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The IB Curriculum Model
Every student needs to choose one subject from each group.
At least three subjects must be chosen at higher level.
Instead of an Arts subject (group 6), students may choose an additional subject from the
other five groups.
Bilingual students may wish to take two subjects in group 1 (Studies in Language and
Literature), in which case they do not need to take another subject from group 2 (Language
Acquisition).
Additional requirements apply to students wishing to apply to universities in Germany (see
p.23)
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Group 1: Studies in Language and Literature
IB Language A: English Language and Literature SL/HL
Knowledge and skills required
All IB students are required to take at least one Language A course, usually in their strongest
language(s). This is a course for both native speakers and English learners with a good
knowledge of English. While a love for literature is not a requirement, students who do not
read regularly (whether fiction or non-fiction) will find this course hard going. An interest in
language and media is a definite plus.
Content & Methodology
The study of the texts produced in a language is central to an active engagement with
language and culture. A key aim of the course is to encourage students to question the
meaning generated by language and texts.
The literary part of the course includes the study of six or more literary texts from different
genres and periods, some of which are “World Literature” works i.e. texts not originally written
in the English Language. The non-literary part consists of two parts: Language in a cultural
context (e.g. public speeches; jargon, accent & slang; language change; and minority
languages) and Language and mass communication (e.g. advertising, censorship,
propaganda, bias, new media).
Assessment SL [HL, where different, in brackets]
Coursework
15% Individual Oral Commentary (based on one of the literary texts)
15% Further Oral Activity (based on the non-literary component)
20% Written Task [HL: 2 Written Tasks]
Final Exams (in May of Year 12)
25% Paper 1: Commentary on an unseen text [HL: Comparative commentary on two unseen texts]
25% Paper 2: Essay based on two literary texts
Beyond the IB
While some students may choose to study language or literature at university, this course is
really designed to give students the analytical skills to prosper in any tertiary course and,
indeed, in life in general. Everyone needs to be able to formulate both written and spoken
texts that are effective and efficient – everyone needs to be able to critically examine any
act of communication for its true value and intent!
Differences between SL and HL
SL and HL students are taught as one group. HL students will be exposed to more texts that SL
students and need to submit two written tasks instead of only one at SL. For the paper 1
examination, HL students compare two texts, whereas SL students write a commentary on
only one text. HL grading criteria are more demanding.
In a nutshell
This is an exciting course for anyone who loves language and/or books! And even if you
don’t, we hope that by the end of the two years you will look at language with more interest
and insight than before!
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For more information speak to Mr Wreth or current students
Group 1: Studies in Language and Literature IB Language A: German Literature (SL/HL)
Voraussetzungen
Das Hauptgewicht dieses Kurses liegt auf literarischen Texten aus dem deutschsprachigen
Raum, sowie Weltliteratur in deutscher Übersetzung. Eine Lust am Lesen und gute
Ausdrucksfähigkeit sind hilfreich.
Inhalte
Im Zentrum des Kurses stehen literarische Werke verschiedener Regionen und Epochen.
Lektüren werden so gewählt, dass alle Textgattungen vorkommen; es kann aber auch – vor
allem im zweiten Jahr – auf die Interessen der Kursteilnehmer Rücksicht genommen werden.
Schüler lernen, Texte kritisch zu lesen und sowohl analytische wie auch vergleichende
Kommentare sowie literarische Essays zu verfassen.
Bewertung SL & HL
Kursarbeit Prüfungen (im Mai der 12. Klasse)
15% mündliche Prüfung 20% Paper 1: Textkommentar
15% mündliche Präsentation 25% Paper 2: Vergleichender Essay
25% „Written Assignment”
Nach dem IB
Deutsch A Literatur ist natürlich bestens für Schüler geeignet, die sich auch nach dem IB
weiterhin mit Literatur beschäftigen wollen. Darüber hinaus bildet der Kurs aber auch die
Fähigkeiten aus, zwischen den Zeilen zu lesen, subtile Bedeutungen zu erfassen und diese klar
wiederzugeben.
Unterschiede zwischen SL und HL
Unterschiede zwischen SL und HL bestehen hauptsächlich in der unterschiedlichen Bewertung
der Arbeiten. Außerdem sind für Schüler im SL weniger Texte als im HL vorgeschrieben.
Kurz zusammengefasst...
...wer gerne liest, wird sich hier wohlfühlen! Wer nicht gerne liest, wird hoffentlich ein bisschen
mehr Gefallen an Romanen und Theaterstücken (und vielleicht sogar Gedichten?) finden.
Unabhängig davon ist der präzise Umgang mit Sprache – sowohl bei der Dekodierung von
Texten als auch beim Strukturieren und Vermitteln eigener Gedanken – für uns alle Schlüssel
zum Erfolg im weiteren Leben!
Weitere Info
Katja Ezel
Anmerkung
Alle IB Schüler müssen mindestens einen „Language A” Kurs – meist in ihrer stärksten Sprache –
belegen, um das IB Diploma zu erreichen. Manche Schüler wählen jedoch zwei “Language
A” Kurse (in Englisch und Deutsch) und erhalten so das bilinguale IB Diplom. Hierzu ist
allerdings Voraussetzung, dass beide Fächer mit der Note 3 oder besser abgeschlossen
werden. Wer zwei „Language A“ Kurse belegt, muss kein Fach der Gruppe 2 (Language
Acquisition) wählen. Eine dritte Sprache lässt sich dann nur in Gruppe 6, anstelle von Kunst
wählen.
2 17 18 16
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Group 2: Language Acquisition
IB German B (SL/HL) Knowledge and skills required
German B is an additional language course designed for students with some previous learning
of German. Rough guide: Students taking SL should have 2-4 years, students taking HL should
have 4-5 years of previous study.
Content & Methodology
Over the course of the two years students will learn to express themselves in German at an
intermediate (SL) / upper-intermediate (HL). The course comprises the four essential language
skills: reading, writing, speaking and listening. Students follow a structured programme and
become increasingly confident in their use of language through role-play, interactive oral
activities, by using songs and watching movie clips as well as studying grammar and
completing worksheets.
While acquiring the language, students also will explore the culture connected to it, giving
them a better intercultural understanding.
Assessment
External assessment
25% Paper 1: Text-handling exercises on four written texts
25% Paper 2: One writing exercise of 250-400 words (SL) / Two writing exercises of
250-400 words and 150-250 words (HL)
20% Intertextual reading followed by a written exercise of 300-400 words plus a 100-
word rationale (SL) / Creative writing of 500-600 words plus a 150-word rationale (HL)
Internal assessment
20% Individual oral (8-10 minutes)
10% Interactive oral activity
Beyond the IB
Some students may wish to continue the study of languages at university or to choose a
course like International Studies. For the majority, however, German will simply be a further
asset to your CV and may help with finding a job in almost any field. Learning a foreign
language can also be considered a personal enrichment.
Differences between SL and HL
SL and HL are differentiated by the recommended number of teaching hours, the depth of
the syllabus coverage, the study of literature (two literary works at HL), and the level of
difficulty and demands of assessment and assessment criteria.
In a nutshell
You will enjoy this course if you love languages, have an outgoing personality and aren’t
afraid of making mistakes. You also need to be disciplined to do well, as you can only learn a
language by working consistently (20-30 minutes every day is best). You should avoid German
B if you are particularly shy or have always struggled with foreign languages, although some
students enjoy the fact that a new language gives them a fresh chance. Studying German at
the German International School has a great advantage: that you are totally immersed in the
language, not just in class, but the rest of the school time as well. As a result, you should make
fairly rapid progress.
Speak to Alex Christ or current students for more information
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Group 2: Language Acquisition
IB French B (SL/HL) A. Course decription and aims
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.
The aims of the language B course reflect those of group 2 listed above but are to be defined
within the parameters of the language B syllabus. The range of contexts, purposes, language
skills and texts to be taught are listed in “Syllabus content”. The use of appropriate language
and the breadth of intercultural understanding to be demonstrated are also defined within
the syllabus content.
There are six assessment objectives for the language B course.
- communicate clearly and effectively in a range of situations, demonstrating
linguistic competence and intercultural understanding
- use language appropriate to a range of interpersonal and/or cultural contexts
- understand and use language to express and respond to a range of ideas with
accuracy and fluency
- organize ideas on a range of topics, in a clear, coherent and convincing manner
- understand, analyse and respond to a range of written and spoken texts
- understand and use works of literature written in the target language of study (HL
only).
B. Curriculum HL / SL
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
(Communication and media, Global issues, Social relationships) and the options at SL and HL
(2 from the following options:, Cultural diversity, Customs and traditions, Health, Leisure ,
Science and technology) 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.
C. Assessment HL /SL
Distinction between HL and SL :
SL and HL are differentiated by the recommended number of teaching hours (HL : 240
hours/SL :150 hours), the depth of the syllabus coverage, the study of literature (two literary
works at HL), and the level of difficulty and demands of assessment and assessment criteria.
External assessment
25% Paper 1: Text-handling exercises on four written texts
25% Paper 2: One writing exercise of 250-400 words (SL) /
Two writing exercises of 250-400 words and 150-250 words (HL)
20% Intertextual reading followed by a written exercise of 300-400 words plus a 100-
word rationale (SL) / Creative writing of 500-600 words plus a 150-word rationale (HL)
Internal assessment (by the teacher)
20% Individual oral (8-10 minutes)
10% Interactive oral activity
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Group 2: Language Acquisition
IB Spanish ab initio (SL only)
Knowledge and skills required
No previous knowledge of Spanish is required, but students who have successfully learned a
foreign language will find learning another one much easier.
Content & Methodology
Over the course of the two years students will learn to express themselves in Spanish at a basic
level (European Framework level A2). The course comprises the four essential language skills:
reading, writing, speaking and listening. Students follow a structured programme and
become increasingly confident in their use of language through role-play, interactive oral
activities, by using songs and watching movie clips as well as studying grammar and
completing worksheets. Although the course is primarily a language course, some elements of
Spanish and Latin-American culture are included.
Assessment
Coursework
25% Individual Oral (conducted towards the end of the course)
20% Written assignment
Final Exams (in May of Year 12)
30% Paper 1: Text comprehension
25% Paper 2: Text production
Beyond the IB
Some students may wish to continue the study of languages at university or to choose a
course like International Studies. For the majority, however, Spanish will simply be a further
asset to your CV and may help with finding a job in almost any field, after all, it is the 3rd most
spoken language in the world! Learning a foreign language can also be considered a
personal enrichment.
Differences between SL and HL
Language ab initio courses are only available at Standard Level
In a nutshell
You will enjoy this course if you love languages, have an outgoing personality and aren’t
afraid of making mistakes. You also need to be disciplined to do well, as you can only learn a
language by working consistently (20-30 minutes every day is best). You should avoid Spanish
ab initio if you are particularly shy or have always struggled with foreign languages, although
some students enjoy the fact that a new language gives them a fresh chance.
For more information speak to: Alex Christ or current students
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Group 2: Language Acquisition
IB German ab initio (SL only)
Knowledge and skills required
No previous knowledge of German is required, but students who have successfully learned a
foreign language will find learning another one much easier.
Content & Methodology
Over the course of the two years students will learn to express themselves in German at a
basic level (European Framework level A2). The course comprises the four essential language
skills: reading, writing, speaking and listening. Students follow a structured programme and
become increasingly confident in their use of language through role-play, interactive oral
activities, by using songs and watching movie clips as well as studying grammar and
completing worksheets. Although the course is primarily a language course, some elements of
German culture are included.
Assessment
Coursework
25% Individual Oral (conducted towards the end of the course)
20% Written assignment
Final Exams (in May of Year 12)
30% Paper 1: Text comprehension
25% Paper 2: Text production
Beyond the IB
Some students may wish to continue the study of languages at university or to choose a
course like International Studies. For the majority, however, German will simply be a further
asset to your CV and may help with finding a job in almost any field. Learning a foreign
language can also be considered a personal enrichment.
Differences between SL and HL
Language ab initio courses are only available at Standard Level
In a nutshell
You will enjoy this course if you love languages, have an outgoing personality and aren’t
afraid of making mistakes. You also need to be disciplined to do well, as you can only learn a
language by working consistently (20-30 minutes every day is best). You should avoid German
ab initio if you are particularly shy or have always struggled with foreign languages, although
some students enjoy the fact that a new language gives them a fresh chance. Studying
German at the German International School Sydney has a great advantage: you are totally
immersed in the language, not just in class, but the rest of the school time as well. As a result,
you should make fairly rapid progress.
For more information speak to: Alex Christ or current students
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Group 3: Individuals and Societies Geschichte (SL/HL) taught in German Das Fach Geschichte vermittelt dem Menschen ein Verständnis von sich selbst und von anderen in Bezug
auf die Welt, sowohl in der Vergangenheit als auch in der Gegenwart. Schüler im Fach Geschichte sollen
lernen, wie in dieser Disziplin gearbeitet wird. Es handelt sich um ein untersuchendes Fach, das Fragen stellt,
ohne definitive Antworten zu bieten. Um die Vergangenheit verstehen zu können, müssen sich die Schüler
mit historischen Primär-quellen und angemessener Sekundärliteratur beschäftigen. Schüler des Faches
Geschichte sollten sich der Relativität geschichtlicher Kenntnisse und Auslegungen bewusst sein. Das
Arbeiten im Fach Geschichte erfordert und entwickelt das Verständnis und die Empathie eines Schülers für
die Men-schen, die in anderen Jahrhunderten und Kontexten gelebt haben.
Das Fach Geschichte im IB-Diplomprogramm besteht aus einem Kern-Curriculum für die Grundstufe (GS)
und die Leistungsstufe (LS). Dabei stehen die wichtigsten Entwicklungen der Weltgeschichte des 20.
Jahrhunderts im Zentrum des Unterrichts.
Überblick Lehrplan (Year 11/12) (Lehrkraft und Schüler setzen bei den aufgeführten Themenbereichen inhaltliche Schwerpunkte)
Ungefähre
Stundenzahl
Grundstufe
Ungefähre
Stundenzahl
Leistungsstufe
Weltgeschichte des 20. Jhdts.
1. Friedensstiftung, Friedenserhaltung – intern. Beziehungen 1918-36
2. Der israelisch-arabische Konflikt 1945-79
3. Der Kommunismus in der Krise 1976-89
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Weltgeschichte des 20. Jhdts.
1. Ursachen, Praktiken und Auswirkungen von Kriegen
2. Demokratische Staaten – Herausforderungen und Reaktionen
3. Ursprung u. Entwicklung autoritärer u. Einparteienstaaten
4. Nationalist. und Unabhängig-keitsbewegungen in Afrika und
Asien u. in Mittel- u. Osteuropa nach 1945
5. Der Kalte Krieg
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90
Aspekte der Geschichte Europas und des Nahen Ostens 90
Unterrichtsstunden insgesamt 130 220
Die allgemeine Zielsetzung des Kurses Geschichte für die Grundstufe und Leistungsstufe ist:
Das Verständnis von Geschichte als Disziplin zu fördern, auch im Hinblick auf die Art und Vielfalt
ihrer Quellen, Methoden und Interpretationen;
ein Verständnis der Gegenwart durch eine kritische Reflektion der Vergangenheit zu fördern;
ein Verständnis der Auswirkungen historischer Entwicklungen auf nationaler, regionaler und
internationaler Ebene zu entwickeln;
ein Bewusstsein der eigenen historischen Identität durch das Studium historischer Erfahrungen
unterschiedlicher Kulturen zu entwickeln.
Bewertungsübersicht
Externe Bewertung Zeit Gewichtung
1. Klausur
Grund- u. Leistungsstufe
Vier Kurzantworten/
strukturierte Fragen 60 Minuten
Grundstufe 30%
Leistungsstufe 20%
2. Klausur
Grund- u. Leistungsstufe
Zwei ausführlich zu
beantwortende Fragen 90 Minuten
Grundstufe 45%
Leistungsstufe 25%
3. Klausur
Leistungsstufe
Drei ausführlich zu
beantwortende Fragen 150 Minuten Leistungsstufe 35%
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Interne Bewertung
Historische Untersuchung Ca. 20 Stunden Grundstufe 25%
Leistungsstufe 20%
Dr Horst Giesler, Februar 2013
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Group 3: Individuals and Societies Economics (SL/HL) KNOWLEDGE AND SKILLS REQUIRED
No previous knowledge about economics: we start from scratch.
An interest in finance, business, domestic and international economics, politics and the ‘real things that
drive our world’ is of an advantage (eg: the reasons for and ramifications of the last financial crisis)
You should not hate math because we do some calculations and plotting during the course
The course is designed to:
enable the student to recognize that the content and methodologies of economics are
contestable and that its study requires the tolerance of uncertainty
promote the appreciation of the way in which learning is relevant both to the culture and
society in which the student lives, and to the culture of other societies
develop an understanding of microeconomic and macroeconomic theories and concepts and
their real-world application
develop an appreciation of the impact on individuals and societies of economic interaction
between nations
develop an awareness of development issues facing nations as they undergo the process of
financial and economic change.
SYLLABUS COMPONENTS AND TIME FRAME Microeconomics 95 hours
Macroeconomics 50 hours
International economics 45 hours
Development economics 30 hours
Internal assessment: Portfolio of three commentaries 20 hours
Total teaching hours for SL and HL 240 hours
DISCRIMINATION BETWEEN SL AND HL
The coursework does not discriminate between SL and HL. Both groups participate in all lessons. The only
difference is that SL does not write exam paper 3 (short answer questions).
The grading criteria for HL are more demanding than those for SL.
ASSESSMENT SL HL
External assessment 80 % 80 %
Paper 1 Extended response question 1.5 h 40 %
Paper 2 Data response 1.5 h 40 %
Paper 1 Extended response question 2 h 30 %
Paper 2 Data response 2 h 30 %
Paper 3 Short answer questions 1.5 h 20 %
Internal assessment 20 % 20 %
Portfolio: three economic commentaries 20 % 20 %
DETAILED STRUCTURE OF THE ECONOMICS SYLLABUS OUTLINE
1. Microeconomics
Demand and supply; market equilibrium; role of price mechanism; market efficiency; elasticity; government
interventions; market failure; externalities; theory of the firm and market structures; production and costs;
revenues; profit; monopoly; oligopoly; price discrimination
2. Macroeconomics
Level of overall economic activities; aggregated demand and supply; neo-economics and Keynesian
theories; unemployment; inflation; distribution of income; fiscal policy; monetary policy; supply-side policies;
interventionists policies; market-based policies
3. International trade
Free trade; trade protection; exchange rates; balance of payment; economic integration; terms of trade
4. Economic development
Growth and development; measuring development; role of international trade; role of foreign direct
investment; role of foreign aid, role of international debt; balance between markets and intervention
For more information speak to Volker Gillig or current economics students
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Group 3: Individuals and Societies IB Psychology (SL/HL) taught online Note: This course is taught via an online platform by Pamoja education
Knowledge and skills required
No prior study of psychology is expected. No particular background in terms of specific
subjects studied for national or international qualifications is expected or required of students.
The skills needed for the psychology course are developed during the course itself.
Course Aims
The aims of all subjects in group 3, Individuals and Societies are to:
1. encourage the systematic and critical study of: human experience and behaviour;
1. physical, economic and social environments; and the history and development of
social and cultural institutions
2. develop in the student the capacity to identify, to analyse critically and to evaluate
theories, concepts and arguments about the nature and activities of the individual
and society
3. enable the student to collect, describe and analyse data used in studies of society,
to test hypotheses, and to interpret complex data and source material
4. promote the appreciation of the way in which learning is relevant to both the
culture in which the student lives, and the culture of other societies
5. develop an awareness in the student that human attitudes and beliefs are widely
diverse and that the study of society requires an appreciation of such diversity
6. enable the student to recognize that the content and methodologies of the subjects
in group 3 are contestable and that their study requires the toleration of uncertainty.
In addition, the aims of the Psychology course are to:
7. develop an awareness of how psychological research can be applied for the
benefit of human beings
8. ensure that ethical practices are upheld in psychological inquiry
9. develop an understanding of the biological, cognitive and socio-cultural influences
on human behaviour
10. develop an understanding of alternative explanations of behaviour
11. understand and use diverse methods of psychological inquiry.
Learning environment
Psychology SL is taught via Pamoja education’s online platform, using Blogs, Wikis, RSS Feeds,
Podcasts and Discussion Boards. Students form part of a virtual learning environment
consisting of one teacher and between 10 and 25 classmates. The learning process is self-
guided and students choosing this subject need to have above average organisation skills
and be proven independent learners. They are supported at GISS by the Site-based
coordinator.
Assessment SL
Coursework
25% a report of a simple experimental study conducted by the student.
Final Exams (in May of Year 12)
50% Paper 1: Questions on Part 1 (the biological, cognitive and socio-cultural
levels of analysis) of the syllabus
25% Paper 2: Essay based on part 2 (options) of the syllabus
NOTE: Pamoja tuition fees (currently USD 1100/year) are split between the school and the student.
For more information speak to Mr Wreth or current students
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Group 4: Sciences
IB Biologie (SL/HL) taught in German
Der Kurs ist aufgeteilt in einen praktischen und einen theoretischen Teil. Der theoretische Teil
wiederum ist geteilt in den Kernbereich (=Pflicht) und die Optionen (=Wahlpflicht). Bei den
letzteren kann man sich 2 Themen aus einer Vielzahl heraussuchen. Dabei werden
Kernbereiche vertieft bearbeitet. Im praktischen Teil führen die Schüler Versuche durch und
schreiben dazu Protokolle, die bewertet werden. Im G4-Projekt arbeiten alle
naturwissenschaftlichen Kurse zusammen an einem selbstgewählten Thema.
A Kurseinteilung
Bereich
Zeitstunden
Leistungsstufe
(HL)
Grundstufe
(SL)
Theorie Pflicht 80 + 55 80
Wahlpflicht (2x) 45 30
Praxis Untersuchung 50 30
G4-Projekt 10 10
B Gesamtnote:
Klausuren
1. 20 %
76 % 2. 32 %
3. 24 %
Untersuchung 24 % 24 %
C Die Pflichtbereiche sind:
Statistik
Zellen
Chemie des Lebens (inkl. Proteinbiosynthese und Fotosynthese)
Genetik
Ökologie und Evolution
Menschliche Physiologie
D Für wen ist es geeignet:
Beide Stufen erfordern kein außergewöhnliches Vorwissen, wenngleich dieses hilft. Die
Stoffmenge in der Leistungsstufe ist außerordentlich hoch. Nur wer bereit ist von Beginn an
selbstständig den Stoff nachzuarbeiten, kann eine angemessene Note erreichen.
Anforderungen an das mathematische Können sowie das Abstraktionsvermögen sind
geringer als z.B. in Chemie.
Die Stoffmenge in der Grundstufe ist deutlich kleiner als in der Leistungsstufe.
Weitere Info: Herr Engel
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Group 4: Sciences IB Chemistry (SL/HL)
The course is separated in a theoretical and practical part. The theory is again subdivided into
a core and options. In the latter students can choose two from a range of topics. These topics
cover the core material with a greater depth. In the practical scheme of work the students
are required to carry out experiments and write protocols. The group 4 project is a
collaborative activity where students from different group 4 subjects (biology, physics) work
together on a scientific topic.
A Curriculum model
Segment hours
HL SL
Theory core 80 + 55 80
options (2x) 45 30
Practical
work
Investigations 50 30
G4-Project 10 10
B Grading:
Exam papers
1. 20 %
76 % 2. 32 %
3. 24 %
protocols 24 % 24 %
C Core topics:
Topic 1: Quantitative chemistry
Topic 2: Atomic structure
Topic 3: Periodicity
Topic 4: Bonding
Topic 5: Energetics
Topic 6: Kinetics
Topic 7: Equilibrium
Topic 8: Acids and bases
Topic 9: Oxidation and reduction
Topic 10: Organic chemistry
Topic 11: Measurement and data processing
D For whom is it suitable:
The Higher Level course is only suitable for students who achieved the grade 1 in chemistry in
the junior high school or the equivalent in the Australian system. Besides a very good
knowledge of chemical theories a solid base of mathematical skills is required.
The Standard Level programme can be chosen by someone with decent chemistry
knowledge and mathematical skills.
For further information please speak to: Herr Engel
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Group 4: Sciences IB Physics (SL/HL)
a) Course description and aims
Physics is the most fundamental of the experimental sciences, as it seeks to explain the
universe itself, from the very smallest particles—quarks (perhaps 10–17 m in size), which may
be truly fundamental—to the vast distances between galaxies (1024 m).
At IB level theory and experiments are undertaken by all students. The Diploma Programme
physics course allows students to develop traditional practical skills and techniques and to
increase their facility in the use of mathematics, which is the language of physics.
b) Curriculum model overview
The syllabus for the Diploma Programme physics course is divided into three parts: Core, HL
material and Options.
Core HL and SL Topic 6: Fields and forces Topic 11: Wave phenomena
Topic 1: Physics and physical
measurement
Topic 7: Atomic and nuclear
physics
Topic 12: Electromagnetic
induction
Topic 2: Mechanics Topic 8: Energy, power and
climate change
Topic 13: Quantum physics
and nuclear physics
Topic 3: Thermal physics Topic 14: Digital technology
Topic 4: Oscillations and
waves
Only HL
Topic 9: Motion in fields
Options SL and HL
Topic 5: Electric currents Topic 10: Thermal physics Two options
c) Assessment Specifications
External: Internal:
Paper 1: 30/40 multiple-choice questions 3 physical investigations (Pracs) and a
group 4 project
Paper 2: Section A: data-based questions,
several short-answer questions and extended-
response question
Paper 3: Several short-answer questions and
extended-response questions
For more information speak to Herr Seifert or current students.
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Group 5: Mathematics
IB Mathematics Studies (SL only)
A further level of maths “IB Maths Studies SL” is available on request.
This course is only available at Standard Level and is suitable for students who find IB Maths SL
too challenging.
Please note that this course does not lead to recognition in Germany and may not be
accepted by some universities for courses that require an in-depth level of mathematical
knowledge (eg Economics).
For more information about the course, please speak to Herr Zimmermann.
For more information about university recognition please speak to the IB Coordinator.
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Group 5: Mathematics
IB Mathematics (SL)
A) Course description and aims
The IB Diploma Programme mathematics standard level course is for students with knowledge
of basic mathematical concepts who are able to apply simple mathematical techniques
correctly. The course provides students with a sound mathematical background to prepare
for future studies in subjects such as chemistry, economics, psychology and business
administration. Students will be introduced to important mathematical concepts through the
development of mathematical techniques in a way that emphasizes subject comprehension
rather than mathematical rigour. Students should, where possible, apply the required
mathematical knowledge to solve realistic problems. In addition, the course will enable
students to:
develop logical, critical and creative thinking
develop an understanding of the principles and nature of the subject
develop patience and persistence in problem solving
appreciate the consequences arising from technological developments
transfer skills to alternative situations and to future developments
B) Curriculum model overview – Maths SL
Core Algebra, Functions and equations, Circular
functions and trigonometry, Vectors,
Statistics and probability, Calculus
140 hours
Mathematical Exploration
(internal assessment)
Individual exploration. This is a piece of
written work that involves investigating an
area of mathematics.
10 hours
Total teaching hours 150 hours
Students’ success in the mathematics standard level course is measured by combining their
grades on an external and internal assessment.
The internal assessment shows the students ability in mathematical investigation, to highlight
that investigation is fundamental to the study of mathematics and mathematical modelling,
to translate a real-world problem into mathematics.
C) Assessment at a glance
Type of assessment Format of assessment Time Weighting of
final grade
External 80%
Paper 1 Short- and extended- response
questions (no calculator allowed)
1.5 hours 40%
Paper 2 Short- and extended- response
questions (graphic display calculator
required)
1.5 hours 40%
Internal 20%
Math. Exploration This is a piece of written work that
involves investigating an area of
mathematics.
20%
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Group 5: Mathematics IB Mathematics (HL)
A) Course description and aims
The IB Diploma Programme mathematics higher level course is for students with a strong
background in mathematics and competence in a range of analytical and technical skills.
The course focuses on developing important mathematical concepts in a comprehensive,
coherent and rigorous way through a balanced approach. Students will be likely to include
mathematics as a major component of university studies.
Students are encouraged to apply their mathematical knowledge to solve problems set in a
variety of meaningful contexts and to justify and prove results and to develop insights into
mathematical form and structure. They will also be urged to develop the skills needed to
continue their mathematical growth in other learning environments. In addition, the course
will enable students to:
develop logical, critical and creative thinking
develop an understanding of the principles and nature of the subject
employ and refine their powers of abstraction and generalization
develop patience and persistence in problem solving
appreciate the consequences arising from technological developments
transfer skills to alternative situations and to future developments
B) Curriculum model overview – Maths HL
Core Algebra, Functions and equations, Circular functions
and trigonometry, Vectors, Statistics and probability,
Calculus
185 hours
Options In one of the following topics:
Statistics and probability; Sets, relations and groups;
Series and differential equations; Discrete
mathematics
45 hours
Mathematical Exploration
(internal assessment)
Individual exploration. This is a piece of written work
that involves investigating an area of mathematics.
10 hours
Total teaching hours 240 hours
Students’ success in the mathematics higher level course is measured by combining their
grades on an external and internal assessment.
The internal assessment shows the students ability in mathematical investigation, to highlight
that investigation is fundamental to the study of mathematics and mathematical modelling,
to translate a real-world problem into mathematics.
C) Assessment at a glance
Type of
assessment
Format of assessment Time Weighting of
final grade
External 80%
Paper 1 Short- and extended- response questions (no
calculator allowed)
2 hours 30%
Paper 2 Short- and extended- response questions (graphic
display calculator required)
2 hours 30%
Paper 3 Extended response questions based on syllabus
options (graphic display calculator required)
1 hour 20%
Internal 20%
Math.
Exploration
This is a piece of written work that involves
investigating an area of mathematics.
20%
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Group 6: The Arts IB Visual Arts (SL/HL)
Nature of the subject
“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.”*
While a love for painting, drawing and sculpture in a traditional way is not a requirement,
students who do not enjoy investing time using a pencil, paint, a photo camera or other
media to creatively explore the world around them will find this course hard going. An interest
in art history and the contemporary art scene is a definite plus.
Content & Methodology
Students will be engaged in activities to understand and explore the way in which artists see.
In Year 11 skills and techniques in drawing, painting and 3D-work will be revised and utilised to
realise smaller art projects. Students will use their Investigation workbooks to plan and record
their own work as well as critically analyse the work of other artists and art movements and to
locate their own work in this context. In year 12 students will work more independently on an
art project of their own choice and prepare their examination art exhibition.
Assessment (HL/A and SL/A)
Studio work 40%
Investigation 60%
Beyond the IB
“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.”*
Differences between SL and HL
“The aims and assessment objectives are the same for visual arts students at both HL and SL.
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.”*
For more information speak to
Mr. Vaupel or current students
_______________________________
* Visual Arts, Syllabus outline, International Baccalaureate Organisation 2007
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CAS Program
Creativity, action, service (CAS) is one of the core components of the IB and is at the heart of
the DP. It requires the students to be involved in creative and physical activities and service
projects in a local, national and international context.
The CAS Program encourages students to share their energies and special talents while
developing awareness, concern and the ability to work cooperatively with others.
CAS is about the education of the whole person beyond the classroom and the emphasis is
on learning by doing real tasks that have real consequences, setting goals and then
reflecting on these experiences over time.
The CAS Program provides a counterbalance to the academic work and challenges some
students may feel within a demanding school curriculum as the IB Diploma.
The three areas of CAS are:
Creativity: Arts and other experiences that involve creative thinking.
Possible activities: Drama, Orchestra, Debating Club, Photography, Yearbook, Rock Band....
Action: Individual and team sport, participation in expeditions (Duke of Ed).
Possible activities are: Basketball, Soccer, Tennis, Rugby, Sport Coaching, Bush Care....
Service: An unpaid and voluntary involvement with non for profit organisations. Building
links with individuals or groups in the local or broader community.
Possible activities are: Fundraising for Charity, Environmental Projects, Assisting in Retirement
Village, Sailabiilty, Community Events....
CAS activities should continue on a regular basis for as long as possible throughout the
program, and certainly for at least 18 months.
The guideline for the minimum amount of CAS activities is approximately 150 hours in total-
three to four hours per week-with a reasonable balance between creativity, action and
service. “Hours counting”, however, is not encouraged.
Students have to be involved in at least one service project involving teamwork that
integrates two ore more of the other areas, and is of significant duration (around 6 months).
Our students have scheduled CAS hours, currently Thursdays from 1.40pm-4pm and are
involved with various organisations in our local community: Cerebral Palsy Alliance Terrey Hills,
Doggie Rescue Ingleside, Animal Welfare League Ingleside, Allambie Heights Nursing Home
and Youth Reach Sport Groups Mona Vale.
Additionally they assist with our existing AGs, in the preschool and run tuition and reading
groups.
Successful completion of CAS is a requirement for the award of the IB Diploma.
CAS is not formally assessed, but students need to document their activities regularly (CAS
progress review is once per term) and provide evidence to their CAS Coordinator, Ulrike
Miehle.
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IB Theory of Knowledge (TOK)
Syllabus / Framework
TOK is a mandatory part of the IB programme requirement (together with CAS).
The TOK course, a flagship element in the Diploma Programme, encourages critical thinking
about knowledge itself, to try to help young people make sense of what they encounter. Its
core content is questions like: What counts as knowledge? How does it grow? What are its
limits? Who owns knowledge? What is the value of knowledge? What are the implications of
having, or not having, knowledge?
What makes TOK unique, and distinctively different from standard academic disciplines, is its
process. At the centre of the course is the student as knower.
In TOK the students have the opportunity to step back from the relentless acquisition of new
knowledge, in order to consider knowledge issues.
TOK activities and discussions aim to help students discover and express their views on
knowledge issues.
The course encourages students to share ideas with others and to listen to and learn from
what others think. In this process students’ thinking and their understanding of knowledge as a
human construction are shaped, enriched and deepened. Connections may be made
between knowledge encountered in different Diploma Programme subjects, in CAS
experiences or in extended essay research; distinctions between different kinds of knowledge
may be clarified.
Aims
• to develop a fascination with the richness of knowledge as a human endeavour,
and an understanding of the empowerment that follows from reflecting upon it
• to develop an awareness of how knowledge is constructed, critically examined,
evaluated and renewed, by communities and individuals
• to encourage students to reflect on their experiences as learners, in everyday life
and in the Diploma Programme, and to make connections between academic
disciplines and between thoughts, feelings and actions
• to encourage an interest in the diversity of ways of thinking and ways of living of
individuals and communities, and an awareness of personal and ideological
assumptions, including participants’ own
• to encourage consideration of the responsibilities originating from the relationship
between knowledge, the community and the individual as citizen of the world.
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Objectives
Students should be able to:
analyse critically knowledge claims, their underlying assumptions and their
implications
generate questions, explanations, conjectures, hypotheses, alternative ideas and
possible solutions in response to knowledge issues concerning areas of knowledge,
ways of knowing and students’ own experience as learners
demonstrate an understanding of different perspectives on knowledge issues
draw links and make effective comparisons between different approaches to
knowledge issues that derive from areas of knowledge, ways of knowing, theoretical
positions and cultural values
demonstrate an ability to give a personal, self-aware response to a knowledge issue
formulate and communicate ideas clearly with due regard for accuracy and
academic honesty.
The TOK areas of knowledge and
ways of knowing
Assessment
External: One TOK essay on a prescribed title
1,200-1,600 words 10 points
Internal: One oral presentation to the class
Topic and content is student’s choice / approx. 10 minutes 10 points
Formalities
There is no distinction between HL and SL
TOK is taught in English but students have the option of submitting their essay in
German
Year 11 and year 12 join classes for TOK lessons
We have two TOK lessons per week
Want to know more? Speak to Herr Gillig or current students
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The IB Learner Profile
IB students strive to be...
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
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Subject Selection Form – IB Year 11
Please read these notes very carefully before making a selection
When making choices you should consider:
What would you like to study at university
University prerequisites (see note below)
Your areas of interest and what you are good at
Your teachers’ advice.
For the IB Diploma, a student must choose six subjects, one each from group 1 to 6. Three
subjects must be chosen at Higher Level.
Students who do not wish to take a subject from group 6 (the Arts) can choose an additional
subject from groups 1-5.
Students who are fluent in English and German may choose to take both languages as
“Language A” in group 1 – these subjects will then count for groups 1 and 2. If they wish to
take a 3rd language, this must be in place of a group 6 subject.
All students also take a course in Theory of Knowledge (TOK) and must fulfil the requirements
of CAS (Creation, Action, Service) in order to obtain the IB Diploma.
Please note: the subjects on offer are preliminary. While we will try to meet the interests of
every student, we cannot always guarantee a course. Subjects denoted with a star ( * ) will
only be offered if enough students choose the course. Students who choose such a subject
must indicate a second preference in case their first choice is not offered.
Note for students wishing to study in Germany:
In order to obtain the “Gemischtsprachiges IB” (equivalent to Abitur), you must
take your second language at level B HL. Alternatively, you can chose two
languages at level A (this will cover all requirements for groups 1 and 2).
choose History or Economics in group 3. You can only do Psychology as an
additional subject (in place of a group 6 subject).
select either mathematics or an experimental science (not ITGS) at higher level.
Maths Studies is not an option.
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Subject Selection Form – IB Year 11
STUDENT NAME:
STUDENT SIGNATURE:
Please indicate whether you wish to attain a bilingual diploma and/or the
“Gemischtsprachiges Diplom” (for study in Germany) – see p1 for details.
Bilingual diploma required: O YES O NO
“GIB” required: O YES O NO
Group Subjects
Offered
1st Choice 2nd Choice if your 1st choice
includes a subject
denoted with a (*)
1
Studies in
Language &
Literature
English A1: Language
& Literature SL/HL
German A: Literature SL/HL
2
Language
Acquisition
French B SL/HL
Spanish B SL/HL(*)
German B SL/HL(*)
Spanish ab initio SL
German ab initio SL(*)
or a second subject from group 1
3
Individual
and Societies
History (in German) SL/HL
Economics (in English) SL/HL
Psychology (in English)† SL/HL
ITGS (in English)† SL/HL
4
Experimental
Sciences
Biology (in German) SL/HL
Chemistry (in English) SL/HL(*)
Physics (in English SL/HL(*)
5
Mathematics
Maths Studies SL
Mathematics SL/HL
6
The Arts
Visual Arts SL/HL(*)
Theatre SL/HL(*)
Please return to IB Coordinator by 31 March to ensure your choices can be considered!
_______________________________
† This course is taught online through Pamoja Education. There is an additional cost of approx. USD 550/year.