorily the CAS Programme, a 4, 000 word Extended Essay and the Theory of Knowledge course. After the final examinations, students receive up to 7 points for each of the subjects they have studied. They can also receive up to three points for the Theory of Knowledge course and the Extended Essay. This means they can achieve a maximum of 45 points. To successfully gain the IB Diploma they must score 24 points in total whilst meeting the required point minimums in both HL and SL courses.

THE INTERNATIONAL BACCALAUREATE(IB) PROGRAMME


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THE EXTENDED ESSAY All students must submit an Extended Essay on a chosen topic.

One of the main purposes of the Extended Essay is to train students in the methods of work and critical research which apply to their chosen subject areas. The Extended Essay enables students to develop research, presentation and organisational skills which are central to academic work in higher education.

The subject chosen for the Extended Essay must be one that students are studying and should preferably be in one of their Higher Level subject areas. It should be a topic that they find interesting and which will give them the opportunity to collect information or data for analysis and evaluation. Topics should have a narrow focus and deal with a question or issue which is possible to answer or resolve within the word limits. Students must present a final paper with original thoughts, analysis, research and conclusions. A collection of other people’s research and ideas does not fit the requirements of this assignment.

Each essay is supervised by a teacher. It is the student’s responsibility to meet with their supervisor regularly and apply the guidance and suggestions of their supervisor to their final paper. It is the supervisor responsibility to review a first draft of the essay and to provide a full evaluation and constructive feedback to their candidate. As the IB outlines that the Extended Essay should be primarily an independent project undertaken by the student, it is recommended that the supervisor spends only between two and four hours with each student. It is therefore crucial that students liaise fully with the supervisor and actively seek advice and assistance.

The essay must be a maximum of 4,000 words long and should include a full list of works cited and consulted. Students must ensure that they fully acknowledge the words and/or ideas of another person. Any unacknowledged material in an Extended Essay is considered plagiarism is severely punished in accordance with the IB’s Academic Honesty Policy.

A student must receive a passing grade on their Extended Essay in order to receive their diploma.


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Theory of Knowledge (TOK) is an interdisciplinary course designed to develop a coherent approach to learning which unifies the academic areas and creates an awareness of the connections that exist between the various academic disciplines. The TOK course challenges students to reflect critically on diverse Ways of Knowing and develop a critical capacity to evaluate beliefs and knowledge claims. The course encourages students to make connections between and across the different Ways of Knowing and Areas of Knowledge while at the same time recognizing how these areas are linked to their own personal experiences. TOK encourages students to be aware of themselves as thinkers and the need to act responsibly in an increasingly interconnected world.

THEORY OF KNOWLEDGE

ASSESSMENT External AssessmentEssay on a Prescribed Title (1200 - 1600 words)One essay on a title chosen from a list of six titles prescribed by IBO for each examination session.

Internal AssessmentThe Presentation (approximately 10 minutes per student)One presentation to the classOne written self-evaluation report. The method of assessment usedby the IBO is criterion related, notbased in relation to the work ofother students.

CREATIVITY, ACTION AND SERVICE (CAS)All students participate in CASactivities for approximately 3—4hours per week over the two year period. CAS aims to challenge and extend the individual by developing a spirit of discovery and self-reliance. CAS is a framework of experiential learning designed to involve a person exploring new ideas and roles.

CreativityThis aspect of CAS is interpreted as creatively as possible. Activities could include dance, theatre, music and art. Students need to be engaged in group activities and in new roles,wherever possible.

ActionThis aspect of CAS can include participation in expeditions, individual and team sports, and physical activities outside the normal curriculum.

ServiceService involves interaction, such as the building of links with individuals and groups in the community.

The community may be the school, the local area, or at a national and international level. At The Regent’s School we believe it is vital to support the local community so at least one project will involve this. Service activities should not only involve doing things for others but also doing things with others and developing a real commitment with them.

An online assessment record keeping system is available for all Year 12 and 13 students. This will help students record the number of CAS outcomes completed and help evaluate progress, Students are encouraged to collect photographic evidence of their activities as well as links, documents and data.

ASSESSMENT AND RECORD KEEPING


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SUBJECT GUIDECONTENT

GROUP 1: STUDIES INLANGUAGE ANDLITERATURE

GROUP 2: LANGUAGEACQUISITION

GROUP 3: INDIVIDUALS AND SOCIETIES

GROUP 4: EXPERIMENTAL SCIENCES

GROUP 5: MATHEMATICS

GROUP 6: THE ARTS

SPORTS, EXERCISE AND HEALTH SCIENCE

THE SENIOR STUDIES, PASTORAL

\HIGHER AND STANDARD LANGUAGE A: LANGUAGE AND LITERATURE

IntroductionThe Language A: language and literature course seeks to develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts, as well as to encourage students to think critically about the different interactions between text, audience and purpose.

Course OutlineOver the course of the two years the aim will be to introduce students to a range of texts selected from different periods, styles and genres. Students will be given opportunities to engage, both verbally and through writing, in close, detailed analysis of individual texts and make relevant connections. It is hoped that they will recognize the importance of the context in which texts are written, developing an appreciation of the different perspectives of people from other cultures. Appreciating the formal, stylistic and aesthetic qualities of texts should promote in students an enjoyment of, and lifelong interest in, language and literature.

The course is divided into four sections covering a number of topics. In Part 1, Language and Context, students will study a variety of texts including rap music lyrics, soap opera scripts, advertising and memoirs, engaging in subjects such gender and sexuality, language and race, and language and taboo, and exploring how language and meaning change in different contexts. In Part 2, Language and Mass Communication, students will explore subjects such as stereotyping, popular culture, language and the media, and textual bias. They will explore a diverse range of texts including advertising campaigns, news media, twitter feeds and speeches. Students will be expected to engage in current affairs and popular culture, selecting appropriate case studies to examine. Parts 3 and 4 are the literature aspect of the course. At Higher Level, Students will study six texts, including one work in translation. At Standard Level, students will study four texts, including one work in translation. Works include A Doll’s House, The Handmaid’s Tale, the writings of Martin Luther King and the poetry of Carol Ann Duffy.

AssessmentExternal Assessment: 70%

GROUP 1:STUDIES INLANGUAGE

ANDLITERATURE


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Paper 1: Textual Analysis (2 hours – HL; 1½ hours – SL): 25%At Higher Level, candidates write a comparative commentary on a pair of unseen texts from a choice of two pairs. At Standard Level they will write a commentary on one unseen text from a choice of two. Through the development of a structured, coherent and well-argued commentary, students will be expected to demonstrate an appreciation of various aspects of the text, such as language, structure, tone, technique and style, primarily focusing on how these aspects contribute to its sense of form, audience and purpose.

Paper 2: Essay (1½ hours – SL; 2 hours – HL): 25%Students will be required to answer one question (from a choice of six) on texts studied during the course. Students will be expected to write a well-reasoned and clearly written essay that deals with the implications of the question, demonstrating knowledge of the works and appreciation of their stylistic features. The essay should compare the approach of two works in response to how the meaning of the texts is shaped by the contexts of production and reception.

Written Tasks: 20%Students must submit at least three (SL) or four (HL) written tasks throughout the course. The best mark is submitted for Standard Level or the best two marks for Higher Level. For both Standard and Higher Level, one of the tasks must be based on the language element of the course and one of the tasks based on the literature element of the task. For Higher Level, a further question must be answered from a list of six set questions. The written tasks are assessed on students’ knowledge and understanding and their appreciation of the conventions of the text type being studied, as well as the structure of the task and the quality of written expression Internal assessment: 30%

Further Oral Activity: 15%Students should deliver at least two presentations, relating to language in cultural context and language in mass communication. The best mark is submitted. The type of presentation should suit the strengths of the students themselves. Options include a formal presentation, role play or character monologue. The criteria for assessment encompass knowledge and understanding, analysis of stylistic features, awareness of audience and appropriate use of language.

Individual Oral Commentary: 15%Students deliver a 10-minute formal oral commentary on a 30-40 line passage from a text studied in class. Students should aim to identify and explore contextual elements of the extract and comment on how the writer ’s techniques convey the message of the text. Students will have 20 minutes to prepare. The commentary is followed by a 5-minute discussion on what the student has said in the commentary.


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IB HIGHER AND STANDARD THAI

IntroductionStudents opting for this course should be native Thai speakers who a¬¬re able to read and write well in Thai. They should be accustomed to reading Thai Literature.The Thai A1 course follows a similar framework to the English A1 course.

AssessmentAssessment for Thai A1 follows the English A1 course.


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IntroductionThe Group 2 Language course form the foreign language component of the IB Diploma Programme. Every student taking the diploma must follow a language at one of the following levels:B Higher and Standard LevelsAb Initio Standard Level

Language B is for students to study a foreign language. The intention is to provide students with the linguistic skills necessary for further study in the language, to promote an understanding of the culture of the countries where the language is spoken and to establish the ability to cope with the day-to-day demands of the language. French, English and Mandarin are the three langauges available.

HIGHER AND STANDARD ENGLISH B

Course OutlineThe aim of the English B course is for students to acquire a better understanding of the workings of the English language and to ensure students are able and confident to use the language in a variety of situations. Students will learn how to apply the vocabulary, structures and cultural information necessary for effective communication in English.The course will focus on speaking, writing, reading and listening tasks designed to expand students’ knowledge of the English language and to stimulate exchange of ideas. Students will be exposed to authentic materials in written and spoken English from a variety of sources. The reading and listening material chosen will broaden students’ vocabulary, improve comprehension in different contexts, promote discussion and lead to written responses. The topics chosen will help students to become more knowledgeable.

AssessmentStudents have to study core subject areas and choose 2 options. The core areas are: Communication and Media, Global issues and Social Relationships. The options are: Cultural diversity, customs and traditions, health, leisure and science and technology. At HL they also read two literary works.

External Assessment (70%)Standard LevelPaper 1: Receptive Skills (25%) 1h30mText-handling exercise on four written texts, based on the corePaper 2: Written Productive Skills (25%) 1h30mOne writing exercise of 250-400 words from a choice of five, based on the options

GROUP 2:LANGUAGE

ACQUISITION


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Written Assignment: Receptive and Written Productive Skills (20%) Intertextual reading followed by a written exercise of 300-400 words plus a 100-word rationale, based on the core

Higher LevelPaper 1: Receptive Skills (25%) 1h30mText-handling exercise on five written texts, based on the corePaper 2: Written Productive Skills (25%) 1h30mTwo compulsory writing exercise.Section A: One task of 250-400 words, based on the options, to be selected from a choice of five.Section B: Response of 150-200 words to a stimulus text, based onWritten Assignment: Receptive and Written Productive Skills (20%) Creative writing of 500-600 words plus a 150-word rationale, based on one of the literary texts read.Internal Assessment ( 30%) Higher and Standard LevelOral ComponentThe oral component examines how fluently and accurately the candidate speaks the language.The internal assessment is made up of the following two components:Individual Oral ( 20%) – about 8-10 minutesBased on the options: 15 minutes preparation time and a 10 minute (maximum)presentation and discussion with the teacher.Interactive Oral Activities (10%) Based on the core: Three classroom activities assessed by the teacher

HIGHER AND STANDARD MANDARIN B

Course OutlineOver the course of the two years the aim will be to introduce students to a broad range of topics, with materialselected in order to show the use of French in a variety of different contexts. These will also provide theopportunity for students to show their comprehension of the material and respond orally or by using anappropriate style of writing. The elements of grammar needed at this level will be covered across the two years. The range of situations for which and in which the language is used in the Language B courses extends well beyond those at Language AB Initio.

AssessmentExternal Assessment (70%)Standard LevelPaper 1: Receptive Skills (25%) 1h30mText-handling exercise on four written texts, based on the corePaper 2: Written Productive Skills (25%) 1h30mOne writing exercise of 250-400 words from a choice of five, based on the optionsWritten Assignment: Receptive and Written Productive Skills (20%) Intertextual reading followed by a written exercise of 300-400 words plus a 100-word rationale, based on the coreHigher LevelPaper 1: Receptive Skills (25%) 1h30mText-handling exercise on five written texts, based on the corePaper 2: Written Productive Skills (25%) 1h30mTwo compulsory writing exercise.Section A: One task of 250-400 words, based on the options, to be selected from a choice of five.Section B: Response of 150-200 words to a stimulus text, based on the core.


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Written Assignment: Receptive and Written Productive Skills (20%) Creative writing of 500-600 words plus a 150-word rationale, based on one of the literary texts readInternal Assessment ( 30%)

Higher and Standard LevelOral ComponentThe oral component examines how fluently and accurately the candidate speaks the language.The internal assessment is made up of the following two components:Individual Oral ( 20%) – about 8-10 minutesBased on the options: 15 minutes preparation time and a 10 minute (maximum) presentation and discussion with the teacher.Interactive Oral Activities (10%) Based on the core: Three classroom activities assessed by the teacher

INITIO LANGUAGES (Beginners Only)

IntroductionAB Initio courses are offered to students who have no prior or minimal experience of the languagechosen. The course provides students with the linguistic skills to deal with the demands of everyday communication and to provide them with an insight into the culture of the countries where the target language is spoken.

Courses AvailableThese courses are available at standard level only.FrenchMandarinCourse OutlineStudents will be exposed to spoken and written language and will carry out tasks in listening, speaking, readingand writing. The tasks will be topic-based and practical in nature, the emphasis being on developing understanding.

AssessmentExternal Assessment (75%)Paper1 (1h 30 m): 30% Understanding of four written texts ( 40 marks) + text handling exercisesPaper2 ( 1 hour) : 25% Productive skills, two writing exerciseWriting assignment: 20% A piece of 200-300 words, carried out in class under teacher supervisionInternal Assessment (25%)Part1: Presentation of a visual stimulus by the studentPart2: Follow up questions on the visual stimulusPart3: General conversation including at least 2 questions on the written assignmentThese will be internally assessed and externally moderated.


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IB HIGHER AND STANDARD BUSINESS MANAGEMENT

IntroductionBusiness Management is a rigorous, challenging and dynamic discipline that studies business functions, management processes and decision making in contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by factors internal and external to an organisation, and how these decisions impact upon its stakeholders, both internally and externally. Business Management also explores how individuals and groups interact with an organisation, how they may be successfully managed and how they can ethically optimise the resources in a world with increasing scarcity and concern for sustainability.

PurposeThe Business Management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organisations from all sectors, as well as the socio-cultural and economic contexts in which these organisations operate.

Course OutlineThe course involves studying the Business Management tools, techniques and theories from 5 main topic areas:• Business organisation and environment• Human resource management• Finance and accounts• Marketing• Operations managementIt is important to link these 5 topics together in order to gain a holistic overview of Business Management. To aid this there are 6 concepts underpinning the subject:• Change• Culture• Ethics• Globalisation• Innovation• StrategyThe course is about combining the content and concepts through the use of case studies and examples.

GROUP 3:INDIVIDUALS

AND SOCIETIES


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AssessmentHigher Level (HL)External AssessmentPaper 1 - 2¼ hours (Weighting 35%)The exam consists of 3 sections and is based on a case study issued in advance. In Section A students will answer 3 of 4 structured questions with shorter answers required. In Section B students answer one compulsory structured question including evaluative skills. The final part, Section C, requires students to answer a compulsory question focusing on strategic decision making through the use of extension material.

Paper 2 - 2¼ hours (Weighting 40%)This exam paper also consists of 3 sections, with Section A requiring students to answer 1 of 2 structured questions based on stimulus material with a quantitative element. In Section B students answer 2 of 3 structured questions based on stimulus material provided in the exam. In the final part, Section C, the students answer 1 of 3 extended response essay questions. This question is mainly based on 2 of the 6 concepts that run throughout the course

Internal AssessmentA research project of approximately 30 hours (Weighting 25%)The students produce a report, of up to 2000 words, that addresses an issue facing an organisation or analyses a decision to be made by an organisation.

Standard Level (SL)External AssessmentPaper 1 - 1¼ hours (Weighting 35%)The exam consists of 2 sections and is based on a case study issued in advance. In Section A students will answer 3 of 4 structured questions with shorter answers required. In Section B students answer one compulsory structured question including evaluative skills. Section A and B are common to both HL and SL students, but S students do not have a Section C.

Paper 2 - 1¾ hours (Weighting 40%)This exam paper also consists of 3 sections, with Section A requiring students to answer 1 of 2 structured questions based on stimulus material with a quantitative element. In Section B students answer 1 of 3 structured questions based on stimulus material provided in the exam. In the final part, Section C, the students answer 1 of 3 extended response essay questions. This question is mainly based on 2 of the 6 concepts that run throughout the course

Internal AssessmentA written commentary of approximately 15 hours (Weighting 25%)The students produce a written commentary, of up to 1500 words, based on 3-5 supporting documents about a real issue or problem facing a particular organisation or industry.


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HIGHER AND STANDARD ECONOMICS

Introduction

Economics is a subject which exists because people have more wants and needs than there are resources available to satisfy them. As a result individuals and societies have to make choices about how to use the limited resources available. In the course we look at a variety of issues, from how prices are determined, to how to reduce unemployment or is a carbon tax a good idea?

PurposeThe aim of the Economics course is help students develop:• an understanding of microeconomic and macroeconomic theories and concepts and their real-world

application.• an appreciation of the impact on individuals and societies of economic interactions between nations.• an awareness of development issues facing nations as they undergo the process of change.

Course outlineThe subject is split into 4 main sections. The main difference between the SL and HL courses is that there is additional content in each section for HL, but it is mainly an extension of the SL topics.• Microeconomics (How markets work?, what happens when markets don’t work? and market structures (HL

only))• Macroeconomics (Economic growth, inflation, unemployment, inequality and government policy)• International trade (Free trade, protectionism and exchange rates)• Development economics (Measuring development, barriers to development and policies for development)The HL course does have a mathematical element and you need to be comfortable with algebra, percentages and line graphs.

Assessment

Internal AssessmentWritten commentaries (20%) – The students produce a portfolio of three commentaries based on news articles, on different sections of the syllabus. This is the same for both SL and HL students.

External AssessmentPaper 1 - 1 hour 30 minutes (Weighting SL – 40% and HL – 30%)In this exam students have to write 1 essay on Microeconomics and 1 on Macroeconomics.Paper 2 - 1 hour 30 minutes (Weighting SL – 40% and HL – 30%)Students are given source data such as a news articles, tables and graphs and then answer short questions based upon these. They must answer 1 question on each International Trade and Development Economics.Paper 3 - 1 hour (HL only – 20%)This is a maths based paper on the higher level extension content. Students answer 2 from 3 questions and these require mainly calculations and constructing graphs, with a few short written elements.


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IB HIGHER AND STANDARD LEVEL GEOGRAPHY

IntroductionGeography is concerned with place. The nature and causes of a real differentiation on the global surface will be the focus of study. Geography is the study of the spatial distribution of phenomena.The purpose is to instil a sense of place and why one place on the Earth’s surface is different from another both in terms of physical characteristics and human responses.

AimsStudents should:Develop a global perspective and a sense of world interdependence. Study the interaction between people and environment.Appreciate the qualities of environments and consider sustainable managementAnalyse contemporary world issues from a geographer’s point of view.Be aware of the values and judgements of different societies in different parts of the world.Be able to use geographical methodologies to engage in pertinent enquiry.

Course OutlineThe core topic is a requirement for all IB Diploma Geography candidates and will begin the course and work as an introduction to IB studies.

Core: Patterns and ChangePopulation in transitionDisparities in wealth and developmentPatterns in environmental equality and sustainabilityPatterns in resource consumptionTopics may vary, however the current topics studied are:

Option D: Hazards and disaster Characteristics of a hazard VulnerabilityRisk and risk assessmentDisastersAdjustment and responses to hazards and disasters

Option E: Leisure ,Recreation and TourismChanges in leisureImpact of sport in urban areasTourism as a development strategyPatterns in sporting success


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Option G: Urban EnvironmentsUrban populationsUrban land useUrban stressesThe sustainable city

Higher Level extension: Global interactionsMeasuring global interactions Changing space– the shrinking world Economic interactions and flows Environmental changeSociocultural exchangesPolitical outcomes

AssessmentExternal assessmentPaper 1 examines the core topic of Patterns and Change, both SL and HL students will sit the same exam.The exam will consist of a series of short response questions for all core topics, and a selection of three 15 mark essays, from which the students will select one.Paper 2 examines the optional topics studied, SL students will select two topics to answer question on and HL students will select three topics. Each topic will offer a few short response questions, some requiring the students to use stimulus material, as well as a longer 10 mark question.Paper 3 is only for the HL students and will examine all the work covered in their lessons on Global Interactions. In the exam students will be required to select one of three questions. Each question has two parts, one 10 mark question and one 15 mark question, both must be answered.

Internal Assessment (IA)All students will be required to produce a 2,500 word field report based on a practical piece offieldwork. The IA will be completed during the first year of study and will require all students to participatein a field trip to allow them the practical knowledge they need. This trip is a local study within Bangkok and is based on the topic of urban environments.

Assessment Structure Component SD LV H LV Paper 1 40 % 25% Paper 2 35% 35% Paper 3 — 20% IA 25% 20%


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IB HIGHER AND STANDARD HISTORY

IntroductionIB History provides both structure and flexibility, fostering an understanding of major historical events in a globalcontext. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between but not judgements of, different cultures, political systems and national traditions. In order to understand the past students must engage with it both through examining primary historical sources and through studying the work of historians.

Course Outline

Prescribed Subject‘Paper 1’

World History Topics‘Paper 2’

Higher Level Option: Regional Focus ‘Paper 3’

Internal Assessment

Rights and Protest-US Civil Rights Movement in the 1950s/60s-Apartheid in South Africa

Authoritarian States-Nazi Germany and the rise of Hitler-Communist Cuba under Castro

History of the Americas-US Civil War 1840-1877-The Cold War in the Americas-Civil Rights Movement 1945 onwards

Student choosesany historical topicto investigate,for example, thesignificance of Rosa Parks to the success of the civil rights movement in the United States

Assessment

Standard LevelInternal AssessmentPaper 3Paper 2Paper 1

(sources paper)Coursework

Approx. 20 Hours-2 Essays

1 Hr 30 mins.4 written answers

1 HourExamination

25%-45%30%Assessment weighting

Higher LevelHigher Level students are assessed as above and in addition they sit a Paper 3.

Internal AssessmentPaper 3Paper 2Paper 1(sources paper)

--

3 Essays2 Hrs 30 mins

--

--

Examination

20%35%25%20%Assessment weighting


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IB HIGHER AND STANDARD LEVEL PYSCHOLOGY

IntroductionPsychology is the systematic study of behaviour and mental processes.Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society.IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB Psychology.

AimsIn addition to the other Group 3 aims, students who study Psychology will;Develop an awareness of how psychological research can be applied for the benefit of human beingsEnsure that ethical practices are upheld in psychological inquiryDevelop an understanding of the biological, cognitive and sociocultural influences on human behaviourDevelop an understanding of alternative explanations of behaviourUnderstand and use diverse methods of psychological inquiry.

Course OutlinePart 1: Core (SL/HL)• The biological level of analysis• The cognitive level of analysis• The sociocultural level of analysisPart 2: Options (1 Option for SL and 2 Options for HL)• Abnormal psychology• Developmental psychology• Health psychology• Psychology of human relationshipsPart 3: Qualitative research methodology (HL only)• Qualitative research in psychologyPart 4: Simple experimental study (SL/HL)• Introduction to experimental research methodology

Assessment

Standard LevelExternal Assessment 75% Paper 1 (2 hours)Section A: Three compulsory questions on part 1 of the syllabus.Section B: Three questions on part 1 of the syllabus. Students choose one question to answer in essay form.

Paper 2 (1 hour)Fifteen questions on part 2 of the syllabus. Students choose one question to answer in essay form.

Internal assessment 25%A report of a simple experimental study conducted by the student.


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Higher LevelExternal assessment (4 hours) 80%Paper 1 (2 hours)Section A: Three compulsory questions on part 1 of the syllabus.Section B: Three questions on part 1 of the syllabus. Students choose one question to answer in essay form.

Paper 2 (2 hours)Fifteen questions on part 2 of the syllabus. Students choose two questions to answer in essay form.

Paper 3 (1 hour)Three compulsory questions based on an unseen text, covering part 3 of the syllabus.

Internal assessment 20%A report of a simple experimental study conducted by the student.

GROUP 4:EXPERIMENTAL

SCIENCES

IB HIGHER AND STANDARD BIOLOGY

IntroductionBiology is a central science and the purpose of the course is to enable students to gain an understanding of its fundamental concepts and principles and to see how they relate to the natural and physical world.Biology is a field of endeavour studied empirically by observation and experiment. The course will centre around practical work in order to solve problems, elucidate patterns and principles in the natural world and to give students both the necessary manipulative and intellectual skills to make predictions based on prior knowledge.

Course OutlineThere are six compulsory areas of study for the Standard Level Biology course: Cells, The Chemistry of Life, Genetics, Ecology and Evolution, Human Health and Physiology and Statistical Analysis. The Higher Level course also covers five additional topics: Nucleic Acids, Metabolism, cell respiration and photosynthesis, Plant Biology, Genetics and evolution and Animal Physiology.In addition, one of the four option modules listed below are studied.A. Neurobiology and behaviour B. Biotechnology and bioinformatics C. Ecology and conservation D. Human

AssessmentInternal assessment (20%)Students will complete a range of laboratory practical work which are internally assessed within the School. These will test the students’ ability in Personal engagement, Exploration, Analysis, Evaluation and Communication.External assessment (80%)At the end of the course, students will sit 3 examination papers.Paper 1: Multiple Choice.Paper 2: short-answer and extended-answer questions.Paper 3: Section A: candidates answer all questions, two to three short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core/AHL material. Section B: short-answer and extended-response questions from one option.


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IB HIGHER AND STANDARD CHEMISTRY

IntroductionChemistry is an experimental Science that combines academic study with the acquisition of practical and investigational skills. 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 right, Chemistry is a pre-requisite for many other courses in higher education such as Medicine, Biological Science and Environmental Science, and serves as useful preparation for employment. There are a variety of approaches to the teaching of Chemistry. By its very nature, Chemistry lends itself to an experimental approach which is reflected throughout the course. Students will use ICT to support their work. Students will work alone, in small groups or get involved in whole class discussions. They will be encouraged to think critically about the topics being studied.

Course OutlineThere are eleven compulsory areas of study for the Chemistry course: Quantitative chemistry; Atomic structure; Periodicity; Bonding; Energetics; Kinetics; Equilibrium; Acids and bases; Oxidation and reduction; Organic Chemistry; Measurement, data processing and analytical techniques.In addition, one of the four option modules listed next are studied: A. Materials B. Biochemistry C. Energy D. Medicinal chemistry

Assessment

Internal assessment (20%)Students will complete a range of laboratory practical work which are internally assessed within the School. These will test the students’ ability in Personal engagement, Exploration, Analysis, Evaluation and Communication.

External assessment (80%)At the end of the course, students will sit 3 examination papers.Paper 1: Multiple Choice.Paper 2: short-answer and extended-answer questions.Paper 3: Section A: candidates answer all questions, two to three short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core/AHL material. Section B: short-answer and extended-response questions from one option.

IB HIGHER AND STANDARD PHYSICS

IntroductionThe purpose of this course is to encourage our students to become independent and inquisitive thinkers who wish to further their knowledge about the physical world. We will achieve this by encouraging our students to think outside the box and take risks when asking questions about the world in which they live. The biggest challenge facing the world today is how to cope with the global issue of climate change. We will promote internationalism in our students by confronting this and other environmental issues. We will encourage them to have a principled response to these issues and also to communicate their ideas with others.


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Course OutlineThere are Eight compulsory areas of study for the Physics course SL: Measurements and uncertainties, Mechanics, Thermal physics, Waves, Electricity and magnetism, Circular motion and gravitation, Atomic, nuclear and particle physics, Energy production. Students that opt to study Physics HL will study: Wave phenomena, Fields, Electromagnetic induction, Quantum and nuclear physics.In addition, one of the four option modules listed below are studied.A. RelativityB. Engineering physicsC. Imaging D. Astrophysics

Assessment

Internal assessment (20%)Students will complete a range of laboratory practical work which are internally assessed within the School. These will test the students’ ability in Personal engagement, Exploration, Analysis, Evaluation and Communication.

External assessment (80%)At the end of the course, students will sit 3 examination papers.Paper 1: Multiple Choice.Paper 2: short-answer and extended-answer questions.Paper 3: Section A: candidates answer all questions, two to three short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core/AHL material. Section B: short-answer and extended-response questions from one option.

IB HIGHER AND STANDARD DESIGN TECHNOLOGY

Introduction

The Diploma Programme in Design Technology is an academic two-year course, which deals with the fundamental concepts of creativity, design, and global technological issues. This course will give you the knowledge to be able to design and make projects in school workshops, and also to develop an understanding about technology in general.

It has a particular focus on global environmental issues. It covers core topics in human factors and ergonomics, resource management and sustainable production, modeling, raw materials to final production, innovation and design including classic design. It also covers advanced higher level topics in user centered design, sustainability, innovation and markets, and commercial production. The diploma is widely accepted worldwide for university entrance, and is a good preparation for careers in areas such as engineering, architecture, product design, interior design, architectural design and teaching education.

Students should be fully aware that this IS NOT just a practical subject, as it involves a wide range of written, analytical, design and documentary elements that must be completed if a student is to access higher level marks/grades, as well as 2 –SL and 3-HL exams at the end of the course to test the student’s knowledge and understanding of the theory aspect of Product Design.

The Major Project takes up almost the whole of Year 13 and is of the student’s own choosing; the project is a great challenge and will be the most extended piece of coursework that students of this age will tackle in any subject.


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Success here proves not only that the student is an able design technologist, but also that they can work to deadlines, organise themselves over long periods of time and have those highly regarded qualities of dedication and perseverance.

The only limits to the IB Major Project are the project deadlines, individual student work ethos and their imagination !Following IB Diploma in Product Design at Regent’s ISB students can continue different University routes in Design, Fashion, Engineering, Architecture and Art & Design. The design cycle

SL Criteria / Stages Duration: 40 hours Weighting: 40%

HL Criteria / StagesDuration: 60 hours Weighting: 40%

1. Analysis of a design opportunity2. Conceptual design3. Development of a detailed design4. Testing and evaluation

5. Analysis of a design opportunity6. Conceptual design7. Development of a detailed design8. Testing and evaluationAt higher level (HL), the following two additional stages/criterions are added.Commercial productionMarketing strategies


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Distinction between SL and HL:

240 hours to complete HL 150 hours to complete SLHL Core 90Human factors and ergonomics 12Resource management 22Modelling 12Raw material to final product 23Innovation and design 13Classic design 8

SL Core 90Human factors and ergonomics 12Resource management 22Modelling 12Raw material to final product 23Innovation and design 13Classic design 8

Additional higher level (AHL) 54User-centred design (UCD) 12Sustainability 14Innovation and markets 13Commercial production 15

None of the higher level topics

EXAMS

Assessment Papers IA internal assessment

Time Weight

SL 1 2

Design project ¾1.540 hours

30 % 30% 40%

HL 1 2 3

Design project 11.51.560 hours

20%20%20%40

Purpose of internal assessmentInternal assessment is an integral part of the course and is compulsory for both SL and HL students. IA is 40% is the final assessment in the SL and the HL courses & it consists of 1 design project.It is recommended that a total of approximately;• 40 hours (SL) At SL, this project will be completed in about 40 hours. • 60 hours (HL) should be allocated to the work. This should include:Each criterion should be addressed in about 10 hours. SL HLDesign project 40 60Group 4 project 10 10Teacher-directed activities 10 26Total Practical work 60 96

Scope of the Major Project:SL approximately 34 A4 pages. The maximum page limit at SL is 38 A4 pages (or equivalent).HL approximately 44 A4 pages. The maximum page limit at HL is 50 A4 pages (or equivalent). These limits should be made clear to the students. The teacher should not award any marks for work on pages over this limit.

http://www.bisnet.or.id/vle/course/view.php?id=155http://msc-technology.wikispaces.com/IB+Design+Technologyhttp://www.ruthtrumpold.id.au/designtech/pmwiki.php?n=Main.Syllabus

George Mitov: Head of Design & Technology


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Sports, exercise and health science (SEHS) is an experimental science that combines academic study with the acquisition of practical and investigative skills. It is an applied science course within group 4, with aspects of biological and physical science being studied in the specific context of sports, exercise and health. Moreover, the subject matter goes beyond the traditional science subjects to offer a deeper understanding of the issues related to sports, exercise and health in the 21st century. Apart from being worthy of study in its own right, SEHS is a good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries.

Scientific inquiry, conducted over many decades, has accumulated a vast amount of information across a range of sub-disciplines that contribute to our understanding of health and human performance in relation to sports and exercise. The Diploma Programme course in sports, exercise and health science involves the study of the science that underpins physical performance and provides the opportunity to apply these principles.

The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sports, exercise and health. Students will cover a range of core and option topics, and carry out practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of international dimension and ethics by considering sports, exercise and health relative to the individual and in a global context.

At the school level, both theory and practical work should be undertaken by all students. They should complement one another naturally, as they do in wider scientific study. The Diploma Programme SEHS course allows students to develop practical skills and techniques, and to increase facility in the use of mathematics, which is the language of science. It also allows students to develop interpersonal skills and digital technology skills, which are essential in 21st-century scientific endeavour and are important life-enhancing, transferable skills in their own right. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study SEHS as their major subject in higher education and those who do not.

Distinction between SL and HL

Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Assessment objectives” section of this guide. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study additional higher level (AHL) material as well as HL topics within the options. The distinction between SL and HL is one of breadth and depth.

SPORTS, EXERCISE AND HEALTH SCIENCE


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GROUP 5:MATHEMATICS

IB STANDARD LEVEL MATHEMATICS

IntroductionThe focus of this course is to meet the needs of those students who have already demonstrated competence in this subject and a good ability to solve problems and to extend their skills and conceptual understanding further. The purpose of the course is for students to be well prepared for further study at university in areas requiring good mathematical skills, such as geography, psychology, chemistry and economics. Our aim is to provide students who will choose these courses at the end of Y13 with an appropriate variety of thinking skills and approaches to problem solving.

Course Outline

There are six areas of study within this course.

They are: AlgebraFunctions and equationsCircular functions and trigonometryVectorsStatistics and probabilityCalculus

These will each be taught for the proportion of the course as recommended in the IBO study guides, taking into account the response and progress of the students within each group.

AssessmentAssessments will be made throughout the course, in line with the current assessment policy – to include half-termly tracking of students’ performance and effort, tests as appropriate, school examinations as well as the Exploration and final external examinations.


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The Exploration - The Internal assessment (IA) - A 10 to 12 page mathematical Exploration on a topic chosen by the student. Students will be given clear information about the criteria to be used for the Exploration. There is one opportunity to hand in a draft where the teacher can give limited guidance and advice on how to improve the Exploration.

Written external papers 1 and 2: 1.5 hours each, of which the first will be a non-calculator paper. The second will include the use of a Graphic Display Calculator.

IB HIGHER LEVEL MATHEMATICS

Introduction

This is a demanding course for students with a great interest in mathematics who enjoy meeting its challenges and engaging with its problems or who wish to pursue university studies with a high mathematical content e.g. in engineering, technology or science as well as mathematics itself. It is intended to give students an appreciation of mathematics as anabstract subject in its own right and as a powerful tool which is useful in solving problems in a range of other subjects.

The teaching methodology will encourage students to develop as independent thinkers and risk- takers, full of curiosity about ‘why’ as well as ‘how.’ As a Round Square school we focus on internationalism and we expect to develop this aspect of the curriculum by appropriate use of coursework tasks and examples to illustrate the topics covered. In some lessons an investigational approach will be used and, where appropriate, technology.

Course Outline

There are six compulsory topics and a further optional section.

The compulsory topics are:AlgebraFunctions and equationsCircular functions and trigonometryComplex NumbersStatistics and probabilityCalculus

We will leave the decision about the choice of the HL option topic until later in the course so as to give students the best chance of being able to select the most appropriate option. The teachers are prepared to teach whichever of these options are chosen (subject to timetabling constraints). However the option will be chosen from one of the following topics:

Statistics and ProbabilitySets, relations and groupsSeries and differential equationsDiscrete mathematics


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AssessmentAssessments will be made throughout the course, in line with the current assessment policy – to include half-termly tracking of students’ performance and effort, tests as appropriate, school examinations as well as the Exploration and final external examinations.

The Exploration - The Internal assessment (IA) - A 10 to 12 page mathematical Exploration on a topic chosen by the student. Students will be given clear information about the criteria to be used for the Exploration. There is one opportunity to hand in a draft where the teacher can give limited guidance and advice on how to improve the Exploration. The Exploration accounts for 20% of the final mark.

The three external examinations are all taken at the end of the two year course and are made up as follows:

Paper 1: (2 hours) consisting of 20 compulsory short answer questions based on the core part of the syllabus. (Non Calculator)Paper 2: (2 hours) consisting of 5 compulsory extended answer questions based on the core part of the syllabus. (Calculator)Paper 3: (1 hour) consisting of extended answer questions based on the Option. (Non Calculator)

IB MATHEMATHICAL STUDIES

Introduction

This is the least demanding of the mathematics courses and is well suited for those students who do not find the subject easy or who will not require a higher qualification for their chosen further university courses.

Focus – mathematics with a real world view and application. A discovery method will be used to introduce new ideas and technology will be used as much as possible.

Purpose – encourage students to develop a method of thinking and solving problems without the need to memorise and recite material. Theses are skills which will stand them in good stead throughout their life.

Aims and objectives: Create an appreciation and understanding of valuable mathematics concepts in students and build confidence in students ability to apply them.

Course OutlineThe course will consist of the following topics in proportions to reflect the number of hours suggested in the course guide:Understanding Graphic Calculator, Number and Algebra, Functions and equations, Geometry, Trigonometry, Introductory Differential Calculus, Sets and logic, Probability and Statistics, Financial Mathematics.

Assessment

Assessments will be made throughout the course, in line with the current assessment policy – to include half-termly tracking of students’ performance and effort, tests as appropriate, school examinations as well as the Exploration and final external examinations.Students will be given clear information about the criteria used in assessing their Exploration.


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GROUP 6:THE ARTS

IB HIGHER AND STANDARD MUSIC

Introduction

The Diploma music course is designed to offer students the opportunity to build on prior experience in music while encouraging a broad approach to the subject and developing new skills, techniques and ideas. At Regent’s, Bangkok prior musical experience is required as a performer both at Standard (SL) and Higher (HL) level. The IB Diploma music course demands both academic rigour and a high instrumental or vocal performance standard together, at HL, with a creative approach to composition. The student is encouraged to listen to and analyse a huge variety of music such as Western classical music, pop and jazz, and music from different world cultures. The student is given the tools to describe the differences and to make information musical connections.

Aims The diploma music course aims to develop students’ knowledge and potential as musicians, both personally and collaboratively.

Course Outline Students are encouraged to take part in as many different ensembles as possible and to attend live concerts to broaden their knowledge of the many different styles of music. Students study their first study instrument on a regular basis and are given performance opportunities throughout the course. Throughout Year 1 of the course the focus is on developing analytical skills and putting them into practice while studying the prescribed set works. During Year 2 the student will complete their musical links investigation and be able to compare pieces of music using the appropriate musical terminology.

Assessment for Listening Paper:

External Assessment

Listening paper 30% SL – 2 hours HL – 2.5 hours

Throughout the course students study prescribed set works in detail (HL study two, SL study one) and are taught to answer analytical questions on both and make informed musical comparisons.


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In addition students study music from different parts of the world, cultures and time periods and are equipped with the analytical tools to analyse previously unheard music.

Musical Links investigation 20% - SL/HL An individual study of music from different musical cultures – exploring, analysing and examining the connections between two or more pieces of music.

Internal Assessment (externally moderated)Higher level students study solo performing and creating in this unit.

Assessment (externally moderated) HL Solo performing 25% Students submit a 20 minute recording of their solo performances taken from one or more public performance. HL Creating 25% Students are required to produce three pieces of composing coursework, recordings and a written reflection Standard level students study solo performing SL Solo Performing 50%


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Internal assessment task

Task 4: Collaborative project (SL and HL)Students at SL and HL collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice.

SL

35%

HL

25%

IB HIGHER AND STANDARD THEATRE ARTS

IntroductionTheatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively.

Course OutlineA variety of tasks, focusing on a number of genres, styles, plays and other stimuli, will be set. These tasks will be designed specifically for the group and will therefore be variable, depending on factors such as group numbers, individual strengths and interests. Students are required to investigate the core syllabus areas from the perspectives of creator, designer, director, performer and spectator. These core syllabus areas are Theatre in Context, Theatre Processes and Presenting Theatre. Within these areas students will create theatre based on theory, work with play texts, look at world theatre traditions and engage in creating collaborative, original theatre. Students must also keep a Theatre Journal throughout the course.

AssessmentExternal assessment tasks

Task 1: Solo theatre piece (HL only)Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of their theory and create and present a solo theatre piece (4–8 minutes) based on this aspect(s) of theory.

Task 2: Director’s notebook (SL and HL)Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience.

Task 3: Research presentation (SL and HL)Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.

SL

N/A

35%

30%

HL

35%

20%

20%


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IB HIGHER AND STANDARD VISUAL ARTS

IntroductionAims:For all students to; Make artwork that is influenced by personal and cultural contexts Become informed and critical observers and makers of visual culture and media Develop skills, techniques and processes in order to communicate concepts and ideas

Content:

Students will undertake a series of projects, teacher led in Year 12 and student led in Year 13 to produce the following work;

Process Portfolio 40%This is essentially a digital sketchbook filled with your ideas, research, analysing artists, experimentation and show use of media in 2D, 3D and photography. Select 18 pages (SL) or 25 pages (HL), you will make considerably more over Year 12 and 13.

Exhibition 40%8 (SL) or 11 (HL) selected pieces of artwork displayed in an end of Year 13 exhibition. These are selected from all the work completed over Year 12 and 13 (you will make more). Using any media and including exhibition text to explain the meaning of the work.

Comparative Study 20%15 page essay comparing 3 pieces of Artwork by 2 different Artists. HL must also include a reflection of their own Artwork they have made in response to this.

Assessment:

Comparative study is assessed internally at the start of Year 13 by your Art Teacher.The Process Portfolio and Exhibition is assessed at the end of Year 13 from all the work produced over Years 12-13. It is uploaded digitally (powerpoint and photographs) and assessed externally.

What does this subject lead to:The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. Whilst you might have heard that becoming an architect, fine artist, sculptor or gallery assistant is an option for those who study Art or Design, there are many other careers available for those who are able to envision, design and create beautiful things– including digital and graphic design jobs. http://www.studentartguide.com/articles/art-careers-list

Web addresses/references:

http://www.ibo.org/programmes/diploma-programme/curriculum/the-arts/visual-arts/

Teachers to speak to:Mrs Felicity Harris


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Regent’s International School Secondary OfficeLandline: (66) 2 957 5777 Mobile Phone: Khun Miki (66) 83 989 5455

Peter Hogan - PrincipalEmail: [email protected]

Please feel free to browse our website: www.regents.ac.th/bangkok

CONTACT INFORMATION

THE REGENT’S INTERNATIONAL SCHOOL BANGKOK601/99 PRACHA-UTHIT ROADWANGTONGLANGBANGKOK 10310TELEPHONE: +66 (0) 2 957 5777 E-MAIL: [email protected]

Regent's IB Choices Booklet 2016-17

Documents

Transcript of Regent's IB Choices Booklet 2016-17