ib diploma programme · 2018. 8. 23. · kodaikanal international school ib diploma program...

Kodaikanal International School IB Diploma Program Handbook

September 2014 Page # 2

Table of contents

IBO mission statement ....................................................................................................................................5

IB learner profile .......................................................................................................................................................... 5

Fundamental Principles of the Diploma Program .............................................................................................6

Nature of the IB Diploma Program at KIS ..................................................................................................................... 7

IB Diploma course description ....................................................................................................................... 10

Group 1 Language A1 ............................................................................................................................................. 10

Group 2 Second Language B ................................................................................................................................... 15

Group 3 Individuals and Societies .......................................................................................................................... 19

Group 4 Experimental Sciences .............................................................................................................................. 38

Group 5 Mathematics ............................................................................................................................................. 48

Group 6 The Arts ..................................................................................................................................................... 54

The Extended Essay ....................................................................................................................................... 64

Theory of Knowledge ..................................................................................................................................... 65

Diploma award .............................................................................................................................................. 69

Appendix 1 – IBDP key milestones 2012 - 2013 .............................................................................................. 70

Appendix 2 - Policy on academic honesty ...................................................................................................... 71

Appendix 3 - IB Extended Essay key dates 2012 - 2013 .................................................................................. 74

Appendix 4 - IB services – examination session May ...................................................................................... 75

Appendix 4 - Need transcripts? ...................................................................................................................... 77

Appendix 5 - Indian government policy regarding the IB ................................................................................ 79

Appendix 6 - University recognition in Korea ................................................................................................. 81

Appendix 7 - KIS – IB teacher resources and tips ............................................................................................ 82

Appendix 8 - IB Student resources and assistance ......................................................................................... 84

Appendix 9 - High School assessment guidelines ........................................................................................... 86

IB Diploma Program

Information handbook for parents and students



Appendix 10 - Conversion of KIS Diploma to letter grade ............................................................................... 90

Appendix 11 - The KIS Diploma and Indian Universities ......................................................................... 91

Appendix 12 - Grade descriptors in subject areas .......................................................................................... 92

Appendix 13 .................................................................................................................................................. 15

Form 1 - IB Diploma Program ...................................................................................................................... 15

Form 2 - IB extended essay ......................................................................................................................... 16

Form 3 - The online registration procedure (grade 11) ................................................................................ 17



About

In 1976 Kodaikanal International School became the first school in India and the second school

in Asia to adopt the International Baccalaureate Diploma program with thirty two years of

proven experience.

KIS is unique in offering the IB Diploma program in parallel with the KIS Diploma since 1976.

The IB Diploma program is fully integrated with the KIS Diploma which is accredited by the

Middle States Association of Schools and Colleges. The KIS Diploma must be taken by all

students from grade 9 to 12. However, students have the option of also doing the full IB

Diploma or taking IB certificates in certain subjects if desired alongside the KIS Diploma .The

IB curriculum is followed for the KIS Diploma thus ensuring their effective integration with one

another.

Apart from satisfying the rigorous IB requirements, the IB Diploma students also need to satisfy

additional requirements for the KIS Diploma which are:

FAPA (5 credits)**

Social Experience (20 hours per year)+ Social Experience class, once per

cycle

Physical Education (3 credits per semester)upto end of grade 11 for full

Diploma**

Religious Education (2.5 credits)***

**Students taking Group 6 subjects will receive FAPA Credits for KIS Diploma.

** Satisfactory completion of CAS in grade 12 will be accepted for PE credits and social

experience hours

*** Student in Diploma program are only required to take one semester of RE for KIS credits if

TOK is completed. The RE course should be completed in the year 1 of DP program. Students

who take World Religion as a subject in IB Course will receive RE credits.

Thus the full IB diploma graduates are also awarded the KIS Diploma on successful completion

of the given requirements.

For approximately 550 students coming from around 30 countries KIS offers a large variety of

second languages at various levels in keeping with its philosophy of promoting international

mindedness.

KIS offers a large number of IB subjects in comparison with other international schools in India,

including Visual Arts and Music.



IBO mission statement

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring

young people who help to create a better and more peaceful world through intercultural understanding

and respect. To this end the IBO works with schools, governments and international organizations to

develop challenging programs of international education and rigorous assessment. These programs

encourage students across the world to become active, compassionate and lifelong learners who

understand that other people, with their differences, can also be right.

IB learner profile

The aim of all IB programs is to develop internationally minded people who, recognizing their common

humanity and shared guardianship of the planet help to create a better and more peaceful world. IB

learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and

research and show independence in learning. They actively enjoy learning and this love of learning will

be sustained throughout their lives.

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.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and

approach complex problems and make reasoned, ethical decisions.

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.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for

the dignity of the individual, groups and communities. They take responsibility for their own actions and

the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories and are open

to the perspectives, values and traditions of other individuals and communities. They are accustomed to

seeking and evaluating a range of points of view and are willing to grow from the experience.



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.

Risk-takers 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.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve

personal well-being for themselves and others.

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.

The IB learner p

Fundamental Principles of the Diploma Program

From its inception, the development of the Diploma Program was based on three fundamental

principles:

• the need for a broad general education, establishing the basic knowledge and critical

thinking skills necessary for further study

• the importance of developing international understanding and citizenship for a more

peaceful, productive future

• the need for flexibility of choice among the subjects to be studied, within a balanced

framework, so that the students’ options could correspond as far as possible to their

particular interests and capacities.

Attempting to encapsulate the aims of the program in a single sentence, Peterson suggested

that they were “to develop to their fullest potential the powers of each individual to understand,

to modify and to enjoy his or her environment, both inner and outer, in its physical, social,

moral, aesthetic, and spiritual aspects” (1987). He emphasized the importance of the concept

of general education as process rather than content. Peterson further stated that “the aim of

general education was not the acquisition of general knowledge, but the development of the

general powers of the mind to operate in a variety of ways of thinking”. This principle continues

to have a profound effect on the planning of curriculum and methods of assessment for the

Diploma Program.



Since its introduction, one of the great advantages of the Diploma Program has been the willingness of

IB teachers to experiment with their ideas and practices. Innovative and committed teachers and

examiners from many different cultures and systems of education have played a significant role in the

development of the program and today their participation is as pivotal as ever. Continuing to find new

ways to support teachers in classrooms around the world, and examiners from many different

countries, is of the highest priority.

Nature of the IB Diploma Program at KIS

The International Baccalaureate Diploma Program (IBDP) is an academically challenging two year pre-

university course, designed to facilitate the mobility of students and to promote international

understanding. It leads to either the IB Diploma or IB Certificates in separate subjects. The full Diploma

Program (DP) is rigorous, comprehensive and designed to provide students with a balanced holistic

education in preparation for tertiary study in colleges and universities around the world. Examination

papers are set by international experts and marked externally.

Kodaikanal International School is unique in offering the IB Diploma program in parallel with the KIS

Diploma since 1976. The IB Diploma program is fully integrated with the KIS Diploma which is

accredited by the Middle States Association of Schools and Colleges. The KIS Diploma must be taken by

all students from grade 9 to 12. However, students have the option of also doing the full IB Diploma or

taking IB Courses (previously certificates) in certain subjects if desired alongside the KIS Diploma .The IB

curriculum is followed for the KIS Diploma thus ensuring their effective integration with one another.



The IBDP is portrayed in the shape of a circle to align with the other programme and the IB’s continuum of education. Approaches to teaching and learning are included in the inner circle of the model demonstrating the DP’s commitment to particular pedagogical approaches to teaching and to developing particular skills for learning

programmes es place in the

global context. . Diploma students are required to do a minimum of six subjects, one subject from each of the one to five subject groups represented on a circle, sixth subject may be selected from group 6 or from groups three or four. At least three and not more than four of the selected subjects must be at the Higher Level with the remaining at the Standard Level. Higher level courses cover 240 hours of teaching time while standard level subjects cover 150 hours over the two year period.

In addition students must fulfill the requirements of the three compulsory components which lie at the

core of the circle: the Extended Essay, Theory of Knowledge and the Creativity Action and Service.

Subjects offered at KIS

Group 1 (Studies in Language & Literature) English A: Literature SL/HL, Language & Literature

HL/SL and Korean A: Language & Literature SL/HL

Group 2 (Language Acquisition) English B SL, Hindi B SL/HL, Spanish B SL/HL, Spanish

Ab SL, German B SL/HL, Korean B SL/HL, French B SL

/HL and Tamil B SL

Group 3 (Individuals & Societies) Business & Management SL/ HL, Economics SL/HL,

History SL/HL, Psychology SL /HL and World Religion

SL

Group 4 (Sciences) Biology SL/HL, Chemistry SL/HL, Physics SL/HL,

Environmental Systems and Societies SL and

Computer Science SL/HL

Group 5 (Mathematics) Math SL / HL, Math Studies SL

Group 6 (The Arts) Visual Arts SL /HL, Film SL / HL and Music SL/HL

Every subject has an internal assessment (coursework) component, which are pieces of work carried

out by the student over the two year period and marked by the teacher. The work is sent to examiners

for moderation to ensure the standards are maintained. The weightage accorded to internal

assessment varies between 20 to 30%.



The KIS webpage has all the general documents related to the academic program in KIS. The detailed

subject specific information is found on department web pages and the IBDP web page on our intranet

KISNET have all the required IBO documents and information necessary for the students.

A KIS student is expected to put in every effort to ensure that the work submitted is of high quality and

meets the criteria stipulated by the IBO. In order to help students to submit quality work on time the IB

Coordinator prepares key milestones of IB deadlines and the extended essay planner each year.

(Appendices 1 and 3).

All IB teachers are encouraged to use past papers, mark schemes, subject reports, feedback from the

IBO, teacher support materials and other materials and publications in their teaching. Reporting of

student performance is done through ‘My Classes’ on KISNET. The grading for tests and semester

examinations are based on IB grades and the GPA system. Details of the assessment system are

explained in the KIS Diploma handbook. The grading for in-class tests and assignments are based on

letter grades and GPA system. Quarter assessment and semester exam (summative assessments) are

graded on a scale of 1 to 7 (IB Grades). We have an internal conversion system of IB grades to letter

grades and percentages to comply with the local and American High School Diploma requirements

(Accredited by MSA)

Malpractice and plagiarism are serious offences by IB regulations, students are therefore strongly

advised to acknowledge and reference all sources including the internet. At KIS there is a school wide

written policy (Appendix 2) on academic honesty which is discussed at a session conducted by the IB

Coordinator. In addition KIS has a Turnitin license, software offering a plagiarism prevention service.

Students and teachers are issued a user name and password for use of this service.

In the first semester of year 2(grade 12) the students are evaluated on all the content covered in the

previous three semesters of diploma program using the DP criteria, giving them a chance to adjust to

content coverage and format final IB exam at the end of year 2. School mock examinations are

scheduled in April for grade 12 (year 2) to enable students to yet again familiarize themselves with the

exam rubrics and format and to permit both teachers and students to identify strengths and

weaknesses. This permits students time to rectify weaknesses prior to the IB final examinations.

The final written examinations are scheduled in May of the second year of study (grade 12). The IB

Coordinator conducts a session to explain and discuss the IB examination rules and regulations and the

services available to students for each examination session (Appendix 4). Personalized examination

schedules are handed over to each student at this session.



Results are available to students on the internet on the 6 July for which students are issued a unique

user name and personal identification number (PIN). A request to re-examine the results may be made

after the school receives the confirmation and copies of the full results and the component results by

around the third week of July. Requests need to be made to the IB Coordinator and payments made

accordingly to the Finance office. An official hard copy of the results are received by end August and are

then sent on to the students by registered post.

Students are assisted for College admission by the Careers and College Advisor. Students seeking

admission into Indian universities need to be familiar with the recognition of the IBDP in India

(Appendix 5). Students returning to Korea need to be familiar with university recognition in their

country (Appendix 6).

Note: apart from satisfying the IB requirements, the IB Diploma students also need to satisfy additional

requirements for the KIS Diploma which are:

FAPA (5 credits)

Social Experience (20 hours per year)

Physical Education (3 credits per semester)

Religious Education (2.5 credits)

IB Diploma course description

Group 1: Studies in Language and Literature

English Higher Level (HL) and Standard Level (SL), Korean Higher Level (HL) and Standard Level (SL)

Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus.

• Part 1: Works in translation • Part 2: Detailed study • Part 3: Literary genres • Part 4: Options (in which works are freely chosen)

The distinction between SL and HL is summarized below:

Part of the course SL HL

Part 1: Works in translation

Study of two works in translation from the prescribed literature in

Study of three works in translation from the prescribed literature in



translation (PLT) list translation (PLT) list

Part 2: Detailed study Study of two works, each of a different genre, chosen from the prescribed list of authors (PLA)

Study of three works, each of a different genre (one of which must be poetry), chosen from the prescribed

list of authors (PLA)

Part 3: Literary genres Study of three works of the same genre, chosen from the PLA

Study of four works of the same genre, chosen from the PLA

Part 4: Options Study of three works freely chosen Study of three works freely chosen

External assessment SL HL

Paper 1: Literary analysis

A literary analysis of a previously unseen passage in response to two guiding questions

A literary commentary on a previously unseen passage

Internal assessment SL HL

Individual oral commentary

A 10-minute oral commentary based on an extract from one of the works studied in part 2

A 10-minute oral commentary on poetry studied in part 2, followed by a discussion based on one of the other

two works studied

Assessment outline:

Assessment component - SL Weighting

External assessment (3 hours) Paper 1: Guided literary analysis (1 hour 30 minutes)

The paper consists of two passages: one prose and one poetry.

Students choose one and write a guided literary analysis in response to

two questions.

(20 marks) Paper 2: Essay (1 hour 30 minutes)

The paper consists of three questions for each literary genre.

In response to one question students write an essay based on at least two

works studied

in part 3. (25 marks) Written assignment

Students submit a reflective statement and literary essay on one work

studied in part 1.

(25 marks)

The reflective statement must be 300–400 words in length.

The essay must be 1,200–1,500 words in length.

70% 20%

25%

25%

Internal assessment This component is internally assessed by the teacher and externally

moderated by the IB

at the end of the course. Individual oral commentary (10 minutes)

Students present a formal oral commentary and answer subsequent questions

on an

extract from a work studied in part 2. (30 marks)

30%

15%

15%



Individual oral presentation (10–15 minutes)

The presentation is based on works studied in part 4. It is internally

assessed and

externally moderated through the part 2 internal assessment task. (30

marks)

Assessment component - HL Weighting

External assessment (4 hours) Paper 1: Literary commentary (2 hours)

The paper consists of two passages: one prose and one poetry.

Students choose one and write a literary commentary. (20 marks) Paper 2: Essay (2 hours)

The paper consists of three questions for each literary genre.

In response to one question students write an essay based on at least two

works studied

in part 3. (25 marks) Written assignment

Students submit a reflective statement and literary essay on one work

studied in part 1.

(25 marks)

The reflective statement must be 300–400 words in length.

The essay must be 1,200–1,500 words in length.

70% 20%

25%

25%


moderated by the IB

at the end of the course. Individual oral commentary and discussion (20 minutes)

Formal oral commentary on poetry studied in part 2 with subsequent

questions

(10 minutes) followed by a discussion based on one of the other part 2

works

(10 minutes). (30 marks) Individual oral presentation (10–15 minutes)

The presentation is based on works studied in part 4. It is internally

assessed and

externally moderated through the part 2 internal assessment task. (30

marks)

30%

15%

15%

Language A: Language and Literature

English Higher Level (HL) and Standard Level (SL),

Language A: language and literature comprises four parts—two relate to the study of language and

two to the study of literature

The language A: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The course is designed to be flexible—teachers have



the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.

Syllabus component

Teaching hours

SL HL

Part 1: Language in cultural context

Texts are chosen from a variety of sources, genres and media.

40 60

Part 2: Language and mass communication

Texts are chosen from a variety of sources, genres and media.

40 60

Part 3: Literature—texts and contexts

SL: Two texts, one of which is a text in translation from the prescribed

literature in translation (PLT) list and one, written in the language A studied,

from the prescribed list of authors (PLA) for the language A studied, or chosen

freely.

HL: Three texts, one of which is a text in translation chosen from the prescribed

literature in translation (PLT) list and one from the prescribed list of authors

(PLA) for the language A studied. The other may be chosen freely.

40 70

Part 4: Literature—critical study

SL: Two texts, both of which are chosen from the prescribed list of authors (PLA)

for the language A studied.

HL: Three texts, all of which are chosen from the prescribed list of authors (PLA)

for the language A studied.

30 50

Total teaching hours 150 240

The assessment is as follows:


External assessment (3 hours) Paper 1: Textual analysis (1 hour 30 minutes)

The paper consists of two unseen texts.

Students write an analysis of one of these texts. (20 marks) Paper 2: Essay (1 hour 30 minutes)

In response to one of six questions students write an essay based on both

the literary

texts studied in part 3. The questions are the same at HL but the

assessment criteria are

different. (25 marks) Written task

Students produce at least three written tasks based on material studied in

the course.

Students submit one written task for external assessment. (20 marks)

This task must be 800–1,000 words in length plus a rationale of 200–300

words.

70% 25%

25%

20%




moderated by the IB

at the end of the course. Individual oral commentary

Students comment on an extract from a literary text studied in part 4 of

the course.

(30 marks)

Students are given two guiding questions. Further oral activity

Students complete at least two further oral activities, one based on part

1 and one based

on part 2 of the course.

The mark of one further oral activity is submitted for final assessment.

(30 marks)

30%

15%

15%


External assessment (4 hours) Paper 1: Comparative textual analysis (2 hours)

The paper consists of two pairs of unseen texts.

Students write a comparative analysis of one pair of texts. (20 marks) Paper 2: Essay (2 hours)

In response to one of six questions students write an essay based on at

least two of the

literary texts studied in part 3. The questions are the same at SL but the

assessment

criteria are different. (25 marks) Written tasks

Students produce at least four written tasks based on material studied in

the course.

Students submit two of these tasks for external assessment. (20 marks for

each task)

One of the tasks submitted must be a critical response to one of the

prescribed

questions for the HL additional study.

Each task must be 800–1,000 words in length plus a rationale of 200–300

words.

70% 25%

25%

20%


moderated by the IB

at the end of the course. Individual oral commentary

Students comment on an extract from a literary text studied in part 4 of

the course.

(30 marks)

Students are given two guiding questions. Further oral activity

Students complete at least two further oral activities, one based on part

1 and one

based on part 2 of the course.

The mark of one further oral activity is submitted for final assessment.

(30 marks)

30%

15%

15%



Group 2 Language Acquisition

Spanish SL, French SL / HL, Korean B SL / HL, German SL / HL, Tamil B SL, Hindi SL / HL, English B SL

Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills and intercultural understanding. It should not be intended solely for the study of specific subject matter or content. Distinction between SL and HL

Most language B subjects are available at SL and HL. The courses give students the possibility of reaching a high degree of competence in an additional language while exploring the culture(s) where that language is spoken. The courses aim to develop the students’ linguistic competence and intercultural understanding. There is a common syllabus at SL and HL (with literature as an additional component of the HL course). The differences between levels are determined by the assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria, literature coverage and suggested teaching hours. Language B is a language acquisition course developed at two levels—standard level (SL) and higher level (HL)—for students with some background in the target language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding. The language B syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills.

SL

SL

HL

Core Communication and media

Global Issues Social relationships

Literature 2 works

2 options Cultural diversity

Customs and traditions Health Leisure

Science and technology



SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.

Topics The course comprises five topics: three from the core and two chosen from the five options. At least two aspects must be covered in each of the five topics that make up the course. Additionally, at HL students must read two works of literature. For example, a course could be structured as follows.

Topic Aspects covered

Communication and media Advertising Bias in media

Global issues Global warming Migration

Social relationships Language and identity Social structures

Health Diet and nutrition Drug abuse

Science and technology Ethics and science Impact of IT on society

The core and the options at both levels, as well as literature at HL, must be studied within the context of the culture(s) of the target language. The order in which the components of both the core and the options are presented in this guide is not an indication of the sequence in which they should be taught. In addition, the suggested aspects for the core and the options do not have defined delimitations—they may be interrelated and may be perceived from more than one topic’s perspective. The aspects listed are neither prescriptive nor exhaustive. For example, one can approach “drug abuse” from a number of angles such as the effect of drug addiction on the addict’s relationship with family members, the way in which reality TV shows address drug addiction, the funding of initiatives to raise awareness, the effect of drug abuse on one’s health, athletes on performance drugs, and the use of scientific research to combat drug addiction.

Also, at HL, students read two works of literature. It is essential that teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the language B course. At SL the minimum prescribed number of hours is 150 and at HL it is 240 hours. Literature (HL only)

Reading literature in the target language can be an enjoyable journey into the culture(s) studied. It will help students to broaden their vocabulary y and to use language in a more creative manner, developing fluent reading skills, promoting interpretative and inferential skills, and contributing to intercultural understanding. Students should understand the works in some depth (see “Assessment objectives” number 6), but literary criticism as such is not an objective of the language B course at HL. Students are required to read two works of literature originally written in the target language. These works may be from any genre, or may both be of the same genre. They do not need to be linked in any way (by author, theme, period).



When selecting the works, teachers should keep in mind that students are in the process of acquiring an additional language. Works written with a high complexity of language may not be suitable material.

The assessment for this course is summarized below:


External assessment Paper 1 (1 hour 30 minutes): Receptive skills

Text-handling exercises on four written texts, based on the core. Paper 2 (1 hour 30 minutes): Written productive skills

One writing exercise of 250–400 words from a choice of five, based on the

options. Written assignment: Receptive and written productive skills

Inter textual reading followed by a written exercise of 300–400 words plus

a 100-word

rationale, based on the core.

70%

25%

25%

20%

Internal assessment Internally assessed by the teacher and externally moderated by the IB. Individual oral (8–10 minutes)

Based on the options: 15 minutes’ preparation time and a 10-minute

(maximum)

presentation and discussion with the teacher. Interactive oral activity

Based on the core: Three classroom activities assessed by the teacher.

30%

20%

10%



Text-handling exercises on five written texts, based on the core. Paper 2 (1 hour 30 minutes): Written productive skills

Two compulsory writing exercises.

Section A: One task of 250–400 words, based on the options, to be selected

from a

choice of five.

Section B: Response of 150–250 words to a stimulus text, based on the

core. Written assignment: Receptive and written productive skills

Creative writing of 500–600 words plus a 150-word rationale, based on one

of the literary

texts read.

70%

25%

25%

20%



Internal assessment Internally assessed by the teacher and externally moderated by the IB. Individual oral (8–10 minutes)

Based on the options: 15 minutes’ preparation time and a 10-minute

(maximum)

presentation and discussion with the teacher. Interactive oral activity

Based on the core: Three classroom activities assessed by the teacher.

30%

20%

10%

Language Ab Initio: Spanish SL

Syllabus content

The language ab initio syllabus is defined in two documents: the Language ab initio guide and the language- specific syllabus.

The language-specific syllabus is a document containing both the prescribed grammar and lexicon necessary in order for students to meet the assessment objectives of the language ab initio course. Each language ab initio course has its own language-specific syllabus. The three common elements in each language-specific syllabus are:

• vocabulary lists under topic headings

• a list of prescribed grammar

• a list of the instructions for the written examination papers. The language ab initio syllabus comprises three interconnected areas: language, themes and texts. The language ab initio course is organized into three themes.

• Individual and society • Leisure and work • Urban and rural environment

Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations. Each language ab initio course has a language-specific syllabus (see “Syllabus content”) that is used in conjunction with the guide. Language ab initio is available at SL only. Three areas of study—language, texts and themes—provide the basis of the two-year language ab initio course. These three fundamental areas are interconnected and should be studied concurrently. Interactive, productive and receptive skills are developed through study in these three areas and are of equal importance.



The language ab initio course is displayed above in a diagram with intercultural understanding at its heart to demonstrate both its importance and its interrelatedness within the areas of language, texts and themes. Intercultural understanding is defined as an ability to demonstrate an understanding of cultural diversity and/or similarity between the target culture(s) and the student’s own. The student develops a greater awareness of his or her own culture(s) through learning about another. Intercultural understanding provides both the link between the three areas of the course and the lens through which they should be addressed. It is essential that teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the language ab initio course. The course is available at SL only; the minimum prescribed number of hours is 150. Assessment outline



Understanding of four written texts. (40 marks) Text-handling exercises. Paper 2 (1 hour): Productive skills

Two compulsory writing exercises. (25 marks) Section A (7 marks): One question to be answered from a choice of two. Section B (18 marks): One question to be answered from a choice of three. Written assignment (2 hours): Receptive and productive skills

A piece of writing, 200–300 words, in the target language carried out in class under teacher supervision. (20 marks)

75 %

30%

25%

20%

Internal assessment (10 minutes): Interactive skills Individual oral (25 marks)

Three-part oral internally assessed by the teacher and externally moderated by the IB towards the end of the course. • Part 1: Presentation of a visual stimulus (from a choice of two) by the student • Part 2: Follow-up questions on the visual stimulus • Part 3: General conversation including at least two questions on the written assignment

25%

Group 3 Individuals and Societies

Geography

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 socio‑economic

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. Distinction between SL and HL

Students at standard level (SL) and higher level (HL) in geography are presented with a syllabus that has a common core and optional themes. HL students also study the higher level extension. The syllabus requires the development of certain skills, attributes and knowledge as described in the assessment objectives of the course. Although the skills and activity of studying geography are common to both SL and HL students, the HL student is required to acquire a further body of knowledge, to demonstrate critical evaluation, and to synthesize the concepts in the higher level extension. In summary: • SL students study two optional themes; HL students study three optional themes, providing further

breadth • HL students study the HL extension—global interactions, and examine, evaluate and synthesize the

prescribed concepts, which by their nature are complex, contestable, interlinked and require holistic treatment. This provides further depth at HL.

Syllabus Outline

Syllabus component

Teaching hours

SL HL

Geographic skills—integrated throughout the course

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

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

70

70



Part 2: Optional themes (SL/HL)

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

Two optional themes are required at

SL. Three optional themes are required

at HL. A. Freshwater—issues and

conflicts

B. Oceans and their coastal margins

C. Extreme environments

D. Hazards and disasters—risk assessment and response

E. Leisure, sport and tourism

F. The geography of food and health

G. Urban environments

60

90

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

60

Fieldwork (SL/HL)

Fieldwork, leading to one written report based on a fieldwork question,

information collection and analysis with evaluation.

20

20


Assessment Outline:


External assessment (2 hours 50 minutes) Paper 1 (1 hour 30 minutes)

Syllabus content: Core theme

Assessment objectives 1–4

Section A: Students answer all short‑answer questions. Some include data.

(45 marks)

Section B: Students answer one extended response question. (15 marks)

Section A and section B are common to both SL and HL assessment.

(60 marks)

Paper 2 (1 hour 20 minutes)

Syllabus content: Two optional themes


Students answer two structured questions based on stimulus material, each

selected

75%

40%

35%



from a different optional theme. For each theme there is a choice of two

questions.

(20 marks per question)

Some stimulus material is included in the resources booklet.

This paper is common to both SL and HL assessment.

(40 marks)

Internal assessment (20 hours) This component is internally assessed by the teacher and externally

moderated by the

IB at the end of the course.

Syllabus content: Any topic from the syllabus


Written report based on fieldwork. Maximum 2,500 words

(30 marks)

25%



Syllabus content: Core theme


Section A: Students answer all short‑answer questions. Some include data.

(45 marks)

Section B: Students answer one extended response question. (15 marks)

Section A and section B are common to both SL and HL assessment.

(60 marks) Paper 2 (2 hours)

Syllabus content: Three optional themes


Students answer three structured questions based on stimulus material, each

selected

from a different theme. For each theme there is a choice of two questions.

(20 marks per

question)

Some stimulus material is included in the resources booklet.

This paper is common to both SL and HL assessment.

(60 marks) Paper 3 (1 hour)

Syllabus content: Higher level extension


Students answer one of three essay questions.

(25 marks)

80%

25%

35%

20%


moderated by the


Syllabus content: Any topic from the syllabus


Written report based on fieldwork. Maximum 2,500 words

(30 marks)

20 %



History (first examinations in 2010)

History is a study of the past to help understanding of the present. The IB course promotes the

acquisition of historical knowledge in breadth and depth and of different cultures. One of the main

objectives of this program is to comprehend, analyze and evaluate source material.

IB Route 2 has been adopted in the teaching of the IB History course which consists of:

20th Century World History prescribed subjects – peace making and peace keeping 1918 –

1936, communism and crisis 1976 - 1989

20th Century World History topics – origins and development of authoritarian and single party

states and the Cold War

HL option – aspects of the history of Europe and the Middle East

Syllabus outlie

Syllabus component

Approximate hours

SL HL

20th century world history—prescribed subjects

1. Peacemaking, peacekeeping—international relations 1918–36

2. The Arab–Israeli conflict 1945–79

3. Communism in crisis 1976–89

40 40

20th century world history—topics

1. Causes, practices and effects of wars

2. Democratic states—challenges and responses

3. Origins and development of authoritarian and single-party states

4. Nationalist and independence movements in Africa and Asia

and post-1945 Central and Eastern European states

5. The Cold War

90 90

HL options

2. Aspects of the history of Africa

3. Aspects of the history of the Americas

4. Aspects of the history of Asia and Oceania

5. Aspects of the history of Europe and the Middle East

90

SL/HL internal assessment

Historical investigation

20 20




Assessment Outline


External assessment (2 hours 30 minutes)

Paper 1 (1 hour)

Route 1: Two prescribed subjects, Route 2: Three prescribed subjects

Four short-answer/structured questions

Assessment objectives: 1–

3 (25 marks)


Routes 1 and 2: Five topics

Two extended-response questions

Assessment objectives 1–

4 (40 marks)

75%

30%

45%

Internal assessment

Historical investigation on any area of the syllabus

Approximately 20 hours


4 (25 marks)

25%




External assessment (5 hours)

Paper 1 (1 hour)

Route 1: Two prescribed subjects, Route 2: Three prescribed subjects

Four short-answer/structured questions

Assessment objectives: 1-

3 (25 marks)


Routes 1 and 2: Five topics

Two extended-response questions


4 (40 marks)

Paper 3 (2 hours 30 minutes)

Three extended-response questions


4 (60 marks)

80%

20%

25%

35%

Internal assessment

Historical investigation on any area of the syllabus

Approximately 20 hours


4 (25 marks)

20%

Economics

Economics is a dynamic social science, forming part of group 3—individuals and societies. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values.



The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world. Distinction between SL and HL SL and HL students of economics are presented with a common syllabus, with an HL extension in some topics. The syllabus for both SL and HL students requires the development of certain skills and techniques, attributes and knowledge—as described in the assessment objectives of the programme. While the skills and activity of studying economics are common to both SL and HL students, the HL student is required to acquire a further body of knowledge—including the ability to analyse, synthesize and evaluate that knowledge—and to develop quantitative skills in order to explain and analyse economic relationships. These quantitative skills are specifically assessed at HL in paper 3. Syllabus Outline

Syllabus component

Teaching hours

SL HL



Section 1: Microeconomics

1.1 Competitive markets: demand and supply (some topics HL only)

1.2 Elasticity

1.3 Government intervention (some topics HL extension, plus one topic HL only)

1.4 Market failure (some topics HL only)

1.5 Theory of the firm and market structures (HL only)

35 95

Section 2: Macroeconomics

2.1 The level of overall economic activity (one topic HL extension)

2.2 Aggregate demand and aggregate supply (one topic HL only)

2.3 Macroeconomic objectives (some topics HL extension, plus one topic HL only)

2.4 Fiscal policy

2.5 Monetary policy

2.6 Supply-side policies

40 50

Section 3: International economics

3.1 International trade (one topic HL extension, plus one topic HL only)

3.2 Exchange rates (some topics HL extension)

3.3 The balance of payments (one topic HL extension, plus some topics HL only)

3.4 Economic integration (one topic HL extension)

3.5 Terms of trade (HL only)

25 45

Section 4: Development economics

4.1 Economic development

4.2 Measuring development

4.3 The role of domestic factors

4.4 The role of international trade (one topic HL extension)

4.5 The role of foreign direct investment (FDI)

4.6 The roles of foreign aid and multilateral development assistance

4.7 The role of international debt

4.8 The balance between markets and intervention

30 30

Internal assessment

Portfolio of three commentaries

20 20


Assessment Outline:


External assessment (3 hours) Paper 1 (1 hour and 30 minutes)

An extended response paper (50 marks)

Assessment objectives 1, 2, 3, 4

80%

40%



Section A

Syllabus content: section 1—microeconomics

Students answer one question from a choice of two. (25 marks) Section B

Syllabus content: section 2—macroeconomics

Students answer one question from a choice of two. (25 marks) Paper 2 (1 hour and 30 minutes)

A data response paper (40 marks)

Assessment objectives 1, 2, 3, 4 Section A

Syllabus content: section 3—international economics


Syllabus content: section 4—development economics

Students answer one question from a choice of two. (20 marks)

40%

Internal assessment (20 teaching hours) This component is internally assessed by the teacher and externally

moderated by the


Students produce a portfolio of three commentaries, based on different

sections of the

syllabus and on published extracts from the news media.

Maximum 750 words x 3 (45 marks)

20%


External assessment (4 hours) Paper 1 (1 hour and 30 minutes)

An extended response paper (50 marks)


Syllabus content: section 1—microeconomics


Syllabus content: section 2—macroeconomics

Students answer one question from a choice of two. (25 marks) Paper 2 (1 hour and 30 minutes)

A data response paper (40 marks)


Syllabus content: section 3—international economics


Syllabus content: section 4—development economics

Students answer one question from a choice of two. (20 marks) Paper 3 (1 hour)

HL extension paper (50 marks)

Assessment objectives 1, 2 and 4

Syllabus content, including HL extension material: sections 1 to 4—

microeconomics,

macroeconomics, international economics, development economics

Students answer two questions from a choice of three. (25 marks per

80%

30%

30%

20%



question)


moderated by the


Students produce a portfolio of three commentaries, based on different

sections of the

syllabus and on published extracts from the news media.

Maximum 750 words x 3 (45 marks)

20 %

Business and Management (first examination in 2009)

Business and Management is a study of how individuals and groups interact in a business environment.

This course is designed to give students an understanding of business principles, practices and develop

the analytical and evaluative skills. The HL syllabus consists of six compulsory modules:

Business organization and environment

Business strategy

Marketing

Human resource management

Operations management

Accounting and finance

The Standard level syllabus consists of five compulsory modules:

Business organizations and environment

Marketing

Human resource management

Accounting and finance

Operations management

Syllabus Outline

HL and SL core

Topic 1: Business organization and environment



1.1 Nature of business activity

1.2 Types of organization

1.3 Organizational objectives

1.4 Stakeholders

1.5 External environment

1.6 Organizational planning tools

1.7

1.8

Growth and evolution Change and the management of change

1.9 Globalization

Topic 2: Human resources

2.1 Human resource planning

2.2 Organizational structure

2.3 Communication

2.4 Leadership and management

2.5

2.6

2.7

2.8

Motivation Organizational and corporate cultures Employer and employee relations Crisis management and contingency planning

Topic 3: Accounts and finance

3.1 Sources of finance

3.2 Investment appraisal

3.3 Working capital

3.4 Budgeting

3.5 Final accounts

3.6 Ratio analysis

Topic 4: Marketing

4.1 The role of marketing

4.2 Marketing planning


4.3 Product

4.4 Price

4.5 Promotion

4.6 Place (distribution)

4.7 International marketing

4.8 E-commerce

Topic 5: Operations management

5.1 Production methods

5.2 Costs and revenues

5.3 Break-even analysis

5.4 Quality assurance

5.5

5.6

Location Innovation

5.7

5.8

Production planning Project management

HL only

Topic 6: Business strategy

Stage 1:

Strategic analysis

Stage 2:

Strategic choice

Stage 3: Strategic implementation


Assessment Outline: Higher level (HL)

External assessment

Internal assessment

Paper 1

Paper 2

Syllabus

content

All six topics All six topics

Any topic from the full HL

syllabus

Assessment

objectives

1–7 1–6 1–7

Method Based on a case study

issued in advance.

Section A (HL/SL)

Students answer two of three

structured questions. (30

marks)

Section B (HL/SL)

Students answer one

compulsory structured question

including evaluative skills. (20

marks)

Section A and section B are

common to both HL and SL

students. HL students also

have a section C.

Section C

Students answer one

compulsory question focusing

on strategic decision-making

through the use of extension

material. (30 marks)

Section A

Students answer one

of two structured

questions based on

stimulus material with

a quantitative

element. (25 marks)

Section B

Students answer two

of three structured

questions based on

stimulus material.

(50 marks)

Research project

Research proposal and

action plan—a working

document not part of the

actual report, but part of

planning.

Report that addresses

an issue facing an

organization or analyses

a decision to be made by

an organization.

(Maximum 2,000

words) (25 marks)

Total

marks

80 marks

75 marks

25 marks

Componen

t time

2¼ hours 2¼ hours 30 hours

Weighting 40% 35% 25%


Standard Level (SL)

External

assessment

Internal assessment

Paper 1 Paper 2

Syllabu

s

content

All five topics All five topics Any topic from the HL/SL

core syllabus

Assessmen

t

objectives

1–6 1–6 1–6

Method Based on a case study

issued in advance.

Section A (HL/SL)

Students answer two of

three structured questions.

(30 marks)

Section B (HL/SL)

Students answer one

compulsory structured

question including

evaluative skills. (20 marks)

Section A and section B

are common to both HL

and SL students. SL

students do not have a

section C.

Section A

Students answer one of

two structured questions

based on stimulus

material with a

quantitative element. (20

marks)

Section B

Students answer two of

three structured

questions based on

stimulus material. (40

marks)

Written commentary

Written commentary

based on three to five

supporting documents

about a real issue or

problem facing a

particular organization.

(Maximum 1,500

words) (25 marks)

Total

marks

50 marks

60 marks

25 marks

Componen

t time

1¼ hours 1¾ hours 15 hours

Weighting 35%

40% 25%


Psychology SL / HL

Psychology is the systematic study of behaviour and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society. IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology. Distinction between SL and HL Both SL and HL students are assessed on the syllabus core (levels of analysis) in paper 1. In addition:

• SL students are assessed on their knowledge and comprehension of one option in paper 2, whereas HL students are assessed on two options

• HL students are assessed on their knowledge and comprehension of qualitative research methodology in paper 3

• in the internal assessment, the report of a simple experimental study conducted by HL

students requires inferential statistical analysis and a more in‑depth approach than that

required of SL students. Syllabus Outline:

Syllabus component

Teaching hours

SL HL

Part 1: Core (SL/HL)

• The biological level of analysis

• The cognitive level of analysis

• The sociocultural level of analysis

90 90

Part 2: Options (SL/HL)

• Abnormal psychology

• Developmental psychology

• Health psychology

• Psychology of human relationships

• Sport psychology

30 60

Part 3: Qualitative research methodology (HL only)

• Qualitative research in psychology

50


Part 4: Simple experimental study (SL/HL)

• Introduction to experimental research methodology

30 40


Assessment Outline: Assessment component - SL Weighting


Paper 1 (2 hours)

Section A: Three compulsory questions on part 1 of the syllabus.

Section B: Three questions on part 1 of the syllabus. Students choose

one question to answer in essay form.

(46 marks)

Paper 2 (1 hour)

Fifteen questions on part 2 of the syllabus. Students choose one

question to answer in essay form.

(22 marks)

75%

50%

25%

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

(20 marks)

25 %



Paper 1 (2 hours)

Section A: Three compulsory questions on part 1 of the syllabus.

Section B: Three questions on part 1 of the syllabus. Students choose

one question to answer in essay form.

(46 marks) Paper 2 (2 hours)

Fifteen questions on part 2 of the syllabus. Students choose two

questions to

answer in essay form.

(44 marks)

Paper 3 (1 hour)

Three compulsory questions based on an unseen text, covering part 3 of

the syllabus.

(30 marks)

80%

35%

25%

20%


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

(28 marks)

20 %

World Religions (first examination in 2013)

The Diploma Programme world religions course seeks to promote respect for the diversity of religious beliefs, both locally and globally, with the aim of enhancing international and inter-religious understanding. The course provides a very different perspective in this area. Students should be encouraged to look at contemporary national and international issues regarding religion and how these may impact on ethical and legal issues. No particular background in terms of specific subjects studied for national or international qualifications is expected or required, and no prior knowledge of world religions is necessary for students to undertake this course of study There are four assessment objectives (AOs) for the Diploma Programme world religions SL course. Having followed the course, students will be expected to do the following. 1. Demonstrate knowledge and understanding of specified content – Demonstrate knowledge and understanding of five world religions chosen for the introductory unit – Define, understand and use concepts associated with particular world religions – Demonstrate in-depth knowledge and understanding of two religions reflecting different traditions – In internal assessment, demonstrate knowledge and understanding of a specific world religions investigative study 2. Demonstrate application and analysis of knowledge and understanding – Demonstrate how the key concepts of a religion are expressed in the behaviour of believers – Demonstrate application and analysis of concepts – Research, select and analyse material from both primary and secondary sources 3. Demonstrate synthesis and evaluation – Evaluate concepts associated with world religions – Synthesize by integrating evidence and critical commentary 4. Select, use and apply a variety of appropriate skills and techniques – Select, use and apply the prescribed world religions skills in appropriate contexts – Demonstrate the ability to organize ideas into a clear, logical, coherent and balanced account – Evaluate the reliability of evidence and the chosen method of research for the internal assessment

Objectives Paper 1 Paper 2 Internal

assessment

Overall


1. Knowledge and understanding of specified content

30% 30% 30% 30%

2. Application and analysis of knowledge and understanding

70% 30% 20% 40%

3. Synthesis and evaluation N/A 20% 25% 15%

4. Selection, use and application of a variety of appropriate skills and techniques

N/A 20% 25% 15%

Group 4 Sciences

A common curriculum model applies to all of the group 4 subjects with some modification to the DT

course. A common core of material is studied by both HL an SL students and this is supplemented by the

study of two options. HL students also study additional Higher Level (AHL) material. Laboratory

investigative work inclusive of the group 4 project constitutes 60 hours for the HL program and 40 hours

for SL.

Group 4 is an interdisciplinary activity in which all diploma candidates must participate. A topic or

problem is selected by the science department and is investigated through each of the four science

disciplines. Emphasis during this collaborative exercise is on process rather than product. The curriculum

model for Biology, Chemistry and Physics is outlined below:

Higher level (hours) Standard level (hours)


Theory Core

Two options

80

45

80

30


AHL 55

Internal

assessment

Investigations

Group 4

project

45

10

30

10

The assessment for the Biology, Chemistry and Physics is summarized below:

Higher level Standard level

External

Paper 1

Multiple choice questions (20%)

Paper 2

Data based questions, short

answers & extended response

(36%)

Paper 3

Short answers and extended

response (20%)

Paper 1

Multiple choice questions (20%)

Paper 2

Data based questions, short

answers & extended response

(32%)

Paper 3

Short answers (24%)

Internal Investigations and group 4

Interdisciplinary project (24%)

Investigations and group 4

Interdisciplinary project (24%)

Biology (first examinations in 2009)


Biology is studied around four basic biological concepts that run throughout the course. These concepts

serve as themes that unify the various topics of the course. The concepts are:

Structure and function

Universality versus diversity

Equilibrium within systems

Evolution

Core: includes six topics: statistical analysis, cells, the chemistry of life, genetics, ecology and evolution

and human health and physiology.

AHL: includes five topics: nucleic acids and proteins, cell respiration and photosynthesis, plant science,

genetics, human health and physiology.

Options: HL students study two options chosen from the following: evolution, Neurobiology and

behavior, microbes and biotechnology, ecology and conservation and further human physiology.

SL students study two options chosen from the following: human nutrition and health, physiology of

exercise, cells and energy, evolution, neurobiology and behavior, ecology and conservation.

Chemistry (first examinations 2009)

The chemistry course permits a balance between academic study and practical and investigation skills.

An

overview of the IB chemistry course is presented below:

Core: includes eleven topics in the following subject areas: quantitative chemistry, atomic structure,

periodicity, bonding, energetic, kinetics, equilibrium, acids and bases, oxidation and reduction, organic


chemistry and measurement and data processing.

AHL: includes nine topics on the following subject areas: atomic structure, periodicity, bonding,

energetics, kinetics, equilibrium, acids and bases, oxidation and reduction and organic chemistry.

Options: HL and SL students will study two options chosen from the following:

Modern analytical chemistry, human biochemistry, chemistry in industry and technology, medicines and

drugs, environmental chemistry, food chemistry and further organic chemistry.

Physics (First examinations in 2009)

An overview of the Physics course is represented below:

Core: includes eight topics in the following subject areas: physics and physical measurement, mechanics,

thermal physics, oscillations and waves, electric currents, fields and forces, atomic and nuclear physics

and energy, power and climate change.

AHL: includes six topics in the following subject areas: motion in fields, thermal physics, wave

phenomena, electromagnetic induction, quantum physics and nuclear physics and digital technology.

Options: HL students will study two options from the following five options: astrophysics,

communication, electromagnetic waves, relativity, medical physics and particle physics.

SL students will study two options from the following eight options: sight and wave phenomena,

quantum physics and nuclear physics, digital technology, relativity and particle physics, astrophysics,

communications and electromagnetic waves.


Environmental Systems and Societies (first examination 2010)

As a trans-disciplinary subject, environmental systems and societies is designed to combine the

techniques and knowledge associated with group 4 (the experimental sciences) with those associated

with group 3 (individuals and societies). By choosing to study a trans-disciplinary course such as this as

part of their diploma, students are able to satisfy the requirements for both groups 3 and 4 of the

hexagon, thus allowing them to choose another subject from any hexagon group (including another

group 3 or 4 subject). This trans-disciplinary subject therefore introduces more flexibility into the IB

Diploma Program. At KIS, environmental systems and societies is being run by the Science department

and is offered at SL only.

Syllabus component Teachin

g

hours Topic 1: Systems and models 5

Topic 2: The ecosystem

2.1 Structure

2.2 Measuring abiotic components of the system

2.3 Measuring biotic components of the system

2.4 Biomes

2.5 Function

2.6 Changes

2.7 Measuring changes in the system

31

4

1

4

3

7

7

5

Topic 3: Human population, carrying capacity and resource use

3.1 Population dynamics

3.2 Resources—natural capital

3.3 Energy resources

3.4 The soil system

3.5 Food resources

3.6 Water resources

3.7 Limits to growth

3.8 Environmental demands of human populations

39

5

8

4

4

6

3

2.5

6.5

Topic 4: Conservation and biodiversity

4.1 Biodiversity in ecosystems

4.2 Evaluating biodiversity and vulnerability

4.3 Conservation of biodiversity

15

3

6

6


Topic 5: Pollution management

5.1 Nature of pollution

5.2 Detection and monitoring of pollution

5.3 Approaches to pollution management

5.4 Eutrophication

5.5 Solid domestic waste

5.6 Depletion of stratospheric ozone

5.7 Urban air pollution

5.8 Acid deposition

18

1

3

2

3

2

3

2

2

Topic 6: The issue of global warming 6

Topic 7: Environmental value systems 6

Total teaching hours 120

Assessment Outline

Assessment component Weighting

External assessment (written papers, 3 hours)

Paper 1—1 hour

45 marks

Paper 2—2 hours

65 marks

80%

30%

50%

Internal assessment—30 hours

42 marks

20%

Computer Science SL / HL(First examination 2014)

Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The Diploma Programme computer science course is engaging, accessible, inspiring and rigorous. It has the


following characteristics.

• draws on a wide spectrum of knowledge • enables and empowers innovation, exploration and the acquisition of further knowledge • interacts with and influences cultures, society and how individuals and societies behave • raises ethical issues • is underpinned by computational thinking.

Computational thinking involves the ability to:

• think procedurally, logically, concurrently, abstractly, recursively and think ahead • utilize an experimental and inquiry-based approach to problem-solving • develop algorithms and express them clearly • appreciate how theoretical and practical limitations affect the extent to which problems can be

solved computationally. During the course the student will develop computational solutions. This will involve the ability to:

• identify a problem or unanswered question • design, prototype and test a proposed solution • liaise with clients to evaluate the success of the proposed solution and make recommendations

for future developments. Computer science has links with subjects outside of group 4, notably information technology in a global society (ITGS), but it should be noted that there are clear differences between the subjects.

Distinction between SL and HL While the skills and activities of computer science are common to students at both SL and HL, students at HL are required to study additional topics in the core, a case study and also extension material of a more demanding nature in the option chosen. The distinction between SL and HL is therefore one of both breadth and depth. Additionally, the HL course has 240 hours devoted to teaching, compared with 150 hours for the SL course. Students at SL and HL in computer science study a common core consisting of:

• four topics (system fundamentals; computer organization; networks; and computational thinking,

• problem-solving and programming) • one option (chosen from databases; modelling and simulation; web science; or object-

oriented programming)

• one piece of internally assessed work, which includes a computational solution.

The HL course has three additional elements: • three further topics (abstract data structures; resource management; control)


• additional and more demanding content for the option selected • an additional externally assessed component based on a pre-seen case study of an

organization or scenario; this requires students to research various aspects of the subject—which may include new technical concepts and additional subject content—in greater depth.

Syllabus Outline:

Syllabus component

Teaching hours

SL HL

Core syllabus content

SL/HL core

The topics that must be studied, including some practical work, are:

• Topic 1: System fundamentals (20 hours)

• Topic 2: Computer organization (6 hours)

• Topic 3: Networks (9 hours)

• Topic 4: Computational thinking, problem-solving and programming (45 hours)

HL extension

The topics that must be studied, including some practical work, are:

• Topic 5: Abstract data structures (23 hours)

• Topic 6: Resource management (8 hours)

• Topic 7: Control (14 hours)

Case study

Additional subject content introduced by the annually issued case study

80

---

---

80

45

30

Option

SL/HL core

HL extension

Students study one of the following

options: Option A: Databases

Option B: Modelling and simulation

Option C: Web science

Option D: Object-oriented programming (OOP)

30

---

30

15


Internal assessment

Solution

Practical application of skills through the development of a product and

associated documentation

Group 4 project

30

10

30

10


Assessment outline:



Paper 1 is an examination paper consisting of two compulsory sections.

• Section A (30 minutes approximately) consists of several

compulsory short answer questions. The maximum mark for this

section is 25.

• Section B (60 minutes approximately) consists of three

compulsory structured questions. The maximum mark for this

section is 45.

(70 marks)

2 (1 hour)

Paper 2 is an examination paper linked to the option studied.

The paper consists of between two and five compulsory questions.

(45 marks)

Calculators: The use of calculators is not permitted in any computer science

examination.

70%

45%

25%

35%


moderated by

the IB at the end of the course. Solution (30 hours)

The development of a computational solution. Students must produce:

• a cover page that follows the prescribed format

• a product

• supporting documentation (word limit 2,000 words).

(34 marks) Group 4 project (10 hours)

To be assessed using the criterion Personal skills.

30%


(6 marks)

(total 40 marks) Assessment component - HL Weighting

External assessment (4 hours 30 minutes) Paper 1 (2 hours 10 minutes)

Paper 1 is an examination paper consisting of two compulsory sections.

• Section A (30 minutes approximately) consists of several compulsory

short

answer questions. The maximum mark for this section is 25.

• Section B (100 minutes approximately) consists of five compulsory

structured questions. The maximum mark for this section is 75.

(100 marks) Paper 2 (1 hour 20 minutes)

Paper 2 is an examination paper linked to the option studied.

The paper consists of between three and seven compulsory questions.

The SL/HL core questions are common and worth 45 marks, HL extension is

worth

20 marks.

(65 marks) Paper 3 (1 hour)

Paper 3 is an examination paper of 1 hour consisting of four compulsory

questions based on a pre-seen case study.

(30 marks)

Calculators: The use of calculators is not permitted in any computer science

examination.

80%

40%

20%

20%


moderated by

the IB at the end of the course. Solution (30 hours)

The development of a computational solution. Students must produce:

• a cover page that follows the prescribed format

• a product

• supporting documentation (word limit 2,000 words).

(34 marks) Group 4 project (10 hours)

To be assessed using the criterion Personal skills.

(6 marks)

(total 40 marks)

20 %


Group 5 Mathematics

The nature of mathematics can be summarized in a number of ways: for example, it can be seen as a welldefined body of knowledge, as an abstract system of ideas, or as a useful tool. For many people it is probably a combination of these, but there is no doubt that mathematical knowledge provides an important key to understanding the world in which we live. Mathematics can enter our lives in a number of ways: we buy produce in the market, consult a timetable, read a newspaper, time a process or estimate a length. Mathematics, for most of us, also extends into our chosen profession: visual artists need to learn about perspective; musicians need to appreciate the mathematical relationships within and between different rhythms; economists need to recognize trends in financial dealings; and engineers need to take account of stress patterns in physical materials. Scientists view mathematics as a language that is central to our understanding of events that occur in the natural world. Some people enjoy the challenges offered by the logical methods of mathematics and the adventure in reason that mathematical proof has to offer. Others appreciate mathematics as an aesthetic experience or even as a cornerstone of philosophy. This prevalence of mathematics in our lives, with all its interdisciplinary connections, provides a clear and sufficient rationale for making the study of this subject compulsory for students studying the full diploma.

Summary of courses available

Because individual students have different needs, interests and abilities, there are four different courses in mathematics. These courses are designed for different types of students: those who wish to study mathematics in depth, either as a subject in its own right or to pursue their interests in areas related to mathematics; those who wish to gain a degree of understanding and competence to understand better their approach to other subjects; and those who may not as yet be aware how mathematics may be relevant to their studies and in their daily lives. Each course is designed to meet the needs of a particular group of students. Therefore, great care should be taken to select the course that is most appropriate for an individual student. In making this selection, individual students should be advised to take account of the following factors:

• their own abilities in mathematics and the type of mathematics in which they can be successful • their own interest in mathematics and those particular areas of the subject that may hold the

most interest for them • their other choices of subjects within the framework of the Diploma Programme • their academic plans, in particular the subjects they wish to study in future • their choice of career.

Teachers are expected to assist with the selection process and to offer advice to students.

Mathematical Studies SL (first examinations 2014)


This course is available only at standard level, and is equivalent in status to mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the mathematical studies SL course in their future studies.

Students are expected to have access to a graphic display calculator (GDC) during this course.

Syllabus component

Teachin

g

hours SL

All topics are compulsory. Students must study all the sub-topics in each of the topics in the

syllabus as listed in this guide. Students are also required to be familiar with the topics listed as

prior learning.

Topic 1

Number and algebra

20

Topic 2

Descriptive statistics

12

Topic 3

Logic, sets and probability

20

Topic 4

Statistical applications

17

Topic 5

Geometry and trigonometry

18

Topic 6

Mathematical models

20

Topic 7

Introduction to differential calculus

18


Project

The project is an individual piece of work involving the collection of information or the

generation of measurements, and the analysis and evaluation of the information or

measurements.

25


Assessment outline:

Assessment component – SL Studies Weighting

External assessment (3 hours) Paper 1 (1 hour 30 minutes) 15 compulsory short-response questions based on the whole syllabus. (90 marks)

Paper 2 (1 hour 30 minutes) 6 compulsory extended-response questions based on the whole syllabus. (90 marks)

80%

40%

40%

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at

the end of the course.

Project The project is an individual piece of work involving the collection of information or

the generation of measurements, and the analysis and evaluation of the information or

measurements. (20 marks)

20%

Mathematics SL (first examinations 2014)

This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration. Syllabus Outline

Teaching hours


Syllabus component SL

All topics are compulsory. Students must study all the sub-topics in each of the topics in the

syllabus as listed in this guide. Students are also required to be familiar with the topics listed

as prior learning.

Topic 1

Algebra

9

Topic 2

Functions and equations

24

Topic 3

Circular functions and trigonometry

16

Topic 4

Vectors

16

Topic 5

Statistics and probability

35

Topic 6

Calculus

40

Mathematical exploration

Internal assessment in mathematics SL is an individual exploration. This is a piece of

written work that involves investigating an area of mathematics.

10


Assessment outline:


External assessment (3 hours) Paper 1 (1 hour 30 minutes) No calculator allowed. (90 marks)

Section A Compulsory short-response questions based on the whole syllabus.

Section B Compulsory extended-response questions based on the whole syllabus.

80%

40%


Paper 2 (1 hour 30 minutes) Graphic display calculator required. (90 marks)

Section A Compulsory short-response questions based on the whole syllabus.

Section B Compulsory extended-response questions based on the whole syllabus.

40%



Mathematical exploration Internal assessment in mathematics SL is an individual exploration. This is a piece of

written work that involves investigating an area of mathematics. (20 marks)

20%

Mathematics HL (first examinations 2014)

This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.

Syllabus Outline

Syllabus component

Teaching hours

HL

All topics are compulsory. Students must study all the sub-topics in each of the topics in

the syllabus as listed in this guide. Students are also required to be familiar with the

topics listed as prior learning.

Topic 1

Algebra

30

Topic 2

Functions and equations

22

Topic 3

Circular functions and trigonometry

22

Topic 4

Vectors

24


Topic 5

Statistics and probability

36

Topic 6

Calculus

48

Option syllabus content

Topic 9

Calculus

48

Mathematical exploration

Internal assessment in mathematics HL is an individual exploration. This is a piece of

written work that involves investigating an area of mathematics.

10


Assessment outline:


External assessment (5 hours) Paper 1 (2 hours) No calculator allowed. (120 marks)

Section A Compulsory short-response questions based on the core syllabus.

Section B Compulsory extended-response questions based on the core syllabus.

Paper 2 (2 hours) Graphic display calculator required. (120 marks)

Section A Compulsory short-response questions based on the core syllabus.

Section B Compulsory extended-response questions based on the core syllabus.

Paper 3 (1 hour) Graphic display calculator required. (60 marks)

Compulsory extended-response questions based mainly on the syllabus options.

80%

30%

30%

20%



Mathematical exploration Internal assessment in mathematics HL is an individual exploration. This is a piece

20%


of written work that involves investigating an area of mathematics. (20 marks)

Group 6 The Arts

Visual Arts(First Examination 2009)

The impulse to make art is common to all people. From earliest times, human beings have displayed a fundamental need to create and communicate personal and cultural meaning through art. The process involved in the study and production of visual arts is central to developing capable, inquiring and knowledgeable young people, and encourages students to locate their ideas within international contexts. Supporting the principles of the IBO mission statement (that is, to foster students’ appreciation of diverse world cultures and traditions), the course encourages an active exploration of visual arts within the students’ own and other cultural contexts. The study of visual arts and the journey within it encourages respect for cultural and aesthetic differences and promotes creative thinking and problem solving. Visual arts continually create new possibilities and can challenge traditional boundaries. This is evident both in the way we make art and in the way we understand what artists from around the world do. Theory and practice in visual arts are dynamic, ever changing and connect many areas of study and human experience through individual and collaborative production and interpretation. New ways of expressing ideas help to make visual arts one of the most interesting and challenging areas of learning and experience. The processes of designing and making art require a high level of cognitive activity that is both intellectual and affective. Engagement in the arts promotes a sense of identity and makes a unique contribution to the lifelong learning of each student. Study of visual arts provides students with the opportunity to develop a critical and intensely personal view of themselves in relation to the world. The Diploma Programme visual arts course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation, with option A students focusing more on the former and option B students on the latter. The course is designed to enable students to study visual arts in higher education and also welcomes those students who seek life enrichment through visual arts. Difference between HL and SL Because of the nature of the subject, quality work in visual arts can be produced by students at both HL and SL. The aims and assessment objectives are the same for visual arts students at both HL and SL. Through a variety of teaching approaches, all students are encouraged to develop their creative and critical abilities and to enhance their knowledge, appreciation and enjoyment of visual arts. The course content for HL and SL may be the same. However, due to the different amount of time available for each, students at HL have the opportunity to develop ideas and skills, to produce a larger


body of work and work of greater depth. In order to reflect this, the assessment criteria are differentiated according to option and level. Please see the markband descriptors in the “Assessment criteria” section for more detail. There need be no direct relationship between the number of works produced, the time spent on each, and the quality achieved: a high level of performance at either HL or SL can be achieved in both a large and small body of work. Syllabus Outline:

Core areas

The visual arts core syllabus at SL and HL consists of three equal interrelated areas as shown in figure 2.

Communicating visual arts

Visual arts in context Visual

arts

methods

Figure 2

These core areas, which have been designed to fully interlink with the assessment tasks, must be central to

the planning of the taught course that is designed and delivered by the teacher. Students are required to

understand the relationship between these areas and how each area informs and impacts their work in visual

arts.

Visual arts in context The visual arts in context part of the syllabus provides a lens through which students are encouraged to

explore perspectives, theories and cultures that inform and influence visual arts practice. Students should

be able to research, understand and appreciate a variety of contexts and traditions and be able to identify

links between them.

Through the visual arts in context area, students will: • be informed about the wider world of visual arts and they will begin to understand and

appreciate the cultural contexts within which they produce their own works

• obser ve the conventions and techniques of the ar twork s they investigate, thinking critically

and experimenting with techniques, and identifying possible uses within their own art-making practice


• investigate work from a variety of cultural contexts and develop increasingly sophisticated,

informed responses to work they have seen and experienced.

Visual arts methods The visual arts methods part of the syllabus addresses ways of making artwork through the exploration

and acquisition of skills, techniques and processes, and through engagement with a variety of media and

methods.


Through the visual arts methods area, students will: • understand and appreciate that a diverse range of media, processes, techniques and skills are

required in the making of visual arts, and how and why these have evolved

• engage with the work of others in order to understand the complexities associated with different

art- making methods and use this inquiry to inspire their own experimentation and art-making practice

• understand how a body of work can communicate meaning and purpose for different audiences.

Communicating visual arts The communicating visual arts part of the syllabus involves students investigating, understanding

and applying the processes involved in selecting work for exhibition and public display. It engages

students in making decisions about the selection of their own work.

Through the communicating visual arts area, students will: • understand the many ways in which visual arts can communicate and appreciate that

presentation constructs meaning and may influence the way in which individual works are valued and

understood

• produce a body of artwork through a process of reflection and evaluation and select

artworks for exhibition, articulating the reasoning behind their choices and identifying the ways in

which selected works are connected

• explore the role of the curator; acknowledging that the concept of an exhibition is wide ranging

and encompasses many variables, but most importantly, the potential impact on audiences and

viewers.

Assessment Outline:

Higher Level

Option A Studio External assessment

The student prepares a selection of his or her studio work in the form

of an exhibition. This is externally assessed by a visiting

examiner following an interview with the student about the work.

60%

Investigation Internal assessment

The student presents selected pages of his or her investigation

workbooks that have been produced during the course. This selection is

internally assessed by the teacher and externally moderated by the IBO

at the end of the course.

40%

Option B Investigation 60%


External assessment



externally assessed by a visiting examiner following an interview with

the student.

Studio Internal assessment

The student presents a selection of his or her studio work. This

selection is internally assessed by the teacher and externally

moderated by the IBO at the end of the course.

Assessment

40%

Standard Level

Option A Studio External assessment

The student prepares a selection of his or her studio work in the form

of an exhibition. This is externally assessed by a visiting examiner

following an interview with the student about the work.

60%

Investigation Internal assessment



internally assessed by the teacher and externally moderated by the IBO

at the end of the course.

40%

Option B Investigation External assessment



externally assessed by a visiting examiner following an interview with

the student.

60%

Studio Internal assessment

The student presents a selection of his or her studio work. This

selection is internally assessed by the teacher and externally

moderated by the IBO at the end of the course.

40%

Music HL / SL (First Examination 2011)

Music functions as a means of personal and communal identity and expression, and embodies the social and cultural values of individuals and communities. This scenario invites exciting exploration and sensitive study.


Music, and all of its associations, may vary considerably from one musical culture to another: yet music may share similarities. Such richness offers a variety of ways to encounter and engage with a constantly changing world. A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through such a study of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic structures. Through participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. Informed and active musical engagement allows us to explore and discover relationships between lived human experience and specific sound combinations and technologies, thus informing us more fully of the world around us, and the nature of humanity. The Diploma Programme music course provides an appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. This course also provides all students with the opportunity to engage in the world of music as lifelong participants.

Distinction between SL and HL Both standard level (SL) and higher level (HL) music students are required to study musical perception. All students therefore submit a musical links investigation and also respond to a listening examination paper. In the latter, HL students are required to answer a further two questions. The first of these two questions allows them to demonstrate a wider understanding of music in relation to time, place and cultures. The second requires them to carry out a comparative analysis of music in response to pieces not previously studied. SL students in music are required to choose one of three options:

• SL creating (SLC) • SL solo performing (SLS) • SL group performing (SLG).

HL students are required to present both creating and solo performing. This is a significant difference in expectation. By pursuing both creating and performing, this enables HL students to bring to their musical studies a wider perspective. It also allows them to pursue some work in more depth. The study of three components in an integrated way allows HL students to make not only more connections but, potentially, these connections may carry more importance and have more influence during their musical studies. This path of study allows HL students the opportunity to engage in music in a more complete way. For creating, SLC students are required to present two pieces of coursework, while HL students present three. This allows HL students to present work that either demonstrates contrasts in content, nature and intention or comes from a wider, and therefore more challenging, choice of creating options. For solo performing, SLS students are required to present 15 minutes, while HL students present 20 minutes. This challenges HL students to present a performing programme that features more music of a contrasting nature. For those students (SLG) presenting group performing, the requirement is 20–30 minutes. Syllabus Outline:


Syllabus component

Suggested

teaching

hours SL HL

Musical perception

This component is compulsory for SL and HL students.

75 90

Creating

This component is compulsory for HL and SLC* students only.

75 75

Solo performing

This component is compulsory for HL and SLS* students only.

75 75

Group performing

This component is compulsory for SLG* students only.

75 N/A


Assessment outline: Assessment component - SL Weighting

External assessment (75 teaching hours) Listening paper (2 hours 15 minutes)

Five musical perception questions (100 marks) Section A

Students answer two questions.

Question 1 or question 2 (20 marks)

Question 3 (20 marks) Section B

Students answer three questions.


Question 6 (20 marks)

Question 7 (20 marks) Musical links investigation

A written media script of no more than 2,000 words, investigating the

significant

musical links between two (or more) pieces from distinct musical

cultures (20 marks)

70%

30%

20%


moderated by the


Students choose one of the following options. Creating (SLC)

Two pieces of coursework, with recordings and written work (30 marks) Solo performing (SLS)

A recording selected from pieces presented during one or more public

performance(s), 15 minutes (20 marks) Group performing (SLG)

A recording selected from pieces presented during two or more public

performances,

50%


20–30 minutes (20 marks) Assessment component - HL Weighting

External assessment (90 teaching hours) Listening paper (3 hours)

Seven musical perception questions (140 marks) Section A

Students answer two questions.


Question 3 (20 marks) Section B

Students answer four questions.




Question 7 (20 marks) Section C

Students answer one question.

Question 8 (20 marks) Musical links investigation


significant


cultures (20 marks)

50%

30%

20%


moderated by the

IB at the end of the course. Creating (75 hours)

Three pieces of coursework, with recordings and written work (30

marks) Solo performing (75 hours)

A recording selected from pieces presented during one or more public

performance(s),

20 minutes (20 marks)

50 %

25%

25%

Film

Film is both a powerful communication medium and an art form. The Diploma Programme film course aims to develop students’ skills so that they become adept in both interpreting and making film texts.

Through the study and analysis of film texts and exercises in film-making, the Diploma Programme film course explores film history, theory and socio-economic background. The course develops students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures.

The IB film course emphasizes the importance of working individually and as a member of a group. Students are encouraged to develop the professional and technical skills (including organizational skills) needed to express themselves creatively in film. A challenge for students following this course is to become aware of their own perspectives and biases and to learn to respect those of others. This requires willingness to attempt to understand alternative views, to respect and appreciate cultural diversity, and to have an open and critical mind.


Thus, the IB film course can become a way for the student to celebrate the international and intercultural dynamic that inspires and sustains a type of contemporary film, while appreciating specifically local origins that have given rise to cinematic production in many parts of the world.

For any student to create, to present and to study film requires courage, passion and curiosity: courage to create individually and as part of a team, to explore ideas through action and harness the imagination, and to experiment; passion to communicate and to act communally, and to research and formulate ideas eloquently; curiosity about self and others and the world around them, about different traditions, techniques and knowledge, about the past and the future, and about the limitless possibilities of human expression through film.

At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis that is achieved through practical engagement in the art and craft of film.

Distinction between SL and HL

Although the standard level (SL) and higher level (HL) syllabus outlines share elements, there is a clear distinction between both the explicit and implicit demands at these levels. Through a variety of teaching approaches, including the construction and deconstruction of film texts, all students, whether SL or HL, are encouraged to develop their creative and critical abilities and to enhance their appreciation and enjoyment of film.

The differentials between SL and HL are both quantitative and qualitative. The nature of the

course enables HL students to develop creative skills, theoretical understanding and textual

analysis more fully. An HL student should display a continuous resolve of personal challenge and a

sustained engagement with the ideas, practices and concepts encountered within the course over

the extended learning time available. An HL student has extra time for these encounters, extra

time to reflect and to record evidence of growth. It is understood that ensuing developments may

be only partially evident within the framework of the assessment process.

Syllabus Outline:

Syllabus component

Teaching hours

SL HL

Part 1: Textual analysis

The detailed study of film sequences.

37.5 60

Part 2: Film theory and history

The study of films and film-making traditions from more than one country.

37.5 60

Part 3: Creative process—techniques and organization

of production

The development of creative, analytical and production skills within film-making.

75 120


Assessment outline:



External assessment

Independent study

Rationale, script and list of sources for a short documentary production of 8–10 pages 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. (25 marks)

Length of the rationale: no more than 100 words

Length of the script: 8–10 pages

Presentation An oral presentation of a detailed critical analysis of a continuous extract from a prescribed film. The extract must not be longer than 5 minutes. (25 marks)

Maximum length of presentation: 10 minutes

50%

25%

25%

Internal assessment

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Production portfolio

One completed film project with accompanying written documentation: no more than 1,200 words. (50 marks)

Length of the film project: 4–5 minutes (including titles)

Length of individual rationale for the film: no more than 100 words

Group work: The film project may be undertaken as a group project, but all accompanying documentation must be individually produced. While students at SL and HL may work together in a production group, they cannot present the same edit of their film projects

50%


External assessment

Independent study

Rationale, script and list of sources for a short documentary production of 12–15 pages 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. (25 marks)

Length of the rationale: no more than 100 words

Length of the script: 12–15 pages

50%

25%

Presentation

An oral presentation of a detailed critical analysis of a continuous extract from a prescribed film. The extract must not be longer than 5 minutes. (25 marks)

Maximum length of presentation: 15 minutes


significant


cultures (20 marks)

50%

25%

25%

Internal assessment

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

50 %


Production portfolio

One completed film project with an associated trailer and written documentation encompassing and connecting both: no more than 1,750 words. (50 marks)

Length of the film project: 6–7 minutes (including titles)

Length of the trailer: 40–60 seconds

Length of individual rationale for the film: no more than 100 words; length of individual rationale for the trailer: no more than 100 words

Group work: The film project may be undertaken as a group project, but all

accompanying documentation must be individually produced. While students at SL

and HL may work together in a production group, they cannot present the same edit

of their

The Extended Essay

The Extended Essay (EE) is a piece of personal research of about 4000 words supervised by a KIS

teacher in accordance with the guidelines published by the IBO. It must be in one of the DP

subjects and must meet the assessment criteria and follow subject-specific details. All extended

essays are externally marked on a scale from 0 to 36. The supervisor submits a predicted grade to

the IBO.

The marks obtained are converted to a letter grade using the following mark bands

Grade Mark band

A Excellent 30 – 36


B Good 25 - 29

C Satisfactory 17 - 24

D Mediocre 9 - 16

E Poor 0 - 8

At KIS the DP Coordinator introduces the students to the EE in the second semester of the first

year of the program. In order to help students complete this challenging task a planner is

discussed and presented to students (Appendix 3). Students are expected to find a suitable topic

and supervisor within a reasonable time window and to confirm this choice. At the introductory

session students are required to sign a declaration confirming that they are familiar with the

requirements of the EE (Form 5). Progress in the EE is monitored by the supervisor and the IB

Coordinator until submission of the essay.

Theory of Knowledge

Knowing about knowing TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element which all Diploma Programme students undertake and to which all schools are required to devote at least 100 hours of class time. TOK and the Diploma Programme subjects should support each other in the sense that they reference each other and share some common goals. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore knowledge questions. A knowledge claim is the assertion that“I/we know X” or “I/we know how to Y”, or a statement about knowledge; a knowledge question is an open question about knowledge. A distinction between shared knowledge and personal knowledge is made in the TOK guide. This distinction is intended as a device to help teachers construct their TOK course and to help students explore the nature of knowledge. The ways of knowing While there are arguably many ways of knowing, the TOK course identifies eight specific ways of knowing (WOKs). They are language, sense perception, emotion, reason, imagination, faith, intuition, and memory. Students must explore a range of ways of knowing, and it is suggested that studying four of these eight in depth would be appropriate. The WOKs have two roles in TOK: • they underlie the methodology of the areas of knowledge • they provide a basis for personal knowledge. Discussion of WOKs will naturally occur in a TOK course when exploring how areas of knowledge operate. Since they rarely function in isolation, the TOK course should explore how WOKs work,


and how they work together, both in the context of different areas of knowledge and in relation to the individual knower. This might be reflected in the way the TOK course is constructed. Teachers should consider the possibility of teaching WOKs in combination or as a natural result of considering the methods of areas of knowledge, rather than as separate units. The areas of knowledge Areas of knowledge are specific branches of knowledge, each of which can be seen to have a distinct nature and different methods of gaining knowledge. TOK distinguishes between eight areas of knowledge. They are mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge systems, and indigenous knowledge systems. Students must explore a range of areas of knowledge, and it is suggested that studying six of these eight would be appropriate. The knowledge framework is a device for exploring the areas of knowledge. It identifies the key characteristics of each area of knowledge by depicting each area as a complex system of five interacting components. This enables students to effectively compare and contrast different areas of knowledge and allows the possibility of a deeper exploration of the relationship between areas of knowledge and ways of knowing. Assessment There are two assessment tasks in the TOK course: an essay and a presentation. The essay is externally assessed by the IB, and must be on any one of the six prescribed titles issued by the IB for each examination session. The maximum word limit for the essay is 1,600 words. The presentation can be done individually or in a group, with a maximum group size of three. Approximately 10 minutes per presenter should be allowed, up to a maximum of approximately 30 minutes per group. Before the presentation each student must complete and submit a presentation planning document (TK/ PPD) available in the Handbook of procedures for the Diploma Programme. The TK/PPD is internally assessed alongside the presentation itself, and the form is used for external moderation. The TOK teachers are expected to predict a grade (A to E) at the end of the course. A student may

be awarded three bonus points in conjunction with the extended essay as explained above.

Assessment Outline:

Internal assessment documentation

Presentation planning document (TK/PPD)

Each student must complete and submit a presentation planning and marking document

(TK/PPD). The procedure is as follows.


• The student will complete the student sections of the TK/PPD form.

• The student will provide a hard copy to the teacher for reference during the presentation.

• The student will subsequently give the presentation.

• The teacher will authenticate each student’s form and add comments on the

presentation. The section to be completed by the student requires responses to the

following.

Describe your real-life situation.

State your central knowledge question.

Explain the connection between your real-life situation and your knowledge question.

O u tlin e h ow yo u inte n d to d eve l o p yo ur p r es e nt ati o n , w i th r esp e c t to p e r sp e c ti ve s ,

sub si diar y knowledge questions and arguments.

Show how your conclusions have significance for your real-life situation and beyond.

This should be presented in skeleton or bullet point form, typed in standard 12 font and not exceed

500 words. It is acceptable to include diagrams, as long as they are clearly related to the text. It is not

permitted to exceed the two sides of the TK/PPD form.

Participants in a group presentation must be given the same marks. In a group presentation, not

every student need speak for the same amount of time, but it is the presenters’ responsibility to

ensure that all members of the group participate actively and make comparable contributions.

Moderation of internal assessment

The procedure for uploading the TK/PPD form can be found in the Handbook of procedures for the Diploma

Programme.

Marks awarded by teachers for the presentation will be subject to moderation procedures through

sampling of the associated TK/PPD forms that have been uploaded. The objective of this process is

to judge whether the contents of the TK/PPD form justify the marks given by the teacher for the

presentation.

In addition, some schools in each session may be required to record some or all of their

presentations. These schools may be chosen:

• at random, in order to examine the relationships between plans and performance

• because students are producing excellent presentations which could be used for

professional development purposes

• because an anomaly has been identified, for example, in the correlation between the marks

for the presentations and the essays of students.

It is not necessary for schools to record presentations unless they are asked to do so, although it

can be a useful exercise in order to standardize internal marking, where more than one teacher is

involved.


Bonus points

The extended essay in conjunction with Theory of Knowledge helps a student to earn bonus

points as explained in the matrix below:

Grading

Theory of knowledge

Grade

A

Grade

B

Grade

C

Grade

D

Grade

E

No grade

N

Exte

nd

ed

ess

ay

Grade

A

3

3

2

2

Failing

condition

Failing

condition

Grade

B

3

2

2

1

Failing

condition

Failing

condition

Grade

C

2

2

1

0

Failing

condition

Failing

condition

Grade

D

2

1

0

0

Failing

condition

Failing

condition

Grade

E

Failing

condition

Failing

condition

Failing

condition

Failing

condition

Failing

condition

Failing

condition

No grade

N

Failing

condition

Failing

condition

Failing

condition

Failing

condition

Failing

condition

Failing

condition

Example: a student who secures an A in the extended essay and a C in the Theory of Knowledge

course will be awarded 2 bonus points.

Changes from The diploma points matrix (May 2010 - November 2014):

B + C combination now results in 2 additional points (previously 1 point).

A + E combination now results in zero points and a failing condition (previously 1 point).


Diploma award

A student that excels in all subjects will achieve 42 points. Since 3 additional bonus points may be

earned from the combined performance on the TOK and extended essay, the maximum total

points that a student can aspire for is a perfect 45 points.

A candidate will not qualify for the award of the diploma if certain requirements have not been met. (Refer to the General regulations: Diploma Programme.) The following codes indicate which requirements have not been met. 1. CAS requirements have not been met. 2. Candidate’s total points are fewer than 24. 3. An “N” has been given for theory of knowledge, extended essay or for a contributing subject. 4. A grade E has been awarded for one or both of theory of knowledge and the extended essay. 5. There is a grade 1 awarded in a subject/level. 6. Grade 2 has been awarded three or more times (HL or SL). 7. Grade 3 or below has been awarded four or more times (HL or SL). 8. Candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count). 9. Candidate has gained fewer than 9 points on SL subjects (candidates who register for

• two SL subjects must gain at least 5 points at SL).Grade 2 at higher level awarded two or more times.

• Grade 2 at standard level has been awarded three times. • Candidate has registered for three higher level subjects, and gained fewer than 11 points

on these. • Candidate has registered for three standard level subjects, and gained fewer than 8

points on these. • Candidate has registered for four higher level subjects, and gained fewer than 14 points

on these. • Candidate has registered for two standard level subjects, and gained fewer than 5 points

on these.

Students that fail to satisfy the requirements of the Diploma are awarded a certificate in each

of the relevant subjects for which they obtain a pass level.


Appendix 1

IBDP Key milestones 2014 - 2015

22 July 2014 Academic Honesty / Introduction to Turnitin.com

31 July 2014

EE Supervisor – Student meeting to evaluate vacation work and to decide on the tentative research

question

12 August 2014 EE Meeting - Getting to know the assessment criteria

4 September 2014 EE Meeting - Supervisor / Student

4 September 2014 Tamil B SL: Written assignment due to IBDPC

29 September 2014 IBDP Examination Registration process starts

7 or 8 October 2014

EE outline to be submitted to supervisors and fix subsequent one to one

meetings for general guidance purposes

10 October 2014 Tamil B SL: Orals due to IBDPC

10 October 2014 IBDP Hindi B HL / SL orals begin

17-31 October 2014 IBDP English SL / HL and Korean A HL orals

31 October 2014 IBDP Spanish ab inito/Spanish SL orals begin

4 November 2014

EE rough draft to be submitted to supervisors (including title, introduction, body, illustrations,

appendices)

7-10 November 2014 IBDP French B / Korean B / English B orals

12 November 2014 IBDP Exam: Tamil B SL

14 November 2014 TOK Essay due to supervisor

15 November 2014

First candidate registration deadline

Music SL: Group performance, submit number of group performances

1 December 2014 Language A: Send advance notice of syllabus

15 January 2015

Second candidate registration deadline

EE final draft with abstract due to supervisor / final feedback from supervisors

20 January 2015 Group 1 and Group 2 orals due to IBDPC

27 January 2015

EE Final Copy due to supervisors

27 Jan - 2 Feb 2015 EE Concluding interviews

3 February 2015

EE final copy due to IBDPC (Original + 1 copy to IBDPC with Turnitin report,

1 copy to supervisor)

10 February 2015 Group 1 Written Assignments / Tasks submission online

17 February 2015 Group 2 Written Assignments due to IBDPC

24 February 2015 Deadline to submit TOK essays online

2-6 March 2015 IBDP Art Exams

16 March 2015 Group 4 Internal assessment due to IBDPC

25 March 2015 Group 3, 5 and 6 Internal Assessment due to IBDPC

31 March 2015 Completed CAS forms due to CAS Coordinator

9 April 2015 IBDP Film: Independent studies and presentations due to IBDPC

10-22 April 2015 IBDP Practice Exams

4-26 May 2015 IBDP Exams


Appendix 2

Policy on academic honesty

The main objective of the policy on academic honesty at KIS is to create an intellectual climate in

which sanctions and procedures which accompany academic dishonesty become superfluous.

Instances of academic dishonesty

Academic dishonesty constitutes acts which result or may result in an individual gaining unfair

advantage. The following is a list of such behavior, but is by no means exhaustive:

Plagiarism: offering the words, ideas, works or arguments of another person (in whole or

part) as one’s own. This includes works of art whether music, film, dance, theatre arts or

visual arts.

Copying from another student or making information available to another student during

a test or examination

Fabricating or falsifying research data

Submitting the same piece of work for more than one course (this is strictly forbidden by

the IBO)

Communicating with another student during examinations

Bringing into the examination room materials which are not permitted

Interfering in the scholastic work of another student, for example by stealing laboratory

reports, computer files and library materials

Altering grades awarded by a teacher

Stealing examination papers

Using an unauthorized calculator during a test or an examination

Impersonating another student

Teacher responsibility

Teachers at KIS are expected to encourage good practice among students. The following are some

of the measures that should be adopted to avoid malpractice.


Provide advice to students when necessary so that students have a clear idea of what

constitutes plagiarism in the various subjects

Ensure that the words, ideas, works from sources are acknowledged appropriately

Be vigilant enough to spot inexplicable changes in the style and quality of student work

Question students on written work, especially the extended essay, in order to determine

whether the work is really that of the student

Use a search engine / turnitin.com whenever possible to detect plagiarized work

Authenticate student work whenever required. The IBO expects “each teacher to confirm

that, to the best of his or her knowledge, all candidates’ work accepted or submitted for

assessment is the authentic work of each candidate”

Distinguish between collaboration and collusion to prevent allegations of collusion

against students

Be familiar with the IBO publication “Academic honesty: guidance for schools”

Cooperate in the investigation of suspected cases of malpractice

Write a statement for any report on malpractice to be submitted to the IBO. The IBO

provides guidelines on what should be included in this statement.

Not leave candidates unsupervised during examinations

Not disclose the contents of an examination paper within 24 hours after the examination

has been conducted

Not permit a candidate additional time in an examination unless formal authorization has

been granted

Not start an examination before the scheduled time

Not provide undue assistance to a candidate in components that contribute to the

assessment requirements of the IB program. Guidelines on this are often provided in the

various subject guides and teacher support material published by the IBO.

Student responsibility

Ultimately it is the student’s responsibility to ensure the integrity of all work and to understand

what constitutes an offence against academic honesty. Students are strongly advised to abide by

the following guidelines:


Acknowledge all sources (eg books, journals, internet sites, CD-Rom, magazines,

photographs etc) using any standard citation style when writing assignments

Use footnotes and endnotes to acknowledge the source of an idea that emerged from a

discussion with another person.

Paraphrased ideas of another person should also be acknowledged

Review all work before submission to check that all sources have been acknowledged

As far as possible work independently with the support of the subject teacher

When collaboration with other students is required or encouraged by teachers ensure

that the final work is produced independently

Do not attempt to submit a similar piece of work for different assessment components of

your IB program (eg your internal assessment and the extended essay)

Listen to and follow all instructions given before an examination

Sanctions for academic dishonesty

Sanctions against academic dishonesty may range from warning to dismissal depending on the

seriousness of the offence. Turnitin.com is being used to detect cases of plagiarism.

The consequences are (but not limited by):

1st offence: A grade of F or a 0 will be given for the assignment or test and a warning

letter will be sent to the parents

2nd offence: A grade of F or 0 will be given for the assignment or test and referral to the

Academic Vice principal. Suspension is considered.

3rd offence: A grade of F or 0 and suspension or expulsion from school

If a teacher or the IB Coordinator has reason to believe that a piece of work to be

submitted to the IBO is not authentic, that work will not be accepted. This will result in no

grade being awarded for the subject.

Proven cases of theft of examination / test materials will result in expulsion from school

The set IB procedure will be followed in cases of any malpractices during IB examinations


Appendix 3

IB Extended Essay 2014 -15

25 April 2014 Media room – Introduction to Extended Essay

2 May 2014 Media Room – Meeting with supervisor to decide on subject area topics

2 May 2014 Subject and proposed supervisor choice due to IBDPC

9 May 2014

Meeting with supervisor - resources and a tentative plan of action; work to be done during holidays ; primary research; preparatory reading and working outline

23 July 2014 Introduction to Turnitin.com

30 July 2014

Extended Essay Supervisor – Student meeting to evaluate vacation work and to decide on the tentative research question

13 August 2014 EE Meeting

6 September 2014 EE Meeting

3 October 2014

Extended Essay outline to be submitted to supervisors and fix subsequent one

to one meetings for general guidance purposes

4 Oct – 3 Nov 2014 Further research and writing time

4 November 2014

EE rough draft to be submitted to supervisors [include title, introduction, body, illustration, appendices]

15 January 2015 Abstract due to supervisors and final feedback from supervisors

27 January 2015

Extended Essay Final Copy due to Supervisors [with Title page • Abstract • Contents page • Introduction • Body (development/methods/results) • Conclusion

• References and bibliography • Appendices, in that order]

27 January to 2 February 2015

Extend Essay Concluding interviews

3 February 2015

Extended Essay Final Copy due to IBDPC [Original + 1 copy to IBDPC with

Turnitin report, 1 copy to supervisor]


Appendix 4

IB services – examination session May

Service Cost Date /

deadline

Exclusive copyright

Unless a request for exclusive copyright is submitted to IBCA, the IBO is entitled

to reproduce a candidate’s work for any reasonable purpose, for example, in

publications for training examiners and teachers. This license becomes effective

from the 1 June following the May examinations

Nil 1 June (deadline)

Issue of results to universities and colleges

Results can be sent directly from the IBO to universities and colleges on request.

If the results cannot be sent electronically, a transcript of the results will be sent.

A certain number (possibly up to six) free transcripts are permitted, with a fee

for Each additional transcript applies until the end of the examination session,

which is 15 September for a May session. After the close of the session a fee will

be levied for each transcript that is sent regardless of whether any transcripts

were sent before the close of the session.

Form B2

Requests for this service must be submitted according to the deadlines given

below:

GBP 11

Universities Last arrival date

Australia and New Zealand 15 October

Canada and the US 1 July

All other countries 1 May

Legalization of results

Universities in certain countries require the IBO diploma results document to be

legalized by the appropriate authority in Geneva. To ensure a timely processing

of legalization requests you are asked to submit such requests at the earliest

opportunity. Legalized diploma results should arrive in September or October for

a May session.

Depends on

the country 15 June (deadline)

Results available on the internet

Results may be obtained through the internet with a user name and password

provided to each candidate. The IBO does not issue results directly to

candidates. The IB Coordinator is the intermediary for all communications.

Nil 6 July


Register 6 month retake candidates

Diploma students are permitted to register in the retake category for the

November session. A retake candidate may choose either to submit new work

for language A1 World Literature or carry forward their mark(s) from a previous

session, provided that the program and assessment requirements have not

changed. A retake candidate may choose either to repeat an internally assessed

component or to carry forward the mark from a pervious session. If there have

been changes to the requirements for internal assessment, a retake candidate

must normally comply with the new requirements. To resubmit work for internal

assessment candidates must attend classes in school.

Per capita

fee

GBP 49

Registration

GBP 66

Per subject

fee

GBP 41

EE

GBP 27

22 July (deadline)

Diploma & certificates

Students must leave an address with the IB Coordinator so their diplomas or

certificates may be sent on to them.

August

Replacement diplomas, diploma results and certificates

Replacement documents can be requested from the IBCA by a candidate. On

receipt of a request he / she will send a replacement documentation form to the

candidate for completion. The form should then be returned to the IBCA with

payment. The replacement documents will not be issued until payment is

received from the candidate.

GBP 42

Request enquiries upon results

Remark per candidate / subject / level (does not include

Paper 1 of the sciences and Internal assessment component)

No fee is charged if the enquiry results in a change of grade.

GBP 49

15 September

(deadline)

Costs are subject to change. This list is updated each year and sent to parents.


Appendix 4 - Need transcripts

For US and Canadian universities

For the most recent examination session (May or November) International Baccalaureate North

America will send transcripts free of charge to one US university or two Canadian universities

when request are made before 15 September (May session) or 15 March (November session).

Please forward your request including the information described below to:

Transcript Officer

International Baccalaureate, North America

475 Riverside Drive, 16th Floor

New York, NY 10115

USA

Email: [email protected]

Phone: (1) 212 696 4464

Fax: (1) 212 889 9242

For students of all previous examination sessions or any additional transcripts, there is a fee of

US$ 11.00 or CA$ 13.00 per transcript. These requests must be made by mail, including a cheque

or money order made payable to International Baccalaureate North America at the address

above.

For universities in countries others than the US and Canada

For the most recent examination session (May or November) we will send up to three transcripts

free of charge when request are made before 15 September (May session) or 15 March

(November session). Please forward your request including the information described below to:

Transcript Officer

International Baccalaureate Organization

Peterson House, Malthouse Avenue

Cardiff Gate, Cardiff, CF23 8GL

Wales, United Kingdom

mailto:[email protected]


Email: [email protected] (For universities in the UK and Australia)

Phone: (44) 29 2054 7777

Fax: (44) 29 2054 7778

For all universities

The law of most countries requires that all requests from graduates include a signature. A parent

must sign requests from students under the legal age of majority in your country / state /

province. Parents cannot submit a request for students over the legal age of majority. Please

provide the following information, in written format including signature:

Your full name as it appears on your IB diploma or certificate

Month and year if your examination sessions

Your candidate number (seven digits) if available

Your date of birth

Name of your high school

Full name of the university or college requesting a transcript

Contact person or office at the university

Full address, phone number and contact email of university or college

Your email address or phone number

Please note that

Your IB candidate code can be found on the upper left hand corner of your official diploma

/ certificate

You diploma / certificate is your official record of grades awarded

Due to the high volume of requests the IB office is unable to confirm the forwarding of

each transcript. Please check with the university representatives after a few weeks to verify

that transcripts have arrived.

Transcripts are processed in order of receipt

mailto:[email protected]


Appendix 5

Indian government policy regarding the IB

At a meeting in New Delhi in April 1994, attended by the secretary general of the Association of

Indian Universities (AIU), a recognition and acceptance agreement for the IB diploma was

approved as an entry qualification to all universities in India.

The following agreement was revised in January 1999 and revisited in March 2005. From the May

2005 examination session, where requested, the IBO will produce and issue for universities a

document detailing percentage equivalency and a transcript of results will be enclosed with the

equivalency document. To request this service, students must notify their IB Diploma Program

(IB) Coordinator of their intention to gain entrance into an Indian university. The Coordinator will

then submit the request using the form B2 on IBNET. The production of the equivalency

document requires additional administrative processing, which may incur a fee. A fee of US$ 150

per school is currently being considered. If charged, this fee will be separate form the fee for

sending transcripts.

Students particularly those applying for entrance to professional courses can either apply to the

AIU upon release of their results, specifying what professional courses they are applying for, or

apply directly to the eligibility department of the university they wish to attend.

Students should also apply to the IBO sub regional office in Mumbai for a migration certificate.

For a number of courses in India, an equivalence certificate will not preclude the requirement for

students to sit the entrance examination, for example, Common Entrance Tests (CET). Prior to

commencing the DP, students and DP coordinator must be familiar with the required subject

combinations and levels for the student’s future career path; this should ensure students’

eligibility for particular professional courses.

Requirements for professional courses admission

Medical courses: Higher Level passes in physics, chemistry and biology with Standard Level

passes in English A1, A2 or B. The medical degree courses include MBBS, BDS, B Pharm, nursing

and BPT

Engineering courses: Higher Level passes in physics, chemistry and mathematics with Standard

Level passes in English A1, A2 or B. Engineering courses include B Eng in all streams – civil,


mechanical, electrical, electronics, instrumentation, computer, aeronautical engineering and so

on.

The sub regional office in Mumbai outlines separately the admission requirements for

professional courses for students who are citizens of a country other that India who may wish to

study in India. Students of Indian nationality with the IB diploma may compete with other

students for the State Level / All India Entrance Examination.

Payment seats in professional courses (engineering and medicine) are also offered on a restricted

basis to any student on payment of an economic fee (commonly called the capitalization fee in

India)

Additional information and further assistance can be obtained by writing to the joint secretary of

the AIU or to the IB Asia Pacific South Asia regional representative:

Addresses Mrs F B Dohadwalla

Association of Indian Universities IB South Asia Representative

16 Kotla Marg Taheri Manzil, Ground Floor

New Delhi 110002 Nesbit Road, Mazagaon

India Mumbai 400010, (India)

Phone: (91) 22 23717470 Fax: (91) 22

23746007


Appendix 6

University recognition in Korea

The current (2006) situation is best summarizes as follows:

While Korean government policy does not allow universities to grant credit or equivalency to any

non national educational program, major universities in Korea are now well aware of the

strengths of Diploma Program students and are keen for them to apply.

General regulations for application to Korean universities are listed below, followed by references

to individual universities. Students are urged to contact universities for specific information.

Admissions policy to Korean universities governing IB Diploma students:

1. Domestic students in Korea

Currently the Korean Ministry of Education does not recognize the IB Diploma as having

equivalent status to the national examination system. All Korean students studying within

Korean must take the national entrance examination in November in order to apply to

any Korean University.

2. Korean students temporarily living abroad

Korean IB Diploma students who have lived abroad for at least three years with their

parents and have completed their high school curriculum abroad are encouraged to apply

for early admission to university in July and / or September without having to take the

national entrance exam. Their IB Diploma results will form part of the admissions process,

which will usually also include an interview.

Korean students currently studying abroad in a Diploma school are advised to complete

their studies overseas normally and apply to the university as IB Diploma graduates. A

strong Diploma score will definitely be viewed favorably in the application process.

3. International Students applying overseas (this includes Korean nationals who have lived

overseas for 12 years or more)

The IB Diploma is accepted for application to Korean Universities. Depending on their

Korean language proficiency’s students may need to enroll in a university’s bridging

course or equivalent to improve their Korean.

Korean University recognition update 2006


Appendix 7

KIS – IB teacher resources and tips

1. Checklist of materials for teaching the IB program

IB Guide

Teacher support material including IA guidelines

Question paper, mark scheme and subject report

Get the previous teacher’s semester plans and then make your own one.

Forms to be submitted to IB from the Vade Mecum

Formula tables / data booklets (Math and Sciences), case study (B&M, Computer Science)

Student and teacher deadlines for submission of work

Relevant sections from the Vade Mecum eg Section F

IB learner profile and grade descriptors

Extended essay guidelines

School policy on academic honesty

Textbooks used in school

Turnitin password

Check for publications made by IBO in conjunction with OUP in your subject area to get a feel of especially how

your subject area can be linked with the IB learner profile and TOK

The IBO CD Rom for question bank in your subject area

2. Where to get the materials:

OCC – IB password protected website

KISNET – IB guide web page

IBDP Coordinator’s office

KISNET – Department web pages

The resources on KISNet, KIS Library, textbook room and department Library and former teachers resources in

the department

3. Some tips:

Explain the IB subject curriculum including the options you intend doing with the students


Explain the weightage of the IA in your subject & the difference between HL and SL

Give details about the type of IA along with the copy of the assessment criteria and show the samples

Reinforce your deadlines for submission of IA pieces of work (must not be different to the calendar)

Use IB questions for class tests and show the students how to improve on grades by using the mark scheme &

subject report only after going through the necessary ‘scaffolding processes’ with regards to IB criterion

The thumb rule is there should be at least four different types of assessments

The class median should generally be at least B- which reflects the mid way point of the 12 point grading system

Provide feedback on IA pieces of work within a week

Closely monitor IA so as to detect copying and plagiarism

Keep reminding students about the written / external examination – marks, duration & type of papers

Retain copies of the drafts of major pieces of work eg World Lit, TOK, EE

Collect & mark the assignments on a regular basis eg science labs reports & give prompt feedback

Read the soft copies of Diploma Program Coordinator notes and Asia-Pacific newsletter & the hardcopy of IB

World placed in the Library and the staff lounge

Give your semester plan to the students; upload it onto the subject web pages. Ensure that in grade 12 the

course is over by semester 2 quarter 1. Use semester 2 quarter 2 for revision

The semester plans need to be put on Atlas Rubicon which provides for horizontal and vertical articulation,

learning outcomes and aims and objectives of the curriculum

On “My Classes” on KISNet the grades need to be put immediately after the assignment has been done so as to

provide for better tracking of the students’ academic progress

Within a few weeks of your arrival at KIS you are required to give an interim report on new students which is

posted on My Classes. Please ensure that you have completed sufficient assessments to do this

By the end of year 2 semester 1 (October and November) IB orals are conducted

The extended essay process begins at the end of year 1 of the IB Diploma Program


Mock examinations will start from first week of April so plan the course accordingly. After mocks there is a

week of revision after which the students have study leave

Go through your HOD if you wish to purchase any teacher resources and specify whether the department or

Library budget is to be debited

New computer software needs to be approved by the HOD and VP and ordered through the ISM

All classroom discipline issues should be referred to the HS Coordinator. Click here to read the absence policy

and other important documents on the HS webpage on KISNet

http://net.kis.in/kisnet/HSOffice/HSOffice/index.htm


Appendix 8

IB Student resources and assistance

Textbooks can be secured from the text book store attached to the school library

The main school library has reference books in all subject areas, exemplary extended

essays,

past IB papers, IB World magazine, IB revision notes and subject specific CD Roms and

audio visuals

Samples can be secured from the subject teachers

Department pages on KISNet have IB subject specific documents, semester plans,

resources, learning activities and guidance

The IB page on KISNet has centralized all IB information which is general and subject

specific

KISNet also has book marks of the IB resources on the net

Check KISNet for all the announcements related to IB Diploma program

The scheduling issues are handled by the High School Coordinator’s office

The mock examinations are held in the year 2 of IB program in the month of April

You will receive a turnitin ID and secured password

Familiarize yourself with the IB learner profile, IB academic honesty policy and the DP

general rules and regulations related to students and parents, all of which are on the IB

webpage on KISNet.

Read the school diary for the academic policy, discipline policy and the student handbook

The IB Diploma registration is done by the IB Coordinator’s office in the second year of

the Diploma program by the end of quarter one of semester one

The actual college application process begins in the October of the second year of the

Diploma program

Read Appendix 1 and 3 in the IB Handbook pertaining to deadlines which need to be

strictly adhered to

The IB Coordinator’s office can be contacted concerning matters pertaining to the IB and

KIS Diploma Program


Careers and College Advisor can be contacted for career and college related issues

Scheduling issues and routine class room discipline are dealt through the High School

Coordinator’s office

The extended essay process begins at the end of year 1 of the IB Diploma Program


Also remember that during the summer vacation in May in the first year you should be

doing the ground work for extended essay

The second year winter vacation in December is spent on general spade work for internal

assessments


Appendix 9

High School assessment guidelines

Academic progress is internally assessed and letter grades are awarded

KIS Assessment period and assessment weightage:

KIS academic year is divided into 2 semesters:

Semester I :

Quarter 1 – 40 % weightage


Semester I Exam – 20 % weightage

Semester II :



Semester II Exam – 20 % weightage

Nature of assessment

KIS gives 80% weightage for the formative assessments in the two quarter assessments and 20 %

for summative assessment which consist of an examination at the end of each semester.

Quarter assessments

The quarter assessments are based on the continuous assessment system, following the criterion

referencing.

What is continuous assessment?


Continuous assessment is a classroom strategy implemented by teachers to ascertain the

knowledge, understanding, and skills attained by pupils. Teachers administer assessments in a

variety of ways over time to allow them to observe multiple tasks and to collect information

about what pupils know, understand, and can do. These assessments are curriculum-based tasks

previously taught in class. Continuous assessment occurs frequently during the school year and is

part of regular teacher-pupil interactions. Pupils receive feedback from teachers based on their

performance that allows them to focus on topics they have not yet mastered. Teachers learn

which students need review and remediation and which pupils are ready to move on to more

complex work.

Thus, the results of the assessments help to ensure that all pupils make learning progress

throughout the school cycle thereby increasing their academic achievement.

What are the benefits of continuous assessment?

The continuous assessment process is much more than an examination of pupil achievement.

Continuous assessment is also a powerful diagnostic tool that enables pupils to understand the

areas in which they are having difficulty and to concentrate their efforts in those areas.

Continuous assessment also allows teachers to monitor the impact of their lessons on pupil

understanding. Teachers can modify their pedagogical strategies to include the construction of

remediation activities for pupils who are not working at the expected grade level and the

creation of enrichment activities for pupils who are working at or above the expected grade

level. Hence, the continuous assessment process supports a cycle of self-evaluation and pupil-

specific activities by both pupils and teachers.

Frequent interactions between pupils and teachers means that teachers know the strengths and

weaknesses of their learners. These exchanges foster a pupil-teacher relationship based on

individual interactions. Pupils learn that the teacher values their achievements and that their

assessment outcomes have an impact on the instruction that they receive. One-to-one

communication between the teacher and the pupil can motivate pupils to continue attending

school and to work hard to achieve higher levels of mastery.

In continuous assessment, teachers assess the curriculum as implemented in the classroom. It

also allows teachers to evaluate the effectiveness of their teaching strategies relative to the

curriculum, and to change those strategies as dictated by the needs of their pupils. In addition,

continuous assessments provide information on achievement of particular levels of skills,

understanding, and knowledge rather than achievement of certain marks or scores. Thus,


continuous assessment enables pupils to monitor their achievement of grade level goals and to

visualize their progress towards those goals before it is too late to achieve them.

How does High School continuous assessment work?

KIS academic year is divided into 2 semesters, each with 2 quarters. Teachers write grade

reports at the end of 1st and 3rd quarters (September and March) and at the end of 1st and 2nd

semesters (November and May).

In each quarter different types of assessments are given such as tests, quizzes, presentations,

group discussion, debates, assignments, project work, note taking skills, research papers,

experiments, class participation, open book tests and assignments and so on. Teachers are

responsible for structuring varied and valid assessment tasks (including tests and examinations)

that will allow students to demonstrate achievement according to the objectives for each

subject group.

It is mandatory to have at least four different types of assessments in each quarter in each

subject area. The weightage is decided by the teacher according to the importance of each

assessment.

The recording of the assessment is done in the KIS software entitled “My Classes” which has

login provision for students,, staff and parents. At each mid-quarter interim reports are written

for those on academic observation which includes those in their first semester at KIS.

In keeping with the ethos of approaches to learning, schools also make use of quantitative and

qualitative assessment strategies and tools that provide opportunities for peer- and self-

assessment.

Each subject has a number of different criteria which are the conditions that must be met for

an expected result.

Criteria generally include knowledge, skills, and presentation.

What is criterion-based assessment?

Individual student work is not compared to other students’ work but it is compared to set

standards (the assessment criteria).

Teachers organize continuous assessment over the course of the program according to specified

assessment criteria that correspond to the objectives of each subject group. Task specific rubrics

are prepared in accordance with the grade descriptors given in each subject area – see KIS / IB /

MYP Assessment Policies.

Regular school assessment and reporting play a major role:


in the students’ and parents’ understanding of the objectives and assessment criteria

in the students’ preparation for final assessment

in the development of the curriculum according to the principles of the program.

:The recording and reporting of individual levels of achievement are organized in ways that

provide students with detailed feedback on their progress as it relates to the assessment criteria

for each subject group.

Semester examinations

Internal school examinations are given at the end of each semester, covering the course work of

that semester using the IB subject specific criterion. Student may leave for vacation only after

their exams are over. The final day of exams is on the school calendar.

Students sitting for IB exams in May do not take KIS semester exams in their IB exam subjects.

Seniors sitting for Indian medical or engineering entrance exams do not need to take KIS second

semester exams as follows:

Engineering : Chemistry, Physics, Maths

Medicine : Chemistry, Physics, Biology

The IB Grades in each subject area are based on their specific descriptors.(see KIS / IB / MYP

Assessment Policies).


Appendix 10

Conversion of KIS Diploma to letter grade

KIS Diploma and IB Diploma

Given the reality of KIS Diploma which uses letter grades while the IB grades are number

grades, the table below illustrates the conversion of the two.

Letter Grades of KIS Diploma to IB Grade

Quarter 1 (40%)+ Quarter 2 (40%) + Semester Exam (20%) = Semester grade

IB Grade Grade

Descriptors

Letter grade Grade points *

7 Excellent A+ 4.0

7 Excellent A 4.0

6 Very Good A - 3.7

6 Very Good B+ 3.3

5 Good B 3.0

5 Good B - 2.7

4 Satisfactory C+ 2.3

4 Satisfactory C 2.0

4 Satisfactory C - 1.7

3 Mediocre D+ 1.3

3 Mediocre D 1.0

3 Mediocre D - 0.7

2 Poor F 0.0 1 Very Poor F 0.0

* GPA = Grade Points x Credits per course ÷ total credits

Grade Point Average (GPA)

The GPA is on a scale of 1 to 4. The GPA is calculated as follows GPA = Grade Points x Credits per

course ÷ total credits

The Honors list is prepared on the basis of GPA :

Principal’s List –Students GPA above 3.4 in each semester

Vice Principal’s List – Students with GPA between 3 to 3.39 in each semester.

At the end of the four year High School Program , a transcript is given which reflects the

students four years performance with the cumulative GPA and the class ranking.


Appendix 11

The KIS Diploma and Indian universities

KIS Diploma has been accredited by the Middle States Association of Colleges and Secondary

Schools, Philadelphia (MSA) since 1968 and has been recognized by the Association of Indian

Universities(AIU) since 1981 allowing KIS graduates direct entry to Indian universities .

This mark sheet and conversion is verified and approved by the Association of Indian

Universities. For a minimum pass mark of 40% as used in India, the approximate percentage

equivalents are :

Letter grades of KIS Diploma to Indian mark sheet (percentage)

Quarter 1 (40%)+ Quarter 2 (40%) + Semester Exam

(20%) = Semester grade

Letter grade Percentage range

A+ 90 – 100

A 85 – 90

A - 80 – 84

B+ 75 – 79

B 66 – 74

B - 60 – 65

C+ 57 – 59

C 53 – 56

C - 50 – 52

D+ 47 – 49

D 43 – 46

D - 40 – 42

F < 40 and Failure

Note : 1. The pass in each subject is 40%.

2. Ungraded (pass-fail) subjects receive S (Satisfactory) or U (Unsatisfactory)

3. No divisions are awarded.

The KIS Diploma is awarded each year to all those who have successfully completed it by the end

of May each year. All Graduates of KIS Diploma are given Indian Mark sheet in order to have

direct access to Indian Universities at the under graduate level.


Appendix 12

Grade descriptors in subject areas:

Group 1: Studies in language and literature

Grade 7

Demonstrates excellent understanding and appreciation of the interplay between form

and content in regard to the question or task; responses that may be convincing, detailed,

independent in analysis, synthesis and evaluation; highly developed levels of expression,

both orally and in writing; very good degree of accuracy and clarity; very good

awareness of context and appreciation of the effect on the audience/reader; very effective

structure with relevant textual detail to support a critical engagement with the thoughts and

feelings expressed in the work(s).

Grade 6

Demonstrates very good understanding and appreciation of the interplay between form and

content in regard to the question or task; responses that are, mainly, convincing, as well as

detailed and independent to some degree, in analysis, synthesis and evaluation; well-developed

levels of expression, both orally and in writing; good degree of accuracy and clarity; good

awareness of context and appreciation of the effect on the audience/reader; effective structure

with relevant textual detail to support a critical engagement with the thoughts and feelings

expressed in the work(s).

Grade 5

Demonstrates good understanding and appreciation of the interplay between form and content in

regard to the question or task; responses that offer generally considered and valid analysis,

synthesis and / or evaluation; good levels of expression, both orally and in writing; adequate

degree of accuracy and clarity; awareness of context and appreciation of the effect on the

audience/reader; clear structure with relevant textual detail to support an engagement with the

thoughts and feelings expressed in the work(s).

Grade 4

Demonstrates adequate knowledge and understanding of the question or task; responses that are

generally valid in analysis and / or synthesis; satisfactory powers of expression, both orally and in

writing; only some lapses in accuracy and clarity; some awareness of context and appreciation of

the effect on the audience/ reader; a basic structure within which the thoughts and feelings of the

work(s) are explored.

Grade 3

Demonstrates some knowledge and some understanding of the question or task; responses that are

only sometimes valid and / or appropriately detailed; some appropriate powers of expression, both


orally and in writing; lapses in accuracy and clarity; limited awareness of context and appreciation of

the effect on the audience/reader; some evidence of a structure within which the thoughts and

feelings of the work(s) are explored.

Grade 2

Demonstrates superficial knowledge and understanding of the question or task; responses that

are of generally limited validity; limited powers of expression, both orally and in writing; significant

lapses in accuracy and clarity; little awareness of context and appreciation of the ef fect on the

audience/reader; rudimentary structure within which the thoughts and feelings of the work(s) are

explored.

Grade 1

Demonstrates very rudimentary knowledge and understanding of the question or task; responses that

are of very limited validity; very limited powers of expression, both orally and in writing; widespread

lapses in accuracy and clarity; no awareness of context and appreciation of the effect on the

audience/reader; very rudimentary structure within which the thoughts and feelings of the work(s) are

explored


Group 2: Language B (HL)

Grade 7

Students speak with clarity and fluency; use a richly varied and idiomatic range of language very

accurately; handle ideas effectively and skillfully with active and complex interaction;

demonstrate a thorough understanding of the meaning and purpose of written texts; have little

difficulty with the most difficult questions; recognize almost all the subtleties of specific language

usage; write detailed and expressive texts demonstrating an excellent command of vocabulary and

complex structures with a consistently high level of grammatical accuracy; demonstrate clarity of

thought in the organization of their work and an ability to engage, convince and influence the

audience.

Grade 6

Students speak clearly, fluently and naturally; use a varied and idiomatic range of language

accurately; handle ideas effectively with active and full interaction; demonstrate a very good

understanding of the meaning and purpose of written texts; have little difficulty with more difficult

questions; recognize most of the subtleties of specific language usage; write detailed texts

demonstrating a very good command of vocabulary and complex structures with a very good

level of grammatical accuracy; adapt their writing appropriately to suit the intended audience

and purpose; express their ideas and organize their work coherently and convincingly.

Grade 5

Students speak mostly clearly and fluently; use a varied range of language mostly accurately;

handle ideas mostly effectively with generally full interaction; demonstrate a good understanding

of the meaning and purpose of written texts; have some difficulties with more difficult questions;

recognize some subtleties of specific language usage; write fairly detailed texts demonstrating a

good command of vocabulary with a good level of grammatical accuracy; show a reasonable

ability to adapt their writing to suit the intended audience and purpose; express their ideas and

organize their work coherently.

Grade 4

Students speak generally clearly; use a basic range of language correctly; handle ideas

adequately with full interaction at times; demonstrate an adequate understanding of the meaning

and purpose of written texts; have some difficulties with almost all difficult questions and some

average questions; recognize a few subtleties of specific language usage; write texts

demonstrating an adequate command of vocabulary with an adequate level of grammatical

accuracy; show some ability to adapt their writing to suit the intended audience and purpose;

express their ideas and organize their work appropriately.


Grade 3

Students speak hesitantly and at times unclearly; use a simple range of language correctly at times;

handle ideas with some difficulty with fairly limited interaction; demonstrate some understanding of the

meaning and purpose of written texts; have difficulties with questions of average difficulty; write texts

demonstrating a basic command of vocabulary and some awareness of grammatical structure; produce

an identifiable text type; make some attempt at expressing their ideas and organizing their work.

Grade 2

Students speak hesitantly and generally unclearly; use a limited range of language often incorrectly;

handle ideas with difficulty with restricted interaction; demonstrate a fairly limited understanding of the

meaning and purpose of written texts; have difficulties with some easy questions; write texts

demonstrating a fairly limited command of vocabulary and little awareness of grammatical structure;

produce an identifiable text type with limited success; make some attempt at basic organization;

content is rarely convincing.

Grade 1 Students speak hesitantly and unclearly; use a very limited range of language mostly incorrectly; handle

ideas with great difficulty with very restricted interaction; demonstrate a limited understanding of the

meaning and purpose of written texts; have difficulties even with easiest questions; write texts

demonstrating a limited command of vocabulary and little awareness of grammatical structure; produce

a barely identifiable text type; lack organization to an extent that content is unconvincing

Language B (SL)

Grade 7

Students speak clearly, fluently and naturally; use a varied and idiomatic range of language

accurately; handle ideas effectively with active and full interaction; demonstrate a very good

understanding of the meaning and purpose of written texts; have little difficulty with more difficult

questions; write detailed texts demonstrating a very good command of vocabulary and complex

structures with a very good level of grammatical accuracy; adapt their writing effectively to suit the

intended audience and purpose; express their ideas and organize their work coherently and

convincingly.

Grade 6

Students speak mostly clearly and fluently; use a varied range of language mostly accurately; handle

ideas mostly effectively, with generally full interaction; demonstrate a good understanding of the

meaning and purpose of written texts; have some difficulties with more difficult questions; write

fairly detailed texts demonstrating a good command of vocabulary with a good level of

grammatical accuracy; adapt their writing appropriately to suit the intended audience and purpose;

express their ideas and organize their work coherently.

Grade 5

Students speak generally clearly; use a basic range of language correctly; handle ideas adequately

with full interaction at times; demonstrate an adequate understanding of the meaning and purpose of

written texts; have some difficulties with almost all difficult questions and some average questions;

write texts demonstrating an adequate command of vocabulary with an adequate level of grammatical


accuracy; show a reasonable ability to adapt their writing to suit the intended audience and purpose;

express their ideas and organize their work appropriately.

Grade 4

Students speak hesitantly and at times unclearly; use a simple range of language correctly at times;

handle ideas with some difficulty with fairly limited interaction; demonstrate some understanding of the

meaning and purpose of written texts; have difficulties with questions of average difficulty; write texts

demonstrating a basic command of vocabulary and some awareness of grammatical structure; show

some ability to adapt their writing to suit the intended audience and purpose; make some attempt at

expressing their ideas and organising their work.

Grade 3

Students speak hesitantly and generally unclearly; use a limited range of language often incorrectly;

handle ideas with difficulty with restricted interaction; demonstrate a fairly limited understanding of the

meaning and purpose of written texts; have difficulties with some easy questions; write texts

demonstrating a fairly limited command of vocabulary and little awareness of grammatical structure;

produce an identifiable text type; make some attempt at basic organization; content is rarely

convincing.

Grade 2 Students speak hesitantly and unclearly; use a very limited range of language mostly incorrectly; handle

ideas with great difficulty with very restricted interaction; demonstrate a limited understanding of the

meaning and purpose of written texts; have difficulties even with easiest questions; write texts

demonstrating a limited command of vocabulary and little awareness of grammatical structure; produce

an identifiable text type with limited success; lack organization to an extent that content is unconvincing

Grade 1 Students speak very hesitantly and unclearly; use a very limited range of language incorrectly;

handle ideas unsuccessfully with very restricted interaction; demonstrate a very limited

understanding of the meaning and purpose of written texts; have difficulties with almost all questions;

write texts demonstrating a very limited command of vocabulary and very little awareness of

grammatical structure; produce a barely identifiable text type; lack organization to an extent that content

is confusing

Language ab initio (SL)

Grade 7

Receptive skills: students respond clearly and effectively to all simple and most complex information

and ideas. Interactive skills: students respond accurately, communicate effectively and demonstrate

comprehension; pronunciation and intonation always facilitate the understanding of the message;

students sustain participation and make good independent contributions. The message is always

clear. Productive skills: students develop ideas well using an effective, logical structure; they

successfully use a range of simple and some complex cohesive devices; they use both basic and

complex grammatical structures accurately. However, they may make occasional errors in complex

structures; they use varied and effective vocabulary and appropriate register; they demonstrate

clear evidence of intercultural understanding where required.


Grade 6

Receptive skills: students respond clearly to all simple and most complex information and ideas. Interactive skills: students respond mostly accurately, communicate almost always effectively

and demonstrate comprehension; pronunciation and intonation almost always facilitate the

understanding of the message; students almost always sustain participation and make independent

contributions. The message is almost always clear. Productive skills: students develop ideas well using a logical structure; they successfully use a

range of simple and some complex cohesive devices; they use both basic and complex

grammatical structures accurately. However, they may make several errors in complex structures;

they use varied vocabulary and appropriate register; they almost always demonstrate clear evidence

of intercultural understanding where required.

Grade 5

Receptive skills: students generally respond clearly to simple and some complex information and ideas. Interactive skills: students respond accurately and generally demonstrate comprehension;

pronunciation and intonation often facilitate the understanding of the message; students generally

sustain participation and make some independent contributions. The message is often clear. Productive skills: students develop some ideas using a logical structure; they often use a range of

simple and some complex cohesive devices; they use basic grammatical structures accurately.

However, complex structures are rarely accurate; they use a range of basic vocabulary and

appropriate register; they often demonstrate evidence of intercultural understanding where required.

Grade 4

Receptive skills: students respond clearly to most simple information and ideas. Interactive skills: students respond accurately and demonstrate comprehension in simple

exchanges; pronunciation and intonation usually facilitate the understanding of the message;

students sustain participation in simple exchanges. The message is usually clear. Productive skills: students develop basic ideas using a logical structure; they use a range of simple

cohesive devices successfully; they use most basic grammatical structures accurately; they use basic

vocabulary and appropriate register successfully; they usually demonstrate evidence of intercultural

understanding where required.

Grade 3

Receptive skills: students sometimes respond clearly to simple information. Interactive skills: students sometimes respond accurately and sometimes demonstrate

comprehension in simple exchanges; pronunciation and intonation sometimes facilitate the

understanding of the message; students sometimes sustain participation in simple exchanges. The

message is sometimes clear. Productive skills: students sometimes develop basic ideas; they sometimes use simple cohesive

devices successfully; they sometimes use basic grammatical structures accurately; they


sometimes use basic vocabulary and appropriate register successfully; they sometimes

demonstrate evidence of intercultural understanding where required.

Grade 2

Receptive skills: students rarely respond clearly to simple information. Interactive skills: students rarely respond accurately or demonstrate comprehension; pronunciation

and intonation rarely facilitate the understanding of the message; students rarely sustain participation

in simple exchanges. The message is rarely clear. Productive skills: students rarely develop basic ideas; they rarely use simple cohesive devices; they

rarely use simple grammatical structures accurately; they rarely use basic vocabulary or

appropriate register successfully; they rarely demonstrate evidence of intercultural understanding

where required.

Grade 1

Receptive skills: students very rarely respond clearly to simple information. Interactive skills: students very rarely respond accurately or demonstrate comprehension; pronunciation

and intonation very rarely facilitate the understanding of the message; students very rarely sustain

participation in simple exchanges. The message is very rarely clear.

Productive skills: students very rarely develop ideas; they very rarely use simple cohesive devices;

they very rarely use basic grammatical structures accurately; they very rarely use basic vocabulary

or appropriate register successfully; they very rarely demonstrate evidence of intercultural

understanding where required.


Group 3: Individuals and Societies

Grade 7

Demonstrates conceptual awareness, insight, and knowledge and understanding which are

evident in the skills of critical thinking; a high level of ability to provide answers which are fully

developed, structured in a logical and coherent manner and illustrated with appropriate examples;

a precise use of terminology which is specific to the subject; familiarity with the literature of the

subject; the ability to analyse and evaluate evidence and to synthesize knowledge and

concepts; awareness of alternative points of view and subjective and ideological biases, and the

ability to come to reasonable, albeit tentative, conclusions; consistent evidence of critical reflective

thinking; a high level of proficiency in analysing and evaluating data or problem solving.

Grade 6

Demonstrates detailed knowledge and understanding; answers which are coherent, logically

structured and well developed; consistent use of appropriate terminology; an ability to analyse,

evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and

issues, and awareness of different perspectives and contexts from which these have been

developed; consistent evidence of critical thinking; an ability to analyse and evaluate data or to

solve problems competently.

Grade 5

Demonstrates a sound knowledge and understanding of the subject using subject-specific

terminology; answers which are logically structured and coherent but not fully developed; an ability

to provide competent answers with some attempt to integrate knowledge and concepts; a tendency

to be more descriptive than evaluative although some ability is demonstrated to present and

develop contrasting points of view; some evidence of critical thinking; an ability to analyse and

evaluate data or to solve problems.

Grade 4

Demonstrates a secure knowledge and understanding of the subject going beyond the mere

citing of isolated, fragmentary, irrelevant or “common sense” points; some ability to structure

answers but with insufficient clarity and possibly some repetition; an ability to express

knowledge and understanding in terminology specific to the subject; some understanding of the

way facts or ideas may be related and embodied in principles and concepts; some ability to

develop ideas and substantiate assertions; use of knowledge and understanding which is more

descriptive than analytical; some ability to compensate for gaps in knowledge and understanding


through rudimentary application or evaluation of that knowledge; an ability to interpret data or to

solve problems and some ability to engage in analysis and evaluation.

Grade 3

Demonstrates some knowledge and understanding of the subject; a basic sense of structure that

is not sustained throughout the answers; a basic use of terminology appropriate to the subject;

some ability to establish links between facts or ideas; some ability to comprehend data or to solve

problems.

Grade 2

Demonstrates a limited knowledge and understanding of the subject; some sense of structure in

the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links

between facts or ideas; a basic ability to comprehend data or to solve problems.

Grade 1

Demonstrates very limited knowledge and understanding of the subject; almost no organizational

structure in the answers; inappropriate or inadequate use of terminology; a limited ability to

comprehend data or to solve problems.

Group 4: Sciences

Grade 7

Displays comprehensive knowledge of factual information in the syllabus and a thorough

command of concepts and principles. Selects and applies relevant information, concepts and

principles in a wide variety of contexts. Analyses and evaluates quantitative and/or qualitative

data thoroughly. Constructs detailed explanations of complex phenomena and makes appropriate

predictions. Solves most quantitative and/or qualitative problems proficiently. Communicates

logically and concisely using appropriate terminology and conventions. Shows insight or originality. Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative

activities in a very consistent manner. Works very well within a team and approaches investigations

in an ethical manner, paying full attention to environmental impact. Displays competence in a

wide range of investigative techniques, pays considerable attention to safety, and is fully capable

of working independently.

Grade 6

Displays very broad knowledge of factual information in the syllabus and a thorough

understanding of concepts and principles. Selects and applies relevant information, concepts and

principles in most contexts. Analyses and evaluates quantitative and/or qualitative data with a high

level of competence. Constructs explanations of complex phenomena and makes appropriate

predictions. Solves basic or familiar problems and most new or difficult quantitative and/or

qualitative problems. Communicates effectively using appropriate terminology and conventions.

Shows occasional insight or originality. Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative

activities in a very consistent manner. Works well within a team and approaches investigations in

an ethical manner, paying due attention to environmental impact. Displays competence in a

wide range of investigative techniques, pays due attention to safety and is generally capable of

working independently.

Grade 5


Displays broad knowledge of factual information in the syllabus. Shows sound understanding of

most concepts and principles and applies them in some contexts. Analyses and evaluates

quantitative and/or qualitative data competently. Constructs explanations of simple phenomena.

Solves most basic or familiar problems and some new or difficult quantitative and/or qualitative

problems. Communicates clearly with little or no irrelevant material. Demonstrates personal skills, perseverance and responsibility in a variety of investigative activities

in a fairly consistent manner. Generally works well within a team and approaches investigations in

an ethical manner, paying attention to environmental impact. Displays competence in a range of

investigative techniques, pays attention to safety and is sometimes capable of working

independently.

Grade 4

Displays reasonable knowledge of factual information in the syllabus, though possibly with some

gaps. Shows adequate comprehension of most basic concepts and principles but with limited

ability to apply them. Demonstrates some analysis or evaluation of quantitative or qualitative

data. Solves some basic or routine problems but shows limited ability to deal with new or

difficult situations. Communicates adequately although responses may lack clarity and include

some repetitive or irrelevant material.

Demonstrates personal skills, perseverance and responsibility in a variety of investigative activities,

although displays some inconsistency. Works within a team and generally approaches investigations

in an ethical manner, with some attention to environmental impact. Displays competence in a range

of investigative techniques, pays some attention to safety although requires some close supervision

Grade 3

Displays limited knowledge of factual information in the syllabus. Shows a partial comprehension of

basic concepts and principles and a weak ability to apply them. Shows some ability to manipulate

data and solve basic or routine problems. Communicates with a possible lack of clarity and uses

some repetitive or irrelevant material. Demonstrates personal skills, perseverance and responsibility in some investigative activities

in an inconsistent manner. Works within a team and sometimes approaches investigations in an

ethical manner, with some attention to environmental impact. Displays competence in some

investigative techniques, occasionally pays attention to safety, and requires close supervision.

Grade 2

Displays little recall of factual information in the syllabus. Shows weak comprehension of basic

concepts and principles with little evidence of application. Exhibits minimal ability to manipulate data

and little or no ability to solve problems. Offers responses which are often incomplete or irrelevant. Rarely demonstrates personal skills, perseverance or responsibility in investigative activities. Works

within a team occasionally but makes little or no contribution. Occasionally approaches investigations

in an ethical manner, but shows very little awareness of the environmental impact. Displays

competence in a very limited range of investigative techniques, showing little awareness of safety

factors and needing continual and close supervision.

Grade 1

Recalls fragments of factual information in the syllabus and shows very little understanding of any

concepts or principles.


Rarely demonstrates personal skills, perseverance or responsibility in investigative activities. Does

not work within a team. Rarely approaches investigations in an ethical manner, or shows an

awareness of the environmental impact. Displays very little competence in investigative

techniques, generally pays no attention to safety and requires constant supervision.

Group 5: Mathematics

Grade 7

Demonstrates a thorough knowledge and understanding of the syllabus; successfully applies

mathematical principles at a sophisticated level in a wide variety of contexts; successfully uses

problem -solving techniques in challenging situations; recognizes patterns and structures, makes

generalizations and justifies conclusions; understands and explains the significance and reasonableness

of results and draws full and relevant conclusions; communicates mathematics in a clear, effective and

concise manner, using correct techniques, notation and terminology; demonstrates the ability to integrate

knowledge, understanding and skills from different areas of the course; uses technology proficiently.

Grade 6

Demonstrates a broad knowledge and understanding of the syllabus; successfully applies mathematical

principles in a variety of contexts; uses problem-solving techniques in challenging situations; recognizes

patterns and structures, and makes some generalizations; understands and explains the

significance and reasonableness of results, and draws relevant conclusions; communicates

mathematics in a clear and effective manner, using correct techniques, notation and terminology;

demonstrates some ability to integrate knowledge, understanding and skills from different areas of

the course; uses technology proficiently.

Grade 5

Demonstrates a good knowledge and understanding of the syllabus; successfully applies mathematical

principles in per forming routine task s; successfully carries out mathematical processes in a variety

of contexts, and recognizes patterns and structures; understands the significance of results and draws

some conclusions; successfully uses problem-solving techniques in routine situations; communicates

mathematics effectively using suitable notation and terminology; demonstrates an awareness of the

link s between different areas of the course; uses technology appropriately.

Grade 4

Demonstrates a satisfactory knowledge of the syllabus; applies mathematical principles in performing

some routine tasks; successfully carries out mathematical processes in straightforward contexts; shows

some ability to recognize patterns and structures; uses problem-solving techniques in routine

situations; has limited understanding of the significance of results and attempts to draw some conclusions;

communicates mathematics adequately, using some appropriate techniques, notation and terminology;

uses technology satisfactorily.

Grade 3

Demonstrates partial knowledge of the syllabus and limited understanding of mathematical principles in

performing some routine tasks; attempts to carry out mathematical processes in straightforward contexts;

communicates some mathematics, using appropriate techniques, notation or terminology; uses technology

to a limited extent.

Grade 2

Demonstrates limited knowledge of the syllabus; attempts to carry out mathematical processes at a basic

level; communicates some mathematics but often uses inappropriate techniques, notation or terminology;

uses technology inadequately.

Grade 1

Demonstrates minimal knowledge of the syllabus; demonstrates little or no ability to use mathematical

processes, even when attempting routine tasks; is unable to make effective use of technology.

Group 6: The Arts

Grade 7

Demonstrates in-depth and comprehensive knowledge and understanding of the media used with precise

use of terminology to communicate this understanding.

Highly effective use of research, investigation and technical skills. In-depth understanding of artistic intention and engagement with the artistic process demonstrated in

consistent development of ideas, creativity and critical reflection.

Grade 6

Demonstrates detailed knowledge and understanding of the media used with appropriate and consistent

use of terminology to communicate this understanding. Effective use of research, investigation and technical skills. Understanding of artistic intention and engagement with the artistic process demonstrated in development

of ideas, creativity and critical reflection.

Grade 5

Demonstrates sound knowledge and understanding of the media used, with appropriate use of terminology

to communicate this understanding. Research, investigation and technical skills are evident and sometimes well developed. Evidence of understanding of artistic intention and the artistic process and development of ideas, creativity

and critical reflection.

Grade 4

Demonstrates secure knowledge and understanding of the media used, with appropriate use of terminology

to communicate this understanding.

Research and/or investigation skills are evident but not well developed. Some understanding of artistic intention and the artistic process, that is, understanding of the work of

others, the student’s own work and the connections between these. Some evidence, through the student’s own work, of understanding of the artistic process. Technical

skills are evident but not necessarily well developed.

There is some evidence of development of ideas and some evidence of creativity and critical reflection.

Grade 3

Demonstrates basic knowledge and understanding of the media used with some use of terminology to

communicate this understanding.

There is evidence of research and/or investigation but this remains undeveloped. Partial understanding of artistic intention, that is, understanding of the work of others and the student’s

own work.

Evidence in the student’s own work of limited artistic process and technical skills. Creativity and critical

reflection emerge occasionally in the work.

Grade 2

Demonstrates little knowledge and understanding of the media used with limited use of terminology.

There is evidence of superficial research and/or investigation.

The student’s own work demonstrates very limited artistic process, technical skills, creativity and critical

reflection.

Grade 1

Demonstrates very lit le knowledge and understanding of the media used, with inadequate use of

terminology.

Irrelevant research and/or investigation. The student’s own work demonstrates almost no artistic process, technical skills, creativity y or critical

reflection.

Extended essay grade descriptors

Grade A

Demonstrates sharp focus and good contextualization of the topic through ver y good knowledge and

understanding; a high level of organization and an effective ability to assemble evidence/data/information

in an intelligent and academic way facilitating analysis and evaluation, supported throughout by excellent

communication, using language appropriate to the subject; clear insight and understanding leading to

evidence of independent thinking; consistent, persuasive and effective argument.

Grade B

Demonstrates focus and contextualization of the topic through good knowledge and understanding;

clear organization and structure and an ability to assemble evidence/data/information in an intelligent

and academic way facilitating analysis and evaluation, supported throughout by good communication

using language appropriate to the subject; some evidence of independent thought; some persuasive and

effective argument.

Grade C

Demonstrates a satisfactory focus and partial contextualization of the topic through satisfactory knowledge

and understanding; some degree of organization and structure and some ability to assemble relevant

evidence/data/information, supported throughout by satisfactory communication, generally using

language appropriate to the subject; work that is largely descriptive and with limited argument/analysis/

evaluation.

Grade D

Demonstrates limited focus and contextualization of the topic which shows limited knowledge and

understanding; limited organization and structure and a limited ability to assemble evidence/data/

information, hindered by unsatisfactory communication which generally does not use language appropriate

to the subject; work that is largely descriptive with little evidence of argument.

Grade E

Demonstrates a lack of focus and lack of contextualization of the topic which shows minimal knowledge

and understanding; minimal organization and structure and an inability to assemble appropriate evidence/

data/information, hindered by unclear communication which does not use language appropriate to the

subject; work that is ineffectively descriptive or irrelevant to the topic; no evidence of argument.

Theory of knowledge grade descriptors

Grade A

Pertinent knowledge issues are explored thoroughly and linked effectively to areas of knowledge and/ or

ways of knowing. There is strong evidence of a personal exploration of knowledge issues, including

consideration of different perspectives. Arguments are clearly developed and well supported by effective

concrete examples; counterclaims and implications are explored.

Grade B

Pertinent knowledge issues are explained and linked to areas of knowledge and/or ways of knowing.

There is some evidence of a personal exploration of knowledge issues, including consideration of

different perspectives. Arguments are partially developed and supported by effective concrete examples;

counterclaims are explored and some implications identified.

Grade C

Some pertinent knowledge issues are described and linked to areas of knowledge and/or ways of knowing.

There is limited evidence of a personal exploration of knowledge issues; some different perspectives are

described but not explored. Arguments are developed to a limited extent and supported by examples;

counterclaims are identified.

Grade D

Some pertinent knowledge issues are identified with only superficial links to areas of knowledge and/or

ways of knowing. There is simplistic personal exploration of knowledge issues and minimal reference to

different perspectives. Arguments are not developed and not supported by effective examples.

Grade E

Demonstrates little or no evidence of knowledge issues.

August 2014 Page 15

Appendix 13

Form 1 - IB Diploma Program

General regulations

Name of student:

Name of Parent / Guardian:

This is to acknowledge that we have completed the following:

1. Received, read, understood and accepted the IB Diploma Program general regulations document

2. Noted and understood the rules on copyright relating to students materials submitted to the

International Baccalaureate Organization as provided under article 3 of the general regulations.

Signature of student: Signature of parent / guardian:

Date: Date:

August 2014 Page 16

Form 2 - IB Extended Essay

Student’s declaration

1. I am aware that failure to respect the deadlines may place a student’s standing as an IB Diploma

candidate at risk.

2. I am aware that there is a policy on academic honesty and I am familiar with the contents.

3. I have attended a session presented by the IB Coordinator on the requirements of the extended essay.

4. I have received a copy of the general assessment criteria and am aware that I need to get a copy of the

subject assessment criteria after I have decided on my topic.

Name of student:

Signature:

Date:

August 2014 Page 17

Form 3 - The online registration procedure (grade 11)

Name of the student: Advisor:

After working out your plan on paper according to the guidelines given – do the online registration

Step one: Go to KISNet - My Portal and first fill in your ‘Career Plan” this will help your advisor/coordinators to

check you have the required IB subjects for a diploma, such as TOK.

Step two: Go to the ‘Academic Planner’ and click on grade 11, first semester to make your selection of subjects

Step three: Guidelines for selection (see academic planner)

Inform your advisor when you have completed this, they will check and let you know if there is

problem/omission.

Rules for IB DP students (full IB students) You must choose: either one subject from each of the 6 groups / or

one each from the 1st 5 groups, with the 6th being an additional choice from either group 3 or 4. Three of

your 6 subjects must be at PHL level:

Total subject selection for IB DP- 6 subjects

One selection only from Language A, Language B and Math (note A and B must be different languages) *exception if you choose Korean or Dzongkha for Language A, you may also take English as Language A., with NO choice from Language B required

Minimum 1 and maximum 2 from Social Studies

Science – minimum 1 and maximum 2

Other areas are 1 (Arts may be 0 if you choose 2 of either the above)

TOK a MUST for full IB Diploma student and it will be found in Electives, Be sure to CHOOSE this one.

You will automatically be assigned to PE/health, So Ex, RE (life and spirituality) in Grade 11 as these are requirements. If they do NOT appear on your schedule inform the HS office immediately.

You need 5 FAPA credits in Grade 11 in addition to the DP requirements, so choose 1 per semester in Grade 11. If you are taking a group 6 subject, this meets your FAPA requirements. You may still take FAPA courses for elective credit or interest. Additional Information to assist you in course registration:-

PSL/PHL- indicates first year of IB course at Standard / Higher Level

Please ensure that at least 3 courses at PHL and 3 courses at PSL are taken for a full IB Diploma student Courses relatively new to KIS are noted with *

Groups & departments IB Higher Level IB Standard Level considerations

Group 1

(one only)

Prerequisite

English Lang & Lit PHL

English Literature PHL

(grade10 Hon or

B- in Advanced English),

English Lang & Lit PSL

English Literature PSL*

*Korean PSL

*Dzongkha PSL

Indicate 1st and 2nd

choice for English

Only one will be given,

except for those taking both

Korean/Dzongkha and English

as Language A options (no

language B required in this

August 2014 Page 18


*Korean PHL

case)

Group 2

Second Language

(Language B)

(one only)

Prerequisite: should have had

2-5 years previous study of

the language and MYP 5 or

more in Standard level unless

an ab initio course

Hindi B PHL

German B PHL

Korean B PHL

French B PHL

French B PSL

Hindi B PSL

German PSL

Spanish Ab initio PSL

Spanish B SL

Korean B PSL

Tamil B PSL

English B PSL

Give a 1st and 2nd

choice. If these are both

ab intio courses, indicate

a third which would be

your current language.

Group 3

Social Studies (not

more than two SS

courses can be taken)

Prerequisite:

Humanities 10 HL options for those

with MYP 6 or higher, SL for 4/5

Business & Management

PHL

Economics PHL

History PHL

Psychology PHL

Business& Management

PSL

Economics PSL

History PSL

Psychology PSL

*World Religions PSL!

(Life and Spirituality not

required )

Give 1st and 2nd choice is

taking one subject from

Group 3.

,Give 3rd and 4th choices if

planning on two subjects

in Group 3 (with none in

Group 6)

Group 4

Science

(More than one science

course can be taken)

Prerequisite

should have taken

Bio/Physics/Chem 10

Biology PHL

Computer Science PHL

Chemistry PHL

Physics PHL

MYP 6/7

Biology PSL

Computer Science PSL

Chemistry PSL

Environ. System. PSL

Physics PSL

MYP 4/5

Give 1st and 2nd choice, if

taking only one subject

from group 4

Give 3rd and 4th choices if

planning on two subjects

in Group 3 (with none in

group 6)

August 2014 Page 19


Group 5

Math

(one only)

Prerequisite

Math PHL

(Math Adv5-7 or 6/7 in Math

10)

Math PSL

(Math Adv 4 or 5 up in

Math 10)

Math Studies PSL

(Math 10 3 - 4)

Group 6

FAPA

Music /Art /Film

*meets KIS FAPA requirements in

one semester

Film PHL

Music PHL

Visual Arts PHL

Film PSL

Music PSL

Visual Arts PSL

if you are taking 2 sciences or

2 humanities, you will NOT be

able to take one of these as

well for IB DP

5 FAPA credits required if not

taking a group 6 subject, see

options below

Theory of Knowledge TOK 1

FAPA Required for all KIS students (one per semester in grade 11 will ensure you complete this – unless

taking a Group 6 subject where the requirement is met in the course)

Choice : these are one semester 2.5 credit courses, minimal homework * letter grade or pass/fail optional, to

be determined within first two cycles in consultation with teacher.

Fine Arts: Applied Arts(architecture and design) or, Advanced Art (mixed media) *one offered each

semester according to demand and teacher availability

Performing Arts: Drama, Music Lessons ( ONLY after getting it ratified by the Music Dept) individual lessons + practice

(Piano, Woodwinds, Brass, Percussion, Voice, Strings, Veena, Carnatic Vocal, Tabla) * Music Groups: Band / Strings Ensemble / Choir / Honors Choir “Singers” (by audition only)

Note – Band / Ensembles / Choirs are year courses but can be joined in 2nd semester in some

cases - a commitment to continue for the year is made at the time of joining, even if individual

lessons are later dropped.

Practical Arts: Baking / Indian Cooking / International Cooking Media Arts –Journalism / Photography* offered each semester according to demand and teacher

availability Yearbook – one year commitment, portfolio/interview may be required to join *out of school

hours, credit given only if the area assigned to you is completed satisfactorily and you participate in sessions when called for planning and checking.

August 2014 Page 20

Give 3 to 4 choices, unless already taking and planning to continue with music lessons and ensemble/band/choir. * a

yearlong course.

PE/Health, So Ex, and Life and Spirituality should automatically appear . If not,on your schedule when you get it,,

please notify HS Coordinator immediately!

Student:

Advisor: Careers & College Advisor:

High School Coordinator: **IB Coordinator:

3. Other KIS requirements: (must all be completed as soon as possible and certainly by end of year 12 first

semester)

Health (1 semester in the grade 11 / grade 12)

Religious Education - Basic Christianity / Advanced Christianity

FAPA

Fine Arts: General Art, Intermediate Art

Performing Arts: Film, Drama, music individual lessons + practice (Piano, Woodwinds, Brass,

Percussion, Voice, Strings, Classical Guitar, Veena, Carnatic Vocal, Tabla and Indian Dance) /

Intermediate Choir / Intermediate Band / Small Orchestra / Advanced Band / Advanced Choir /

Honors Choir

Note – Band / Ensembles / Choir are 2 semester courses

Practical Arts: Baking / Indian Cooking / International Cooking

Media Arts –/ Journalism / Yearbook / Photography

PE and Social Experience are requirements which need to be registered

August 2014 Page 21

Student:

Advisor: Careers & College Advisor:

August 2014 Page 22

High School Coordinator: IB Coordinator:

Cover photograph by Penny Ohana

ib diploma programme · 2018. 8. 23. · kodaikanal international school ib diploma program...

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