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

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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. 28 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.
Page 1 and 2: INTERNATIONAL SCHOOL OF DUSSELDORF
Page 3 and 4: . Grades 11 and 12 Curriculum Handb
Page 5 and 6: INTRODUCTION Senior Choir (Grades 9
Page 7 and 8: Theatre Arts (Elective, not an IB d
Page 9 and 10: INFORMATION TECHNOLOGY IB DP Inform
Page 11 and 12: SCIENCE Philosophy The study of sci
Page 13: MATHEMATICS PHILOSOPHY We believe t
Page 17 and 18: Korean IB Korean A: Literature SL/H
Page 19 and 20: JAPANESE IB DP Japanese language A
Page 21 and 22: SPANISH IB DP Spanish B Ab Initio T

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