2013-2014 MMC Information Handbook - Retsd.mb.ca

More documents

Recommendations

Info

MILES MACDONELL COLLEGIATE INTERNATIONAL BACCALAUREATE What is the IB Diploma program? The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. This program encourages students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The International Baccalaureate is a two-year Diploma Program designed for the intellectually talented and academically motivated high school student. Students enroll in the program in Grade 11 and Grade 12. At Miles Macdonell Collegiate, students begin their IB studies with an IB preparatory year in Grade 10. Who takes the IB Diploma program? • Students from over 3300 schools in 141 countries • Students preparing for University • Students wanting to develop strong writing and research skills • Leaders, sensitive to social and ethical issues • Those interested in a global perspective What courses constitute the IB program? • 6 subject areas: English, History, Science (Physics, Chemistry and Biology), Math (includes both Pre-Calculus and Calculus), Arts elective (or a second subject from one of the previous areas) and a second Language • Second language options include French, Spanish or Japanese (students could work towards their World Languages Diploma) • International Curriculum with • External Assessment : 5000 examiners worldwide • Internal Assessment : Evaluation by teachers at the school • Written and Oral assessments • Extended Essay : Personal research paper • Theory of Knowledge : Critical Thinking • CAS—Creativity, Action, Service : 150 hours How do the students benefit? • University preparatory program with international acceptance • Opportunity to earn University credits while in High School • Assessment happens both internally and externally using international standards and controls • Specific and general scholarship opportunities available to diploma and certificate students • Creates well rounded students participating in all aspects of school life • Challenging classes with a wide range of fellow students with similar motivations • Rigourous academic instruction and expectations • Most classes conducted in non-semestered courses to extend learning throughout the school year • Specific guidance and mentoring Note regarding the IB Course program Although students are permitted to take the partial IB course option, thereby receiving IB certificates in individual subjects of strength, some restrictions on the minimum number of courses they must take apply. 45
MILES MACDONELL COLLEGIATE INTERNATIONAL BACCALAUREATE COURSE DESCRIPTIONS ___________________________ THEORY OF KNOWLEDGE IB SL 32S and IB SL 42S Prerequisite: None Credit: 1 ___________________________ Theory of Knowledge is offered as two halfcredit courses: IB SL 32S, taken in second semester of the grade 11 year and IB SL 42S, taken in first semester of the grade 12 year. What do we mean when we say that we know something? This question is explored in the first semester of Theory of Knowledge through four ways of knowing: sense perception, language, logic, and emotion. In second semester the exploration continues via the areas of knowledge: ethics, the arts, natural and human sciences, mathematics, and history. The emphasis of the course is on critical thinking and Socratic discussions in both large and small groups. This course follows a performance-based assessment model. Students are expected to participate actively in large and small group discussions to show their understanding of both the key concepts and the many challenges to being able to claim to know. The course will appeal particularly to those with an interest in philosophy. This course is required for IB Diploma Candidates. Students not in the IB Diploma program interested in this course should contact the teacher. 46 ___________________________ EXTENDED ESSAY from the 2009 Extended Essay guide document ___________________________ The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma Program subjects. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. The extended essay is assessed against common criteria, interpreted in ways appropriate to each subject. The extended essay is: • compulsory for all Diploma Program students • externally assessed • presented as a formal piece of scholarship containing no more than 4,000 words • the result of approximately 40 hours of work by the student • concluded with a short interview, or viva voce, with the supervising teacher. In the Diploma Program, the extended essay is the prime example of a piece of work where the student has the opportunity to show knowledge, understanding and enthusiasm about a topic of his or her choice. ___________________________ CREATIVITY, ACTION, SERVICE (CAS) from the 2010 CAS guide document ___________________________ The three strands of CAS, which are often interwoven with particular activities, are characterized as follows: Creativity: arts, and other experiences that involve creative thinking. Action: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Program. Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. CAS enables students to enhance their personal and interpersonal development through experiential learning. At the same time, it provides an important counterbalance to the academic pressures of the rest of the Diploma Program. A good CAS program should be both challenging and enjoyable, a personal journey of self-discovery. Each individual student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and lifechanging. For student development to occur, CAS should involve: • real, purposeful activities, with significant outcomes • personal challenge—tasks must extend the student and be achievable in scope • thoughtful consideration, such as planning, reviewing progress, reporting • reflection on outcomes and personal learning. 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 and provide evidence that they have achieved eight key learning outcomes.
Page 2 and 3: TABLE OF CONTENTS GENERAL INFORMATI
Page 4 and 5: MESSAGE FROM THE PRINCIPAL Thank yo
Page 6 and 7: PROGRAMS AT MILES MACDONELL COLLEGI
Page 8 and 9: DIVISIONAL PROGRAMS OFFERED AT MILE
Page 10 and 11: GENERAL INFORMATION SCHOOL ORGANIZA
Page 12 and 13: GENERAL INFORMATION SCHOOL ORGANIZA
Page 14 and 15: EXTRA CURRICULAR INFORMATION The At
Page 16 and 17: CREDIT SYSTEM A credit is gained by
Page 18 and 19: HIGH SCHOOL PROVINCIAL ACADEMIC GRA
Page 20 and 21: FRENCH IMMERSION GRADUATION REQUIRE
Page 22 and 23: MILES MACDONELL COLLEGIATE INTERNAT
Page 24 and 25: ART COURSE DESCRIPTIONS The Art pro
Page 26 and 27: INFORMATION & COMMUNICATION TECHNOL
Page 28 and 29: CAREER CONNECT LIFE/WORK TRANSITION
Page 30 and 31: NAIL TECHNOLOGY COURSE DESCRIPTIONS
Page 32 and 33: DRAMATIC ARTS COURSE DESCRIPTIONS _
Page 34 and 35: ENGLISH COURSE DESCRIPTIONS GRADE 1
Page 36 and 37: ENGLISH COURSE DESCRIPTIONS ENGLISH
Page 38 and 39: ENGLISH AS AN ADDITIONAL LANGUAGE (
Page 40 and 41: FRENCH IMMERSION - MATHÉMATIQUES C
Page 42 and 43: FRENCH IMMERSION - SCIENCES, SCIENC
Page 44 and 45: HEALTH & HUMAN SERVICES COURSE DESC
Page 48 and 49: LANGUAGES COURSE DESCRIPTIONS • F
Page 50 and 51: MATHEMATICS COURSE DESCRIPTIONS GEN
Page 52 and 53: MATHEMATICS COURSE DESCRIPTIONS GRA
Page 54 and 55: MUSIC COURSE DESCRIPTIONS _________
Page 56 and 57: PHYSICAL EDUCATION COURSE DESCRIPTI
Page 58 and 59: SCIENCE COURSE DESCRIPTIONS _______
Page 60 and 61: SOCIAL SCIENCES COURSE DESCRIPTIONS
Page 62: SOCIAL SCIENCES COURSE DESCRIPTIONS

2013-2014 MMC Information Handbook - Retsd.mb.ca

Create successful ePaper yourself

Delete template?

Save as template?