Curriculum Handbook 2012-2013 Grades 11-12 - International ...
Curriculum Handbook 2012-2013 Grades 11-12 - International ...
Curriculum Handbook 2012-2013 Grades 11-12 - International ...
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INTERNATIONAL SCHOOL<br />
OF DUSSELDORF E.V.<br />
Learning to Be a World Citizen<br />
Welcome to One of the<br />
IB Flagship Schools in Europe<br />
<strong>Curriculum</strong> <strong>Handbook</strong><br />
<strong>20<strong>12</strong></strong>-<strong>2013</strong><br />
<strong>Grades</strong> <strong>11</strong>-<strong>12</strong><br />
<strong>International</strong> School of Düsseldorf e.V.<br />
Niederrheinstraße 336 | 40489 Düsseldorf | Germany<br />
www.isdedu.de | info@isdedu.de<br />
Tel.: +49 (0) 2<strong>11</strong> 94 06-6 | Fax: +49 (0) 2<strong>11</strong> 94 06-804<br />
Accreditation:<br />
Council of <strong>International</strong> Schools<br />
New England Association of Schools & Colleges<br />
© <strong>International</strong> Baccalaureate Organization<br />
State of North Rhine-Westphalia, Department of Education<br />
© <strong>International</strong> School of Düsseldorf e.V.<br />
www.isdedu.de
. .
.<br />
<strong>Grades</strong> <strong>11</strong> and <strong>12</strong> <strong>Curriculum</strong> <strong>Handbook</strong><br />
School Year <strong>20<strong>12</strong></strong>-<strong>2013</strong><br />
Niederrheinstrasse 336<br />
40489 Düsseldorf<br />
Telephone: 02<strong>11</strong> / 9406 722<br />
Fax: 02<strong>11</strong> / 9406 860
INDEX <br />
Introduction 3<br />
Mission Statement 4<br />
Philosophy 4<br />
Educational Principles 4<br />
IB Learner Profile 5<br />
Requirements for the award of the ISD diploma 6<br />
<strong>International</strong> Baccalaureate diploma 6<br />
Homework 7<br />
Learning Development Support 8<br />
List of courses 9<br />
Course Offerings <br />
Theory of Knowledge <strong>11</strong><br />
English 13<br />
German 16<br />
French 21<br />
Spanish 22<br />
Japanese 24<br />
Korean 26<br />
Humanities 27<br />
Mathematics 30<br />
Science 32<br />
Information Technology 34<br />
Visual Arts 35<br />
Theatre Arts 36<br />
Music 37<br />
2<br />
.
INTRODUCTION<br />
Senior Choir (<strong>Grades</strong> 9-<strong>12</strong>)<br />
The Senior Choir is open to all students in <strong>Grades</strong> 9-<strong>12</strong> and is especially<br />
recommended for vocalists in grades <strong>11</strong>-<strong>12</strong> who are taking IB music. The primary<br />
focus in this class is on the development of vocal performance skills through<br />
exposure to a wide variety of choral literature. Special attention is paid to proper<br />
voice development through independent and collaborative singing, as well as to the<br />
development of music literacy skills such as music reading, sight-singing and<br />
knowledge of musical and cultural contexts. This is a full-time course and students<br />
are expected to practice at home as well as attend all additional rehearsals.<br />
Formal performances include the winter and spring choral concerts and a<br />
performance during the graduation ceremony in June. All three of these<br />
performances are required parts of the course. When the choir is part of a musical<br />
theatre production, the rehearsals and performances for this production are also<br />
compulsory.<br />
Senior Band (<strong>Grades</strong> 9-<strong>12</strong>)<br />
This ensemble provides an opportunity for instrumental students to play in a concert<br />
wind band. It is open to all students in grades 9-<strong>12</strong> with adequate musical<br />
experience on woodwind, brass or percussion instruments (and double/electric<br />
bass). It is especially recommended for instrumentalists in grades <strong>11</strong>-<strong>12</strong> who are<br />
also taking IB music. It provides a range of experiences intended to improve the<br />
individual and ensemble skills of each student. This is achieved through full and<br />
sectional rehearsals, several performing opportunities throughout the year and the<br />
preparation of pieces in a variety of musical styles. This is a year-long course and<br />
students are expected to practice at home as well as attend any additional<br />
rehearsals.<br />
Formal performances include the winter and spring instrumental concerts and some<br />
assemblies. All of these performances are required parts of the course.<br />
The school has a selection of instruments available for yearly rental, on a first-comefirst-served<br />
basis. Please contact the Music Department for further details.<br />
This handbook has been produced to provide students and parents with basic information<br />
to help them to plan the student's programme of study in <strong>Grades</strong> <strong>11</strong> and <strong>12</strong>, during which<br />
students may work towards the <strong>International</strong> Baccalaureate diploma (IB DP) or individual IB<br />
DP courses (certificates), as well as the ISD high school diploma.<br />
In February-March, students, in consultation with their parents and teachers, choose their<br />
courses for the following year. Factors, which all parties should take into account, include<br />
(in no particular order)<br />
• The student's interests and abilities,<br />
• Future career intentions,<br />
• ISD and IB DP requirements<br />
• College/university entrance requirements.<br />
The identity of the teacher should not be a significant criterion of choice, because both<br />
personnel and teaching assignments can vary from year to year. The principal reserves the<br />
right to make the final decisions regarding student schedules and class assignments.<br />
Most IB DP courses are open to all students; those who do not intend to take the<br />
examinations may take only one year of the course if they wish. Students who take a<br />
full two-year IB DP course will be expected to take the external examination in May of<br />
the second year of the course.<br />
Normally, an <strong>11</strong> th or <strong>12</strong> th grader is scheduled for six or seven courses. Under no<br />
circumstances is a student, prior to graduation, scheduled for fewer than five courses.<br />
Our curriculum is broadly based and aims to provide the students with the knowledge and<br />
skills required to enjoy, and contribute effectively to a rapidly changing world. We take great<br />
pains to ensure that courses are designed and structured to meet the needs of our<br />
students; therefore you will find no course defined simply in terms of the textbook used.<br />
The faculty at ISD uses a variety of tools and methodologies in their teaching, so that they<br />
can appropriately meet the varied demands of our diverse student body.<br />
All students in Senior Choir and Band are also encouraged to take part in diverse<br />
festivals organized by AMIS* (High School Honor Band & Choir Festival, Solo and<br />
Ensemble Festival, etc).<br />
*Association for Music in <strong>International</strong> Schools (www.amis-online.org)<br />
38<br />
3
MISSION STATEMENT<br />
Our goal is to provide the students of the <strong>International</strong> School of Düsseldorf with the best<br />
possible programme of academic and personal development in a challenging and<br />
supportive environment.<br />
PHILOSOPHY<br />
We, the <strong>International</strong> School of Düsseldorf, believe it is important to provide our students,<br />
both local and international, with a challenging academic programme in a caring<br />
environment. We aim to promote the development of the whole child and work closely and<br />
openly with parents to accomplish this. We will encourage students to achieve their<br />
potential in all areas of learning. We willingly accept the demands, high level of dedication,<br />
continuous evaluation and review necessary to achieve excellence. We believe in the<br />
ideals of international understanding and responsible citizenship.<br />
EDUCATIONAL PRINCIPLES<br />
• To instil a love of learning<br />
• To provide an appropriate and challenging course of study<br />
• To offer a balanced programme with an interdisciplinary approach where appropriate<br />
• To develop self-discipline and responsible behaviour<br />
• To foster an awareness and concern for the well-being and dignity of every individual<br />
• To foster a sense of community<br />
• To develop learning partnerships involving teachers, students and parents<br />
• To develop a truly international perspective<br />
MUSIC <br />
Philosophy: (taken from the 2009 IB Music Guide)<br />
Music functions as a means of personal and communal identity and expression, and<br />
embodies the social and cultural values of individuals and communities.<br />
A vibrant musical education fosters curiosity and openness to both familiar and<br />
unfamiliar musical worlds.<br />
Through participating in the study of music we are able to explore the similarities,<br />
differences and links in music from within our own culture and that of others across<br />
time. Informed and active musical engagement allows us to explore and discover<br />
relationships between lived human experience and specific sound combinations and<br />
technologies, thus informing us more fully of the world around us, and the nature of<br />
humanity.<br />
IB DP Music HL/SL <br />
This two-year course is recommended as a group 6 IB subject for students with a<br />
high level of interest in music. It provides a solid basis for further musical study in a<br />
variety of musical fields at the university level, but is also appropriate for students<br />
planning on pursuing career paths outside of the field of music. There are no official<br />
prerequisites; however, a student needs to have at least a basic level of prior<br />
knowledge in the area of music theory and also have experience singing or playing<br />
an instrument to succeed in the course. Students in standard and higher level are<br />
combined in one class, as much of the course-work overlaps.<br />
SL students complete the following components:<br />
1. Musical perception and analysis 50%<br />
(30% for listening exam + 20% for musical links investigation)<br />
2. Music creating (composing and/or arranging 2 pieces) (50%)<br />
OR<br />
2. Music performing (15 min. live performance on a solo instrument/voice) (50%)<br />
HL students complete the following components:<br />
1. Musical perception and analysis 50%<br />
(30% for listening exam + 20% for musical links investigation)<br />
2. Music creating (composing and/or arranging 3 pieces) 25%<br />
AND<br />
3. Music performing (20 min. live performance on a solo instrument/voice) 25%<br />
The course-work for both standard and higher levels consists of the study of music<br />
from the six main historical periods of western music, “world” music, score analysis,<br />
listening analysis and compositional techniques. Through their musical links<br />
Investigations, students also have the opportunity to explore in depth two musical<br />
cultures which hold a particular interest for them. Because of the individual nature of<br />
the performance component, students in HL or SLP (P=performing) are expected to<br />
pursue the study of their instruments/voices with a private music teacher outside of<br />
class in order to help them choose repertoire and prepare for their performances.<br />
Participation in musical ensembles, whether in or out of school, and/or in AMIS*<br />
music festivals is also recommended.<br />
4<br />
37
Theatre Arts (Elective, not an IB diploma course).<br />
This course is designed to acquaint students with various aspects of theatre. A<br />
variety of games and exercises are designed to focus on the building of ensemble as<br />
well as preparing students for performance. Each year different texts and time<br />
periods of theatre history will be studied, thus enabling students to repeat the course<br />
several times if they wish to do so. Technical aspects such as costumes, make up,<br />
sets, sound and lights as well as play direction will be addressed as appropriate.<br />
Students will also have opportunities to watch performances and attend the annual<br />
theatre arts festival sponsored by ISTA.<br />
The IB Learner Profile<br />
The aim of all IB DP programmes is to develop internationally minded people who,<br />
recognizing their common humanity and shared guardianship of the planet, help to create a<br />
better and more peaceful world.<br />
IB learners strive to be:<br />
Inquirers<br />
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry<br />
and research and show independence in learning. They actively enjoy learning and this<br />
love of learning will be sustained throughout their lives.<br />
Knowledgeable<br />
They explore concepts, ideas and issues that have local and global significance. In so<br />
doing, they acquire in-depth knowledge and develop understanding across a broad and<br />
balanced range of disciplines.<br />
Thinkers<br />
They exercise initiative in applying thinking skills critically and creatively to recognize and<br />
approach complex problems, and make reasoned, ethical decisions.<br />
Communicators<br />
They understand and express ideas and information confidently and creatively in more than<br />
one language and in a variety of modes of communication. They work effectively and<br />
willingly in collaboration with others.<br />
Principled<br />
They act with integrity and honesty, with a strong sense of fairness, justice and respect for<br />
the dignity of the individual, groups and communities. They take responsibility for their own<br />
actions and the consequences that accompany them.<br />
Open-minded<br />
They understand and appreciate their own cultures and personal histories, and are open to<br />
the perspectives, values and traditions of other individuals and communities. They are<br />
accustomed to seeking and evaluating a range of points of view, and are willing to grow<br />
from the experience.<br />
Caring<br />
They show empathy, compassion and respect towards the needs and feelings of others.<br />
They have a personal commitment to service, and act to make a positive difference to the<br />
lives of others and to the environment.<br />
Risk-takers<br />
They approach unfamiliar situations and uncertainty with courage and forethought, and<br />
have the independence of spirit to explore new roles, ideas and strategies. They are brave<br />
and articulate in defending their beliefs.<br />
Balanced<br />
They understand the importance of intellectual, physical and emotional balance to achieve<br />
personal well-being for themselves and others.<br />
Reflective<br />
They give thoughtful consideration to their own learning and experience. They are able to<br />
assess and understand their strengths and limitations in order to support their learning and<br />
personal development.<br />
© <strong>International</strong> Baccalaureate Organization 2006 5<br />
IB learner profile booklet<br />
36<br />
5
ISD Diploma<br />
In grades nine and ten the MYP overlaps with the requirements for the ISD diploma and<br />
leads into the IB diploma in grades eleven and twelve.<br />
Normally, a 9th grader is scheduled for ten courses, a tenth grader for nine or ten.<br />
To be awarded the ISD diploma a student must have<br />
• completed four years of education in grades 9-<strong>12</strong> or their equivalents.<br />
• successfully completed ninth and tenth grades (at ISD this normally means having<br />
followed years 4 and 5 of the IBMYP, including at least three electives) with no more<br />
than two final academic achievement grades below 3 in either year.<br />
• earned a minimum total of 40 points over grades <strong>11</strong> and <strong>12</strong>, with no more than four<br />
final academic achievement grades below 3, of which no more than two may be earned<br />
in <strong>12</strong> th grade.<br />
• successfully completed the C&S/CAS programme during each year of attendance (G9-<br />
<strong>12</strong>) at ISD. 1<br />
In addition each student should have:<br />
• taken at least one year of mainstream English<br />
• taken three consecutive years of the same foreign language<br />
• studied German to a minimum competency level equivalent to ISD's "Advanced<br />
German" (normally three years).<br />
There may, under exceptional circumstances, be students for whom these requirements<br />
might not be appropriate. In these cases the principal will determine whether or not the<br />
student has met the conditions under which an ISD diploma can still be awarded.<br />
VISUAL ARTS <br />
The Visual Arts at ISD offers all students a wide range of study and the opportunity<br />
to explore and express ideas and feelings in the studio. Value is given to the<br />
development of technical skill, including drawing and composition. The study helps<br />
develop visual literacy, visual communication skills and creativity, so vital in the<br />
visual world of today. In an international environment, the study of the visual arts<br />
helps students develop a richer understanding of their own culture and fosters<br />
sensitivity towards cultural diversity, partly through critical studies and the study of<br />
the history of art. Learning through the Visual Arts is both challenging and<br />
enjoyable. It enhances learning in other subjects and is learning for life.<br />
IB DP Visual Arts SL/HL 1 and 2, <strong>Grades</strong> <strong>11</strong> & <strong>12</strong><br />
The <strong>International</strong> Baccalaureate Visual Arts is offered as a Group 6 subject. It is a<br />
two- year course and consisting of two components: studio work (A 60% or B 40%)<br />
and investigation workbook (A 40% or B 60%) i.e. the students can choose whether<br />
the emphasis lies with studio work (A) or the investigation workbook (B).<br />
From a common starting point students have the opportunity to develop individual<br />
and personal work in different media. Students also choose personally relevant<br />
themes for research both in the studio and in their investigation workbooks. Visits to<br />
local art museums and exhibitions will be arranged. In addition, there is an extended<br />
field trip to a major art city.<br />
The course concludes with an examination of the studio work by a visiting examiner<br />
and the investigation workbooks are examined by the teacher (A) the reverse for (B).<br />
All examination materials are subject to moderation by senior examiners.<br />
IB DIPLOMA<br />
The <strong>International</strong> Baccalaureate Diploma is offered as a supplement to the ISD diploma.<br />
The IB diploma curriculum consists of a comprehensive and rigorous two-year programme,<br />
normally undertaken in the <strong>11</strong>th & <strong>12</strong>th grades (in exceptional cases in grades <strong>12</strong> and 13).<br />
Based on the educational pattern of no single country, it is a deliberate compromise<br />
between the specialization required in some countries and the breadth and depth preferred<br />
in others. Since its inception in the late 1960's, the IB diploma has become a symbol of<br />
academic integrity and intellectual promise, and is accepted widely throughout the world as<br />
a university entrance qualification.<br />
IB diploma candidates must pass examinations in six areas, including Language A (best or<br />
native language); an additional language; individuals and societies; experimental sciences;<br />
mathematics; and a sixth subject, an elective. Of the six examinations, three must be taken<br />
at the higher level and three at the standard level.<br />
Other requirements are<br />
• The completion of the "Theory of Knowledge" course (the role of language and thought;<br />
logic; ways of knowing and areas of knowledge, e.g. mathematics, natural sciences,<br />
human sciences, history, and value judgments, e.g. moral, political and aesthetic<br />
judgments);<br />
1 This requirement only becomes operative when a C&S/CAS programme has been set up in grades 6-<strong>12</strong>.<br />
6<br />
35
INFORMATION TECHNOLOGY<br />
IB DP Information Technology in a Global Society HL/SL<br />
Information Technology in a Global Society (ITGS) is a two-year group 3 course for<br />
the <strong>International</strong> Baccalaureate. It is now offered at both the standard and higher<br />
level.<br />
The course focuses on<br />
• the social significance of information technology<br />
• the ethical considerations arising from the use of information technology, and<br />
asks students to think about how easy access to vast amounts of information<br />
and very rapid exchanges of information has profoundly affected how<br />
individuals, and groups of individuals, work, play, develop relationships and<br />
evolve ethical behaviour.<br />
In addition:<br />
• it looks at how technology has invaded areas once reserved for people:<br />
forecasting future events from past trends, controlling production of goods, and<br />
simulating the human thinking processes;<br />
• it considers the new horizons for exploration that have emerged;<br />
• it asks students to think critically about the new moral issues that have also<br />
surfaced: the protection of the right of access to personal data, information<br />
destruction by viruses, and the proliferation of technology-based crimes.<br />
While there is a significant amount of time spent using computer-based information<br />
technology resources; ITGS is not a computer literacy or programming course.<br />
Note: The German Kultusministerkonferenz does not recognize the validity of this<br />
course.<br />
• The submission of an extended essay (4,000 words on a research topic of the<br />
candidate's choice) and<br />
• Participation in CAS activities, encompassing elements of creativity, action and service.<br />
Further detailed information about the IB diploma programme can be obtained from the IB<br />
diploma coordinator or the senior school principal.<br />
Students who want their IB Diploma recognized as Abitur will have to meet requirements<br />
set by the German KMK regarding their choice of subjects. Details can be obtained from<br />
the German career counsellors.<br />
Students who do not require the full IB diploma for university entrance may work towards<br />
individual subject certificates.<br />
HOMEWORK<br />
It has long been a widely held belief that homework improves academic achievement,<br />
reinforces skills and knowledge learned in the classroom, and teaches students<br />
independence, organization, responsibility, and self-discipline. However, there is no<br />
conclusive evidence to support this belief 2 , and there are better ways of teaching most of<br />
the skills above than by extending an already long school day. In addition students need<br />
“down time” from school work - even during the week – and developing adolescents, who<br />
are learning to find their places in the world need time to develop their social relationships<br />
– with their families as well as each other.<br />
For the reasons above, we do not assign homework for its own sake. There should be a<br />
clear reason for asking the students to work at home, and the task should be one that can<br />
be better done at home than at school. The teachers are encouraged to ask themselves the<br />
following three questions before assigning work to be done at home.<br />
• Is this assignment worth asking the students to give up their time for<br />
• How will this assignment affect the students’ attitude to learning<br />
• Does everybody need to be doing the same assignment<br />
The IB diploma does require the student to do a considerable amount of work outside class<br />
time, which involves not just homework assigned within the guidelines above, but also<br />
regular review and consolidation of class work, preparation for upcoming classes, and<br />
research and preparation for the extended essay. Students will also find that they need<br />
to devote time outside of class to complete the work for internally and externally assessed<br />
components of their subjects. Forward planning and a good level of organization are<br />
required if the deadlines for these components are to be met. Diploma students will also<br />
benefit from developing a routine of study in preparation for unit tests and internal exams<br />
leading up to the final exams in May of their <strong>12</strong> th grade year. In <strong>11</strong> th and <strong>12</strong> th grades, three<br />
hours of homework per night might not be unusual, though a well organized and motivated<br />
student can mitigate this by making good use of the study periods within the school day.<br />
2 See for example: Kohn Alfie, The Homework Myth, Cambridge, MA, Da Capo Press 2006.<br />
34<br />
7
LEARNING DEVELOPMENT SUPPORT<br />
A full-time learning specialist is available to assist students who have diagnosed, mild<br />
learning disabilities. Students with severe behavioural, emotional or learning disabilities<br />
are not accepted because there is no self-contained programme available to meet their<br />
needs.<br />
Admission to Learning Support will be according to the referral process to be found in the<br />
Senior School Student-Parent <strong>Handbook</strong>.<br />
An individualized education plan (IEP) is developed for each student receiving learning<br />
support by withdrawal from some classes. The IEP contains learning goals, broken down<br />
into learning outcomes, and states the achievement criteria which will be used in assessing<br />
these outcomes.<br />
It is possible for a student diagnosed with a recognized learning disability e.g. dyslexia,<br />
ADHD, etc. to receive exam concessions, such as additional time or a reader, with<br />
appropriate supporting documentation.<br />
The teaching, learning process at ISD is seen as a partnership between school, students<br />
and parents. Parents will be expected to comply with the school’s request for any and all<br />
additional testing required. Failure to comply will place the student’s admission or continued<br />
enrolment at risk.<br />
Biology, chemistry and physics are offered at both the standard level (SL) and higher<br />
level (HL). A common curriculum model applies to all three subjects. Students at<br />
both SL and HL study a core syllabus supplemented by the study of two options.<br />
Students at HL also study additional higher level (AHL) topics. The external<br />
assessment of the courses consists of three written papers and accounts for 76% of<br />
the final IB grade. All three courses involve substantial amounts of<br />
practical/investigative work; a minimum of 40 hours at the SL and 60 hours at the<br />
HL, including a 10 hour collaborative project carried where students work together<br />
across the disciplines. The internal assessment of practical work accounts for 24% of<br />
the final IB grade. Practical skills are transferable across all three subjects and the<br />
study of two science subjects is encouraged where appropriate and supported by the<br />
department.<br />
IB DP Biology HL/SL<br />
Recommendation for HL: Grade 10 Biology/Chemistry<br />
Standard level topics: statistical analysis, cells, the chemistry of life, genetics,<br />
ecology and evolution, human health and physiology.<br />
Additional higher level topics: nucleic acids and proteins, cell respiration and<br />
photosynthesis, plant science, genetics, human health and physiology. Optional<br />
topics: (SL only) human nutrition and health, physiology of exercise, cells and<br />
energy; (SL or HL) evolution, neurobiology and behaviour, microbes and<br />
biotechnology, ecology and conservation; (HL only) further human physiology.<br />
IB DP Chemistry HL/SL<br />
Recommendation for HL: Either Grade 10 Biology/Chemistry or Grade 10<br />
Chemistry/Physics<br />
Standard level topics: quantitative chemistry, atomic structure, periodicity, bonding,<br />
energetics, kinetics, equilibrium, acids and bases, oxidation and reduction, organic<br />
chemistry, measurement and data processing.<br />
Additional higher level topics: atomic structure, periodicity, bonding, energetics,<br />
kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry<br />
Optional topics: (SL or HL) modern analytical chemistry, human biochemistry,<br />
chemistry in industry and technology, medicines and drugs, environmental<br />
chemistry, food chemistry, further organic chemistry.<br />
IB DP Physics HL/SL<br />
Recommendation for HL: Grade 10 Chemistry/Physics.<br />
Standard level topics: physics and physical measurement, mechanics, thermal<br />
physics, oscillations and waves, electric currents, fields and forces, atomic and<br />
nuclear physics, energy power and climate change.<br />
Additional higher level topics: motion in fields, wave phenomena, electromagnetic<br />
induction, quantum physics and nuclear physics, digital technology.<br />
Optional topics: (SL only) sight and wave phenomena, quantum physics and nuclear<br />
physics, digital technology, relativity and particle physics; (SL or HL) astrophysics,<br />
communications, electromagnetic waves; (HL only) relativity, medical physics,<br />
particle physics.<br />
8<br />
33
SCIENCE<br />
Philosophy<br />
The study of science is a fundamental part of the education of all young people and<br />
to function effectively in, and contribute positively to society, young people need to<br />
be scientifically literate and to have knowledge of science. Further, effective science<br />
education must have a firm practical basis and must be relevant to the everyday<br />
experience of the students.<br />
Students should be given opportunities to study and gain experience of natural<br />
phenomena through research and discovery, to develop a range of practical and<br />
communicative skills. Students need to learn to analyze scientific information, to<br />
recognize relevant facts and to develop critical thinking and rational problem solving<br />
skills in science. Students should be encouraged to develop good attitudes to work<br />
including cooperation, punctuality and safety.<br />
Finally, science teaching should promote a view of science as a global pursuit<br />
requiring world-wide communication and international cooperation.<br />
<strong>International</strong> Baccalaureate Sciences<br />
Through studying science, students should become aware of the way in which<br />
scientists work and communicate with each other throughout the world. While the<br />
scientific method may take on a wide variety of forms, it is the emphasis on a<br />
practical approach through experimental work that distinguishes the sciences from<br />
other disciplines and characterizes each of the subjects within group 4.<br />
LIST OF Grade <strong>11</strong> COURSES<br />
This list includes the new names of the language courses as reflected in the changes<br />
to the IB group1 and 2 subject groups: Language A Literature replaces Language A1<br />
while Language A language and literature replaces language A2.<br />
IB DP Theory of Knowledge<br />
IB DP English A Literature, SL &HL<br />
IB DP English A Language and Literature,<br />
SL & HL<br />
IB DP English B, SL &HL<br />
*German Basic<br />
German Intermediate<br />
German Advanced<br />
IB DP German ab Initio, SL only<br />
IB DP German B, SL &HL<br />
IB DP German A Language and Literature,<br />
SL &HL<br />
IB DP German A Literature, SL &HL<br />
IB DP French B, SL &HL<br />
IB DP Japanese A Literature, SL &HL<br />
IB DP Japanese ab Initio, SL only<br />
IB DP Psychology, SL &HL<br />
IB DP Economics, SL &HL<br />
IB DP History, SL &HL<br />
IB DP Math Studies, SL only<br />
IB DP Mathematics, SL &HL<br />
IB DP Biology, SL &HL<br />
IB DP Chemistry, SL &HL<br />
IB DP Physics, SL &HL<br />
IB DP ITGS, SL &HL<br />
IB DP Visual Arts, SL &HL<br />
Theatre Arts (Elective)<br />
HS Band<br />
HS Choir<br />
IB DP Music, SL &HL<br />
While the content of the courses varies, they all aim to:<br />
1. Provide opportunities for scientific study and creativity within global contexts,<br />
which will stimulate and challenge students.<br />
2. Provide a body of knowledge and methods/techniques, which characterize<br />
science and technology.<br />
3. Enable students to apply and use the body of knowledge and<br />
methods/techniques that characterize science and technology.<br />
4. Develop an ability to analyze, evaluate and synthesize scientific information.<br />
5. Engender an awareness of the need for and the value of, effective collaboration<br />
and communication during scientific activities.<br />
6. Develop experimental and investigative scientific skills.<br />
7. Develop and apply the student’s information and communication technology<br />
skills in the study of science.<br />
8. Raise awareness of the moral, ethical, social, economic and environmental<br />
implications of using science and technology.<br />
9. Develop an appreciation of possibilities and limitations associated with science<br />
and scientists.<br />
10. Encourage an understanding of the relationship between scientific disciplines<br />
and the overarching nature of the scientific method.<br />
IB DP Korean A Literature, SL &HL<br />
IB DP Spanish B, SL &HL<br />
IB DP Spanish, ab Initio, SL only<br />
SL = Standard Level / HL = Higher Level<br />
* Available but depends on other class<br />
commitment<br />
32<br />
9
LIST OF Grade <strong>12</strong> COURSES<br />
This list includes the new names of the language courses as reflected in the changes<br />
to the IB DP group1 and 2 subject groups: Language A Literature replaces Language<br />
A1 while Language A language and literature replaces language A2.<br />
(one modelling problem & one investigation) is required for internal assessment.<br />
The use of a graphics display calculator is a requirement of the course.<br />
Calculators can be purchased through the school at the student’s own<br />
expense.<br />
IB DP Theory of Knowledge<br />
IB DP English A Literature, SL &HL<br />
IB DP English A Language and Literature,<br />
SL & HL<br />
IB DP English B, SL &HL<br />
*German Basic<br />
German Intermediate<br />
German Advanced<br />
IB DP German ab Initio, SL only<br />
IB DP German B, SL &HL<br />
IB DP German A Language and Literature,<br />
SL &HL<br />
IB DP German A Literature, SL &HL<br />
IB DP French B, SL &HL<br />
IB DP Japanese A Literature, SL &HL<br />
IB DP Japanese ab Initio, SL only<br />
IB DP Korean A Literature, SL &HL<br />
IB DP Spanish B, SL &HL<br />
IB DP Spanish, ab Initio, SL only<br />
IB DP Psychology, SL &HL<br />
IB DP Economics, SL &HL<br />
IB DP History, SL &HL<br />
IB DP Math Studies, SL only<br />
IB DP Mathematics, SL &HL<br />
IB DP Biology, SL &HL<br />
IB DP Chemistry, SL &HL<br />
IB DP Physics, SL &HL<br />
IB DP ITGS, SL &HL<br />
IB DP Visual Arts, SL &HL<br />
Theatre Arts (Elective)<br />
HS Band<br />
HS Choir<br />
IB DP Music, SL &HL<br />
SL = Standard Level / HL = Higher Level<br />
* Available but depends on other class<br />
commitment<br />
IB DP Mathematics HL<br />
Prerequisite: IB-MYP Mathematics Grade 10 (Extended)<br />
IB Mathematics Higher is a two-year advanced course, which covers all the standard<br />
level (Mathematics SL) topics in depth plus: complex numbers; techniques of<br />
integration; series and differential equations and 3-dimensional vectors and matrices.<br />
A portfolio (one modelling problem & one investigation) is required for internal<br />
assessment. The use of a graphics display calculator is a requirement of the<br />
course. Calculators can be purchased through the school at the student’s<br />
own expense.<br />
10<br />
31
MATHEMATICS<br />
PHILOSOPHY<br />
We believe that mathematics is an integral part of everyday life. Mathematics is a<br />
way of thinking characterized by processes such as exploration, manipulation,<br />
discovery and classification. It is a precise and concise means of communication<br />
used to represent, to interpret and to predict aspects of our changing world.<br />
We maintain that mathematics is more about process than results. Thus, students<br />
should be expected to communicate effectively, orally and in writing, using<br />
terminology relevant to the discipline. The ISD mathematics programme strives to<br />
establish an atmosphere of self-discovery within the classroom, recognizing that<br />
students need to be active participants within the learning process. Students will be<br />
taught using a variety of methods, which include the use of technology and<br />
manipulative materials. The mathematics' classroom will provide a safe and<br />
respectful environment that is tolerant of mistakes and considerate of the learner's<br />
language level.<br />
Our goal is to help students gain an understanding of mathematical relationships<br />
across topics as well as an appreciation of mathematical applications across various<br />
subject areas. We aim to establish a mathematical awareness that moves beyond<br />
the classroom itself, enabling students to value the essential nature of the subject.<br />
Assessment at all levels of the mathematics programme will include both<br />
summative and formative components. Students will be assessed against criteria<br />
that clearly outline the learning objectives within each branch. Assessment tasks will<br />
include tests, quizzes, mathematical investigations, mathematical modelling<br />
assignments, group activities and individual presentations, as appropriate, as well as<br />
comprehensive summative examinations.<br />
IB DP Mathematical Studies<br />
Prerequisite: IB-MYP Mathematics Grade 10 (Standard or Extended)<br />
IB Mathematical Studies is a two-year IB standard level course which includes many<br />
standard algebra, geometry, and trigonometry topics plus: sets and Venn diagrams;<br />
logic; financial math; probability and statistics; three-dimensional geometry and<br />
introductory calculus. A project (app. 2000 words) is required for internal<br />
assessment. Note: The German Kultusministerkonferenz does not recognize the<br />
validity of this course. The use of a graphics display calculator is a requirement<br />
of the course. Calculators can be purchased through the school at the<br />
student’s own expense.<br />
IB DP Mathematics SL<br />
Prerequisite: IB-MYP Mathematics Grade 10 (Standard or Extended)<br />
IB Mathematics SL is a two-year standard level course which reviews many topics<br />
from the branches of algebra, trigonometry and geometry plus: functions;<br />
differentiation and its applications; integration and its application; vectors and<br />
matrices; probability and statistics; coordinate and analytical geometry. A portfolio<br />
30<br />
THEORY OF KNOWLEDGE<br />
Prerequisite: normally open only to IB diploma candidates<br />
Ex –EAL Students<br />
Social Studies Electives<br />
TOK is a two-year, 100 hour course taken by all IB diploma candidates. The course<br />
No Pre-requisite<br />
introduces students to critical examination of the types, nature and limitations of<br />
Ex –EAL different Students ways of knowing. By considering the roles of language, perception, reason,<br />
Social Studies and emotion Electives in the processes of knowing, various systems of knowledge, and value<br />
No Pre-requisite judgments in relation to knowledge, students confront the fundamental questions:<br />
“What do we know” and “How do we know what we know”. In the two-year<br />
programme students will give formal oral presentations and produce one written<br />
essay which is externally moderated. A selection of each student's written work plus<br />
a formal oral presentation form the basis for successful completion of the course,<br />
and the awarding of bonus points toward the IB diploma.<br />
TOK 1<br />
Ways of knowing: nature of knowledge and thought; role of language, perception,<br />
reason, and emotion in knowledge and thought; need for logical rigor in knowledge.<br />
Areas of knowledge: mathematics and natural sciences.<br />
TOK 2<br />
Areas of knowledge: human sciences and history, the arts and ethics. Value<br />
judgments and knowledge: moral & political judgment; aesthetic judgment; literary<br />
judgment; knowledge and truth.<br />
A final aim of the TOK course is to consider the nature of knowledge itself.<br />
Our substantial knowledge cannot give us certainty, and it is in fact possible to doubt<br />
almost everything. But extreme scepticism, whilst logically possible, is in the end<br />
rather uninteresting – it doesn’t really get us anywhere. We must accept that<br />
knowledge is by its very nature provisional, that what was once certain is no longer<br />
so. Furthermore, it is possible that there are important truths that lie forever beyond<br />
the grasp of our intellects. The one comfort here is that, if there are, then we can<br />
never know anything about them.<br />
The gods did not reveal, from the beginning,<br />
All things to us, but in the course of time<br />
Through seeking we may learn and know things better<br />
But as for certain truth, no man has known it,<br />
Nor shall he know it, neither of the gods<br />
Nor yet of all the things of which I speak.<br />
For even if by chance he were to utter<br />
The final truth, he would himself not know it:<br />
For all is but a woven web of guesses.<br />
(Xenophanes)<br />
<strong>11</strong>
LANGUAGES 3<br />
Philosophy: Languages A (Native Languages)<br />
We believe language is essential to most human activities. It is the principal means<br />
by which we experience, create and interpret the changing world in which we live. It<br />
is the way we think and communicate.<br />
We believe language acquisition grows incrementally through a constant and natural<br />
interaction of the four modes: listening, speaking, reading and writing. The language<br />
curriculum recognizes and respects the varied interests, abilities, needs and diverse<br />
cultural backgrounds of our students.<br />
We believe that literature, the written word, is an indispensable tool for the<br />
development of language competence. Students are given opportunities to create<br />
and explore language through literature. We want this to stimulate and elicit critical<br />
and creative responses from our students, which will lead to a deeper understanding<br />
and appreciation of literature and life itself.<br />
Finally, we believe that each student should be challenged through the<br />
implementation of a variety of instructional methods and strategies within a positive<br />
environment, conducive to further learning. It is our conviction that this approach will<br />
foster an atmosphere of international tolerance and respect for the ideas of others<br />
and increase the individual’s awareness of self-identity.<br />
Philosophy: Languages B (Foreign Languages)<br />
We believe language is essential to most human activities. It is the principal means<br />
by which we experience, create and interpret the changing world in which we live. It<br />
is the way we think and communicate.<br />
We believe language acquisition grows incrementally through a constant and natural<br />
interaction of the four modes: listening, speaking, reading and writing. The language<br />
curriculum recognizes and respects the varied interests, abilities, needs and diverse<br />
cultural backgrounds of our students. It presents a progressive course of study,<br />
which gives insight into structures and functions of the language, emphasizes<br />
communication and ultimately encourages the development of a critical appreciation<br />
of literature.<br />
We believe that learning a foreign language is essential in a global world. It raises<br />
the students' awareness as citizens of the world open to international exchange,<br />
capable of critical analysis and appreciation, and enables them to be more aware of<br />
their own identity, language and culture. It allows students to gain access to realities<br />
beyond their native language concepts and thus contributes to international<br />
understanding.<br />
We believe that learning a foreign language involves communicating in the target<br />
language as well as knowing about the language. Therefore the students should be<br />
actively engaged in meaningful, authentic and purposeful learning tasks, allowing for<br />
opportunities for creative and aesthetic expression.<br />
Finally, we believe that each student should be challenged through the<br />
implementation of a variety of instructional methods and strategies within a positive<br />
learning environment conducive to further learning. It is our conviction that this<br />
approach will foster an atmosphere of tolerance and respect for the ideas of others<br />
and increase the individual’s awareness of self-identity.<br />
IB DP History HL<br />
Aims<br />
• To promote the acquisition of knowledge and understanding of the past sufficient<br />
to serve both as a basis for the development and practice of appropriate skills<br />
and for a better understanding of the present.<br />
• To provide an introduction to the nature of history as a discipline, the nature and<br />
variety of historical sources and the historian’s method.<br />
• To develop an awareness of the existence of different interpretations of the past.<br />
The two-year course is a study of Europe and the Middle East from the beginning of<br />
the 19 th century to 1990. Three topics are emphasized throughout the first year:<br />
Causes, practices and effects of war in the 20th century: detailed study of the<br />
changing nature of warfare and developments underlying war. Examples include: the<br />
First and Second World Wars; the Chinese Civil War; the Korean War; the Arab-<br />
Israeli Wars; guerrilla warfare.<br />
The rise of single party states: modern political history has witnessed the emergence<br />
and evolution of one-party authoritarian rule. The one-party systems vary in<br />
ideology, in social composition, in structure and in their means of attaining goals.<br />
Leaders studied include: Hitler, Stalin, Mao, Mussolini, Nyerere and Castro.<br />
East-West relations since 1945. Some of the consequences of the division of<br />
Europe after WWII are considered: the emergence of the superpower blocs; the<br />
development of nuclear weapons; the course of the Cold War; NATO and the<br />
Warsaw Pact; US-Soviet relations; Sino-Soviet relations; Cuba; Korea.<br />
In the second year the emphasis is on Europe from 1815-1939. Topics include: the<br />
Congress System, Revolutions in 1830 and 1848, Italian and German Unification,<br />
Imperialism, World War I, the League of Nations, World War II.<br />
3 Course descriptions for IB courses reflect the official wording of the respective IB language guides<br />
<strong>12</strong><br />
29
IB DP Economics<br />
Aims:<br />
The IB Economics course at both higher level and standard level attempts to:<br />
• provide students with a core knowledge of economics<br />
• encourage students to think critically about economics<br />
• promote an awareness and understanding of internationalism in economics<br />
• encourage students' development as independent learners<br />
• enable students to distinguish between positive and normative economics<br />
• enable students to recognize their own tendencies for bias.<br />
IB DP Economics SL<br />
This is a two-year course. The material to be studied is divided into four distinct<br />
topics: resource allocation - which deals with supply and demand, elasticity and the<br />
market; national income analysis which covers the role of government policy, the<br />
measurement of national income, Keynesian versus monetarist analysis, inflation,<br />
unemployment and supply-side policies; international trade including protectionism,<br />
balance of payments and the measurement of trade; and economic growth and<br />
development which favours sources and consequences of economic growth; barriers<br />
to economic development and growth and development strategies.<br />
IB DP Economics HL<br />
This is a two-year course, which covers the material in the standard course, with<br />
additional concentration upon business economics, macroeconomic policy, absolute<br />
versus comparative advantage and exchange rates. This material includes profit<br />
maximization in different market structures, economic efficiency; inflation v<br />
unemployment trade-off, accelerator and multiplier theory, measurement of inflation;<br />
fixed versus floating exchange rates and terms of trade. Strong writing skills and an<br />
ability to effectively model economic theory through the use of diagrams are<br />
necessary for this course.<br />
IB DP History SL<br />
Aims: To<br />
• Promote the acquisition of knowledge and understanding of the past sufficient to<br />
serve both as a basis for the development and practice of appropriate skills and<br />
for a better understanding of the present<br />
• Provide an introduction to the nature of history as a discipline, the nature and<br />
variety of historical sources and the historian’s method<br />
• Develop an awareness of the existence of different interpretations of the past.<br />
This two-year course is identical to the first year of IB Higher Level History. All<br />
students are required to choose from the following topics:<br />
• Causes, practices and effects of wars;<br />
• The rise of single-party states;<br />
• East-West relations after 1945.<br />
Further details are given in the next course description.<br />
28<br />
ENGLISH<br />
Starting in 20<strong>11</strong>-<strong>12</strong>, the structure of Groups 1 and 2 of the Diploma Programme will<br />
change.<br />
Overview of group 1 and 2 changes<br />
Group Last examinations<br />
<strong>20<strong>12</strong></strong><br />
Group 1<br />
Group 2<br />
Language A1 (SL)<br />
Language A1 (HL)<br />
Language A2 (SL)<br />
Language A2 (HL)<br />
Language B (SL)<br />
Language B (HL)<br />
13<br />
First teaching 20<strong>11</strong><br />
First examinations <strong>2013</strong><br />
Language A: literature (SL)<br />
Language A: literature (HL)<br />
Language A: language and<br />
literature (SL)<br />
Language A: language and<br />
literature (HL)<br />
Language B (SL)<br />
Language B (HL)<br />
Students are required to select at least one language from group 1. They are also<br />
required to select a different second language from either group 1 or group 2.<br />
Students also have the option of studying a third language (from either group) as an<br />
elective instead of a group 6 subject.<br />
Evaluation<br />
Evaluation reflects students’ performance in a variety of the following: individual and<br />
group participation, oral presentations, written work such as essays, commentaries,<br />
responses to literature and/or non-fiction, creative projects, etc. Specific criteria will<br />
accompany all formally assessed tasks to indicate expectations.<br />
IB DP English B SL/HL 1 and 2<br />
Prerequisite: English 10 or the equivalent<br />
The IBO states that these are language acquisition courses designed to provide<br />
students with the necessary skills and intercultural understanding to enable them to<br />
communicate successfully in an environment where the language studied is spoken.<br />
This process encourages the learner to go beyond the confines of the classroom,<br />
expanding an awareness of the world and fostering respect for cultural diversity.<br />
These courses use a balance between approaches to learning that are teachercentred<br />
(teacher-led activities and assessment in the classroom) and those that are<br />
learner-centred (activities designed to allow the students to take the initiative, which<br />
can also involve student participation in the evaluation of their learning). The teacher<br />
is best placed to evaluate the needs of the students and is expected to encourage<br />
both independent and collaborative learning. Both courses develop students’<br />
linguistic abilities through the development of receptive, productive and interactive<br />
skills. It is a two-year programme for students with about three to four years of<br />
previous English learning. It follows the IB Language B syllabus which is comprised<br />
of three parts: language, texts and cultural awareness. Students may take the<br />
course for certification or as part of the full diploma programme, but in either case<br />
will be required to take the externally moderated written and oral IB exams.
Group 1 courses are designed to support future academic study by developing high<br />
levels of language competence and communication skills as well as social, aesthetic<br />
and cultural literacy. Literature plays a central role in the courses, which aim to<br />
support lifelong learning through engaging students as actively as possible with the<br />
texts they study. Each course highlights a different perspective in the study of texts.<br />
Language A: Literature (SL/HL)<br />
The focus is directed towards developing an understanding of the techniques<br />
involved in literary criticism and promoting the ability to form independent literary<br />
judgments.<br />
The language A1 course has been renamed Language A: Literature. It will continue<br />
to be the course that supports mother-tongue entitlement in the IB.<br />
Course description<br />
Language A: Literature develops understanding of the techniques involved in literary<br />
criticism and promotes the ability to form independent literary judgments. Through<br />
the study of world literature, which includes three works linked thematically, students<br />
learn to draw literary, cultural, historical and philosophical parallels between texts.<br />
It is a flexible course that allows teachers to choose literary works from prescribed<br />
book lists and to construct a course that suits the particular needs and interests of<br />
their students.<br />
Language A: Language and Literature (SL/HL)<br />
looks more openly at the method of inquiry embodied in critical literacy and is<br />
directed towards understanding the constructed nature of meanings generated by<br />
language and the web of relationships they share with the social world. In addition,<br />
language A: Language and Literature allows the exploration of a wide variety of nonliterary<br />
texts.<br />
Language A: Language and Literature is a new course, introduced into group 1 to<br />
provide greater choice and with a particular focus on developing an understanding of<br />
the constructed nature of meanings generated by language. Two parts of the course<br />
relate to the study of language and two to the study of literature.<br />
Course description<br />
The language A: Language and Literature course develops skills of textual analysis.<br />
A study of the formal structures of a text is combined with an exploration of the way<br />
the use of formal elements and our understanding of their meaning is affected by<br />
reading practices that are culturally defined.<br />
The course is flexible. Teachers have the opportunity to construct it to reflect the<br />
interests and concerns relevant to their students.<br />
Group 1 courses are suitable for students who have experience of using the<br />
language in an academic context. It is recognized that students have language<br />
backgrounds that vary significantly. There are some students for whom the target<br />
language is their only proficient language, whereas other students have complex<br />
language profiles and are competent in more than one language. One path to a<br />
bilingual diploma is to take two group 1 courses, each in a different language (in any<br />
combination). Special-request language A and school supported self-taught options<br />
remain available in language A: literature. By providing these options, group 1<br />
14<br />
HUMANITIES<br />
Philosophy<br />
Humanities investigates the past, present, and potential future interactions of people<br />
with each other and with the environment. Students examine local and international<br />
communities as well as their own cultures. An emphasis on global interdependence<br />
highlights individual differences and responsibilities, fostering tolerance and<br />
understanding. Controversial issues are recognized, investigated, and discussed in<br />
an atmosphere of free enquiry and exchange of opinion.<br />
The Programme<br />
The study of humanities at ISD demands a truly international approach. It addresses<br />
a variety of cultures and times, and stresses their increasing interaction within our<br />
modern world.<br />
Assessment<br />
In all courses assessment is both formative and summative. Students will be<br />
assessed against criteria that clearly outline the learning objectives. <strong>Grades</strong> reflect<br />
students’ performance on a combination of the following: unit tests, source analysis,<br />
essays, oral presentations, and individual or group projects.<br />
IB DP Psychology<br />
The aims of both the SL & HL Psychology course are to:<br />
• Develop an awareness of how psychological research can be applied for the<br />
benefit of human beings<br />
• Ensure that ethical practices are upheld in psychological inquiry<br />
• Develop an understanding of the biological, cognitive, and sociocultural<br />
influences on human behaviour<br />
• Develop an understanding of alternative explanations of behaviour<br />
• Understand and use diverse methods of psychological inquiry<br />
Students in both SL & HL study three levels of behavioural analysis:<br />
• The biological level of analysis<br />
• The cognitive level of analysis<br />
• The sociocultural level of analysis<br />
SL students study one of the following two options; HL students will study both:<br />
• Abnormal psychology<br />
• Health psychology<br />
HL students also complete a unit covering qualitative research methodology.<br />
27
Korean<br />
IB Korean A: Literature SL/HL<br />
This course is designed for Korean native speakers who have a profound<br />
knowledge of Korean spelling and grammar, display a broad range of vocabulary<br />
and the ability to express and develop their ideas in structured composition.<br />
The studies on this level focus on the interpretation of novels, plays essays and<br />
poetry according to the requirements of the <strong>International</strong> Baccalaureate.<br />
In the first year of this course, works of World Literature, both prescribed and<br />
optional will be studied.<br />
The second year prepares the students for the IB examination at both the standard<br />
and higher level.<br />
The aims of the Language A programme, both at the higher and standard level,<br />
are to:<br />
• Develop the students‘ powers of expression<br />
• Provide them with an efficient tool for the study of other subjects<br />
• Lead them to the appreciation of literature through the critical analysis of<br />
selected works<br />
• Lead them through literature to the understanding of the study of man in society<br />
• Bring them into contact with ways of thought which differ from their own.<br />
Performance skills the students will need for their IB examinations are provided<br />
throughout the course.<br />
supports additive bilingualism through the support and development of the student’s<br />
mother tongue.<br />
IB DP English Language A: Language and Literature SL/HL 2<br />
This is the second year of the course above. Higher level students will continue with<br />
their study of a second literary option which includes the reading of at least three<br />
fictional texts in addition to completing the study of the Language and Culture option<br />
and the Media and Culture topic option begun in the first year of the course.<br />
Standard level students continue working on the second and third options begun in<br />
the first year of the course.<br />
At both standard and higher levels individual and group oral presentations and the<br />
writing of literary responses, essays and comparative commentaries are practiced on<br />
a regular basis. The completion of the second half of the externally moderated<br />
written task is a further requirement of the second year.<br />
IB DP English Language A: Literature SL 2<br />
This is the second year of preparation for the IB English A1 standard level exam and<br />
is a continuation of the course above. Students examine the ways in which writers<br />
express meaning through close textual analysis of representative works of several<br />
authors covering various genres and periods. Substantial time is spent on oral and<br />
written commentaries. Further emphasis is on reading poetry and prose passages<br />
carefully and critically in order to present interpretations that are coherent and<br />
supported by the texts studied. The course concludes with the IB A1 standard level<br />
exam.<br />
IB DP English Language A: Literature HL 2<br />
This is the second year of preparation for the IB English higher level. Focus is on the<br />
critical and detailed study of four texts, which are then examined in the formal oral<br />
commentary. Additionally, four plays are studied in preparation for Paper 2, and the<br />
second world literature essay is written. Through the study of world literature, which<br />
includes five works linked thematically, students learn to draw literary, cultural,<br />
historical and philosophical parallels between texts. Extensive expository writing and<br />
critical commentaries, both oral and written, develop the students’ power and<br />
manner of expression. An integral part of the course is the development of the<br />
students’ ability to make critical judgments and engage in original thinking. The<br />
course concludes with a two hour written commentary on an unseen piece of prose<br />
or poetry and a two hour comparative essay on the plays studied.<br />
26<br />
15
GERMAN<br />
Assessment<br />
Assessment is an integral part of our teaching and learning and a continuing<br />
process.<br />
Various methods, both formative and summative, are used to determine to what<br />
extent learning expectations have been met. Assessment criteria for the skills are<br />
established in rubrics and students are assessed in listening, speaking, reading and<br />
writing.<br />
Students are encouraged to evaluate their oral and written performance self -<br />
critically.<br />
Consistent, determined and constructive participation in class and regular homework<br />
are necessary throughout the course.<br />
Placement<br />
As students have different aptitudes and experiences with foreign language learning,<br />
it is not easy to say how long it will take a particular individual to reach IB diploma<br />
entry standards. However, a student who starts at the beginning of 7 th grade and<br />
who works consistently should be able to reach IB diploma entry level by the end of<br />
10 th grade.<br />
However, if students demonstrate in a placement test that they have developed a<br />
more advanced competence of speaking and writing German - for example through<br />
a summer course - they will be placed accordingly. This could be the case, if a<br />
student aims for a full IB diploma with German as the B-language, but has not<br />
reached the German Intermediate 9 level yet, when (s)he enters 9 th grade or the<br />
Advanced 10 level in 10 th grade.<br />
Placement tests are also used to determine the level of German for incoming<br />
students with previous knowledge of the language.<br />
Students with very little or no previous experience of learning a foreign language<br />
have the option of taking one of the Ab Initio courses offered at ISD.<br />
Subject field trips and special projects, which are organized to make use of the<br />
unique opportunity of studying German and the German culture in Germany,<br />
supplement our courses.<br />
The Courses<br />
We provide a wide range of courses to serve the needs of our students who come<br />
from different backgrounds with different language experiences and either start<br />
German, continue their studies or enter native speaker classes.<br />
This 2 year course at the standard level is designed for students who have had very<br />
little or no previous experience of learning Japanese. It meets the needs of IB<br />
diploma students who have had little or no opportunity for foreign language study<br />
previously, and are therefore unable to fulfil the IB diploma requirements for group 2;<br />
it is also open to students who are interested in learning a new foreign language as<br />
part of their IB diploma, possibly in addition to language A or B.<br />
The aims of the Language Ab Initio course reflect those of group 2 but are defined<br />
within the parameters of the language Ab Initio syllabus:<br />
1. develop students’ intercultural understanding<br />
2. enable students to understand and use the language they have studied in a<br />
range of contexts and for a variety of purposes<br />
3. encourage, through the study of texts and through social interaction, an<br />
awareness and appreciation of the different perspectives of people from other<br />
cultures<br />
4. develop students’ awareness of the role of language in relation to other areas of<br />
knowledge<br />
5. develop students’ awareness of the relationship between the languages and<br />
cultures with which they are familiar<br />
6. provide students with a basis for further study, work and leisure through the use<br />
of an additional language<br />
7. provide the opportunity for enjoyment, creativity and intellectual stimulation<br />
through knowledge of an additional language.<br />
The language ab initio course is organized into three themes,<br />
• Individual and society<br />
• Leisure and work<br />
• Urban and rural environment<br />
Each theme has a list of topics that provide the students with opportunities to<br />
practice and explore the language as well as to develop intercultural understanding.<br />
The teaching of the language functions, the related grammar, and vocabulary will be<br />
integrated with the study of the topics. Through the development of receptive,<br />
productive and interactive skills, students should be able to respond and interact<br />
appropriately in a defined range of everyday situations. The topics are well suited to<br />
fostering an international perspective.<br />
Albeit at a basic level, the Ab Initio course seeks to develop intercultural<br />
understanding and foster a concern for global issues, as well as to raise students’<br />
awareness of their own responsibility at a local level.<br />
Non - IB German<br />
German Intermediate<br />
This course is designed for<br />
⇒ students who have completed German Basic or Advanced Basic level.<br />
⇒ students who have acquired an equivalent command of the German language<br />
elsewhere.<br />
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JAPANESE <br />
IB DP Japanese language A: Literature SL / HL<br />
This two-year course is designed for native speakers who have a profound<br />
knowledge of Japanese and have experience of using the language in an academic<br />
context.<br />
Through the study of a wide range of literature, the language A: Literature course<br />
encourages students to appreciate the artistry of literature and to develop an ability<br />
to reflect critically on their reading. Works are studied in their literary and cultural<br />
contexts, through close study of individual texts and passages, and by considering a<br />
range of critical approaches. In view of the international nature of the IB and its<br />
commitment to intercultural understanding, the language A: literature course does<br />
not limit the study of works to the products of one culture or the cultures covered by<br />
any one language. The study of works in translation is especially important in<br />
introducing students, through literature, to other cultural perspectives. The response<br />
to the study of literature is through oral and written communication, thus enabling<br />
students to develop and refine their command of language.<br />
The aims of language A: literature are to:<br />
1. introduce students to a range of texts from different periods, styles and genres<br />
2. develop in students the ability to engage in close, detailed analysis of individual<br />
texts and make relevant connections<br />
3. develop the students’ powers of expression, both in oral and written<br />
communication<br />
4. encourage students to recognize the importance of the contexts in which texts<br />
are written and received<br />
5. encourage, through the study of texts, an appreciation of the different<br />
perspectives of people from other cultures, and how these perspectives<br />
construct meaning<br />
6. encourage students to appreciate the formal, stylistic and aesthetic qualities of<br />
texts<br />
7. promote in students enjoyment of, and lifelong interest in, language and<br />
literature<br />
8. develop in students an understanding of the techniques involved in literary<br />
criticism<br />
9. develop the students’ ability to form independent literary judgments and to<br />
support those ideas.<br />
Evaluation<br />
In all courses, assessment is both formative and summative. <strong>Grades</strong> reflect<br />
students’ performance on a variety of the following: individual and group<br />
participation, oral presentations, written work such as essays, commentaries,<br />
responses to literature and/or non-fiction, creative projects, etc. Specific criteria will<br />
accompany all formally assessed tasks to indicate expectations.<br />
A subject field trip to Berlin for <strong>12</strong> th graders provides a unique opportunity of<br />
studying Japanese and German literature in original settings and backgrounds and<br />
gives the students a chance to compare cultural differences.<br />
IB DP Japanese B Ab Initio (SL only)<br />
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The purpose of this course is:<br />
• To provide students with a wide range of vocabulary and a linguistic foundation,<br />
this will enable them to express themselves meaningfully in practical, everyday<br />
situations in speaking as well as in writing.<br />
• To enable students to read, listen to, comprehend and discuss German texts<br />
and conversations.<br />
• To encourage students to draw comparisons and contrasts between their native<br />
language and culture and the German language and culture.<br />
• To broaden the students’ perspectives on the history, culture, society and<br />
geography of Germany and other countries where German is spoken.<br />
The development of the four major language-learning skills is continued with<br />
emphasis on interaction and oral communication.<br />
German Advanced (only offered on demand)<br />
This course is designed for students<br />
⇒ who have successfully completed German Intermediate level<br />
⇒ who have acquired an equivalent command of the language elsewhere.<br />
With this level, the students fulfil their German language requirement for the ISD HS<br />
diploma.<br />
In order to prepare the students for the latter, the course progresses in two stages.<br />
First, the students finish the fundamental grammar and sentence structures. The<br />
second semester of the course is concerned with the study of longer narrative texts<br />
of different genres: fairy tales, short stories, and a novel about youth resistance in<br />
the Third Reich.<br />
The readings are constantly accompanied by reviews of grammar and written<br />
assignments. Class discussions, partner work, individual projects (e.g. own<br />
production of a fairy tale) and group assignments are introduced throughout the year<br />
as appropriate.<br />
The selection of topics will vary in different years, taking into consideration the<br />
students´ interests.<br />
The emphasis on special goals within the syllabus will also vary according to the<br />
needs of the students.<br />
IB German<br />
IB DP German Ab Initio (SL only)<br />
This 2 year course at the standard level is designed for students who have had very<br />
little or no previous experience of learning German. It meets the needs of IB<br />
diploma students who have had little or no opportunity for foreign language study<br />
previously, and are therefore unable to fulfil the IB diploma requirements for group 2;<br />
it is also open to students who are interested in learning a new foreign language as<br />
part of their IB diploma, possibly in addition to language A or B.<br />
The aims of the Language Ab Initio course reflect those of group 2 but are defined<br />
within the parameters of the language Ab Initio syllabus:<br />
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1. develop students’ intercultural understanding<br />
2. enable students to understand and use the language they have studied in a<br />
range of contexts and for a variety of purposes<br />
3. encourage, through the study of texts and through social interaction, an<br />
awareness and appreciation of the different perspectives of people from other<br />
cultures<br />
4. develop students’ awareness of the role of language in relation to other areas of<br />
knowledge<br />
5. develop students’ awareness of the relationship between the languages and<br />
cultures with which they are familiar<br />
6. provide students with a basis for further study, work and leisure through the use<br />
of an additional language<br />
7. provide the opportunity for enjoyment, creativity and intellectual stimulation<br />
through knowledge of an additional language.<br />
The language Ab Initio course is organized into three themes,<br />
• Individual and society<br />
• Leisure and work<br />
• Urban and rural environment<br />
Each theme has a list of topics that provide the students with opportunities to<br />
practise and explore the language as well as to develop intercultural understanding.<br />
The teaching of the language functions, the related grammar, and vocabulary will be<br />
integrated with the study of the topics. Through the development of receptive,<br />
productive and interactive skills, students should be able to respond and interact<br />
appropriately in a defined range of everyday situations. The topics are well suited to<br />
fostering an international perspective.<br />
Albeit at a basic level, the Ab Initio course seeks to develop intercultural<br />
understanding and foster a concern for global issues, as well as to raise students’<br />
awareness of their own responsibility at a local level.<br />
• realize the nature and importance of an additional language, and the inherent<br />
and stimulating opportunities it possesses for creativity, intellectual stimuli and<br />
recreation<br />
• to begin to see and make connections between language and culture<br />
Throughout the course, students will learn how to write in various forms and for<br />
different purposes (description, narration, argumentation, etc.); read a range of<br />
written forms for a variety of purposes ((editorials, short stories, poetry, lyrics,<br />
newspaper and magazine articles, etc); express themselves accurately and for<br />
various communicative purposes (explanation, argumentation, descriptions, etc.);<br />
and listen to a range of audio material (songs, movies, interviews, documentaries,<br />
news broadcasts, etc.).<br />
IB DP Spanish B, HL<br />
For the higher level of the Spanish IB programme, students will strive to achieve a<br />
superior level of language sophistication and competence. More emphasis is placed<br />
on developing the ability to not only understand, but also effectively use a form of<br />
expression which is clear, concise, expressive and imaginative. The course aims to<br />
develop a variety of linguistic skills through the study of a wide range of cultural and<br />
literary texts, to promote an appreciation of the wealth and subtleties of the language<br />
and to facilitate clear expression of ideas. Various literary and non-literary texts are<br />
used to aid students to become competent in text analysis, written expression and<br />
the study of Hispanic culture. Students will learn rhetorical devices, techniques to<br />
ensure written cohesion, as well as traditional forms and structures of texts.<br />
IB DP German B SL/HL<br />
The Language B programme is a foreign language-learning programme designed for<br />
the study at both standard and higher levels by students with previous experience of<br />
learning the language.<br />
Students entering the B Standard level course have completed the German<br />
Advanced level or the equivalent with good results. They are expected to be able to<br />
read and understand literary and non-literary texts; moreover they should have the<br />
necessary oral and written language skills to express themselves.<br />
Students entering the B Higher Level course have reached a high level of<br />
competence in the German language and usually have completed the Pre-IB B<br />
course.<br />
The main focus of the programme is the development of intercultural understanding<br />
and further development of all four language skills within a range of contexts,<br />
purposes, and texts of different styles and register.<br />
The aims of the Language B programme are to:<br />
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23
SPANISH<br />
IB DP Spanish B Ab Initio<br />
This course is studied at the standard level, over two years, by <strong>11</strong> th and <strong>12</strong> th grade<br />
students who have had no previous experience of learning Spanish. It meets the<br />
needs of IB diploma students who have had little or no opportunity for foreign<br />
language study previously, and are therefore unable to fulfil the IB diploma<br />
requirements for group 2; it is also open to students who are interested in learning a<br />
new foreign language as part of their IB diploma, possibly in addition to language A2<br />
or B.<br />
The aims of the course are to:<br />
• Develop students’ ability to communicate in speech and writing to enable them<br />
to deal adequately with familiar and practical needs.<br />
• Introduce students to the culture of Spanish-speaking countries.<br />
• Provide students with a foundation for further study of Spanish.<br />
• Provide intellectual stimulation.<br />
• Encourage positive attitudes to the learning of other languages, and to their<br />
speakers and countries.<br />
The course is communicative: it focuses primarily on interaction between speakers<br />
and writers of Spanish. The main aim is to prepare the learner to use the language<br />
appropriately in a range of situations and contexts, and for a variety of purposes.<br />
The skills of listening, speaking, reading and writing will be taught and developed<br />
through the study of a wide range of oral and written texts of different styles and<br />
registers. Equal emphasis will be given to the teaching of the four skills, and<br />
authentic material will be used whenever possible, the teaching of the language<br />
functions, the related grammar, and vocabulary will be integrated with the study of<br />
the topics.<br />
The course is learner-cantered and takes into account the interests, needs and<br />
social context of the learning group.<br />
IB DP Spanish B, SL <br />
This course aims to enrich students’ linguistic and cultural acquisition and<br />
development after having completed 3 to 4 years of Spanish. In an integrated and<br />
comprehensive approach, all four language learning vehicles – speaking, listening,<br />
reading and writing – are incorporated into a programme which stresses three main<br />
focuses woven into the curriculum. These are language, cultural interaction and<br />
message.<br />
Objectives:<br />
The student should:<br />
• understand and use Spanish in diverse oral and written contexts<br />
• gain a deeper understanding and appreciation of the diverse Spanish-speaking<br />
population through the study of texts and social interaction<br />
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1. develop students’ intercultural understanding / develop the students´ awareness<br />
of the German culture and to encourage them to compare, understand, and<br />
respect the differences between the German culture and their own.<br />
2. enable students to understand and use the language they have studied in a<br />
range of contexts and for a variety of purposes<br />
3. encourage, through the study of texts and through social interaction, an<br />
awareness and appreciation of the different perspectives of people from other<br />
cultures<br />
4. develop students’ awareness of the role of language in relation to other areas of<br />
knowledge<br />
5. develop students’ awareness of the relationship between the languages and<br />
cultures with which they are familiar<br />
6. provide students with a basis for further study, work and leisure through the use<br />
of an additional language<br />
7. provide the opportunity for enjoyment, creativity and intellectual stimulation<br />
through knowledge of an additional language<br />
IB DP German A Language & Literature SL/HL<br />
This two-year course is designed for students who aim either at the higher or<br />
standard level examination of IB German A Language & Literature. It affords<br />
candidates from a variety of backgrounds ranging from a high level of competence<br />
(near native) in German as a second language to native level.<br />
The course aims to develop in students skills of textual analysis relating to both<br />
literary and non-literary texts. An understanding of the ways in which formal<br />
elements are used to create meaning in a text is combined with an exploration of<br />
how that meaning is affected by reading practices that are culturally defined and by<br />
the circumstances of production and reception.<br />
A wider aim of the course is the development of an understanding of “critical literacy”<br />
in students.<br />
In view of the international nature of the IB and its commitment to intercultural<br />
understanding, the language A: Language & Literature course does not limit the<br />
study of texts to the products of one culture or of the cultures covered by any one<br />
language. The study of literature in translation from other cultures is especially<br />
important to IB Diploma Programme students because it contributes to a global<br />
perspective, thereby promoting an insight into, and understanding of, the different<br />
ways in which cultures influence and shape the experiences of life common to all<br />
humanity.<br />
The aims of language A: language and literature are to:<br />
1. introduce students to a range of texts from different periods, styles and genres<br />
2. develop in students the ability to engage in close, detailed analysis of individual<br />
texts and make relevant connections<br />
3. develop the students’ powers of expression, both in oral and written<br />
communication<br />
4. encourage students to recognize the importance of the contexts in which texts<br />
are written and received<br />
5. encourage, through the study of texts, an appreciation of the different<br />
perspectives of people from other cultures, and how these perspectives<br />
construct meaning<br />
6. encourage students to appreciate the formal, stylistic and aesthetic qualities of<br />
texts<br />
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7. promote in students an enjoyment of, and lifelong interest in, language and<br />
literature.<br />
8. develop in students an understanding of how language, culture and context<br />
determine the ways in which meaning is constructed in texts<br />
9. encourage students to think critically about different interactions between text,<br />
audience and purpose<br />
IB DP German language A: Literature SL/HL<br />
This two-year course is designed for native speakers who have a profound<br />
knowledge of German and have experience of using the language in an academic<br />
context.<br />
Through the study of a wide range of literature, the language A: Literature course<br />
encourages students to appreciate the artistry of literature and to develop an ability<br />
to reflect critically on their reading. Works are studied in their literary and cultural<br />
contexts, through close study of individual texts and passages, and by considering a<br />
range of critical approaches. In view of the international nature of the IB and its<br />
commitment to intercultural understanding, the language A: literature course does<br />
not limit the study of works to the products of one culture or the cultures covered by<br />
any one language. The study of works in translation is especially important in<br />
introducing students, through literature, to other cultural perspectives. The response<br />
to the study of literature is through oral and written communication, thus enabling<br />
students to develop and refine their command of language.<br />
The aims of language A: literature are to:<br />
1. introduce students to a range of texts from different periods, styles and genres<br />
2. develop in students the ability to engage in close, detailed analysis of individual<br />
texts and make relevant connections<br />
3. develop the students’ powers of expression, both in oral and written<br />
communication<br />
4. encourage students to recognize the importance of the contexts in which texts<br />
are written and received<br />
5. encourage, through the study of texts, an appreciation of the different<br />
perspectives of people from other cultures, and how these perspectives<br />
construct meaning<br />
6. encourage students to appreciate the formal, stylistic and aesthetic qualities of<br />
texts<br />
7. promote in students enjoyment of, and lifelong interest in, language and<br />
literature<br />
8. develop in students an understanding of the techniques involved in literary<br />
criticism<br />
9. develop the students’ ability to form independent literary judgments and to<br />
support those ideas.<br />
FRENCH<br />
IB DP French B SL/HL<br />
The IB French B programme is a 2 year foreign language programme designed for<br />
study at both standard and higher levels by students with previous experience of<br />
learning the language. Students should have completed the advanced course with<br />
good results to enter this course.<br />
It focuses specifically on the interaction between speakers and writers of the French<br />
language. The main purpose of the programme is to prepare students to use the<br />
language appropriately in wide range of situations and contexts and for a variety of<br />
purposes. Literary, informative and journalistic texts are linked to the themes of<br />
exploring change (society, technology, environment), groups (community, nation and<br />
family), and leisure (arts sports, music).<br />
The teaching of grammatical structure and vocabulary is integrated into text handling<br />
exercises. Students learn to produce their own written texts in a coherent and logical<br />
way respecting the IB criteria for paper I and II. The use of spoken French, in pairs<br />
and groups, is encouraged. Text summaries are selected from newspapers, books,<br />
plays, songs, poems, documentaries, short stories, and authentic audio-visual<br />
material is used such as audio cassettes, video cassettes and recordings from the<br />
French channel TV5.<br />
Language B objectives (SL/HL)<br />
(from the IB Diploma Programme Guide)<br />
At the end of the language B course students are expected to demonstrate ability to<br />
• Communicate clearly and effectively in a range/wider range of situations<br />
• Understand and use accurately oral and written forms of the language that are<br />
commonly encountered in a range of situations that are essential for effective<br />
communication in a range of styles and situations<br />
• Understand and use a range of vocabulary in common usage/a wide range of<br />
vocabulary<br />
• Select a register/style that is generally appropriate to the situation.<br />
• Express idea with general clarity and some fluency/fluency<br />
• Structure arguments in a generally clear coherent and convincing way<br />
• Understand and respond appropriately to written and spoken material of average<br />
difficulty/and analyze moderately complex written and spoken material<br />
• Assess some subtleties/subtleties of the language in a range/wider range of<br />
forms, styles and registers<br />
• Show awareness of and sensitivity to some elements of the culture(s)/ to the<br />
culture(s) related to the language studied.<br />
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