aisb diploma programme handbook

AISB Diploma

Programme

Handbook

IB DIPLOMA BOOK I American International School of Bucharest Page | 2

TABLE OF CONTENTS History & Philosophy of the International Baccalaureate Diploma Program ................. 4

IB Diploma Subject Requirements: The Six Academic Subjects ........................................ 5

IB Course Pre-Requisites .......................................................................................................... 6

Rationale ............................................................................................................................... 6

Requirements ........................................................................................................................ 6

The Bilingual IB Diploma ...................................................................................................... 6

Certificates or the Full Diploma ............................................................................................. 6

Higher or Standard Level? ...................................................................................................... 7

Anticipated Courses ............................................................................................................... 7

Drop and Add Period ............................................................................................................. 8

Introductory Morning .............................................................................................................. 8

Additional Information ............................................................................................................ 8

Examinations, Diploma and Certificates .......................................................................... 8

Program Fees ........................................................................................................................ 9

University Applications ........................................................................................................ 9

The IB Diploma and College Admissions .......................................................................... 9

IB Predicted Grades and College Admissions ................................................................. 9

Subject Offerings .....................................................................Error! Bookmark not defined.

Group 1 – Language A: Literature (HL/SL) ......................................................................... 11

ENGLISH A1 ......................................................................................................................... 11

ENGLISH LANGUAGE AND LITERATURE ............................................................................ 12

LITERATURE ROMANA (HL/SL) ............................................................................................ 12

SELF-TAUGHT LITERATURE (SL only) .................................................................................... 13

LITERATURE HL (Not taught at AISB) ................................................................................. 15

Group 2 – Additional Language – Language Acquisition ............................................... 16

IB FRENCH “AB INITIO” ....................................................................................................... 17

IB FRENCH LANGUAGE B COURSE ................................................................................... 19

IB SPANISH "AB INITIO" ........................................................................................................ 21

IB SPANISH LANGUAGE B COURSE ................................................................................... 22

Group 3 – Individuals and Societies .................................................................................... 25


HISTORY (HL/SL) .................................................................................................................. 26

GEGORAPHY (HL/SL) ......................................................................................................... 27

ECONOMICS (HL & SL) ....................................................................................................... 29

GROUP 4- Experimental Sciences ....................................................................................... 31

BIOLOGY (HL & SL) ............................................................................................................. 32

CHEMISTRY (HL & SL) .......................................................................................................... 34

PHYSICS (HL & SL) ............................................................................................................... 35

GROUP 5 – Mathematics ...................................................................................................... 37

MATHEMATICS HL ............................................................................................................... 38

MATHEMATICS SL ................................................................................................................ 40

MATH STUDIES SL ................................................................................................................. 43

Group 6 – The Arts ................................................................................................................. 46

IB FILM .................................................................................................................................. 46

THEATRE (HL & SL) ............................................................................................................... 48

VISUAL ARTS (HL & SL) ..........................................................Error! Bookmark not defined.

Additional Course Offerings ................................................................................................. 53

Theory of Knowledge (TOK) Creativity, Action, Service (CAS) Extended Essay ........... 54

THEORY OF KNOWLEDGE .................................................................................................. 55

CREATIVITY, ACTION, SERVICE (CAS) ............................................................................... 55

EXTENDED ESSAY OF 4000 WORDS ................................................................................... 57

Allocation of TOK and Extended Essay Grades ............................................................. 58

Notes ....................................................................................................................................... 59

The IB made me more responsible. I realized that for everything I do, there is a

consequence – good or bad, depending on the work and care I put in. There are

times when I have to study independently, so I developed the studying

techniques that best work for me. I reached the point to know myself as a

learner, to spot my weaknesses and my strong points. I also improved in my

ability to answer my own questions.

AISB, Grade 11 Student


HISTORY & PHILOSOPHY OF THE INTERNATIONAL

BACCALAUREATE DIPLOMA PROGRAM The International Baccalaureate Diploma Program (IBDP) is a comprehensive course

of studies designed to be undertaken in the last two years of secondary school. The

diploma model is based on the best elements of many countries. It is a deliberate

compromise between the specialization required in some national systems and the

breadth preferred in others. The curriculum is displayed in the shape of a hexagon

with six academic areas surrounding the core of the three unique additional

requirements. The six subject groups represent the major domains of learning across

all subject disciplines of a curriculum.

The IB Diploma Program is designed as an academically challenging and balanced

program of education with final examinations that prepares students for success at

university and life beyond. The program is normally taught over two years and has

gained recognition and respect from the world's leading universities.

Since the late 1960s, the program has:

Provided a package of education that balances subject breadth and depth,

and considers the nature of knowledge across disciplines through the unique

theory of knowledge course;

Encouraged international-mindedness in IB students, starting with a foundation

in their own language and culture;

Developed a positive attitude that prepares students for university education;

Gained a reputation for its rigorous external assessment with published global

standards, making this a qualification welcomed by universities worldwide

(http://www.ibo.org/diploma/recognition/); and

Emphasized the development of the whole student - physically, intellectually,

emotionally and ethically.

Students also developed an understanding of the IB Learner Profile. The ten qualities

of the learner profiles inspire and motivate the work of teachers, students and schools,

providing a statement of the aims and values of IB, to develop "international-

mindedness". IB learners strive to be inquirers, thinkers, communicators, risk-takers,

knowledgeable, principled, open-minded, caring, balanced and reflective.

COURAGEOUS: They approach unfamiliar situations and

uncertainty with courage and forethought,

and have the independence of spirit to

explore new roles, ideas and strategies.

They are brave and articulate in defending

their beliefs.

http://www.ibo.org/diploma/recognition/


IB DIPLOMA SUBJECT REQUIREMENTS: THE SIX ACADEMIC

SUBJECTS Students can elect to study the entire diploma or they can elect to do one or more IB

Certificate subjects. The school schedule is constructed based on student choices at

the end of 10th grade. AISB tries to meet the choices of as many entering IB Diploma

students as possible. Inevitably in a school this size, some schedule conflicts do occur.

For example, in 2002-03 Biology and Chemistry were taught simultaneously, so no

student could take both classes.

IB Diploma Program students study six courses at higher level or standard level.

Students must choose one subject from each of the groups 1 to 5, thus ensuring

breadth of experience in languages, social studies, the

experimental sciences and

mathematics.

The sixth subject may be an

arts subject chosen from

group 6, or the student

may choose another

subject from groups 1

to 5. At least three

and not more than

four subjects are

taken at higher

level, the others at

standard level. The

full IB Diploma

requires that six

academic subjects

be studied

concurrently. They must

also complete the Theory

of Knowledge, CAS and

extended essay requirements

to gain the Diploma.

The IB awards a Certificate after the

completion of the requirements for a single IB course.

Certificate students can elect to follow fewer subjects; however they are encouraged

to study as broad a program as possible. Diploma students and Certificate students

must follow these courses for two years.

Students not seeking an IB qualification can opt to study the first year of the course

only to gain the AISB American Diploma.


IB COURSE PRE-REQUISITES

Rationale The American International School of Bucharest offers the International

Baccalaureate Diploma Program (IBDP) for the final two years of its high school

program. The IB Diploma Program is a rigorous course of study. To be a successful

candidate in the IB Diploma Program students must be committed to attending

school regularly, to completing homework and assignments by the due dates given,

and students must have a conscientious attitude towards their studies. The ideal

student is an independent, motivated learner.

This policy is intended to guide admissions into the AISB IB Diploma Program to help

ensure that students are successful and enrolled in the courses that are most suited to

their needs.

Requirements In order to participate in the IB Diploma Program, Grade 10 students are expected to:

Pass all of their Grade 10 courses, including their Personal Project;

Maintain a grade point average of 4.5 on the IB 1-7 grading scale;

Earn strong disposition grades, as demonstrated commitment and sustained

effort will be taken into account when considering suitability for the IB Diploma

Program;

Meet the AISB attendance policy;

Achieve a grade of at least 5 in subjects they which to take at Higher Level (HL

Math requires a 6); and

Obtain teacher recommendations for each of their courses.

Any exceptions to the above policy must be approved by the IB Coordinator and

Secondary Principal.

Throughout the 11th and 12th grade, full Diploma students are expected to maintain

at least 28 points. Failure to do this will result in a student being placed on academic

supervision.

The Bilingual IB Diploma

To be awarded a bilingual diploma, you must complete two courses from Group 1

(Studies in Language & Literature) with a grade of a 3 or higher.

CERTIFICATES OR THE FULL DIPLOMA

It is strongly recommended that an individual student pursue the most challenging

program of which they are capable. Capability extends not only to academic ability

but also to the ability to be self-directed and hard-working.

Students who pursue the full diploma receive the following benefits:

They will experience a well-rounded education;

They will develop a skill set that will serve them well in any career;

The program and curriculum is designed to promote international

understanding, intercultural awareness and a community ethic;

They will have accessed an educational program that is often reserved for the

academic elite in North America;


They will be challenged in a way that usually doesn't occur until university when

they will have less access to parent support;

Advanced Placement at American universities (and a few Canadian

universities) is awarded for IB Higher Level courses and in a small number of

cases, for IB Standard Level courses;

Many universities recognize the demanding nature of the Diploma as a whole

and take that into consideration when reviewing applications;

The extended essay provides students with the opportunity to try out an area

that might evolve into a career focus.

The Theory of Knowledge course is designed to reinforce the critical thinking

skills that are a significant component of the other IB classes;

The diploma is the most challenging option available at our school. They are

more likely to complete post-secondary education; and

A study published by the American Federal Government

(http://www.ed.gov/pubs/Toolbox/Exec.html) has noted that in the 1990's, the

long-term national system bachelor's degree completion rate by age 30 for all

students who attend 4-year colleges is 63 percent; i.e., 37 % who begin their

post-secondary education do not complete what they started. However, the

number that finishes increases significantly when students follow a rigorous

program.

On the other hand, the Diploma is not necessarily for everyone. Individual Certificates

are valuable for those students who experience excessive difficulty in one or more of

the Diploma's required subjects or who are strongly committed to an extracurricular

program such as music or competitive sports.

Taking two, three, four or even five IB Certificates is still a rigorous program that is likely

to reflect positively on a university applicant. The full Diploma is not recommended for

those students who are poorly motivated or for those who lack self-direction.

HIGHER OR STANDARD LEVEL? The distinction between HL (Higher Level) and SL (Standard Level) courses is in the

amount of material expected to be covered. In some cases, there is little difference

between HL and SL candidates in the 11th grade. This does, however, usually depend

on the course, such as English A1 where the books chosen for the different levels vary.

In order to help focus students and teacher planning we ask that students choose

their HL and SL courses when they choose their IB subjects. In some subjects, such as

history, it is possible to change during the year; however in most subjects this is not

possible and therefore students will need to think carefully about their strengths,

weaknesses and career/college goals.

ANTICIPATED COURSES

In some cases where a student has a strong background in a particular discipline, they

can write one or at most two SL exams after just one year of study in 11th grade. Since

the philosophy of the Diploma is education of the whole person, this approach is

viewed as not being ideal. Anticipated students will need to pay a portion of the fees

levied by the IB in 11th grade.

http://www.ed.gov/pubs/Toolbox/Exec.html


DROP AND ADD PERIOD

The drop and add period at the beginning of the school year normally lasts two weeks.

Two weeks of content in a diploma course represents a significant amount of work to

make up. In exceptional cases where a student is discontinuing enrolment in the

Diploma, a student may be able to switch a course at the semester. However, these

will be the only times that students in IB courses will be allowed to change courses.

Such changes should be done through the Diploma Coordinator

INTRODUCTORY MORNING

On the second Saturday of the new school year, all 11th grade students are required

to attend an induction morning that aims to prepare them for the year ahead. This

Induction Workshop aims to provide students with an overview of the skills and

knowledge they will be exposed to over their two year journey, as well as provide

them with an introduction to Theory of Knowledge, CAS requirements and the

Extended Essay.

ADDITIONAL INFORMATION

Examinations, Diploma and Certificates All examinations leading to the Diploma normally take place at the end of the second

year of study in May. By exception, some students may be permitted to sit one, or in

rare cases, two Standard Level exam(s) at the end of the first year. These are termed

anticipated exams.

The examinations are externally set and graded by the International Baccalaureate

Organization. However, in all subjects, the school internally assesses a part of the

program. Each examined subject is graded on a scale of 1 (minimum) to 7

(maximum). IBO ask for a random sample selection of the internally assessed papers

to moderate at the international level.

The grading scale for IB examination is as follows:

7= Excellent

6= Very Good

5= Good

4= Satisfactory

3= Mediocre

2= Poor

1= Very Poor

The award of the Diploma requires a minimum total of 24 points and the satisfactory

completion of the three additional requirements. In addition, a student may earn up


to three additional bonus points for superior performance in Theory of Knowledge and

the Extended Essay. The maximum score possible is 45.

Program Fees

Students are responsible for fees in addition to the normal school tuition associated

with completing the IB Diploma or IB Certificates and are due in November of their

Grade 12 year.

These fees are levied by and go directly to the IB Organization and are collected by

AISB. If an embassy or company is paying these fees for the student, please inform

them that the invoices are sent by the end of September for payment by the end of

November.

University Applications

Students and parents can visit the web-site of the IB organization at

http://www.ibo.org/diploma/recognition/directory/index.cfm. At this web-site,

students will find a database of universities that have specific statements about

admissions policies related to the IB Diploma.

Applicants to UK universities and other European or International Universities should

present the full IB Diploma to gain entry.

Applicants to North American universities should present a school record showing that

their secondary school program was the most challenging program possible for the

student. At our school, the Diploma Program is the most challenging program we offer.

The IB Diploma and College Admissions

In some countries the IB Diploma is required for college admissions. This is particularly

true in the UK as well as some European national systems. In Canada, Australia, and

New Zealand, students who are full IB Diploma candidates can apply with their

predicted IB grades (or actual results in the case of Australian universities), or can

apply with their AISB diploma and SAT scores. Colleges in the United States require the

AISB diploma and SAT scores for admissions, but students interested in going to to

college in the US who qualify for the IB Diploma are strongly encouraged to be full IB

candidates. This is because US colleges look very carefully at the academic rigor of

an applicant's course of study, and being an IB Diploma candidate is the most-

rigorous course of study an AISB student can choose. English-speaking college

programs in Continental Europe vary on whether they will accept the IB Diploma on

its own or want SAT scores as well, but the trend in recent years is to accept IB

predicted grades if the applicant is a full Diploma candidate, and to ask for SAT scores

if the student is not a full Diploma candidate.

To put it more-simply, for most countries except the USA, you can apply to college

with your IB predicted grades and do not need to take the SAT if you are a full IB

Diploma candidate.

IB Predicted Grades and College Admissions

Most of the time when you apply to a college with your IB results, you use predicted

grades that have been is-sued by the faculty. You will receive two sets of predicted

grades at AISB: a "guideline" grade the beginning of senior year, and the actual

predicted grades used for college admissions, which are issued in November of your

senior year.

http://www.ibo.org/diploma/recognition/directory/index.cfm


Your guideline grade is determined by the faculty at the end of 11th grade, and you

receive the guideline grade the first week of 12th grade. You receive a guideline

grade for two reasons: it will help you more-accurately select the colleges to which

you apply, and it can also help set your academic agenda for 12th grade. The

predicted grade that is officially reported to colleges is issued in November. This will

give you enough time to make any necessary adjustments in your college application

plans for students who need to meet AISB's internal UCAS application deadline.

Predicted grades are also sent to other colleges where students apply, including those

in the US. American colleges find it helpful to know what predicted grades a student

has received.

Students who plan to apply to Oxford, Cambridge, or UK medical or veterinary school

need to complete their UCAS applications by 15 October. As a result, these students

receive their final predicted grades on 10 October. To apply to Oxford or Cambridge,

you need to have a guideline predicted grade of 38 or above.

There are a few things you need to know about predicted grades:

Predicted grades are not an average of the grades you have received up to

the point they are given. Instead, they really are predictions on behalf of the

teachers as to what they believe your final results will be, based on your work

to date and their predictions about your future progress. AISB teachers put a

substantial amount of thought and care into predicted grades, since their

accuracy with them is important both to them and to you. If you feel a

predicted grade is not what you expected it to be (particularly a guideline

grade), it's a good idea to have a conversation with your teacher about it.

Please remember that guideline predicted grades are provided as a courtesy

to students, and that not all (in fact, few) IB schools issue them to students. As

a result, it's not acceptable to complain about your guideline grades to a

teacher. You can - and should - discuss with teachers any predicted grades

that are a concern for you, but your discussion should be about specific ways

in which you can improve your work, rather than simply asking for higher

grades.

Similarly, please remember that predicted grades are not negotiable. They are

the result of careful consideration on the part of teachers, and it's just not the

way we do things at AISB to try to negotiate for higher predicted grades based

on promises to, for example, work harder in the future. Your predicted grades

reflect your work levels up to the point they are issued. This is ultimately done to

help you make realistic college application choices.

If you have further questions about the IB Diploma and how it relates to the college

admissions process, please see the HS College & Career Counselor.


GROUP 1 – LANGUAGE A: LITERATURE (HL/SL)

ENGLISH LITERATURE Prerequisites: Grade 10 English and teacher recommendation

Course Description:

IB English A1 is a comparative literature course. Texts are selected primarily from a

Prescribed Booklist published by the IB. It is a demanding course meant to develop an

awareness of literary style, expression, and appreciation. The development of

analytical critical skills, coupled with creative and imaginative interpretations of the

literature, are essential for success. The course focuses on the techniques of writing

clear, balanced prose and of presenting oral exposes. Students should enjoy reading

literature and have a capacity for hard work.

Syllabus SL (10 Literary works) HL (13 Literary works)

Part 1

Works in transition

Literary study of two works

in translation

Literary study of three

works in translation

Part 2

Detailed study

Close study and analysis

of two works, each of a

different genre

Close study and analysis

of

three works, each of a

different genre and one of

which is poetry

“The Diploma Program has impacted me because now I can

communicate my thoughts and ideas more effectively in a

group, and I can apply my knowledge to real-life situations.”

AISB Grade 12 Student


Part 3

Literary genres

Literary study of three

works of the same literary

genre

Literary study of four works

of the same literary genre

Part 4

Options

Three works are chosen by

the school; the approach

to the study of works is

chose from four options

Three works are chosen by

the school; the approach

to the study of works is

chosen from four options

ENGLISH LANGUAGE AND LITERATURE Language and Literature is a new course, introduced into Group 1 to provide greater

choice and with a particular focus on developing an understanding of the

constructed nature of meanings generated by language. Half of the course relates

to the study of language and the other half to the study of literature.

Course Description

The English A1: Language and Literature course develops skills of textual analysis. A

study of the formal structures of a text is combines with an exploration of the way the

use of formal elements and our understanding of their meanings is affected by

reading practices that are culturally defined.

Syllabus SL HL

Part 1

Language in cultural

context

Texts are chosen from a

variety of sources, genres

and media



and media

Part 2

Language and mass

communications



and media



and media

Part 3

Literature - texts and

contexts

Two literary works, one of

which is a work in

translation

Three literary works, one of

which is a work in

translation

Part 4

Literature - critical study

Two literary works, each

chosen from the

prescribed book lists (PBL)

for the language studied

Three literary works, all

chosen from the

prescribed book lists (PBL)

for the language studied

LITERATURE ROMANA (HL/SL) Cursuri sau conditii prealabile: Cursul de clasa a 10-a pre-IB Romanian A1 sau

acceptarea conditionata Tn urma unei testari: capacitate de lectura si analiza

literara a unor texte de literature romana din epoci diferite / capacitate de a structura

un eseu conform normelor academice IB.


Descrierea generala a cursului IB Diploma Romanian A1

Cursul doreste sa dezvolte capacitatea elevilor romani de a discuta cu curaj, onest si

critic opera ale literaturii romane Tn comparatie cu opere ale literaturii universale.

Lectura si analiza textelor propuse este menita sa ajute la cunoasterea si Tntelegerea

proaspata a literaturii romane, lucru important pentru cultura materna si identitatea

fiecarui roman. 0 alta intentie a cursului este de a corecta eventualele prejudecati

sau clisee (idei luate de-a gata, Tnvatate pe de rost, preluate ca moda) legate de

opere ale unor autori romani importanti, despre care, paradoxal, multi romani se

TntTmpla sa vorbeasca fara sa le cunoasca cu adevarat. Fiecare elev poate si este

chiar Tncurajat sa aiba pareri personale, dar Tntemeiate pe ceea ce a citit, pe o

lectura reala, serioasa a textelor. Modul Tn care este conceput cursul cultiva

atitudinea pozitiva si respectuoasa fata de limba, literatura si cultura romaneasca,

dar lasa loc si pentru o privire critica sau distantata. Textele ce vor fi studiate sunt alese

pentru a da nastere unor discutii antrenante si neplictisitoare care-i vor apropia pe

elevi cu interes si dragoste de literatura, Tn general, si de literatura romana, Tn special.

Obiectivul ideal ultim al cursului este sa-i faca pe elevii romani sa continue sa citeasca

literatura romans si dupa ce Tnceteaza studierea ei sistematica Tn cadrul unui astfel

de program.

Programa & Evaluare SL HL

Partea 1

Lucrari in traducere

Literary study of two works

in translation

Studiu literar a trei lucrari in

traducere

Partea 2

Studiu aprofundat

Studiu aprofundat si

analiza a doua lucrari, din

genuri literare diferite

Studiu aprofundat si

analiza a trei lucrari, din

genuri literare diferite

dintre care una poezie

Partea 3

Genuri literare

Studiu literar a trei lucrari

de acelasi gen literar

Studiu literar a patru lucrari

de acelasi gen literar

Partea 4

Optiuni

Trei lucrari sunt alese de

catre scoala; dintre cele

patru optiuni

Trei lucrari sunt alese de

catre scoala; dintre cele

patru optiuni

SELF-TAUGHT LITERATURE (SL only) Pre-requisite: Native speaker and teacher recommendation

It is a requirement of the IB Diploma Program that every student study an A1 language.

This would generally be their first language or mother tongue. All students at AISB are

required to study English, but it is recognized that not every student has the level of

English required to study it successfully at A1, a course dedicated entirely to literature.

It is therefore possible, within the IB provision, for students to study their mother tongue

at A1 level. Where a language A1 is not offered by AISB and there is not a teacher of

the language available, students may undertake a self-taught language A1 SL


program. The program is in the same format as English A1 and Romanian A1, and the

components of the A1 syllabus are the same in every language. The student must

choose works from each of the four sections.

If you wish to take this option, you need to see the DP Coordinator. In consultation

with other teachers, they will assess whether a self-taught language is, in fact, the best

option for each individual student requesting it.

Students need to be active and highly motivated to make a success of such an

independent course of study. It is required that students find a tutor outside of school.

It is possible that the school may be able to help find a tutor but it is not the

responsibility of the school to do so. The tutor will be paid by the parent. The school

will help the tutor by providing the appropriate IBO materials, such as syllabus and

world literature lists.

An AISB teacher is available to supervise and advise the student. However it is

important to note that the student works independently and is responsible for

completing all course requirements and meeting all deadlines.

The Teacher Advisor will:

Provide the necessary Prescribed Book Lists (PBL)

Assist the students in designing a syllabus

Set up a schedule of study for the two years

Offer advice on useful study techniques

Discuss ideas for the World Literature essay

Provide past papers for practice

Manage the oral exam

Assessment Requirements

The course consists of the following four parts (11 works):

Part 1

o A study of three World Literature texts in translation; assessed by one

written assignment (comparative study of at least 2 works) of 1000-1500

words which is marked externally (20%)

Part 2

o A detailed study of two texts; assessed by an internal individual oral

commentary and externally moderated (15%);

Part 3

o A thematic study of a group of three works; assessed by external written

examination

o Paper 2 essay 1 1/2 hours - 25%);

Part 4

o A study of three texts linked by genre, theme, culture, style or period;

providing the basis for an internal oral presentation (15%).

Assessment for the self-taught program is 100% external and includes two written

examinations of 1 1/2 hours each at 50%. (Paper 1 commentary on previously-unseen

texts 25% and Paper 2 essay on Part 3 works 25%), 20% for the World Literature

Assignment and 30% for two oral assessments (recorded individual oral commentary

on Part 2 works 15% and individual oral presentation on Part 4 works 15%).


LITERATURE HL (Not taught at AISB)

In exceptional cases it is possible for a student to study a language, not taught at AISB,

at the Higher Level with permission from the IB Coordinator. This however can only be

done if there is a qualified teacher in the language available and the teacher is willing

to complete an official IB Online Training in Literature. The student must be achieving

excellent grades and be a highly motivated student. Parents would be responsible for

finding a suitable teacher, and paying the teacher as lessons would take place

outside of the school day. Student and teacher would need to meet as regularly as

any Group 1: HL class would meet.

This course is not something AISB recommends as it is extremely challenging. The

student will be taking a course outside of school hours that many other candidates

would be taking within a regularly scheduled class.

All course requirements and assessments would be the same as those of Group 1:

English Literature HL.

The student would gain advice from the AISB Self-Taught Coordinator and it would be

expected that the specialist language teacher would make regular contact with the

Self Taught Coordinator. It is important that the tutor is able to read English, French or

Spanish as the IBO publish resources in these 3 languages only, and they will need to

familiarize themselves with the IB program.

KNOWLEDGEABLE: They explore concepts, ideas and

issues that have local and global

significance. In so doing, they

acquire in-depth knowledge and

develop understanding across a

broad and balanced range of

disciplines.


GROUP 2 – ADDITIONAL LANGUAGE – LANGUAGE

ACQUISITION

BALANCED: They understand the importance of

intellectual, physical and emotional

balance to achieve personal well-

being for themselves and others.


IB FRENCH “AB INITIO” Pre-requisites: The French Ab Intitio course is a language learning course for

beginners, designed to be followed over two years by students who have no

previous experience of learning French. No pre-requisites are required.

Course description:

The study of the French language entails acquiring a language system and applying

it in four active and interrelated ways: listening, speaking, reading and writing. These

four primary language skills will be develop to a similar level of communication. . At

the Ab Initio level, the emphasis is on a practical utility. Students will be able to

interact and function in a new environment, different from their original one.

Students will learn the language through everyday situations and specific cultural

aspects related to them.

Objectives:

The most important objectives are to:

Communicate information and basic ideas clearly and effectively.

Understand and use accurately the essential spoken and written forms of

French.

Understand and use a limited range of vocabulary in common usage.

Use a register that is appropriate to the situation.

Show awareness of elements of the Francophone culture.

Topics:

The 3 themes (Individual and Society, Leisure and Work, Urban and Rural

Environment) are made up of a series of 20 topics. These serve as the foundation for

the acquisition of the language and the study and appropriation of different text

types (listed in the external assessment details).

Through the study of the three interrelated themes, students will develop the skills

necessary to fulfill the assessment objectives of the Language ab initio course. The

topic of shopping, for example, may be treated under any of the three themes and

could be revisited at several stages of the two year course.

Individual and Society

Leisure and Work Urban and Rural environment

Personal details,

appearance, character

Employment Global Issues

Daily routines

Education

Food and drink

Physical health

Relationships

Entertainment

Holidays

Media

Transport

Technology

Environmental concerns

Neighborhood

Physical geography

Town and services

Weather


Shopping Sport

Texts:

During the course, students must be taught to understand and produce a variety of

texts. In the context of the Language ab initio course, a text can be spoken, written

or visual. For the purposes of Language ab initio, a visual text is one that contains an

image, a series of images or is a film. It is expected that teachers, where possible, use

and adapt authentic texts for use in the classroom.

The following list, although not exhaustive, provides examples of appropriate text

types:

Advertisement Letter: formal/ informal Radio programme

Blog

Magazine... List Recipe

Message

Diary

Email

Notice

Essay

Film

Timetable

Interview

Invitation

Map Report

Menu Review

Short story

Note

Song

Speech

Flyer

Survey

Travel guide

Questionnaire

Poster

Article from journal,

Brochure

Book

Social networking site

Novel

Picture

Poem

Postcard

Label

Web page

Assessment requirements:

External assessment 75%

Paper 1 (1 hour 30 minutes): Receptive skills 30%

Understanding of 4 written texts (40 marks)

Paper 2 (1 hour): Productive skills 25%

Text -handling exercises

Two compulsory writing exercises (25 marks)

o Section A (7 marks): One question to be answered from a choice of

two

o Section B (18 marks): One question to be answered from a choice of

three

Written assignment: Receptive and productive skills 20%

200-300 word piece of writing in the target language carried out in class

under teacher supervision (20 marks)

Internal assessment: Interactive skills 25%


o Individual oral 10 minutes (25 marks)

3 parts oral internally assessed by the teacher and externally moderated by

the IB towards the end of the course:

o Part 1: Presentation of a visual stimulus (from a choice of two) by the

student

o Part 2: Follow-up questions on the visual stimulus

o Part 3: General conversation including at least two questions on the

written assignment

IB FRENCH LANGUAGE B COURSE Pre-requisite: Successful completion of 2-4 years (SL) or 4-5 years (HL) of French

language.

Course Description:

Language B is a foreign language learning course designed for students with some

previous experience of the language. It may be studied at either higher level or

standard level. The main focus is on language acquisition and development in the 4

language skills: listening, speaking, reading and writing.

Although the nature of the language b course is the same for both levels, they differ

in the number of types of texts that students are expected to write and, more

generally, in the depth and breadth of the language used. These differences are

reflected in the objectives and the assessment criteria.

Objectives

HL

o communicate clearly and effectively in a wide range of situations

o understand and use a wide range of vocabulary

o select a register and style that are appropriate to the situation

o express ideas with general clarity and fluency

o structure arguments in a clear, coherent and convincing way

o understand and analyze moderately complex written and spoken material

o show an awareness of, and sensitivity to, the culture(s) related to the

language studied.

SL

o communicate clearly and effectively in a range of situations

o understand and use accurately oral and written forms of the language that

are commonly

o encountered in a range of situations

o express ideas with general clarity and some fluency

o structure arguments in a generally clear, coherent and convincing way

o understand and respond appropriately to written and spoken material of

average difficulty

o show an awareness of, and sensitivity to, some elements of the culture(s)

related to the

o language studied.

The CORE (common topics to both levels) is devided in 3 areas of study:


1. Social relationships

2. Communication & Media

3. Global Issues

Standard Level & Higher Level:

There are 5 OPTIONS, but the teacher will select TWO:

1. Health

2. Customs & Traditions

3. Leisure

4. Cultural Diversity

5. Science & Technology

Higher Level ONLY:

1. TWO of the same options (see above)

2. TWO works of LITERATURE are read and analyzed.

Assessment

External Assessment (SL)

o Written Component 70%

o Paper 1 (1h and 30 min) : Text-handling exercises on 4 texts 25 %

o Paper 2 (1h and 30 min) : One writing from a choice of 5 (250-400

words) 25%

o Written assignment : Inter-textual reading of 3 sources followed by a

written exercise of 300-

400 words and a 100 word rationale, based on the CORE 20%

External Assessment (HL)

o Written Component 70%


o Paper 2 (1h and 30 min) : One writing from a choice of 5 (400-600

words) 25%

Section A: One task of 250-400 words, based on the Options, to

be selected from a choice of five

Section B: 150-200 words; Personal Response to a stimulus

(statement or article)

o Written assignment : Creative Writing 500- 600 words and a 100 word

rationale, based on the literary texts studied 20%

Internal Assessment (HL & SL)

o Oral Component 30 %

Two oral activities to be internally assessed by the teacher and externally

moderated by the IBO

o Individual Oral : 15 minute preparation* 10 minute presentation &

follow-up discussion with the teacher: 20%


o Interactive Oral Activities: Based on the Core. 3 classroom activities are

assessed by the teacher. The marks are submitted by the teacher and

are externally moderated : 10%

IB SPANISH "AB INITIO" Pre-requisites: The Spanish Ab Intitio course is a language learning course for

beginners, designed to be followed over two years by students who have little or no

previous experience of learning Spanish. No pre-requisites are required.

Course description:

The study of the Spanish language entails acquiring a language system and

applying it in four active and interrelated ways: listening, speaking, reading and

writing. These four primary language skills will be develop to a similar level of

communication. . At the Ab Initio level, the emphasis is on a practical utility. Students

will be able to interact and function in a new environment, different from their

original one. Students will learn the language through everyday situations and

specific cultural aspects related to them.

Objectives:

The most important objectives are to:

o Communicate information and basic ideas clearly and effectively.

o Understand and use accurately the essential spoken and written forms of

Spanish.

o Understand and use a limited range of vocabulary in common usage.

o Use a register that is appropriate to the situation.

o Show awareness of elements of the Hispanic culture.

Themes:

There are 3 themes and a series of 20 topics:

INDIVIDUAL & SOCIETY LEISURE & WORK URBAN & RURAL

ENVIRONMENT

Personal details,

appearance,

character

Daily routines

Education

Food and Drinks

Physical health

Relationships

Shopping

Employment

Entertainment

Holiday

Media

Transport

Technology

Sport

Global Issues

Environmental concerns

Neighborhood

Physical geography

Town and services

Weather



External Assessment: Written Component: 75%

Two written papers externally set and assessed

o Paper 1: Text Handling (4 texts) - 1/ hours (40 marks) 30%

o Paper 2: Written Production - 1 hour (25 marks) 25%

o Section A: Short writing task (50 words) (7 marks)

o Section B: Extended writing task (100 words) (18 marks)

o Written Assignment: Receptive and productive skills

200-300 word piece of writing in the target language carried out in class

under teacher supervision(20 marks)

Internal Assessment: Oral Component (25 marks) 25%

(assessed by the teacher and externally moderated by the IBO )

o Individual Oral: 10 minutes

3 part oral internally assessed and moderated by the IB :

o Part 1: presentation of a visual stimulus ( picture/ image)

o Part 2: Follow-up questions on the visual stimulus

o Part 3: General conversation including at least two questions on the

written assignment

IB SPANISH LANGUAGE B COURSE Pre-requisites: Successful completion of 2-4 years (SL) or 4-5 years (HL) of SPANISH

language.

Course Description:

Language B is a foreign language learning course designed for students with some

previous experience of the language. It may be studied at either higher level or

standard level. The main focus is on language acquisition and development in the 4

language skills: listening, speaking, reading and writing.

Although the nature of the language b course is the same for both levels, they differ

in the number of types of texts that students are expected to write and, more

generally, in the depth and breadth of the language used. These differences are

reflected in the objectives and the assessment criteria.

Objectives:

HL

o communicate clearly and effectively in a wide range of situations

o understand and use a wide range of vocabulary

o select a register and style that are appropriate to the situation

o express ideas with general clarity and fluency

o structure arguments in a clear, coherent and convincing way

o understand and analyse moderately complex written and spoken material

o show an awareness of, and sensitivity to, the culture(s) related to the

language studied.

SL


o communicate clearly and effectively in a range of situations

o understand and use accurately oral and written forms of the language that

are commonly

o encountered in a range of situations

o express ideas with general clarity and some fluency

o structure arguments in a generally clear, coherent and convincing way

o understand and respond appropriately to written and spoken material of

average difficulty

o show an awareness of, and sensitivity to, some elements of the culture(s)

related to the

o language studied.

The CORE (common topics to both levels) is divided in 3 parts = 3 areas of study:

1. Social relationships

2. Communication & Media

3. Global Issues

Standard Level & Higher Level:

There are 5 OPTIONS, but the teacher will select TWO:

1. Health

2. Customs & Traditions

3. Leisure

4. Cultural Diversity

5. Science & Technology

Higher Level ONLY:

o TWO of the same options (see above)

o TWO works of LITERATURE are read.

Assessment

External Assessment (SL)

Written Component 70%


o Paper 2 (1h and 30 min) : One writing from a choice of 5 (250-400 words)

25%

o Written assignment : Inter-textual reading of 3 sources followed by a written

exercise of 300- 400 words and a 100 word rationale, based on the CORE

20%

External Assessment (HL)

Written Component 70%


o Paper 2 (1h and 30 min) : One writing from a choice of 5 (400-600 words)

25%


o Section A: One task of 250-400 words , based on the Options, to be

selected from a choice of five

o Section B: 150-200 words ; Personal Response to a stimulus ( statement

or article)

o Written assignment : Creative Writing 500- 600 words and a 100 word

rationale, based on the literary texts studied 20%

Internal Assessment (HL & SL)

o Oral Component 30 %

Two oral activities to be internally assessed by the teacher and externally

moderated by the IBO

o Individual Oral : 15 minute preparation* 10 minute presentation &

follow-up discussion with the teacher: 20%

o Interactive Oral Activities: Based on the Core. 3 classroom activities are

assessed by the teacher. The marks are submitted by the teacher and

are externally moderated: 10%

“The Diploma Program, although exhausting and

often times overwhelming, has taught me to better

manage my time and to prioritize.”



GROUP 3 – INDIVIDUALS AND SOCIETIES

THINKERS: They exercise initiative in applying

thinking skills critically and creatively

to recognize and approach

complex problems, and make

reasoned, ethical decisions.


HISTORY (HL/SL) Pre-requisite: Grade 10 History

Course description

The diploma history course is more than the study of the past. It is the process of

recording, reconstructing and interpreting the past through the investigation of a

variety of sources. It is a discipline that gives students an understanding of

themselves and others in relation to the world, both past and present. Students of

history will come to understand that the subject poses questions without providing

definitive answers.

Some objectives

o To promote an understanding of history as a discipline, including the nature of

diversity of its sources, methods and interpretations

o Encourage an understanding of the present through critical reflection upon

the past

o Encourage an understanding of the impact of historical developments at

national, regional and international levels

o Develop an awareness of one's own historical identity through the study of

the historical experiences of different cultures.

Topics Studied (HL/SL)

The AISB history course focuses on 20th century world history

Communism in crisis 1976-89

The study includes but is not limited to: the death of Mao Zedong, China under Den

Xiaoping, Tiananmen Square, the Brezhnev era, Gorbachev (glasnost and

perestroika), Poland - the role of Solidarity, Czechoslovakia - the Velvet Revolution,

fall of the Berlin Wall

Origins and development of authoritarian and single-party states

Dictators covered but not limited to: Mao, Stalin, Castro (Nyerer, Peron, and Nasser

as part of the preparation for the Internal Assessment)

The Cold War

Topics covered but not limited to: Yalta and Potsdam conferences, Truman

Doctrine, NATO, Superpower rivalry, Sino-Soviet relations, US-Chinese relations, Berlin

Wall, Korean War, Star Wars, Cuban Missile Crisis, the Vietnam War, Gorbachev,

Kennedy, Mao, Reagan, Stalin, Truman

Aspects of history of Europe and the Middle East (HL option only)

This topic covers but is not limited to: Imperial Russia, revolutions and the emergence

of Soviet State; the Soviet Union and Eastern Europe (1924-2000), the emergence of

one central European country after WWII.

Assessment requirements

External assessment

HL/SL Paper One: a 1hr resource based paper SL 30% HL 20%


HL/SL Paper Two: a 2hr essay response paper SL 45% HL 25%

HL Paper Three: a 2hr 30 minute essay response paper HL 35%

Internal Assessment SL 25% HL 20%

Historical investigation on any chosen area of the syllabus or personal interest

(cannot include a study of events within the last 10 years).

In class assessments include quizzes, research assignments, projects, source

evaluation, group work projects, debates, essays etc.

GEGORAPHY (HL/SL) Pre-requisite: Grade 10 Humanities. The skills needed for the geography course are

developed within the context of the course itself.

Course description

Geography is a dynamic subject that is firmly grounded in the real world and

focuses on the interactions between individuals, societies and the physical

environment in both time and space. It seeks to identify trends and patterns in these

interactions and examines the processes behind them. It also investigates the way

that people adapt and respond to change and evaluates management strategies

associated with such change. Geography describes and helps to explain the

similarities and differences between spaces and places. These may be defined on a

variety of scales and from a range of perspectives.

Within group 3 subjects, geography is distinctive in that it occupies the middle

ground between social sciences and natural sciences. The Diploma Programme

geography course integrates both physical and human geography, and ensures

that students acquire elements of both scientific and socioeconomic

methodologies. Geography takes advantage of its position between both these

groups of subjects to examine relevant concepts and ideas from a wide variety of

disciplines. This helps students develop an appreciation of, and a respect for,

alternative approaches, viewpoints and ideas.

This course will involve compulsory fieldwork; leading to one written report based on

a fieldwork question, information collection and analysis with evaluation.

Some objectives

Identify and interpret geographic patterns and processes in unfamiliar

information, data and cartographic material

Examine and evaluate geographic concepts, theories and perception

Evaluate materials using methodology appropriate for geographic fieldwork

Select, use and apply the prescribed geographic skills in appropriate contexts

Produce well-structured written material, using appropriate terminology

Topics studied

Part 1: Core theme—patterns and change (HL/SL)

There are four compulsory topics in this core theme.


1. Populations in transition

2. Disparities in wealth and development

3. Patterns in environmental quality and sustainability

4. Patterns in resource consumption

Part 2: Optional themes (HL/SL)

There are seven optional themes; each requires 30 teaching hours.

Two optional themes are required at SL.

Three optional themes are required at HL.

Freshwater—issues and conflicts

Oceans and their coastal margins

Extreme environments

Hazards and disasters—risk assessment and response

Leisure, sport and tourism

The geography of food and health

Urban environments

Part 3: HL extension—global interactions (HL only)

There are seven compulsory topics in the HL extension.

1. Measuring global interactions

2. Changing space—the shrinking world

3. Economic interactions and flows

4. Environmental change

5. Sociocultural exchanges

6. Political outcomes

7. Global interactions at the local level


Objectives Paper 1 Paper 2 Paper 3 Internal

assessment

Overall

Knowledge

and

understanding

of specified

content

45% 35% 35% (HL) 20% 35% (SL)

30% (HL) Application

and analysis

of

knowledge

and

30% 30% 35% (HL) 20%


understanding

30% Synthesis and

evaluation

5% 10% 20% (HL) 20%

10% (SL) 15% (HL) Selection,

use

and

application

of a variety

of

appropriate

skills and

techniques

20% 25% 10% (HL)

ECONOMICS (HL & SL) Pre-requisite: Grade 10 History. Note that HL Economics has a more distinctly

quantitative emphasis. Familiarity with linear functions and other fundamental math

concepts is essential for students who want to pursue HL Economics.

Course description

The Economics course attempts to analyze what is happening in society by building

up a body of theory and testing how that theory relates to the real world. Economics

is closely related to sociology and politics, with history and geography providing a

backdrop. One of the most challenging issues facing all societies is the search for

acceptable levels of economic wellbeing. This is particularly important when one

considers the vast gulf separating the poorest nations from the richest. In Economics,

students look at choices and decisions made by individuals, firms and governments

which influence not only their own wellbeing but that of society as a whole. At the

root of economics is the search for a better understanding of the workings of human

society.

Some objectives

The aims of the Economics course are to develop in the student:

the skills of economic reasoning;

an ability to apply the tools of economic analysis to situations and data, and

to explain the findings clearly;

an understanding of how individuals and societies organize themselves in the

pursuit of economic objectives;

an ability to evaluate economic theories, concepts, situations and data in a

way which is considered, rational and unprejudiced.

Topics Studied (HL/SL)

Section 1: Resources and markets


Foundations of economics, resource allocation in the market, market failure and

government response, alternatives to the market system.

Section 2: Microeconomics

Elasticity of demand and supply, aims and objectives of firms, economic efficiency.

HL students will also pursue an in-depth study of the theory of the firm.

Section 3: Macroeconomics

National income accounting, macroeconomic policy objectives, macroeconomic

models, unemployment and inflation. Selected additional topics are added for the

HL coursework.

Section 4: International issues

Gains from trade, protectionism, balance of payments-main definitions, exchange

rates, balance of payments-exchange rates. Selected additional topics are added

for the HL coursework.

Section 5: Developmental economics

Distinction between growth and development, characteristics of economic growth,

indicators of economic development, sources of economic development,

development strategies, barriers to development, negative aspects development,

sustainable development.


External assessment

HL/SL Paper One: 1hr essay

HL Paper Two: 1hr collection of short answer questions

HL Paper Three/SL Paper Two: 2hr set of data response questions

Internal Assessment

Internal assessment consists of a portfolio of four extract commentaries. These are

based on current newspaper articles and aim to reflect a student's growing

knowledge and developing skills throughout the course. Each entry consists of 650-

750 words.

In class assessments include quizzes, research assignments, projects, source

evaluation, group work projects, debates, essays.


GROUP 4- EXPERIMENTAL SCIENCES

COMMUNICATORS: They understand and express ideas

and information confidently and

creatively in more than one

language and in a variety of modes

of communication. They work

effectively and willingly in

collaboration with others.


BIOLOGY (HL & SL) Pre-requisite:

Standard Level

Returning students: Successful completion of MYP Biology and a Pre-DP science.

Higher Level

Returning students: Permission of DP teacher. A level 5 or above in Grade 10 Pre-DP

science is recommended

New Students: Placement level of new students will be determined on a case by

case basis.

Biology is the science of life. We start by looking at the chemicals which are required

by living things and how they are used to build the chemicals that we are made of.

We then move on to look at the smallest units of life, cells, and how they are

organized to obtain energy, grow, reproduce and carry out other functions essential

to living things. Genetics is then studied to examine how living things manage to

pass on this information to their offspring. The global aspects of biology are studied

as ecology.

Towards the end of the course students will focus on human physiology and how the

body is evolved to effectively carry out its function. Aspects of neurobiology and

behavior will also be covered.

Some objectives:

Demonstrate an understanding of

Scientific facts and concepts

Scientific methods and techniques

Scientific terminology

Methods of presenting scientific information.

Apply and use:

Scientific facts and concepts


Scientific terminology to communicate effectively

Appropriate methods to present scientific information

Construct, analyze and evaluate:

Research questions and predictions


Scientific explanations

Demonstrate the personal skills of cooperation, perseverance and responsibility

appropriate for effective scientific investigation and problem solving.

Demonstrate the manipulative skills necessary to carry out scientific investigations

with precision and safety.


Topics Studied

Standard Level

Statistical analysis

Topic 1: Cells

Topic 2: Molecular Biology

Topic 3: Genetics

Topic 4: Ecology

Topic 5: Evolution & Biodiversity

Topic 6: Human physiology

Option A: Neurobiology and behavior

Higher Level (In addition to all SL topics)

Topic 7: Nucleic acids and proteins

Topic 8: Metabolism, Cell Respiration & Photosynthesis

Topic 9: Plant Biology

Topic 10: Genetics & Evolution

Topic 11: Animal Physiology

Topic H: Further Human Physiology

Assessment Requirements:

The final grade in IB science consists of three exam papers written in May of senior

year and an internal assessment grade. The three exam papers count to 80% of a

student's grade. The remaining 20% comes from student lab reports handed in over

the two years.

For standard level, paper 1 consists of 30 multiple choice questions to be answered

in 45 minutes. Students have 1 hour and 15 minutes to complete paper 2 which

consists of two sections. All questions in section A must be completed. Students

choose one of three questions in section B. Paper 3 focuses on two topics and all

questions must be answered in 1 hour.

For higher level, paper 1 consists of 45 multiple choice questions to be answered in 1

hour. Students have 2 hours and 15 minutes to complete paper 2 which consists of

two sections. All questions in section A must be completed. Students choose two of

four questions in Section B. Paper 3 focuses on two topics and all questions must be

answered in 1 hour and 15 minutes.

To earn the IB diploma, students must also successfully complete the group IV

project, an interdisciplinary project where students work together with students from

all three sciences in designing and performing their own experiment. Students must

also successfully complete 40 hours of lab work for standard level and 60 hours of lab

work for higher level.

Examples of assignments studied:

Qualitatively measure the concentration of Vitamin A in different foods

Design an experiment to measure the activity of sea monkeys with a known

variable


Investigate how variables effect the rate at which yeast anaerobically

respires

CHEMISTRY (HL & SL) Pre-requisite:

Standard Level

Returning students: successful completion of MYP chemistry and a Pre-DP science.

Higher Level

Returning students: Permission of DP teacher. A level 5 or above in Grade 10 is

recommended.

New students: The level of placement is determined on a case by case basis.

Students wishing to take IB higher level chemistry must have a level 4 in grade 10

math.

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.

Objectives: (see Biology)

Topics studied:

Standard level

Topic 1: Stoichiometric relationships

Topic 2: Atomic structure

Topic 3: Periodicity

Topic 4: Chemical bonding and structure

Topic 5: Energetics/thermochemistry

Topic 6: Chemical Kinetics

Topic 7: Equilibrium

Topic 8: Acids and Bases

Topic 9: Redox processes

Topic 10: Organic chemistry

Topic 11: Measurement and data processing

Higher level

Topic 12: Atomic Structure

Topic 13: The periodic table – the transition metals

Topic 14: Chemical bonding and structure

Topic 15: Energetics/thermochemistry

Topic 16: Chemical kinetics


Topic 17: Equilibrium

Topic 18: Acids and bases

Topic 19: Redox processes

Topic 20: Organic Chemistry

Topic 21: Measurement and analysis

OPTION Topics

Option A: Materials

Option B: Biochemistry

Option C: Energy

Option D: Medicinal Chemistry

Assessment Requirements: (See Biology)

PHYSICS (HL & SL) Pre-requisite:

Standard level - Successful completion of MYP Physics, a Pre-DP science and Grade

10 math.

Higher Level - Returning students: Permission of DP teacher. A level 5 in Grade 10 Pre-

DP science and Grade 10 math is recommended. Students taking HL Physics are

also encouraged to take HL Math concurrently.

New Students - Placement level of new students will be determined on a case by

case basis.

Course Description

Physics is an experimental science that combines academic study with practical

hands-on activities. It is the study of matter and energy and the interactions

between the two. It tries to explain the universe itself from the smallest particles to

planetary motion.

The IB Physics course is a two year course with 40-60 hours of lab work. The lab work is

evaluated using a set of standards devised by the IB Organization. The higher level,

Topics 1-4 and Topics 8-10 are covered in the first year and Topics 5-7, 14, and Topic

J are covered in the second year. Topic H is studied independently during the

summer between grade 11 and grade 12.

In the standard level, Topics 1-4 and Topic 8 are covered in the first year. Topics 5, 6

and Topics B & D are covered in the second year. The relativity aspects of Topic D is

studied independently during the summer between grade 11 and grade 12.

The higher and standard level courses are taught together in the same class.

Students need a strong math background in order to succeed in IB Physics.

Objectives: (see Biology)

Topics Studied:

Standard Level Physics:


Topic 1: Measurements and Uncertainties

Topic 2: Mechanics

Topic 3: Thermal Physics

Topic 4: Waves

Topic 5: Electricity and Magnetism

Topic 6: Circular Motion and Gravitation

Topic 7: Atomic, Nuclear and Particle Physics

Topic 8: Energy Production

Higher Level studies all standard level topics as well as the following topics:

Topic 9: Wave Phenomena

Topic 10: Fields

Topic 11: Electromagnetic Induction

Topic 12: Quantum and Nuclear Physics

OPTION Topics

Option A: Relativity

Option B: Engineering Physics

Option C: Imaging

Option D: Astrophysics

Assessment Requirements: (See Biology)

Examples of assignments studied:

Experimentally determine the acceleration of gravity

Experimentally determine the half-life of beer foam

[The Diploma Programme] has shown me the

multiple ways in which people may differ in thinking

and has taught me how to produce quality work.



GROUP 5 – MATHEMATICS

REFLECTIVE: They give thoughtful consideration

to their own learning and

experience. They are able to assess

and understand their strengths and

limitations in order to support their

learning and personal

development.


MATHEMATICS HL Pre-requisite: For students to enter IB Mathematics Higher Level they should have

achieved a minimum final grade of 7 in Math 10 Regular or a minimum final grade of

a 6 in Math 10 Extended. Contingent also upon achieving a consistent level 7/8 in

criterion A: Knowledge and Understanding.

Placement in a class is also based on teachers' recommendations. Any changes in

the students' placements should be discussed and confirmed with the students,

teachers, parents, HS counselor and IB coordinator.

Course Description

Mathematics at the Higher Level is a two -year course offered to students with a

good background in mathematics who are competent in a wide range of analytical

and technical skills. This course develops important mathematical concepts in a

comprehensible and coherent way. Students in this course are expected to be

comfortable and happy in the world of mathematics. They must also be prepared to

work hard in order to master the material.

The portfolio work involves mathematical investigation and mathematical modeling.

This work must be done by students, but this does allow students to work without the

time constraint of a written examination.

Objectives:

Read, interpret and solve a given problem using appropriate mathematical

terms;

Organize and present information and data in tabular, graphical and/or

diagrammatic forms;

Know and use appropriate notation and terminology;

Formulate a mathematical argument and communicate it clearly.

Select and use appropriate mathematical strategies and techniques

Demonstrate an understanding of both the significance and the

reasonableness of results

Recognize patterns and structures in a variety of situations and make

generalizations

Recognize and demonstrate an understanding of the practical applications

of mathematics

Use appropriate technological devises as mathematical tools

Demonstrate an understanding of and the appropriate use of mathematical

modelling

Course Outline - Compulsory Topics

Algebra

Exponents and logarithms

Binomial theorem

Arithmetic Sequences and Series

Geometric Sequences and Series

Sigma Notation

Functions and equations


Domain and Range of Functions

Composite and Inverse Functions

Transformations

Reciprocal Functions

Quadratic Functions

Logarithmic Functions

Exponential Functions

Circular functions and trigonometry

Trigonometry

Circular Functions

Solving Trigonometric Functions

Law of Sine and Cosine

Area of Triangles

Vectors

Vectors as displacements in the plane

Scalar products

Angles between two vectors

Vector product of two vectors

Vector equation of a line, a plane

Distances in 2 and 3 dimensions between points

Matrices

Definition of a matrix

Algebra of matrices

Determinant of a matrix

Inverse of a square matrix

Linear transformations of vectors in 2 dimension

Solution of linear equations

Statistics

Concepts of population, sample, and frequency distribution

Presentation of data

Measures of central tendency

Cumulative frequency

Measures of dispersion

Probability of combined events

Conditional probability

Use of Venn diagrams

Counting principles

Discrete and continuous probability distributions

Binomial distribution

Normal distribution

Calculus

Ideas of limit and convergence


Differentiation of sums of functions

Graphical behavior of functions

Applications of first and second derivative

Implicit differentiation

Indefinite integration

Definite integration

Further integration

Solution of first order differential equations

Optional topics

One of the following will be studied:

Statistics and Probability

Sets, Relations and Groups

Discrete Mathematics

Series and Differential Equations

The order in which the topics are taught might vary from year to year depending on

the group dynamics.


External Assessment

There are three exams taken at the end of the second year.

Paper I: No calculators allowed. 9-10 compulsory short-response questions

and 3-4 extended response questions based on the core of the syllabus.

Paper 2: Calculators allowed and necessary. 9-10 compulsory short-response

questions and 3-4 extended response questions based on the core of the

syllabus.

Paper 3: This paper has a small number of extended-response questions

based mainly on the option topic. (20%)

Internal Assessment

Portfolio: Two pieces of written work that must represent the students own

efforts to understand a given aspect of mathematics. (20%)

Materials needed:

TI83/TI84/TI N'Spire Calculator

Metric ruler

Pens and pencils

Notebook

MATHEMATICS SL Pre-requisite: For students to enter IB Mathematics SL, they should have achieved a

minimum final Grade of 5 in Math 10 Regular or Extended. (Contingent on achieving

a consistent level of 5-8 in criterion A: Knowledge and Understanding.)


Placement in a class is also based on teachers' recommendations. Any changes in

the students' placements should be discussed and confirmed with the students,

teachers, parents, HS counselor and IB coordinator.

Course Content

Mathematics SL is a two- year course that caters to students who already possess

knowledge of mathematical concepts and who are equipped with the skills needed

to apply mathematical techniques correctly. The majority of these students need a

sound mathematical background as they prepare for future studies. This course

includes a portfolio which involves mathematical investigation and modelling. The

work must be done individually. The course is designed for students who wish to study

a subject at university which involves mathematics. It develops the skills they need

for communicating mathematical ideas.

Objectives: (see Math HL)

Course Outline - Compulsory Topics

Algebra

Exponent and logarithms

Binomial Theorem



Sigma notation

Functions and equations

Domain and Range of Functions

Composite and Inverse functions

Transformations

Reciprocal Functions

Quadratic Functions

Logarithmic Functions

Exponential Functions

Circular functions and trigonometry

Trigonometry

Circular Functions

Solving Trigonometric Functions

Law of Sine and Cosine

Area of Triangles

Calculus

Informal ideas of limits

Differentiation

Maximum and minimum points and points of infection

Optimization

Integration

Area under curves and volumes of revolution

Kinematic problems


Graphical behavior of functions

Areas under and between curves

Volumes of revolution

Vector Geometry

Vectors as displacements in the plane

Scalar products

Representations of lines by vectors

Angles between two vectors

Algebraic and geometric approaches to vectors

Matrices

Definition of a matrix

Algebra of matrices

Determinant of a matrix

Inverse of a matrix

Solution of system of equations using matrices

Statistics and probability

Concepts of population, sample, and frequency distribution

Presentation of data

Measures of central tendency

Cumulative frequency

Measures of dispersion

Sample space

Probability of combined events

Conditional probability

Use of Venn diagrams

Expected value

Probability distributions

Internal Assessment

Portfolio

Two (2) portfolio assignments will be given during the course of the year.

These assignments will help students develop modelling and investigative skills.

Tests and Quizzes

Throughout the year tests will be held at the end of each topic in addition to shorter

quizzes between tests.

IB Assessment

External

This will consist of two exams to be sat in the second year of the IB course.

Paper 1: (1 1/ hours), consists of answering questions without a calculator.

Paper 2: (1 1/ hours), consists of answering questions with a calculator.

The exams make up 80% of the IB grade


Internal Assessment

The Portfolio, worth 20% of the final grade is also to be produced.

Materials needed:

One loose-leaf binder with lined paper and graphing paper


Metric ruler

Pens and pencils

Notebook

MATH STUDIES SL Pre-requisite: Successful completion of 10th grade Mathematics

Course Description

Mathematical Studies is a two year course that caters for students with varied

backgrounds and abilities in Mathematics. Math Studies is designed to build

confidence and encourage an appreciation of mathematics in students who do not

necessarily need mathematics in their future studies. Students taking this course

need to be already equipped with fundamental skills and a rudimentary knowledge

of basic processes. This course includes a written project of about 2000 words. This

will be based on the Mathematical aspects of a topic that interests the students.

Students most likely to select this course are those whose main interests lie outside

the field of mathematics.

Objectives: (see Math HL)

Topics Studied:

Number and Algebra

Sets of Numbers

Approximation and estimation

Exponents and Scientific Notation

Metrics



Inequalities

Quadratic Equations

Sets and Logic

Basic concepts

Venn Diagrams

Symbolic logic and prepositions

Compound Statements

Truth Tables

Implication

Validity of arguments

Geometry and Trigonometry


Trigonometry

Coordinate Geometry

Line Geometry

Three Dimensional Shapes

Statistics and Probability

Scatter Diagrams

Representation of both discrete and continuous data

Measures of Central tendency

Measures of Dispersion

Probability

Functions

Basic Ideas

Linear Functions and inequalities

Piecewise functions

Quadratic Functions

The Exponential Function

Trigonometric functions

Financial Mathematics

Currency Conversion

Simple Interest

Compound Interest

Use of financial tables

Linear Programming

Introductory Differential Calculus

The order in which the topics are taught might vary from year to year depending on

the group dynamics.


External Assessment

(These exams are taken at the end of the second year.)

Paper 1: 1 hour 30 mins paper consisting of 15 compulsory short-response

questions based on the compulsory core of the syllabus using graphic

calculator. (40%)

Paper 2: 1 hour 30 mins paper consisting of 5 compulsory extended response

questions using graphic calculator. (40%)

Internal Assessment

Project: A 2000 word document on a mathematical aspect of any topic that

interests the student. (20%)


Materials needed:

One loose-leaf binder with lined paper and graphing paper


Metric ruler

Pens and pencils

Notebook


GROUP 6 – THE ARTS

IB FILM Pre-requisite: The HS Advanced Film course serves as a foundation for IB Film and it is

therefore a prerequisite for this course.

Course Description

Film is both a powerful communication medium and an art form. So much of what

we think and do in our contemporary world is influenced by the power of the media.

The IB film course aims to develop students' skills so they become adept in both

interpreting and making film texts.

Through the study of film texts and exercises in filmmaking and analysis, the IB film

course explores film history, theory and socio-economic background. To achieve an

understanding of internationalism within the world of film, students will be taught to

consider film texts, theories and ideas from the points of view of different individuals,

nations and cultures. Students are encouraged to watch a wide variety of films and

to take advantage of the extensive range of carefully selected films in AISB Library. It

is useful for students to have access to a multi-region DVD player.

The IB film course emphasizes the importance of working individually and as a

member of a group. Students are encouraged to develop the organizational and

technical skills needed to express themselves creatively in film. They will ultimately be

required to focus on one particular role for their final project choosing from Director,

Scriptwriter, Cinematographer, Editor or Sound Designer.

OPEN-MINDED: They understand and appreciate

their own cultures and personal

histories, and are open to the

perspectives, values and traditions

of other communities. They are

accustomed to evaluating a range

of points of view, and are willing to

grow from the experience.


At the core of IB film lies a concern with clarity of understanding, critical thinking,

reflective analysis, effective involvement and imaginative synthesis achieved

through practical engagement in the art and craft of film.

Some objectives:

Having followed the film course at SL or HL, students will be expected to

demonstrate:

An understanding of the variety of ways in which film creates meaning

An understanding and effective use of appropriate film language

Originality and creativity in developing an idea through the various stages

from conception to finished production

Technical skills and an appropriate use of available technology.

Topics Studied

Textual Analysis

Students are taught to understand how meanings are constructed within and

through film texts, and to view the production of the texts in a broader framework.

Students should be able to identify how film uses a range of devices to represent

experiences and stories, as well as to convey meanings and values. They will acquire

and use the appropriate tools for analyzing films from various countries and place

these within wider sociocultural perspectives. Students should develop both their

own enjoyment of film and lifelong habits of critical inquiry.

Film Theory and History

Film is influenced by and is in part a product of its own history and tradition as well as

the social, economic and institutional forces that surround it. Similarly, film is

influenced by the observations and research of practitioners and scholars. Students

are expected to learn about films from more than one country to enhance their

understanding of films familiar to them and also of films from other countries that

may be less familiar to them.

Creative Process

Students will have the opportunity to develop skills in film production. This is a

complex process that requires creative and analytical skills as well as meticulous

organization. It almost always involves close collaboration with others. Students will

learn the overall structure of film-making, the nature of the relationships in a

production team and the need for discipline and protocol on set or location.

Students will be encouraged to work in a variety of roles to enable them to explore

their skills and aptitude in different fields.


Standard Level: External assessment 50%

Independent study 25%

Rationale, script and list of sources for a short documentary production of 8-10

minutes on an aspect of film theory and/or film history, based on a study of a

minimum of two films. The chosen films must originate from more than one

country.


Presentation 25%

A 10 minute oral presentation of a detailed critical analysis of a continuous

extract from a prescribed film lasting no longer than 5 minutes.

Standard Level: Internal assessment 50%

Production portfolio

One completed film project, with accompanying written documentation. This

component is internally assessed by the teacher and externally moderated

by the IBO at the end of the course.

Higher Level: External assessment 50%

Independent study 25%

Rationale, script and list of sources for a short documentary production of 12-

15 minutes on an aspect of film theory and/or film history, based on a study of

a minimum of four films. The chosen films must originate from more than one

country.

Presentation 25%

A 15 minute oral presentation of a detailed critical analysis of a continuous

extract from a prescribed film lasting no longer than 5 minutes.

Higher Level: Internal assessment 50%

Production portfolio

One completed film project, with an associated trailer and written

documentation encompassing and connecting both. This component is

internally assessed by the teacher and externally moderated by the IBO at

the end of the course.

THEATRE (HL & SL) Prerequisite: HS Drama

Course Description

Theatre is a composite art that is forever evolving in new forms. It nourishes, sustains

and extends the human spirit. It is a means of exploring society and relationships

within it. Through it, there may emerge possibilities for individual and communal

understanding. Theatre is about transformation. It is the application, through play, of

energy and imagination to frame, reflect, expose critique and speculate. These

activities should engage and develop the sensibilities of all the students who

participate in them. By studying theatre, and engaging with it practically, students

will discover how elusive, fascinating and varied theatre can be.

At one extreme, theatre is national, institutionalized and commercial, while at the

other it is provincial, subversive and experimental. The Diploma Program theatre

course is designed to encourage students to examine theatre in its diversity of forms

around the world. This may be achieved through a critical study of the theory, history

and culture of theatre, and will find expression through work shopping, devised work

or scripted performance.


At the core of the theatre course lies a concern with clarity of understanding, critical

thinking, reflective analysis, effective involvement and imaginative synthesis—all of

which should be achieved through practical engagement in theatre.

Some objectives:

Students will be expected to:

Demonstrate a theoretical and practical knowledge of theatrical traditions

from more than one culture

Demonstrate an understanding of production elements and theatre practices

Evaluate critically a range of diverse performances

Engage practically in creating and presenting performances, which will

include a basic level of

Technical proficiency.

Topics studied:

Theatre in the Making: Study two different stimuli and, from these, develop

two action plans for performance.

Theatre in Performance: Participate in at least three performances in three

different roles/capacities.

Theatre in the World: Study at least two contrasting theatrical practices.

Independent Project: Create and present an original work. Pursue a

specialized interest with rigor and imagination.

Assessments:

External assessment SL HL

Research Investigation

25%

1,500-1,750 words with

supporting visuals

2,000-2,500 words

with supporting

visuals

Practical Performance

Proposal 25%

250-word written

presentation

with visual materials

250-word written

presentation with

visual materials

rationale

Internal assessment SL HL

Theatre Performance

and Production

Presentation

25%

20-minute oral

presentation with

5-7 images

30-minute oral

presentation with 7-10

images

Independent Project

Portfolio

25%

2,000 words from core

syllabus

3,000 words from core

syllabus and option A

or B


Difference between SL and HL

Due to the nature of the theatre course, there may be no great difference in the

complexity or artistic merit of the work produced by students at SL and HL.

Differences lie in word count and depth for written documents.

VISUAL ARTS (HL & SL)

Course Description

The I.B. Art/Design class is a two year program that involves students in in-depth

studies of the element and principles of design, the social, historical and cultural

influences of art and artists, and the technical skills required to become proficient in

a variety of visual media for self-expression. As students learn to express themselves

with more skill and confidence, they will have class time to explore, refine, and

interpret their chosen theme and media as they develop a personal research

workbook and a portfolio for their end of program exhibit.

Some objectives:

To define, recognize, and use the elements and principles of art;

To communicate creative thinking, feelings and ideas through creative visual

expression;

To comprehend the aesthetic and technical problems encountered in studio

practice;


To acquire technical skills in producing quality visual art.

Skills studied through a variety of different starting points

Elements of art: line, shape, value, texture, color, form, and space.

Principles of design: unity, emphasis, balance, variation, rhythm, pattern,

movement, and proportion.

Appreciation of art history and the contributions of various artists and cultures.

Cultural, historical, and societal influences on art and artists.

Interpretation and expression of the individual artist.

Art as a process-from idea to finished piece.


HL/SL

Exhibition: Each I.B. candidate will prepare an exhibit of work undertaken

during the course. The candidate's exhibit will need to be themed and

coherent, displayed in an appropriate manner, accompanied by exhibition

rationales.

Process portfolio: All candidates must complete a detailed workbook

outlining the process of their work.

Comparison: All candidates must submit research screens comparing the

work of two or three artists. HL candidates must relate these to their own

studio work.


MUSIC (HL & SL) Pre-Requisite – minimum of 2 years continual enrollment in Band or Choir, or

permission of the instructor

Course Description

DP Music is a two year program that involves students in the study of music as a

listener, composer and performer. Listening is approached from a historical, cultural

and theoretical point of view. As the ability to speak and write intelligently about

what we hear develops, students will sharpen their skills as composer and/or

performer by creating their own music and by preparing recital performances.

Some Objectives

To define, recognize and use musical elements.

To develop contemplative and insightful music listening skills.

To foster an appreciation of music and its historical and cultural role as

performer, composer and consumer.

To develop creative and technical skills as a performer and/or composer.

Skills studied from a variety of different starting points

The elements of music (melody, meter, harmony and medium)

The structure of music (form)

The context of music (style and historical/cultural perspective)

Music as a medium of self-expression

Music as a medium of presenting the expressions of others


External Assessment (HL/SL) – 50%

HL & SL Listening skills

Final Exam – 30%

Musical Links Investigation – 20%

Internal Assessment – 50%

HL - Solo Performance (25%) and Creating Music (25%)

SL – Solo Performance or Group Performance or Creating Music – 50%


ADDITIONAL COURSE OFFERINGS Pamoja Education is an outside provider working in close cooperation with the

International Baccalaureate to offer a wide range of online IB courses. These courses

are:

Delivered over a two year period

Developed and taught by experienced IB teachers specially trained in online

pedagogy

Subject to the IB's rigorous online course approval standards

Designed to ensure that students master the curriculum and develop 21st

century learning skills

Offered in classes of 10 to 20 students from around the world, providing a

highly interactive and truly international online IB experience

Governed by the IB's unique online delivery and quality assurance procedures

Fully recognized in fulfillment of IB certificate and Diploma requirements

AISB will provide:

An engaged Site-Based Coordinator

Time during the regular school week for students to work independently on

their online courses (typically one class period)

Internet access at school during the time allocated for independent work

Registration for and supervision of IB external assessments

Families are responsible for the cost of the course. Currently the cost of enrolling in

one SL course is $1110 for each year. You can visit their website at

http://www.pamojaeducation.com.

http://www.pamojaeducation.com/


Theory of Knowledge (TOK) Creativity, Action, Service (CAS) and

the Extended Essay

CARING: They show empathy, compassion

and respect towards the needs and

feelings of others. They have a

personal commitment to service,

and act to make a positive

difference to the lives of others and

to the environment.


THEORY OF KNOWLEDGE

Course Description

According to Sue Bastian, a long-time Theory of Knowledge (TOK) teacher at the UN

School in New York, students spend two years answering the question: "What do I

mean when I say 'I know', and why should anyone believe me?"

In TOK, students examine this question in the context of their definitions of knowledge

itself, through four ways of knowing: emotion, reason, perception and language.

They also apply their analysis to the subjects they study within the IB program and in

their lives outside school. It is hard to explain TOK to people. We ask students to

challenge where their knowledge comes from and what does it mean to know

something. For example, 'when a physicist says "I know", does she mean the same

thing as a poet? A mathematician? You?' TOK is a stimulating course based around

student discussion and experiences.


Students write a prescribed essay of 1200-1600 words on a topic chosen from a list

provided by the IB. This essay is externally assessed. Students also prepare and give a

presentation on a question of knowledge from the TOK syllabus. The presentation

should be based upon a contemporary issue. This work is graded internally by their

TOK teachers and moderated by the IBO.

For IB Diploma candidates, these scores are combined with the Extended Essay

score, in order to calculate a final score.

Examples of AISB TOK presentations are:

Can pornography be considered Art, and if it is, should it ever be censored?

Should scientists have limits placed on their research into genetic

engineering?

Should Romanian law allow euthanasia?

CREATIVITY, ACTION, SERVICE (CAS) The creative, physical and social development of human beings can be shaped by

their own experiences. Participation in CAS encourages students to share their

energies and special talents while developing awareness, concern and the ability to

work cooperatively with others. The International Baccalaureate Organization's goal

of fostering more caring and socially responsible attitudes comes alive in an

immediate way when students reach beyond themselves and their books.

The CAS program aims to challenge the students to develop a value system by

which they enhance their personal growth, creating a spirit of open-mindedness,

lifelong learning, discovery and self-reliance.

Students learn by experience

Students are in new roles

Students do real tasks that have real consequences

Students reflect on these experiences over time

Students develop an "informed heart"


Students that arrange the completion of these requirements outside of the school

setting must gain approval from the CAS coordinator.

Diploma students are expected to participate in creativity, action and service

continuously for the duration of the diploma program.

Creativity

Covers a wide range of arts and other activities outside the normal

curriculum.

Must include creative thinking in the design and carrying out of projects.

Where possible students may take semester courses in the AISB school arts

program, if their individual timetable allows this.

Action

Includes participation in expeditions, individual and team sports and physical

activities outside the normal curriculum.

Individual commitment, such as a weight lifting program, is acceptable

where the student sets goals and reflects on progress.

Service

Cannot be paid work.

Has the potential to nurture and mould a global citizen involves interaction,

such as the building of links with individuals or groups in the community.

The community may be the school, the local district, or it may exist on

national and international levels (e.g. MUN, Victor Babes Children's Hospital,

Vaslui, BARKS, Homework Club, Love and Hope Orphanage in Odobesti, Terry

Fox Run.)

IB Diploma students are expected to actively participate and be leaders of

their service learning group.

CAS is not a points-scoring exercise, rather, it is an interesting variety of activities that

the student finds intrinsically worthwhile and rewarding and which is mutually

beneficial to the student and to his or her community.

CAS Expectations are for a student to complete the following:

Statement of goals for the CAS program and a self-review of the strengths

and weaknesses

3-4 hours of CAS per week for a total of 150 hours

Time spent in each area weekly: creativity, action and service

18 months beginning in September and running through the summer

All learning outcomes

Reflection journal weekly using managebac software

Final self-evaluation and critical reflection on the entire CAS experience

The IB Diploma will not be awarded to any student who does not complete all CAS

expectations and requirements.

IB Certificate for AISB Diploma Students

Students are expected to participate regularly in service activities throughout the

year and write reflections about their participation. The expectations are as follows:


One hour of service every two weeks

Written journal on service activities once every four weeks

Must meet at least four of the eight learning outcomes during year

A total of 25 service hours are required in both 11th and 12th grade (50 hours in total)

in order to receive an AISB Diploma.

EXTENDED ESSAY OF 4000 WORDS In order to fulfill the requirements of the IB Diploma all candidates must submit an

Extended Essay in an IB Diploma subject of their choice. The Essay is an in-depth

study of a topic of interest; within one of the Diploma subjects they are studying

(preferably a HL subject).

The purpose of the essay is to provide the student with an opportunity to engage in

independent research. Approximately forty hours should be spent in total on the

essay and each essay must be supervised by a teacher employed at AISB. The

length of the essay is restricted to a maximum of 4000 words and it is assessed

according to a carefully worded set of criteria.

Choice of Topic

Students should choose a topic that is:

Challenging and interesting.

Limited in scope to allow examination of an issue/problem in depth.

Allow the collection or generation of information/data for analysis and

evaluation.

Requires personal research.

Students will be given guidance and an Extended Essay information booklet from

the coordinator in February in their first year of the IB Diploma program. Students will

be asked to approach a suitable AISB staff member to be their supervisor. Together

with the coordinator and supervisor students will plan, research and write their

Extended Essay. Strict guidelines in regards to completion dates of their research,

planning, drafts and final essay due dates will be given to both the supervisor and

student - these guidelines are to help the student remain focused, so that the essay

can be completed in a timely manner and not take over their other studies. Failure

to meet these guidelines may mean a student is not allowed to travel with Athletics

or Activities teams.

Extended Essays submitted in a Group Two language must be written in that

language. Extended Essays in all other subjects must be written in English, French or

Spanish.

For the majority of Diploma students the Extended Essay is an opportunity to immerse

themselves into a topic of interest. It is here where many students find a passionate

interest that they will pursue through College. The Extended Essay is also the place

where many students learn to fine tune their research, organization and writing skills -

making College life that much easier.

Examples of past AISB Extended Essay questions:


How does technology impact film making?

What is it about Stanley Kubricks portrayal of Alex, the anti-hero, in his film

version of 'A Clock Work Orange' that lures viewers to side with the devious

protagonist?

How and to what extent does Bela Bartok apply characteristics of Romanian

folk music in Western art music in his composition Cantata Profana (1930)?

To what extent was Stalin responsible for the atrocities of the Great Purges of

the 1930s?

How does the use of color influence sales in advertising?

To what extent has online shopping made the local market for Nike products

in Bucharest a more contestable market?

Allocation of TOK and Extended Essay Grades The marks awarded for the Extended Essay are combined with the marks for the

Theory of Knowledge course to give a maximum of three bonus points.

This band, in conjunction with the band for Theory of Knowledge, determines the

diploma points awarded for these two requirements, according to the matrix below:


NOTES

aisb diploma programme handbook

Documents