Curriculum Handbook 2012-2013 Grades 11-12 - International ...

INTERNATIONAL SCHOOL
OF DUSSELDORF E.V.
Learning to Be a World Citizen
Welcome to One of the
IB Flagship Schools in Europe
Curriculum Handbook
2012-2013
Grades 11-12
International School of Düsseldorf e.V.
Niederrheinstraße 336 | 40489 Düsseldorf | Germany
www.isdedu.de | info@isdedu.de
Tel.: +49 (0) 211 94 06-6 | Fax: +49 (0) 211 94 06-804
Accreditation:
Council of International Schools
New England Association of Schools & Colleges
© International Baccalaureate Organization
State of North Rhine-Westphalia, Department of Education
© International School of Düsseldorf e.V.
www.isdedu.de

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Grades 11 and 12 Curriculum Handbook
School Year 2012-2013
Niederrheinstrasse 336
40489 Düsseldorf
Telephone: 0211 / 9406 722
Fax: 0211 / 9406 860

INDEX
Introduction 3
Mission Statement 4
Philosophy 4
Educational Principles 4
IB Learner Profile 5
Requirements for the award of the ISD diploma 6
International Baccalaureate diploma 6
Homework 7
Learning Development Support 8
List of courses 9
Course Offerings
Theory of Knowledge 11
English 13
German 16
French 21
Spanish 22
Japanese 24
Korean 26
Humanities 27
Mathematics 30
Science 32
Information Technology 34
Visual Arts 35
Theatre Arts 36
Music 37
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INTRODUCTION
Senior Choir (Grades 9-12)
The Senior Choir is open to all students in Grades 9-12 and is especially
recommended for vocalists in grades 11-12 who are taking IB music. The primary
focus in this class is on the development of vocal performance skills through
exposure to a wide variety of choral literature. Special attention is paid to proper
voice development through independent and collaborative singing, as well as to the
development of music literacy skills such as music reading, sight-singing and
knowledge of musical and cultural contexts. This is a full-time course and students
are expected to practice at home as well as attend all additional rehearsals.
Formal performances include the winter and spring choral concerts and a
performance during the graduation ceremony in June. All three of these
performances are required parts of the course. When the choir is part of a musical
theatre production, the rehearsals and performances for this production are also
compulsory.
Senior Band (Grades 9-12)
This ensemble provides an opportunity for instrumental students to play in a concert
wind band. It is open to all students in grades 9-12 with adequate musical
experience on woodwind, brass or percussion instruments (and double/electric
bass). It is especially recommended for instrumentalists in grades 11-12 who are
also taking IB music. It provides a range of experiences intended to improve the
individual and ensemble skills of each student. This is achieved through full and
sectional rehearsals, several performing opportunities throughout the year and the
preparation of pieces in a variety of musical styles. This is a year-long course and
students are expected to practice at home as well as attend any additional
rehearsals.
Formal performances include the winter and spring instrumental concerts and some
assemblies. All of these performances are required parts of the course.
The school has a selection of instruments available for yearly rental, on a first-comefirst-served
basis. Please contact the Music Department for further details.
This handbook has been produced to provide students and parents with basic information
to help them to plan the student's programme of study in Grades 11 and 12, during which
students may work towards the International Baccalaureate diploma (IB DP) or individual IB
DP courses (certificates), as well as the ISD high school diploma.
In February-March, students, in consultation with their parents and teachers, choose their
courses for the following year. Factors, which all parties should take into account, include
(in no particular order)
• The student's interests and abilities,
• Future career intentions,
• ISD and IB DP requirements
• College/university entrance requirements.
The identity of the teacher should not be a significant criterion of choice, because both
personnel and teaching assignments can vary from year to year. The principal reserves the
right to make the final decisions regarding student schedules and class assignments.
Most IB DP courses are open to all students; those who do not intend to take the
examinations may take only one year of the course if they wish. Students who take a
full two-year IB DP course will be expected to take the external examination in May of
the second year of the course.
Normally, an 11 th or 12 th grader is scheduled for six or seven courses. Under no
circumstances is a student, prior to graduation, scheduled for fewer than five courses.
Our curriculum is broadly based and aims to provide the students with the knowledge and
skills required to enjoy, and contribute effectively to a rapidly changing world. We take great
pains to ensure that courses are designed and structured to meet the needs of our
students; therefore you will find no course defined simply in terms of the textbook used.
The faculty at ISD uses a variety of tools and methodologies in their teaching, so that they
can appropriately meet the varied demands of our diverse student body.
All students in Senior Choir and Band are also encouraged to take part in diverse
festivals organized by AMIS* (High School Honor Band & Choir Festival, Solo and
Ensemble Festival, etc).
*Association for Music in International Schools (www.amis-online.org)
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MISSION STATEMENT
Our goal is to provide the students of the International School of Düsseldorf with the best
possible programme of academic and personal development in a challenging and
supportive environment.
PHILOSOPHY
We, the International School of Düsseldorf, believe it is important to provide our students,
both local and international, with a challenging academic programme in a caring
environment. We aim to promote the development of the whole child and work closely and
openly with parents to accomplish this. We will encourage students to achieve their
potential in all areas of learning. We willingly accept the demands, high level of dedication,
continuous evaluation and review necessary to achieve excellence. We believe in the
ideals of international understanding and responsible citizenship.
EDUCATIONAL PRINCIPLES
• To instil a love of learning
• To provide an appropriate and challenging course of study
• To offer a balanced programme with an interdisciplinary approach where appropriate
• To develop self-discipline and responsible behaviour
• To foster an awareness and concern for the well-being and dignity of every individual
• To foster a sense of community
• To develop learning partnerships involving teachers, students and parents
• To develop a truly international perspective
MUSIC
Philosophy: (taken from the 2009 IB Music Guide)
Music functions as a means of personal and communal identity and expression, and
embodies the social and cultural values of individuals and communities.
A vibrant musical education fosters curiosity and openness to both familiar and
unfamiliar musical worlds.
Through participating in the study of music we are able to explore the similarities,
differences and links in music from within our own culture and that of others across
time. Informed and active musical engagement allows us to explore and discover
relationships between lived human experience and specific sound combinations and
technologies, thus informing us more fully of the world around us, and the nature of
humanity.
IB DP Music HL/SL
This two-year course is recommended as a group 6 IB subject for students with a
high level of interest in music. It provides a solid basis for further musical study in a
variety of musical fields at the university level, but is also appropriate for students
planning on pursuing career paths outside of the field of music. There are no official
prerequisites; however, a student needs to have at least a basic level of prior
knowledge in the area of music theory and also have experience singing or playing
an instrument to succeed in the course. Students in standard and higher level are
combined in one class, as much of the course-work overlaps.
SL students complete the following components:
1. Musical perception and analysis 50%
(30% for listening exam + 20% for musical links investigation)
2. Music creating (composing and/or arranging 2 pieces) (50%)
OR
2. Music performing (15 min. live performance on a solo instrument/voice) (50%)
HL students complete the following components:
1. Musical perception and analysis 50%
(30% for listening exam + 20% for musical links investigation)
2. Music creating (composing and/or arranging 3 pieces) 25%
AND
3. Music performing (20 min. live performance on a solo instrument/voice) 25%
The course-work for both standard and higher levels consists of the study of music
from the six main historical periods of western music, “world” music, score analysis,
listening analysis and compositional techniques. Through their musical links
Investigations, students also have the opportunity to explore in depth two musical
cultures which hold a particular interest for them. Because of the individual nature of
the performance component, students in HL or SLP (P=performing) are expected to
pursue the study of their instruments/voices with a private music teacher outside of
class in order to help them choose repertoire and prepare for their performances.
Participation in musical ensembles, whether in or out of school, and/or in AMIS*
music festivals is also recommended.
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Theatre Arts (Elective, not an IB diploma course).
This course is designed to acquaint students with various aspects of theatre. A
variety of games and exercises are designed to focus on the building of ensemble as
well as preparing students for performance. Each year different texts and time
periods of theatre history will be studied, thus enabling students to repeat the course
several times if they wish to do so. Technical aspects such as costumes, make up,
sets, sound and lights as well as play direction will be addressed as appropriate.
Students will also have opportunities to watch performances and attend the annual
theatre arts festival sponsored by ISTA.
The IB Learner Profile
The aim of all IB DP programmes is to develop internationally minded people who,
recognizing their common humanity and shared guardianship of the planet, help to create a
better and more peaceful world.
IB learners strive to be:
Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry
and research and show independence in learning. They actively enjoy learning and this
love of learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad and
balanced range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to recognize and
approach complex problems, and make reasoned, ethical decisions.
Communicators
They understand and express ideas and information confidently and creatively in more than
one language and in a variety of modes of communication. They work effectively and
willingly in collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice and respect for
the dignity of the individual, groups and communities. They take responsibility for their own
actions and the consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories, and are open to
the perspectives, values and traditions of other individuals and communities. They are
accustomed to seeking and evaluating a range of points of view, and are willing to grow
from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to service, and act to make a positive difference to the
lives of others and to the environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and
have the independence of spirit to explore new roles, ideas and strategies. They are brave
and articulate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve
personal well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They are able to
assess and understand their strengths and limitations in order to support their learning and
personal development.
© International Baccalaureate Organization 2006 5
IB learner profile booklet
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ISD Diploma
In grades nine and ten the MYP overlaps with the requirements for the ISD diploma and
leads into the IB diploma in grades eleven and twelve.
Normally, a 9th grader is scheduled for ten courses, a tenth grader for nine or ten.
To be awarded the ISD diploma a student must have
• completed four years of education in grades 9-12 or their equivalents.
• successfully completed ninth and tenth grades (at ISD this normally means having
followed years 4 and 5 of the IBMYP, including at least three electives) with no more
than two final academic achievement grades below 3 in either year.
• earned a minimum total of 40 points over grades 11 and 12, with no more than four
final academic achievement grades below 3, of which no more than two may be earned
in 12 th grade.
• successfully completed the C&S/CAS programme during each year of attendance (G9-
12) at ISD. 1
In addition each student should have:
• taken at least one year of mainstream English
• taken three consecutive years of the same foreign language
• studied German to a minimum competency level equivalent to ISD's "Advanced
German" (normally three years).
There may, under exceptional circumstances, be students for whom these requirements
might not be appropriate. In these cases the principal will determine whether or not the
student has met the conditions under which an ISD diploma can still be awarded.
VISUAL ARTS
The Visual Arts at ISD offers all students a wide range of study and the opportunity
to explore and express ideas and feelings in the studio. Value is given to the
development of technical skill, including drawing and composition. The study helps
develop visual literacy, visual communication skills and creativity, so vital in the
visual world of today. In an international environment, the study of the visual arts
helps students develop a richer understanding of their own culture and fosters
sensitivity towards cultural diversity, partly through critical studies and the study of
the history of art. Learning through the Visual Arts is both challenging and
enjoyable. It enhances learning in other subjects and is learning for life.
IB DP Visual Arts SL/HL 1 and 2, Grades 11 & 12
The International Baccalaureate Visual Arts is offered as a Group 6 subject. It is a
two- year course and consisting of two components: studio work (A 60% or B 40%)
and investigation workbook (A 40% or B 60%) i.e. the students can choose whether
the emphasis lies with studio work (A) or the investigation workbook (B).
From a common starting point students have the opportunity to develop individual
and personal work in different media. Students also choose personally relevant
themes for research both in the studio and in their investigation workbooks. Visits to
local art museums and exhibitions will be arranged. In addition, there is an extended
field trip to a major art city.
The course concludes with an examination of the studio work by a visiting examiner
and the investigation workbooks are examined by the teacher (A) the reverse for (B).
All examination materials are subject to moderation by senior examiners.
IB DIPLOMA
The International Baccalaureate Diploma is offered as a supplement to the ISD diploma.
The IB diploma curriculum consists of a comprehensive and rigorous two-year programme,
normally undertaken in the 11th & 12th grades (in exceptional cases in grades 12 and 13).
Based on the educational pattern of no single country, it is a deliberate compromise
between the specialization required in some countries and the breadth and depth preferred
in others. Since its inception in the late 1960's, the IB diploma has become a symbol of
academic integrity and intellectual promise, and is accepted widely throughout the world as
a university entrance qualification.
IB diploma candidates must pass examinations in six areas, including Language A (best or
native language); an additional language; individuals and societies; experimental sciences;
mathematics; and a sixth subject, an elective. Of the six examinations, three must be taken
at the higher level and three at the standard level.
Other requirements are
• The completion of the "Theory of Knowledge" course (the role of language and thought;
logic; ways of knowing and areas of knowledge, e.g. mathematics, natural sciences,
human sciences, history, and value judgments, e.g. moral, political and aesthetic
judgments);
1 This requirement only becomes operative when a C&S/CAS programme has been set up in grades 6-12.
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INFORMATION TECHNOLOGY
IB DP Information Technology in a Global Society HL/SL
Information Technology in a Global Society (ITGS) is a two-year group 3 course for
the International Baccalaureate. It is now offered at both the standard and higher
level.
The course focuses on
• the social significance of information technology
• the ethical considerations arising from the use of information technology, and
asks students to think about how easy access to vast amounts of information
and very rapid exchanges of information has profoundly affected how
individuals, and groups of individuals, work, play, develop relationships and
evolve ethical behaviour.
In addition:
• it looks at how technology has invaded areas once reserved for people:
forecasting future events from past trends, controlling production of goods, and
simulating the human thinking processes;
• it considers the new horizons for exploration that have emerged;
• it asks students to think critically about the new moral issues that have also
surfaced: the protection of the right of access to personal data, information
destruction by viruses, and the proliferation of technology-based crimes.
While there is a significant amount of time spent using computer-based information
technology resources; ITGS is not a computer literacy or programming course.
Note: The German Kultusministerkonferenz does not recognize the validity of this
course.
• The submission of an extended essay (4,000 words on a research topic of the
candidate's choice) and
• Participation in CAS activities, encompassing elements of creativity, action and service.
Further detailed information about the IB diploma programme can be obtained from the IB
diploma coordinator or the senior school principal.
Students who want their IB Diploma recognized as Abitur will have to meet requirements
set by the German KMK regarding their choice of subjects. Details can be obtained from
the German career counsellors.
Students who do not require the full IB diploma for university entrance may work towards
individual subject certificates.
HOMEWORK
It has long been a widely held belief that homework improves academic achievement,
reinforces skills and knowledge learned in the classroom, and teaches students
independence, organization, responsibility, and self-discipline. However, there is no
conclusive evidence to support this belief 2 , and there are better ways of teaching most of
the skills above than by extending an already long school day. In addition students need
“down time” from school work - even during the week – and developing adolescents, who
are learning to find their places in the world need time to develop their social relationships
– with their families as well as each other.
For the reasons above, we do not assign homework for its own sake. There should be a
clear reason for asking the students to work at home, and the task should be one that can
be better done at home than at school. The teachers are encouraged to ask themselves the
following three questions before assigning work to be done at home.
• Is this assignment worth asking the students to give up their time for
• How will this assignment affect the students’ attitude to learning
• Does everybody need to be doing the same assignment
The IB diploma does require the student to do a considerable amount of work outside class
time, which involves not just homework assigned within the guidelines above, but also
regular review and consolidation of class work, preparation for upcoming classes, and
research and preparation for the extended essay. Students will also find that they need
to devote time outside of class to complete the work for internally and externally assessed
components of their subjects. Forward planning and a good level of organization are
required if the deadlines for these components are to be met. Diploma students will also
benefit from developing a routine of study in preparation for unit tests and internal exams
leading up to the final exams in May of their 12 th grade year. In 11 th and 12 th grades, three
hours of homework per night might not be unusual, though a well organized and motivated
student can mitigate this by making good use of the study periods within the school day.
2 See for example: Kohn Alfie, The Homework Myth, Cambridge, MA, Da Capo Press 2006.
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LEARNING DEVELOPMENT SUPPORT
A full-time learning specialist is available to assist students who have diagnosed, mild
learning disabilities. Students with severe behavioural, emotional or learning disabilities
are not accepted because there is no self-contained programme available to meet their
needs.
Admission to Learning Support will be according to the referral process to be found in the
Senior School Student-Parent Handbook.
An individualized education plan (IEP) is developed for each student receiving learning
support by withdrawal from some classes. The IEP contains learning goals, broken down
into learning outcomes, and states the achievement criteria which will be used in assessing
these outcomes.
It is possible for a student diagnosed with a recognized learning disability e.g. dyslexia,
ADHD, etc. to receive exam concessions, such as additional time or a reader, with
appropriate supporting documentation.
The teaching, learning process at ISD is seen as a partnership between school, students
and parents. Parents will be expected to comply with the school’s request for any and all
additional testing required. Failure to comply will place the student’s admission or continued
enrolment at risk.
Biology, chemistry and physics are offered at both the standard level (SL) and higher
level (HL). A common curriculum model applies to all three subjects. Students at
both SL and HL study a core syllabus supplemented by the study of two options.
Students at HL also study additional higher level (AHL) topics. The external
assessment of the courses consists of three written papers and accounts for 76% of
the final IB grade. All three courses involve substantial amounts of
practical/investigative work; a minimum of 40 hours at the SL and 60 hours at the
HL, including a 10 hour collaborative project carried where students work together
across the disciplines. The internal assessment of practical work accounts for 24% of
the final IB grade. Practical skills are transferable across all three subjects and the
study of two science subjects is encouraged where appropriate and supported by the
department.
IB DP Biology HL/SL
Recommendation for HL: Grade 10 Biology/Chemistry
Standard level topics: statistical analysis, cells, the chemistry of life, genetics,
ecology and evolution, human health and physiology.
Additional higher level topics: nucleic acids and proteins, cell respiration and
photosynthesis, plant science, genetics, human health and physiology. Optional
topics: (SL only) human nutrition and health, physiology of exercise, cells and
energy; (SL or HL) evolution, neurobiology and behaviour, microbes and
biotechnology, ecology and conservation; (HL only) further human physiology.
IB DP Chemistry HL/SL
Recommendation for HL: Either Grade 10 Biology/Chemistry or Grade 10
Chemistry/Physics
Standard level topics: quantitative chemistry, atomic structure, periodicity, bonding,
energetics, kinetics, equilibrium, acids and bases, oxidation and reduction, organic
chemistry, measurement and data processing.
Additional higher level topics: atomic structure, periodicity, bonding, energetics,
kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry
Optional topics: (SL or HL) modern analytical chemistry, human biochemistry,
chemistry in industry and technology, medicines and drugs, environmental
chemistry, food chemistry, further organic chemistry.
IB DP Physics HL/SL
Recommendation for HL: Grade 10 Chemistry/Physics.
Standard level topics: physics and physical measurement, mechanics, thermal
physics, oscillations and waves, electric currents, fields and forces, atomic and
nuclear physics, energy power and climate change.
Additional higher level topics: motion in fields, wave phenomena, electromagnetic
induction, quantum physics and nuclear physics, digital technology.
Optional topics: (SL only) sight and wave phenomena, quantum physics and nuclear
physics, digital technology, relativity and particle physics; (SL or HL) astrophysics,
communications, electromagnetic waves; (HL only) relativity, medical physics,
particle physics.
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SCIENCE
Philosophy
The study of science is a fundamental part of the education of all young people and
to function effectively in, and contribute positively to society, young people need to
be scientifically literate and to have knowledge of science. Further, effective science
education must have a firm practical basis and must be relevant to the everyday
experience of the students.
Students should be given opportunities to study and gain experience of natural
phenomena through research and discovery, to develop a range of practical and
communicative skills. Students need to learn to analyze scientific information, to
recognize relevant facts and to develop critical thinking and rational problem solving
skills in science. Students should be encouraged to develop good attitudes to work
including cooperation, punctuality and safety.
Finally, science teaching should promote a view of science as a global pursuit
requiring world-wide communication and international cooperation.
International Baccalaureate Sciences
Through studying science, students should become aware of the way in which
scientists work and communicate with each other throughout the world. While the
scientific method may take on a wide variety of forms, it is the emphasis on a
practical approach through experimental work that distinguishes the sciences from
other disciplines and characterizes each of the subjects within group 4.
LIST OF Grade 11 COURSES
This list includes the new names of the language courses as reflected in the changes
to the IB group1 and 2 subject groups: Language A Literature replaces Language A1
while Language A language and literature replaces language A2.
IB DP Theory of Knowledge
IB DP English A Literature, SL &HL
IB DP English A Language and Literature,
SL & HL
IB DP English B, SL &HL
*German Basic
German Intermediate
German Advanced
IB DP German ab Initio, SL only
IB DP German B, SL &HL
IB DP German A Language and Literature,
SL &HL
IB DP German A Literature, SL &HL
IB DP French B, SL &HL
IB DP Japanese A Literature, SL &HL
IB DP Japanese ab Initio, SL only
IB DP Psychology, SL &HL
IB DP Economics, SL &HL
IB DP History, SL &HL
IB DP Math Studies, SL only
IB DP Mathematics, SL &HL
IB DP Biology, SL &HL
IB DP Chemistry, SL &HL
IB DP Physics, SL &HL
IB DP ITGS, SL &HL
IB DP Visual Arts, SL &HL
Theatre Arts (Elective)
HS Band
HS Choir
IB DP Music, SL &HL
While the content of the courses varies, they all aim to:
1. Provide opportunities for scientific study and creativity within global contexts,
which will stimulate and challenge students.
2. Provide a body of knowledge and methods/techniques, which characterize
science and technology.
3. Enable students to apply and use the body of knowledge and
methods/techniques that characterize science and technology.
4. Develop an ability to analyze, evaluate and synthesize scientific information.
5. Engender an awareness of the need for and the value of, effective collaboration
and communication during scientific activities.
6. Develop experimental and investigative scientific skills.
7. Develop and apply the student’s information and communication technology
skills in the study of science.
8. Raise awareness of the moral, ethical, social, economic and environmental
implications of using science and technology.
9. Develop an appreciation of possibilities and limitations associated with science
and scientists.
10. Encourage an understanding of the relationship between scientific disciplines
and the overarching nature of the scientific method.
IB DP Korean A Literature, SL &HL
IB DP Spanish B, SL &HL
IB DP Spanish, ab Initio, SL only
SL = Standard Level / HL = Higher Level
* Available but depends on other class
commitment
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LIST OF Grade 12 COURSES
This list includes the new names of the language courses as reflected in the changes
to the IB DP group1 and 2 subject groups: Language A Literature replaces Language
A1 while Language A language and literature replaces language A2.
(one modelling problem & one investigation) is required for internal assessment.
The use of a graphics display calculator is a requirement of the course.
Calculators can be purchased through the school at the student’s own
expense.
IB DP Theory of Knowledge
IB DP English A Literature, SL &HL
IB DP English A Language and Literature,
SL & HL
IB DP English B, SL &HL
*German Basic
German Intermediate
German Advanced
IB DP German ab Initio, SL only
IB DP German B, SL &HL
IB DP German A Language and Literature,
SL &HL
IB DP German A Literature, SL &HL
IB DP French B, SL &HL
IB DP Japanese A Literature, SL &HL
IB DP Japanese ab Initio, SL only
IB DP Korean A Literature, SL &HL
IB DP Spanish B, SL &HL
IB DP Spanish, ab Initio, SL only
IB DP Psychology, SL &HL
IB DP Economics, SL &HL
IB DP History, SL &HL
IB DP Math Studies, SL only
IB DP Mathematics, SL &HL
IB DP Biology, SL &HL
IB DP Chemistry, SL &HL
IB DP Physics, SL &HL
IB DP ITGS, SL &HL
IB DP Visual Arts, SL &HL
Theatre Arts (Elective)
HS Band
HS Choir
IB DP Music, SL &HL
SL = Standard Level / HL = Higher Level
* Available but depends on other class
commitment
IB DP Mathematics HL
Prerequisite: IB-MYP Mathematics Grade 10 (Extended)
IB Mathematics Higher is a two-year advanced course, which covers all the standard
level (Mathematics SL) topics in depth plus: complex numbers; techniques of
integration; series and differential equations and 3-dimensional vectors and matrices.
A portfolio (one modelling problem & one investigation) is required for internal
assessment. The use of a graphics display calculator is a requirement of the
course. Calculators can be purchased through the school at the student’s
own expense.
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MATHEMATICS
PHILOSOPHY
We believe that mathematics is an integral part of everyday life. Mathematics is a
way of thinking characterized by processes such as exploration, manipulation,
discovery and classification. It is a precise and concise means of communication
used to represent, to interpret and to predict aspects of our changing world.
We maintain that mathematics is more about process than results. Thus, students
should be expected to communicate effectively, orally and in writing, using
terminology relevant to the discipline. The ISD mathematics programme strives to
establish an atmosphere of self-discovery within the classroom, recognizing that
students need to be active participants within the learning process. Students will be
taught using a variety of methods, which include the use of technology and
manipulative materials. The mathematics' classroom will provide a safe and
respectful environment that is tolerant of mistakes and considerate of the learner's
language level.
Our goal is to help students gain an understanding of mathematical relationships
across topics as well as an appreciation of mathematical applications across various
subject areas. We aim to establish a mathematical awareness that moves beyond
the classroom itself, enabling students to value the essential nature of the subject.
Assessment at all levels of the mathematics programme will include both
summative and formative components. Students will be assessed against criteria
that clearly outline the learning objectives within each branch. Assessment tasks will
include tests, quizzes, mathematical investigations, mathematical modelling
assignments, group activities and individual presentations, as appropriate, as well as
comprehensive summative examinations.
IB DP Mathematical Studies
Prerequisite: IB-MYP Mathematics Grade 10 (Standard or Extended)
IB Mathematical Studies is a two-year IB standard level course which includes many
standard algebra, geometry, and trigonometry topics plus: sets and Venn diagrams;
logic; financial math; probability and statistics; three-dimensional geometry and
introductory calculus. A project (app. 2000 words) is required for internal
assessment. Note: The German Kultusministerkonferenz does not recognize the
validity of this course. The use of a graphics display calculator is a requirement
of the course. Calculators can be purchased through the school at the
student’s own expense.
IB DP Mathematics SL
Prerequisite: IB-MYP Mathematics Grade 10 (Standard or Extended)
IB Mathematics SL is a two-year standard level course which reviews many topics
from the branches of algebra, trigonometry and geometry plus: functions;
differentiation and its applications; integration and its application; vectors and
matrices; probability and statistics; coordinate and analytical geometry. A portfolio
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THEORY OF KNOWLEDGE
Prerequisite: normally open only to IB diploma candidates
Ex –EAL Students
Social Studies Electives
TOK is a two-year, 100 hour course taken by all IB diploma candidates. The course
No Pre-requisite
introduces students to critical examination of the types, nature and limitations of
Ex –EAL different Students ways of knowing. By considering the roles of language, perception, reason,
Social Studies and emotion Electives in the processes of knowing, various systems of knowledge, and value
No Pre-requisite judgments in relation to knowledge, students confront the fundamental questions:
“What do we know” and “How do we know what we know”. In the two-year
programme students will give formal oral presentations and produce one written
essay which is externally moderated. A selection of each student's written work plus
a formal oral presentation form the basis for successful completion of the course,
and the awarding of bonus points toward the IB diploma.
TOK 1
Ways of knowing: nature of knowledge and thought; role of language, perception,
reason, and emotion in knowledge and thought; need for logical rigor in knowledge.
Areas of knowledge: mathematics and natural sciences.
TOK 2
Areas of knowledge: human sciences and history, the arts and ethics. Value
judgments and knowledge: moral & political judgment; aesthetic judgment; literary
judgment; knowledge and truth.
A final aim of the TOK course is to consider the nature of knowledge itself.
Our substantial knowledge cannot give us certainty, and it is in fact possible to doubt
almost everything. But extreme scepticism, whilst logically possible, is in the end
rather uninteresting – it doesn’t really get us anywhere. We must accept that
knowledge is by its very nature provisional, that what was once certain is no longer
so. Furthermore, it is possible that there are important truths that lie forever beyond
the grasp of our intellects. The one comfort here is that, if there are, then we can
never know anything about them.
The gods did not reveal, from the beginning,
All things to us, but in the course of time
Through seeking we may learn and know things better
But as for certain truth, no man has known it,
Nor shall he know it, neither of the gods
Nor yet of all the things of which I speak.
For even if by chance he were to utter
The final truth, he would himself not know it:
For all is but a woven web of guesses.
(Xenophanes)
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LANGUAGES 3
Philosophy: Languages A (Native Languages)
We believe language is essential to most human activities. It is the principal means
by which we experience, create and interpret the changing world in which we live. It
is the way we think and communicate.
We believe language acquisition grows incrementally through a constant and natural
interaction of the four modes: listening, speaking, reading and writing. The language
curriculum recognizes and respects the varied interests, abilities, needs and diverse
cultural backgrounds of our students.
We believe that literature, the written word, is an indispensable tool for the
development of language competence. Students are given opportunities to create
and explore language through literature. We want this to stimulate and elicit critical
and creative responses from our students, which will lead to a deeper understanding
and appreciation of literature and life itself.
Finally, we believe that each student should be challenged through the
implementation of a variety of instructional methods and strategies within a positive
environment, conducive to further learning. It is our conviction that this approach will
foster an atmosphere of international tolerance and respect for the ideas of others
and increase the individual’s awareness of self-identity.
Philosophy: Languages B (Foreign Languages)
We believe language is essential to most human activities. It is the principal means
by which we experience, create and interpret the changing world in which we live. It
is the way we think and communicate.
We believe language acquisition grows incrementally through a constant and natural
interaction of the four modes: listening, speaking, reading and writing. The language
curriculum recognizes and respects the varied interests, abilities, needs and diverse
cultural backgrounds of our students. It presents a progressive course of study,
which gives insight into structures and functions of the language, emphasizes
communication and ultimately encourages the development of a critical appreciation
of literature.
We believe that learning a foreign language is essential in a global world. It raises
the students' awareness as citizens of the world open to international exchange,
capable of critical analysis and appreciation, and enables them to be more aware of
their own identity, language and culture. It allows students to gain access to realities
beyond their native language concepts and thus contributes to international
understanding.
We believe that learning a foreign language involves communicating in the target
language as well as knowing about the language. Therefore the students should be
actively engaged in meaningful, authentic and purposeful learning tasks, allowing for
opportunities for creative and aesthetic expression.
Finally, we believe that each student should be challenged through the
implementation of a variety of instructional methods and strategies within a positive
learning environment conducive to further learning. It is our conviction that this
approach will foster an atmosphere of tolerance and respect for the ideas of others
and increase the individual’s awareness of self-identity.
IB DP History HL
Aims
• To promote the acquisition of knowledge and understanding of the past sufficient
to serve both as a basis for the development and practice of appropriate skills
and for a better understanding of the present.
• To provide an introduction to the nature of history as a discipline, the nature and
variety of historical sources and the historian’s method.
• To develop an awareness of the existence of different interpretations of the past.
The two-year course is a study of Europe and the Middle East from the beginning of
the 19 th century to 1990. Three topics are emphasized throughout the first year:
Causes, practices and effects of war in the 20th century: detailed study of the
changing nature of warfare and developments underlying war. Examples include: the
First and Second World Wars; the Chinese Civil War; the Korean War; the Arab-
Israeli Wars; guerrilla warfare.
The rise of single party states: modern political history has witnessed the emergence
and evolution of one-party authoritarian rule. The one-party systems vary in
ideology, in social composition, in structure and in their means of attaining goals.
Leaders studied include: Hitler, Stalin, Mao, Mussolini, Nyerere and Castro.
East-West relations since 1945. Some of the consequences of the division of
Europe after WWII are considered: the emergence of the superpower blocs; the
development of nuclear weapons; the course of the Cold War; NATO and the
Warsaw Pact; US-Soviet relations; Sino-Soviet relations; Cuba; Korea.
In the second year the emphasis is on Europe from 1815-1939. Topics include: the
Congress System, Revolutions in 1830 and 1848, Italian and German Unification,
Imperialism, World War I, the League of Nations, World War II.
3 Course descriptions for IB courses reflect the official wording of the respective IB language guides
12
29

IB DP Economics
Aims:
The IB Economics course at both higher level and standard level attempts to:
• provide students with a core knowledge of economics
• encourage students to think critically about economics
• promote an awareness and understanding of internationalism in economics
• encourage students' development as independent learners
• enable students to distinguish between positive and normative economics
• enable students to recognize their own tendencies for bias.
IB DP Economics SL
This is a two-year course. The material to be studied is divided into four distinct
topics: resource allocation - which deals with supply and demand, elasticity and the
market; national income analysis which covers the role of government policy, the
measurement of national income, Keynesian versus monetarist analysis, inflation,
unemployment and supply-side policies; international trade including protectionism,
balance of payments and the measurement of trade; and economic growth and
development which favours sources and consequences of economic growth; barriers
to economic development and growth and development strategies.
IB DP Economics HL
This is a two-year course, which covers the material in the standard course, with
additional concentration upon business economics, macroeconomic policy, absolute
versus comparative advantage and exchange rates. This material includes profit
maximization in different market structures, economic efficiency; inflation v
unemployment trade-off, accelerator and multiplier theory, measurement of inflation;
fixed versus floating exchange rates and terms of trade. Strong writing skills and an
ability to effectively model economic theory through the use of diagrams are
necessary for this course.
IB DP History SL
Aims: To
• Promote the acquisition of knowledge and understanding of the past sufficient to
serve both as a basis for the development and practice of appropriate skills and
for a better understanding of the present
• Provide an introduction to the nature of history as a discipline, the nature and
variety of historical sources and the historian’s method
• Develop an awareness of the existence of different interpretations of the past.
This two-year course is identical to the first year of IB Higher Level History. All
students are required to choose from the following topics:
• Causes, practices and effects of wars;
• The rise of single-party states;
• East-West relations after 1945.
Further details are given in the next course description.
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ENGLISH
Starting in 2011-12, the structure of Groups 1 and 2 of the Diploma Programme will
change.
Overview of group 1 and 2 changes
Group Last examinations
2012
Group 1
Group 2
Language A1 (SL)
Language A1 (HL)
Language A2 (SL)
Language A2 (HL)
Language B (SL)
Language B (HL)
13
First teaching 2011
First examinations 2013
Language A: literature (SL)
Language A: literature (HL)
Language A: language and
literature (SL)
Language A: language and
literature (HL)
Language B (SL)
Language B (HL)
Students are required to select at least one language from group 1. They are also
required to select a different second language from either group 1 or group 2.
Students also have the option of studying a third language (from either group) as an
elective instead of a group 6 subject.
Evaluation
Evaluation reflects students’ performance in a variety of the following: individual and
group participation, oral presentations, written work such as essays, commentaries,
responses to literature and/or non-fiction, creative projects, etc. Specific criteria will
accompany all formally assessed tasks to indicate expectations.
IB DP English B SL/HL 1 and 2
Prerequisite: English 10 or the equivalent
The IBO states that these are language acquisition courses designed to provide
students with the necessary skills and intercultural understanding to enable them to
communicate successfully in an environment where the language studied is spoken.
This process encourages the learner to go beyond the confines of the classroom,
expanding an awareness of the world and fostering respect for cultural diversity.
These courses use a balance between approaches to learning that are teachercentred
(teacher-led activities and assessment in the classroom) and those that are
learner-centred (activities designed to allow the students to take the initiative, which
can also involve student participation in the evaluation of their learning). The teacher
is best placed to evaluate the needs of the students and is expected to encourage
both independent and collaborative learning. Both courses develop students’
linguistic abilities through the development of receptive, productive and interactive
skills. It is a two-year programme for students with about three to four years of
previous English learning. It follows the IB Language B syllabus which is comprised
of three parts: language, texts and cultural awareness. Students may take the
course for certification or as part of the full diploma programme, but in either case
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
levels of language competence and communication skills as well as social, aesthetic
and cultural literacy. Literature plays a central role in the courses, which aim to
support lifelong learning through engaging students as actively as possible with the
texts they study. Each course highlights a different perspective in the study of texts.
Language A: Literature (SL/HL)
The focus is directed towards developing an understanding of the techniques
involved in literary criticism and promoting the ability to form independent literary
judgments.
The language A1 course has been renamed Language A: Literature. It will continue
to be the course that supports mother-tongue entitlement in the IB.
Course description
Language A: Literature develops understanding of the techniques involved in literary
criticism and promotes the ability to form independent literary judgments. Through
the study of world literature, which includes three works linked thematically, students
learn to draw literary, cultural, historical and philosophical parallels between texts.
It is a flexible course that allows teachers to choose literary works from prescribed
book lists and to construct a course that suits the particular needs and interests of
their students.
Language A: Language and Literature (SL/HL)
looks more openly at the method of inquiry embodied in critical literacy and is
directed towards understanding the constructed nature of meanings generated by
language and the web of relationships they share with the social world. In addition,
language A: Language and Literature allows the exploration of a wide variety of nonliterary
texts.
Language A: Language and Literature is a new course, introduced into group 1 to
provide greater choice and with a particular focus on developing an understanding of
the constructed nature of meanings generated by language. Two parts of the course
relate to the study of language and two to the study of literature.
Course description
The language A: Language and Literature course develops skills of textual analysis.
A study of the formal structures of a text is combined with an exploration of the way
the use of formal elements and our understanding of their meaning is affected by
reading practices that are culturally defined.
The course is flexible. Teachers have the opportunity to construct it to reflect the
interests and concerns relevant to their students.
Group 1 courses are suitable for students who have experience of using the
language in an academic context. It is recognized that students have language
backgrounds that vary significantly. There are some students for whom the target
language is their only proficient language, whereas other students have complex
language profiles and are competent in more than one language. One path to a
bilingual diploma is to take two group 1 courses, each in a different language (in any
combination). Special-request language A and school supported self-taught options
remain available in language A: literature. By providing these options, group 1
14
HUMANITIES
Philosophy
Humanities investigates the past, present, and potential future interactions of people
with each other and with the environment. Students examine local and international
communities as well as their own cultures. An emphasis on global interdependence
highlights individual differences and responsibilities, fostering tolerance and
understanding. Controversial issues are recognized, investigated, and discussed in
an atmosphere of free enquiry and exchange of opinion.
The Programme
The study of humanities at ISD demands a truly international approach. It addresses
a variety of cultures and times, and stresses their increasing interaction within our
modern world.
Assessment
In all courses assessment is both formative and summative. Students will be
assessed against criteria that clearly outline the learning objectives. Grades reflect
students’ performance on a combination of the following: unit tests, source analysis,
essays, oral presentations, and individual or group projects.
IB DP Psychology
The aims of both the SL & HL Psychology course are to:
• Develop an awareness of how psychological research can be applied for the
benefit of human beings
• Ensure that ethical practices are upheld in psychological inquiry
• Develop an understanding of the biological, cognitive, and sociocultural
influences on human behaviour
• Develop an understanding of alternative explanations of behaviour
• Understand and use diverse methods of psychological inquiry
Students in both SL & HL study three levels of behavioural analysis:
• The biological level of analysis
• The cognitive level of analysis
• The sociocultural level of analysis
SL students study one of the following two options; HL students will study both:
• Abnormal psychology
• Health psychology
HL students also complete a unit covering qualitative research methodology.
27

Korean
IB Korean A: Literature SL/HL
This course is designed for Korean native speakers who have a profound
knowledge of Korean spelling and grammar, display a broad range of vocabulary
and the ability to express and develop their ideas in structured composition.
The studies on this level focus on the interpretation of novels, plays essays and
poetry according to the requirements of the International Baccalaureate.
In the first year of this course, works of World Literature, both prescribed and
optional will be studied.
The second year prepares the students for the IB examination at both the standard
and higher level.
The aims of the Language A programme, both at the higher and standard level,
are to:
• Develop the students‘ powers of expression
• Provide them with an efficient tool for the study of other subjects
• Lead them to the appreciation of literature through the critical analysis of
selected works
• Lead them through literature to the understanding of the study of man in society
• Bring them into contact with ways of thought which differ from their own.
Performance skills the students will need for their IB examinations are provided
throughout the course.
supports additive bilingualism through the support and development of the student’s
mother tongue.
IB DP English Language A: Language and Literature SL/HL 2
This is the second year of the course above. Higher level students will continue with
their study of a second literary option which includes the reading of at least three
fictional texts in addition to completing the study of the Language and Culture option
and the Media and Culture topic option begun in the first year of the course.
Standard level students continue working on the second and third options begun in
the first year of the course.
At both standard and higher levels individual and group oral presentations and the
writing of literary responses, essays and comparative commentaries are practiced on
a regular basis. The completion of the second half of the externally moderated
written task is a further requirement of the second year.
IB DP English Language A: Literature SL 2
This is the second year of preparation for the IB English A1 standard level exam and
is a continuation of the course above. Students examine the ways in which writers
express meaning through close textual analysis of representative works of several
authors covering various genres and periods. Substantial time is spent on oral and
written commentaries. Further emphasis is on reading poetry and prose passages
carefully and critically in order to present interpretations that are coherent and
supported by the texts studied. The course concludes with the IB A1 standard level
exam.
IB DP English Language A: Literature HL 2
This is the second year of preparation for the IB English higher level. Focus is on the
critical and detailed study of four texts, which are then examined in the formal oral
commentary. Additionally, four plays are studied in preparation for Paper 2, and the
second world literature essay is written. Through the study of world literature, which
includes five works linked thematically, students learn to draw literary, cultural,
historical and philosophical parallels between texts. Extensive expository writing and
critical commentaries, both oral and written, develop the students’ power and
manner of expression. An integral part of the course is the development of the
students’ ability to make critical judgments and engage in original thinking. The
course concludes with a two hour written commentary on an unseen piece of prose
or poetry and a two hour comparative essay on the plays studied.
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15

GERMAN
Assessment
Assessment is an integral part of our teaching and learning and a continuing
process.
Various methods, both formative and summative, are used to determine to what
extent learning expectations have been met. Assessment criteria for the skills are
established in rubrics and students are assessed in listening, speaking, reading and
writing.
Students are encouraged to evaluate their oral and written performance self -
critically.
Consistent, determined and constructive participation in class and regular homework
are necessary throughout the course.
Placement
As students have different aptitudes and experiences with foreign language learning,
it is not easy to say how long it will take a particular individual to reach IB diploma
entry standards. However, a student who starts at the beginning of 7 th grade and
who works consistently should be able to reach IB diploma entry level by the end of
10 th grade.
However, if students demonstrate in a placement test that they have developed a
more advanced competence of speaking and writing German - for example through
a summer course - they will be placed accordingly. This could be the case, if a
student aims for a full IB diploma with German as the B-language, but has not
reached the German Intermediate 9 level yet, when (s)he enters 9 th grade or the
Advanced 10 level in 10 th grade.
Placement tests are also used to determine the level of German for incoming
students with previous knowledge of the language.
Students with very little or no previous experience of learning a foreign language
have the option of taking one of the Ab Initio courses offered at ISD.
Subject field trips and special projects, which are organized to make use of the
unique opportunity of studying German and the German culture in Germany,
supplement our courses.
The Courses
We provide a wide range of courses to serve the needs of our students who come
from different backgrounds with different language experiences and either start
German, continue their studies or enter native speaker classes.
This 2 year course at the standard level is designed for students who have had very
little or no previous experience of learning Japanese. It meets the needs of IB
diploma students who have had little or no opportunity for foreign language study
previously, and are therefore unable to fulfil the IB diploma requirements for group 2;
it is also open to students who are interested in learning a new foreign language as
part of their IB diploma, possibly in addition to language A or B.
The aims of the Language Ab Initio course reflect those of group 2 but are defined
within the parameters of the language Ab Initio syllabus:
1. develop students’ intercultural understanding
2. enable students to understand and use the language they have studied in a
range of contexts and for a variety of purposes
3. encourage, through the study of texts and through social interaction, an
awareness and appreciation of the different perspectives of people from other
cultures
4. develop students’ awareness of the role of language in relation to other areas of
knowledge
5. develop students’ awareness of the relationship between the languages and
cultures with which they are familiar
6. provide students with a basis for further study, work and leisure through the use
of an additional language
7. provide the opportunity for enjoyment, creativity and intellectual stimulation
through knowledge of an additional language.
The language ab initio course is organized into three themes,
• Individual and society
• Leisure and work
• Urban and rural environment
Each theme has a list of topics that provide the students with opportunities to
practice and explore the language as well as to develop intercultural understanding.
The teaching of the language functions, the related grammar, and vocabulary will be
integrated with the study of the topics. Through the development of receptive,
productive and interactive skills, students should be able to respond and interact
appropriately in a defined range of everyday situations. The topics are well suited to
fostering an international perspective.
Albeit at a basic level, the Ab Initio course seeks to develop intercultural
understanding and foster a concern for global issues, as well as to raise students’
awareness of their own responsibility at a local level.
Non - IB German
German Intermediate
This course is designed for
⇒ students who have completed German Basic or Advanced Basic level.
⇒ students who have acquired an equivalent command of the German language
elsewhere.
16
25

JAPANESE
IB DP Japanese language A: Literature SL / HL
This two-year course is designed for native speakers who have a profound
knowledge of Japanese and have experience of using the language in an academic
context.
Through the study of a wide range of literature, the language A: Literature course
encourages students to appreciate the artistry of literature and to develop an ability
to reflect critically on their reading. Works are studied in their literary and cultural
contexts, through close study of individual texts and passages, and by considering a
range of critical approaches. In view of the international nature of the IB and its
commitment to intercultural understanding, the language A: literature course does
not limit the study of works to the products of one culture or the cultures covered by
any one language. The study of works in translation is especially important in
introducing students, through literature, to other cultural perspectives. The response
to the study of literature is through oral and written communication, thus enabling
students to develop and refine their command of language.
The aims of language A: literature are to:
1. introduce students to a range of texts from different periods, styles and genres
2. develop in students the ability to engage in close, detailed analysis of individual
texts and make relevant connections
3. develop the students’ powers of expression, both in oral and written
communication
4. encourage students to recognize the importance of the contexts in which texts
are written and received
5. encourage, through the study of texts, an appreciation of the different
perspectives of people from other cultures, and how these perspectives
construct meaning
6. encourage students to appreciate the formal, stylistic and aesthetic qualities of
texts
7. promote in students enjoyment of, and lifelong interest in, language and
literature
8. develop in students an understanding of the techniques involved in literary
criticism
9. develop the students’ ability to form independent literary judgments and to
support those ideas.
Evaluation
In all courses, assessment is both formative and summative. Grades reflect
students’ performance on a variety of the following: individual and group
participation, oral presentations, written work such as essays, commentaries,
responses to literature and/or non-fiction, creative projects, etc. Specific criteria will
accompany all formally assessed tasks to indicate expectations.
A subject field trip to Berlin for 12 th graders provides a unique opportunity of
studying Japanese and German literature in original settings and backgrounds and
gives the students a chance to compare cultural differences.
IB DP Japanese B Ab Initio (SL only)
24
The purpose of this course is:
• To provide students with a wide range of vocabulary and a linguistic foundation,
this will enable them to express themselves meaningfully in practical, everyday
situations in speaking as well as in writing.
• To enable students to read, listen to, comprehend and discuss German texts
and conversations.
• To encourage students to draw comparisons and contrasts between their native
language and culture and the German language and culture.
• To broaden the students’ perspectives on the history, culture, society and
geography of Germany and other countries where German is spoken.
The development of the four major language-learning skills is continued with
emphasis on interaction and oral communication.
German Advanced (only offered on demand)
This course is designed for students
⇒ who have successfully completed German Intermediate level
⇒ who have acquired an equivalent command of the language elsewhere.
With this level, the students fulfil their German language requirement for the ISD HS
diploma.
In order to prepare the students for the latter, the course progresses in two stages.
First, the students finish the fundamental grammar and sentence structures. The
second semester of the course is concerned with the study of longer narrative texts
of different genres: fairy tales, short stories, and a novel about youth resistance in
the Third Reich.
The readings are constantly accompanied by reviews of grammar and written
assignments. Class discussions, partner work, individual projects (e.g. own
production of a fairy tale) and group assignments are introduced throughout the year
as appropriate.
The selection of topics will vary in different years, taking into consideration the
students´ interests.
The emphasis on special goals within the syllabus will also vary according to the
needs of the students.
IB German
IB DP German Ab Initio (SL only)
This 2 year course at the standard level is designed for students who have had very
little or no previous experience of learning German. It meets the needs of IB
diploma students who have had little or no opportunity for foreign language study
previously, and are therefore unable to fulfil the IB diploma requirements for group 2;
it is also open to students who are interested in learning a new foreign language as
part of their IB diploma, possibly in addition to language A or B.
The aims of the Language Ab Initio course reflect those of group 2 but are defined
within the parameters of the language Ab Initio syllabus:
17

1. develop students’ intercultural understanding
2. enable students to understand and use the language they have studied in a
range of contexts and for a variety of purposes
3. encourage, through the study of texts and through social interaction, an
awareness and appreciation of the different perspectives of people from other
cultures
4. develop students’ awareness of the role of language in relation to other areas of
knowledge
5. develop students’ awareness of the relationship between the languages and
cultures with which they are familiar
6. provide students with a basis for further study, work and leisure through the use
of an additional language
7. provide the opportunity for enjoyment, creativity and intellectual stimulation
through knowledge of an additional language.
The language Ab Initio course is organized into three themes,
• Individual and society
• Leisure and work
• Urban and rural environment
Each theme has a list of topics that provide the students with opportunities to
practise and explore the language as well as to develop intercultural understanding.
The teaching of the language functions, the related grammar, and vocabulary will be
integrated with the study of the topics. Through the development of receptive,
productive and interactive skills, students should be able to respond and interact
appropriately in a defined range of everyday situations. The topics are well suited to
fostering an international perspective.
Albeit at a basic level, the Ab Initio course seeks to develop intercultural
understanding and foster a concern for global issues, as well as to raise students’
awareness of their own responsibility at a local level.
• realize the nature and importance of an additional language, and the inherent
and stimulating opportunities it possesses for creativity, intellectual stimuli and
recreation
• to begin to see and make connections between language and culture
Throughout the course, students will learn how to write in various forms and for
different purposes (description, narration, argumentation, etc.); read a range of
written forms for a variety of purposes ((editorials, short stories, poetry, lyrics,
newspaper and magazine articles, etc); express themselves accurately and for
various communicative purposes (explanation, argumentation, descriptions, etc.);
and listen to a range of audio material (songs, movies, interviews, documentaries,
news broadcasts, etc.).
IB DP Spanish B, HL
For the higher level of the Spanish IB programme, students will strive to achieve a
superior level of language sophistication and competence. More emphasis is placed
on developing the ability to not only understand, but also effectively use a form of
expression which is clear, concise, expressive and imaginative. The course aims to
develop a variety of linguistic skills through the study of a wide range of cultural and
literary texts, to promote an appreciation of the wealth and subtleties of the language
and to facilitate clear expression of ideas. Various literary and non-literary texts are
used to aid students to become competent in text analysis, written expression and
the study of Hispanic culture. Students will learn rhetorical devices, techniques to
ensure written cohesion, as well as traditional forms and structures of texts.
IB DP German B SL/HL
The Language B programme is a foreign language-learning programme designed for
the study at both standard and higher levels by students with previous experience of
learning the language.
Students entering the B Standard level course have completed the German
Advanced level or the equivalent with good results. They are expected to be able to
read and understand literary and non-literary texts; moreover they should have the
necessary oral and written language skills to express themselves.
Students entering the B Higher Level course have reached a high level of
competence in the German language and usually have completed the Pre-IB B
course.
The main focus of the programme is the development of intercultural understanding
and further development of all four language skills within a range of contexts,
purposes, and texts of different styles and register.
The aims of the Language B programme are to:
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23

SPANISH
IB DP Spanish B Ab Initio
This course is studied at the standard level, over two years, by 11 th and 12 th grade
students who have had no previous experience of learning Spanish. It meets the
needs of IB diploma students who have had little or no opportunity for foreign
language study previously, and are therefore unable to fulfil the IB diploma
requirements for group 2; it is also open to students who are interested in learning a
new foreign language as part of their IB diploma, possibly in addition to language A2
or B.
The aims of the course are to:
• Develop students’ ability to communicate in speech and writing to enable them
to deal adequately with familiar and practical needs.
• Introduce students to the culture of Spanish-speaking countries.
• Provide students with a foundation for further study of Spanish.
• Provide intellectual stimulation.
• Encourage positive attitudes to the learning of other languages, and to their
speakers and countries.
The course is communicative: it focuses primarily on interaction between speakers
and writers of Spanish. The main aim is to prepare the learner to use the language
appropriately in a range of situations and contexts, and for a variety of purposes.
The skills of listening, speaking, reading and writing will be taught and developed
through the study of a wide range of oral and written texts of different styles and
registers. Equal emphasis will be given to the teaching of the four skills, and
authentic material will be used whenever possible, the teaching of the language
functions, the related grammar, and vocabulary will be integrated with the study of
the topics.
The course is learner-cantered and takes into account the interests, needs and
social context of the learning group.
IB DP Spanish B, SL
This course aims to enrich students’ linguistic and cultural acquisition and
development after having completed 3 to 4 years of Spanish. In an integrated and
comprehensive approach, all four language learning vehicles – speaking, listening,
reading and writing – are incorporated into a programme which stresses three main
focuses woven into the curriculum. These are language, cultural interaction and
message.
Objectives:
The student should:
• understand and use Spanish in diverse oral and written contexts
• gain a deeper understanding and appreciation of the diverse Spanish-speaking
population through the study of texts and social interaction
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1. develop students’ intercultural understanding / develop the students´ awareness
of the German culture and to encourage them to compare, understand, and
respect the differences between the German culture and their own.
2. enable students to understand and use the language they have studied in a
range of contexts and for a variety of purposes
3. encourage, through the study of texts and through social interaction, an
awareness and appreciation of the different perspectives of people from other
cultures
4. develop students’ awareness of the role of language in relation to other areas of
knowledge
5. develop students’ awareness of the relationship between the languages and
cultures with which they are familiar
6. provide students with a basis for further study, work and leisure through the use
of an additional language
7. provide the opportunity for enjoyment, creativity and intellectual stimulation
through knowledge of an additional language
IB DP German A Language & Literature SL/HL
This two-year course is designed for students who aim either at the higher or
standard level examination of IB German A Language & Literature. It affords
candidates from a variety of backgrounds ranging from a high level of competence
(near native) in German as a second language to native level.
The course aims to develop in students skills of textual analysis relating to both
literary and non-literary texts. An understanding of the ways in which formal
elements are used to create meaning in a text is combined with an exploration of
how that meaning is affected by reading practices that are culturally defined and by
the circumstances of production and reception.
A wider aim of the course is the development of an understanding of “critical literacy”
in students.
In view of the international nature of the IB and its commitment to intercultural
understanding, the language A: Language & Literature course does not limit the
study of texts to the products of one culture or of the cultures covered by any one
language. The study of literature in translation from other cultures is especially
important to IB Diploma Programme students because it contributes to a global
perspective, thereby promoting an insight into, and understanding of, the different
ways in which cultures influence and shape the experiences of life common to all
humanity.
The aims of language A: language and literature are to:
1. introduce students to a range of texts from different periods, styles and genres
2. develop in students the ability to engage in close, detailed analysis of individual
texts and make relevant connections
3. develop the students’ powers of expression, both in oral and written
communication
4. encourage students to recognize the importance of the contexts in which texts
are written and received
5. encourage, through the study of texts, an appreciation of the different
perspectives of people from other cultures, and how these perspectives
construct meaning
6. encourage students to appreciate the formal, stylistic and aesthetic qualities of
texts
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7. promote in students an enjoyment of, and lifelong interest in, language and
literature.
8. develop in students an understanding of how language, culture and context
determine the ways in which meaning is constructed in texts
9. encourage students to think critically about different interactions between text,
audience and purpose
IB DP German language A: Literature SL/HL
This two-year course is designed for native speakers who have a profound
knowledge of German and have experience of using the language in an academic
context.
Through the study of a wide range of literature, the language A: Literature course
encourages students to appreciate the artistry of literature and to develop an ability
to reflect critically on their reading. Works are studied in their literary and cultural
contexts, through close study of individual texts and passages, and by considering a
range of critical approaches. In view of the international nature of the IB and its
commitment to intercultural understanding, the language A: literature course does
not limit the study of works to the products of one culture or the cultures covered by
any one language. The study of works in translation is especially important in
introducing students, through literature, to other cultural perspectives. The response
to the study of literature is through oral and written communication, thus enabling
students to develop and refine their command of language.
The aims of language A: literature are to:
1. introduce students to a range of texts from different periods, styles and genres
2. develop in students the ability to engage in close, detailed analysis of individual
texts and make relevant connections
3. develop the students’ powers of expression, both in oral and written
communication
4. encourage students to recognize the importance of the contexts in which texts
are written and received
5. encourage, through the study of texts, an appreciation of the different
perspectives of people from other cultures, and how these perspectives
construct meaning
6. encourage students to appreciate the formal, stylistic and aesthetic qualities of
texts
7. promote in students enjoyment of, and lifelong interest in, language and
literature
8. develop in students an understanding of the techniques involved in literary
criticism
9. develop the students’ ability to form independent literary judgments and to
support those ideas.
FRENCH
IB DP French B SL/HL
The IB French B programme is a 2 year foreign language programme designed for
study at both standard and higher levels by students with previous experience of
learning the language. Students should have completed the advanced course with
good results to enter this course.
It focuses specifically on the interaction between speakers and writers of the French
language. The main purpose of the programme is to prepare students to use the
language appropriately in wide range of situations and contexts and for a variety of
purposes. Literary, informative and journalistic texts are linked to the themes of
exploring change (society, technology, environment), groups (community, nation and
family), and leisure (arts sports, music).
The teaching of grammatical structure and vocabulary is integrated into text handling
exercises. Students learn to produce their own written texts in a coherent and logical
way respecting the IB criteria for paper I and II. The use of spoken French, in pairs
and groups, is encouraged. Text summaries are selected from newspapers, books,
plays, songs, poems, documentaries, short stories, and authentic audio-visual
material is used such as audio cassettes, video cassettes and recordings from the
French channel TV5.
Language B objectives (SL/HL)
(from the IB Diploma Programme Guide)
At the end of the language B course students are expected to demonstrate ability to
• Communicate clearly and effectively in a range/wider range of situations
• Understand and use accurately oral and written forms of the language that are
commonly encountered in a range of situations that are essential for effective
communication in a range of styles and situations
• Understand and use a range of vocabulary in common usage/a wide range of
vocabulary
• Select a register/style that is generally appropriate to the situation.
• Express idea with general clarity and some fluency/fluency
• Structure arguments in a generally clear coherent and convincing way
• Understand and respond appropriately to written and spoken material of average
difficulty/and analyze moderately complex written and spoken material
• Assess some subtleties/subtleties of the language in a range/wider range of
forms, styles and registers
• Show awareness of and sensitivity to some elements of the culture(s)/ to the
culture(s) related to the language studied.
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