AIS Diploma Programme Handbook 2013-2014

The American International School of Kuwait Email: admin@ais-kuwait.org Website: www.ais-kuwait.org Phone: 965-1-843-247

PHILOSOPHY AND BELIEFS

AIS Mission Statement AIS Kuwait inspires students to become critical thinkers and contributing world citizens through rigor and balance in a nurturing educational environment. IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
AIS Profile of the Graduates In preparation for adulthood, graduates of AIS Kuwait will be: Thinkers They take initiative to organize ideas and apply thinking skills independently, critically and creatively to recognize and approach complex problems with confidence. Knowledgeable They explore concepts, ideas and issues that have significance to local and global systems. In doing so, they acquire in-depth knowledge and understanding that transfers across a broad and balanced range of disciplines. Inquirers They develop their natural curiosity. They acquire the skills necessary to engage in inquiry and research, and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives, resulting in continued growth and development. 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. They are positive people who value a strong work ethic, self-reliance and volunteerism. They are not only 'takers', but also 'makers'. Open-Minded They are flexible and adaptable members of a global community, understanding and appreciating their own cultures and personal histories, as well as sensitively respecting the perspectives, values and traditions of others who are different from them. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Balanced They are motivated and manage time appropriately to maintain healthy and productive lives. They are realistic and understand the importance of intellectual and emotional balance to achieve personal well-being for themselves and others

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Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service in the community, and to stewardship of the natural environment, acting passionately and diplomatically to make a positive difference to the lives of others. 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 are confident and proficient in the use of modern communication technologies, understanding the importance of the appropriate use of technology in maintaining positive interpersonal relationships. They demonstrate active listening skills and work effectively and willingly in collaboration with others. Reflective They give thoughtful consideration of their own learning and experience in order to use, teach and build upon it. They are able to evaluate and understand their strengths and limitations, as well as the impact of their actions, so that they can set goals which are supportive of their learning and personal development. They selfadvocate reasonably and develop confidence by celebrating successes. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the persistence and adaptability to explore new roles, ideas and strategies. They are agents of positive change - brave and articulate in defending their beliefs and taking action.

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IB Learner Profile
IB programmes aim to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better, more peaceful world. IB learners strive to be: 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. 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. They exercise initiative in applying thinking skills critically and creatively to pose and approach complex problems, and make reasoned, ethical decisions. 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. 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. 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. 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. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. They show empathy, compassion and respect towards the needs and feeling 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. 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.

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Risk-takers

Balanced

Caring

Reflective

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THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme, has gained recognition and respect from the worlds leading universities.

Group 1: Studies in Language and Literature Arabic A: Language and Literature SL&HL English A: Literature SL & HL English A: Language and Literature SL&HL Group 2: Language Acquisition Arabic B: SL French ab Initio: SL French B: SL & HL Group 3: Individuals and Societies Business and Management: SL & HL Economics: SL & HL History: SL & HL ITGS: SL Philosophy: SL

Group 4: Sciences Biology: SL & HL Chemistry: SL & HL Physics: SL & HL Environmental Systems and Societies: SL Group 5: Mathematics Math Studies: SL Math: SL & HL Group 6: The Arts Theatre: SL &HL Visual Arts: SL & HL

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DIPLOMA PROGRAMME REQUIREMENTS

To complete the two-year IB Full Diploma Programme students will: select one course from each of groups 1-5 choose a sixth subject from either group 6 or a second course from groups 1-5 study three subjects at the Standard Level (SL) study three subjects at the Higher Level (HL) study the Theory of Knowledge course (TOK) complete an extended essay (EE) complete the 150 hours in each of creativity, action and service (CAS) Any student registering for one or more Diploma Programme courses is required to write the IB World Exams, complete the internal and external assessments and pay the IB registration and examination fee. All students intending to enter the Diploma Programme beginning in grade 11 must fulfill the following requirements: Minimum 2.5 Cumulative GPA (Please also note individual course prerequisites.) Successful completion of the Personal Project Successful completion of Community and Service Students interested in the Full Diploma Programme must understand that it is a demanding programme that is accessible to many kinds of learners. It is important to be motivated, organized, hard working and have a strong desire to be successful. The Diploma Programme Coordinator along with the counseling department and grade 10 teachers will review all student course selections to ensure that students are placed in the appropriate level and course. Students will make their choice to be in the full Diploma Programme (6 DP courses (3 SL and 3 HL), TOK and Supervised Study) or they may choose to take individual Diploma courses making them a Diploma Courses student. Any students wishing to take more than 4 Diploma Courses are encouraged to join the Full Diploma Programme. Students who join the Full Diploma Programme take classes in grade eleven that meet the AIS high school graduation requirements. If a student wishes to leave the Full Diploma Programme, this can only be done at the end of the grade eleven year. If you are a Kuwaiti citizen wishing to obtain a government scholarship, it is your responsibility to enquire with the Ministry of Education about your course requirements. This is solely the responsibility of the student and his/her family. Furthermore, students are responsible for meeting AIS high school graduation requirements and being prepared for university pre-requisite requirements. Students who hold an Arab passport are required by the Ministry of Education to complete Arabic and Religion course work. In order to fulfill the Arabic requirements Full Diploma students must select either DP Arabic A: Language and Literature SL/HL or DP Arabic Language B SL. For further information, speak directly to the Diploma Programme Coordinator or email ibdiploma@ais-kuwait.org.

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AIS GRADUATION REQUIREMENTS

In order to receive a United States High School Diploma from the American International School a student must: Attend four years (8 semesters) of secondary school, grades 9-12 Complete twenty-six (26) out of a possible 32 credits Attain a minimum cumulative GPA of 1.50 Pass all required courses

The final grade for each full credit course is based on the successful completion of that course at the end of the academic year. Passing mark for Grades 9&10 is a three (3) on the MYP scale of 17. Passing mark for grades 11 &12 is 60% = D-. Each credit involves approximately 150 hours of instruction spread over a 180 day school year September through June.
Students must take one English course per year. English electives cannot be substituted for Group 1 courses. *Students with an Arabic passport must take Arabic 9, 10, 11, 12 or Arabic as a Foreign Language 9, 10. * Students with a non-Arabic passport must take AFL 9 & 10 or AFL 9 and two consecutive years of French or Spanish Humanities 9&10, Topics in 20th Century World History, and Understanding Knowledge. IB Diploma students may take any Group 3 course to satisfy graduation requirements. Science 9&10 and one additional science course. Math 9&10 plus one additional math course. Fine Arts 9&10 P.E. 9,10, 11, and 12: credit per year Technology 9&10: Muslims 1 credit nonMuslims 2 credits Religion 9, 10, 11, 12 (Muslims only) Muslims: Student choice 4(5) required for students with a non-Arabic passport depending on Language B track.

Group 1 Language A

4 credits

Group 2 Language B

4 credits

Group 3 Humanities Group 4 Science Group 5 Mathematics Group 6 Fine Arts Physical Education Technology Religion Electives

3 credits

3 credits 3 credits 2 credits 2 credits 1(2) credits 2 credits 1 credit

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Award of the IB Diploma

How is the IB Diploma Awarded? For a complete list of regulations, please see the IB General Regulations: Diploma Programme document available on our blog. Article 12: Grades Performance in each subject is graded on a scale of 1 point (minimum) to 7 points (maximum). For the IB diploma, a maximum of 3 points is awarded for combined performance in TOK and the extended essay. The maximum total Diploma Programme points score is 45. Article 13: Award of the IB diploma 13.1 All assessment components for each of the six subjects and the additional IB diploma requirements must be completed in order to qualify for the award of the IB diploma, except under the conditions stipulated in articles 23 and 24 of these regulations (please see these articles below). 13.2 If a diploma candidate is awarded a grade E for TOK or a grade E for the extended essay, the candidate must achieve 28 points or more to be eligible for the diploma. However, if a candidate is awarded an E for both TOK and the extended essay requirement, the candidate will not qualify for the diploma regardless of the total number of points achieved. 13.3 The IB diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points, provided all the following requirements have been met. a. Numeric grades have been awarded in all six subjects registered for the IB diploma. b. All CAS requirements have been met. c. At least a grade D has been awarded for both TOK and the extended essay. d. There is no grade 1 in any subject. e. There is no grade 2 at higher level. f. There is no more than one grade 2 at standard level. g. Overall, there are no more than three grades 3 or below. h. At least 12 points have been gained in higher level subjects (candidates who register for four higher level subjects must gain at least 16 points at higher level). i. At least 9 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 6 points at standard level). j. The candidate has not been found guilty of malpractice by the IB Organization. 13.4 The IB diploma will be awarded to a candidate whose total score is 28 points or above, provided all the following requirements have been met. a. Numeric grades have been awarded in all six subjects registered for the IB diploma. b. All CAS requirements have been met. c. Grades A (highest) to E (lowest) have been awarded for both TOK and an extended essay, with a grade of at least D in one of them. d. There is no grade 1 in any subject. e. There is no more than one grade 2 at higher level. f. There are no more than three grades 2 at standard level. g. Overall, there are no more than three grades 3 or below. h. At least 11 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 14 points at higher level). i. At least 8 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 5 points at standard level). j. The candidate has not been found guilty of malpractice by the IB Organization. 13.5 A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB diploma. The examination sessions need not be consecutive. Article 14: Form of the IB diploma 14.1 Successful IB diploma candidates will receive an IB diploma and a document (diploma results) listing the total IB diploma points score, the subject grades, the completion of all CAS requirements and any points awarded and individual grades for the combination of TOK and the extended essay.

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14.2 A bilingual diploma will be awarded to a successful candidate who fulfills one or more of the following criteria. a. Completion of two languages selected from group 1, with the award of a grade 3 or higher in both. b. Completion of one of the subjects from group 3 or group 4 in a language that is not the same as the candidates group 1 language. The candidate must attain a grade 3 or higher in both the group 1 language and the subject from group 3 or 4. 14.3 Pilot subjects in groups 1, 2, 3 or 4, and transdisciplinary subjects, can contribute to the award of a bilingual diploma. A SBS cannot contribute to a bilingual diploma. 14.4 A subject or subjects taken by a candidate in addition to the six subjects for the diploma cannot contribute to the award of a bilingual diploma. Article 15: Form of a certificate Certificate candidates receive a certificate (a certificate of results) indicating the results obtained in individual subjects. An IB diploma candidate who fails to satisfy the requirements for the award of an IB diploma will receive a certificate indicating the grades obtained in individual subjects, together with results in TOK and the extended essay and the completion of all CAS requirements, as appropriate. Article 23: Candidates with incomplete assessment Incomplete assessment exists when a candidate has not submitted one or more components of the assessment requirements in the subject. Article 24: Applicable procedure for candidates with incomplete assessment 24.1 Any application for special consideration in cases of incomplete assessment must be submitted to the IB Organization by the schools Diploma Programme coordinator on behalf of the candidate. The application must be received within ten days of the completion of the final assessment component of the subject concerned and must be supported by a statement written by the Diploma Programme coordinator as well as by appropriate evidence. 24.2 In cases of incomplete assessment in a subject, the final award committee may, at its discretion, award a grade for the subject if both of the following circumstances are established. a. An acceptable reason is provided by the school for the incomplete assessment being beyond the candidates control, such as illness or injury, the death or funeral of a close relative, or unavoidable attendance at a hospital or law court. b. The candidate has submitted sufficient work, leading to at least 50% of the total marks available in that subject and including an externally assessed component. 24.3 If the foregoing conditions are fulfilled, marks for the missing component(s) will be calculated using a procedure based on the candidates marks for completed components and on the distribution of marks of other candidates in the same subject. 24.4 The grounds for incomplete assessment, such as forced school closure during the written examinations in May or November, may affect a group of candidates or all candidates in the school. In a case where more than one candidate is affected the final award committee will give the same consideration to all candidates. IB General Regulations: Diploma Programme pages 5-7, 9 NOTE: Diploma Programme Course Results (previously Certificates) can be awarded for individual subjects and Core components. There are two types of candidates who can be awarded Diploma Programme Course Results instead of the Diploma of the International Baccalaureate: Those candidates who actively choose to study for Diploma Programme Courses only (they are not entered for assessment in Theory of Knowledge or the Extended Essay, or certification of Creativity, Action and Service) Those candidates who fail to achieve the Diploma (they are entered for assessment in Theory of Knowledge, the Extended Essay and Creativity, Action, Service) For many candidates, the award of Diploma Programme Course Results is a significant achievement in itself and is evidence of the IB Diploma Programme's ability to provide candidates from a variety of levels with access to an appropriately challenging curriculum.
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THE DIPLOMA CORE

The Diploma Core consists of three elements: Extended Essay Creativity, Action, Service Theory of Knowledge

The Creativity, Action, Service element must be completed but does not count towards points for the award of the Diploma. The Extended Essay and Theory of Knowledge components are awarded grades A to E, with A being the highest grade and E being the lowest. These grades are then combined according to the following table, and up to three Core points can be awarded.

Thus the maximum possible Diploma point score of 45 points is made up of 42 points for 6 subjects and 3 points for the IB Diploma Programme's Core. Assessment Models have two forms in the case of the IB Diploma Programme: internal assessment which is undertaken internally within a school and then moderated by external examiners; and external assessment which is wholly undertaken by external examiners. Grade inflation is not an issue for the IB Diploma Programme. The assessment is criterion-based, not norm-referenced. Neither is assessment subject to political interference. While there are small fluctuations in the percentage of candidates gaining a top score (7) in individual subjects, there is long-term stability. This means that the IB Diploma Programme continues to distinguish between good and excellent students. It is worth remembering that the IB Diploma Programme courses were designed to promote higher level thinking orders and therefore have a degree of intellectual stretch within their courses and assessment in order that the highest performing students can be identified through the assessment processes. NOTE: More detailed information about each of the core components can be found in the AIS Extended Essay Handbook, the AIS CAS Handbook, and the Theory of Knowledge Course Outline.
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Core Content Students are required to independently write a research essay (maximum 4000 words) on a topic of their own choice in an IB subject. Assessment All Extended Essays are marked externally by IB examiners. The aims of the extended essay are to provide students with the opportunity to: pursue independent research on a focused topic develop research and communication skills develop the skills of creative and critical thinking engage in a systematic process of research appropriate to the subject experience the excitement of intellectual discovery. All full IB Diploma Programme students must undertake an Extended Essay on a topic of their choice: this requirement reflects the principle that independent research skills are vital to all areas of study and deserve a central role in the curriculum. With the other Core components, the Extended Essay makes the DP a coherent and integrated qualification. The Extended Essay is an in-depth study of a focused topic within a DP subject. It is recommended that students spend a maximum of 40 hours on it, though many willingly exceed this, often by a significant amount. Candidates have around 3 hours contact time with an academic supervisor, who is usually a teacher within the school, but they are expected to work independently for the remainder of the time. The supervisor provides the candidate with advice and guidance in the skills of undertaking research by assisting, for example, with defining a suitable topic; with techniques of gathering and analysing information / evidence / data; with documentation methods for acknowledging sources and with writing an abstract. The work is typically undertaken over several months. This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. The IB recommends that completion of the essay is followed by a viva voce with the supervisor. The assessment criteria are common to all Extended Essays, regardless of the subject; however, each separate subject area has specific guidance as to how the assessment criteria can be interpreted. A proportion of the marks is based on subject specific merit but the majority is awarded for specific research skills that are common and highly-transferable: Formulation of Research Question Introduction to the Research Question Investigation Knowledge and understanding of the topic Reasoned argument Application of analytical and evaluative skills Appropriate use of language Conclusion Formal presentation (referencing, bibliography etc.) Abstract Holistic judgment Recent examples of Extended Essay research questions: How is the subject of death treated in selected poems by Emily Dickinson? (Group 1) To what extent has Bill 101 contributed to increasing the prevalence of the French language in Quebec? (Group 2) How might the concept of "the dictatorship of the proletariat" in Marxism-Leninism be defined? (Politics) How is Markov Chain Theory applied to Google's PageRank? (Mathematics) What is the inter-relationship between painting, sculpture and architecture in Florence between 1400 and 1450? (Visual Arts)

Extended Essay

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Creativity, Action, Service (CAS)

Core Content For the award of a Diploma, students are required to make a substantial contribution over the two years of the Diploma Programme in pursuit of activities which can be classed as Creativity, Action or Service (CAS). Assessment Schools monitor students' progress against a set of specified learning outcomes. The IB samples school records on a random basis. No Diploma Points are awarded for CAS but a student who fails to complete the requirements is not eligible to be awarded a Diploma. The CAS programme aims to develop students who are: reflective thinkers they understand their own strengths and limitations, identify goals and devise strategies for personal growth willing to accept new challenges and new roles aware of themselves as members of communities with responsibilities towards each other and the environment active participants in sustained, collaborative projects balanced they enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences. The Creativity, Action, Service (CAS) requirement takes seriously the importance of life outside the world of scholarship, providing a counterbalance to the academic self-absorption some students may feel within a demanding school curriculum. Participation in CAS encourages students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. The Diploma goal of educating the whole person and fostering more caring and socially responsible attitudes comes alive in an immediate way when students reach beyond themselves and their books. The educational benefits of CAS apply in the school community, and in the local, national and international communities. CAS should extend the students. It should challenge them to develop a value system by which they enhance their personal growth. It should develop a spirit of open-mindedness, lifelong learning, discovery and self-reliance. It should encourage the development of new skills on many levels: for example, creative skills, physical skills and social skills. It should inspire a sense of responsibility towards all members of the community. It should also encourage the development of attitudes and traits that will be respected by others, such as determination and commitment, initiative and empathy. Although there are three elements to CAS, it is important not to consider them as mutually exclusive. CAS is about the education of the whole person, and the three elements are therefore interwoven. Together, they enable a student to recognize that there are many opportunities in life, away from formal academic study, to grow in knowledge of life, self and others. Creative and physical activities are particularly important for adolescents (probably more so than for any other age group) because popular culture informs and shapes their desires and values. There are also pursuits which offer much opportunity for fun and enjoyment at a time which is, for many young people, full of stress and uncertainty. The service element of CAS is, in itself, the most significant, but the two other elements are also very important, as they provide access, balance, and flexibility to meet individual students' interests and preferences. However, even more important in the model is that it is not just a matter of three individual parts: uniquely in the IB Diploma Programme it is the interaction of them all that creates the richness of CAS. The whole of CAS is greater than the sum of its parts. This focus on learning outcomes emphasizes that it is the quality of a CAS activity (its contribution to the students development) that is of most importance. The guideline for the minimum amount of CAS activity is approximately the equivalent of half a day per school week (three to four hours per week), or approximately 150 hours in total, with a reasonable balance between creativity, action and service. Hour counting, however, is not encouraged.
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Core Content Students are required to consider the nature of knowledge in general and, in particular, the knowledge issues that arise in the study of the arts, ethics, history, the human sciences, mathematics and the natural sciences. In doing so, students will encounter the various methodologies within these areas and the roles played by emotion, language, reasoning and sense perception. Internal Assessment 33% - presentation (10 minutes) on knowledge issues arising in a topic of students' own choice. Not externally moderated. External Assessment 67% - essay (1200 - 1600 words) from list of ten prescribed titles that change every examination session. The aims of the TOK course are to: develop a fascination with the richness of knowledge as a human endeavour, and an understanding of the empowerment that follows from reflecting upon it develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities and individuals encourage students to reflect on their experiences as learners, in everyday life and in the Diploma Programme, and to make connections between academic disciplines and between thoughts, feelings and actions encourage an interest in the diversity of ways of thinking and ways of living of individuals and communities, and an awareness of personal and ideological assumptions, including participants own encourage consideration of the responsibilities originating from the relationship between knowledge, the community and the individual as citizen of the world. The Theory of Knowledge course is the only course that all IB Diploma Programme students take; as such it embodies the spirit and approach of the DP as a whole. With the Extended Essay and Creativity, Action, Service components, it provides the cement that makes the Diploma a coherent and integrated qualification. Theory of Knowledge (TOK) challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyse evidence that is expressed in rational argument. Based within the six subjects that the students study, it compares and contrasts them, allowing students to develop a more mature view of them, in preparation for deeper study. TOK seeks to develop, for example, the abilities to distinguish between good and poor reasoning; to spot intentional or accidental bias (in oneself and in others), and to spot inconsistencies. The application of these skills varies according to subject, and students might examine, for example, how reasoning in Mathematics is similar to, and different from, that in the Natural Sciences; or the emotional and/or rational bases for ethical decision making. In addition to this critical thinking aspect, the course recognises that intellectual tools are doubleedged, and encourage certain dispositions such as a willingness to challenge one's own deeplyheld convictions, a willingness to hold ourselves to the same standards to which we hold others, and a willingness to entertain opposing views charitably. In this way the course encourages openness, intellectual honesty and, where appropriate, an intellectual humility. Examples of Prescribed Titles from previous Examination Sessions: Consider the extent to which knowledge issues in ethics are similar to those in at least one other area of knowledge. How important are the opinions of experts in the search for knowledge? There are no absolute distinctions between what is true and what is false. Discuss this claim. Art is a lie that brings us nearer to the truth (Pablo Picasso). Evaluate this claim in relation to a specific art form (for example, visual arts, literature, theatre).
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Theory of Knowledge (TOK)

Diploma Programme Course Descriptions GROUP 1: STUDIES IN LANGUAGE AND LITERATURE LANGUAGE A: ENGLISH
DP1& DP2 English Language A: Literature SL/HL
This Language A: Literature course covers both grade 11 and 12 and is a two-year study of literature for either Full Diploma students or Diploma Courses students. Through the study of a wide range of texts and critical approaches to these texts, the Language A: Literature course encourages students to appreciate literature and to develop an ability to reflect critically on their reading through their oral and written work. This course is for students with strong oral and written literary skills and a passion for reading. In addition, students with a desire to study literature at the post-secondary level are encouraged to take this course at the HL level. Students must select either Standard Level or Higher Level for this course. Higher Level students are required to read three additional texts during the two year course, are assessed according to different rubrics for written assignments, and have longer IB World Exams than Standard Level students. Credit: Length of Course: Prerequisite: 1 per year in grades 11 and 12 2 years A minimum score of a low 5 (80%) in MYP5 for Standard Level or a minimum score of a high 5 (87%) for Higher Level.

DP1 & DP2 English Language A: Language and Literature SL/HL

The Language A: Language and Literature course covers both grade 11 and 12, and is a two-year study of the use of language in society for either Full Diploma students or Diploma Courses students. Through the study of media and literature, the course aims to develop students analytical skills. Although this course is equal in difficulty and value to the Literature course described above, it focuses on real-world texts, like advertisements and websites for example, to develop an understanding of how language is used and to strengthen the written and oral communication skills of students. Additionally, there is less focus on literary analysis and fewer texts studied than the Literature course. Students must select either Standard Level or Higher Level for this course. Higher Level students are required to read 2 additional texts during the two year course, to submit 1 additional external assessment to the IB, are assessed according to different rubrics for written assessments, and have longer exams than Standard Level students. Credit: Length of Course: Prerequisite: 1 per year in grades 11 and 12 2 years A minimum score of a low 5 (80%) in MYP5 for Standard Level or a minimum score of a high 5 (87%) for Higher Level.

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LANGUAGE A: ARABIC
All Arab passport holders must schedule Arabic for each year of high school. In order for Full Diploma students to fulfill the ministry requirements, they must select either DP Arabic A: Language and Literature SL/HL or DP Arabic Language B SL.

DP1 & DP2 Language A Arabic: Language & Literature (SL & HL)
:
, : . . , . , , . . , , , . () , . , Credit: 1 per year in grades 11 and 12 Length of Course: 2 years Prerequisite: Advanced standing in grade 10, recommendation of Arabic teacher, and placement test. The following courses in Arabic use textbooks and follow the curriculum that is prescribed by the Ministry of Education: Arabic 9, Religion 9, Arabic 10, Religion 10, Arabic 11, Religion 11, Arabic 12, Religion 12 and AFL 9, 10, 11 or 12. Specific information regarding these courses can be obtained from the Arabic Head of Department. *Non-Arabic passport holders must have two credits of the same foreign language to graduate. For example, AFL 9 and 10 or French 9 and 10.

SPECIAL NOTE:
SUPPORT OF MOTHER TONGUE LANGUAGE DEVELOPMENT: STUDENTS WISHING TO STUDY A LANGUAGE NOT OFFERED ABOVE MAY DO SO BY COMPLETING A SELF-TAUGHT DP LANGAUGE A COURSE. PLEASE CONTACT THE DP COORDINATOR FOR MORE DETAILS.

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GROUP 2: LANGUAGE ACQUISITION LANGUAGE B

Language B is the study of a new language in order to promote cultural understanding through language. The general objective of this course is the acquisition of language and proficiency in the four language skills: oral comprehension and expression, reading comprehension and written expression. Language B classes are available for students with no background or limited experience with various aspects of the target language. For instance, French ab initio is taught at an introductory level for students with little to no prior experience in the language being taught. For students with prior experience in their language B subject, they are expected to register for French B at the Standard or Higher level or Arabic B at the standard Level. Higher Level students are required to read 2 literary texts during the two year course and have longer IB World Exams than Standard Level students.

DP1 & DP2 Arabic Language B SL

SL) (
. , . , : . . . . . Credit: 1 per year Length of Course: 2 years Prerequisite: Teachers recommendation. Students may be required to sit for a placement test.

DP1 & DP2 Arabic Language B SL

This course is a language acquisition class for students with some background in the Arabic Language. Students in this class will learn the language and explore the cultures connected to it. This class is offered at the Higher level only. Description: In this advanced course special emphasis is placed on perfecting the students comprehensive skills in reading, writing and speaking and the study of literature. It also prepares the student to use the language appropriately in a range of situations and contexts and for a variety of purposes. Students will learn to communicate accurately in speech and in writing, develop their ability to understand and respond to the language demands of in social and cultural contacts and strengthen their competence in the language and idiomatic forms. This course is not open to Arabic first language speakers. If Arabic is your first language you must register for Arabic Language A. Credit: 1 per year Length of Course: 2 years Prerequisite: Teachers recommendation. Students may be required to sit for a placement test.
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DP1 & DP2 FRENCH ab initio SL

Description: This course is a two year program designed for DP students who have had limited or no French instruction. Students having had extensive French instruction in the MYP or elsewhere must take French B SL or HL. The goal of this intensive course is to teach students to communicate within an authentic cultural context according to the syllabus prescribed by the IB. Through the development of receptive, productive and interactive skills, students acquire the ability to respond and interact appropriately in a defined range of everyday situations In this course students are introduced to the French and the francophone culture as well as a variety of work units, and media presentations which develop communicative competence such as dialogues, conversations, oral presentations, written exercises and compositions. The second year of the program is intended to teach students to communicate in French and to learn about the French and the francophone culture, with a special attention to the themes prescribed by the IB syllabus. The objectives of this course are to emphasize proficiency in the four different language skills of listening, speaking, reading and writing within the context of the French and the francophone culture. Credit: 1 per year Length of Course: 2 year course Prerequisite: This course designed for DP students who have had limited or no French instruction. Students having had extensive French instruction in the MYP must take French B SL or HL.

DP1 & DP2 FRENCH B

This course is a language acquisition class for students with some background in French. Students will learn the language and explore the cultures connected to it. This class is offered at both Standard and Higher level which are differentiated by the depth of oral and written communication students will be required to engage in, more challenging studies in literature at the HL level and the level of difficulty and the demands of assessment.

DP1 & DP2 FRENCH B SL

Description: The range of purposes and situations for which and in which the language is used in language B SL extends well beyond those at the ab initio level. In this advanced course special emphasis is placed on perfecting the students comprehensive skills in reading, writing and speaking. It also prepares the student to use the language appropriately in a range of situations and contexts and for a variety of purposes. Students will learn to communicate accurately in speech and in writing, develop their ability to understand and respond to the language demands of in social and cultural contacts and strengthen their competence in the language and idiomatic forms. Credit: 1 per year Length of Course: 2 years Prerequisite: 3 years of academic French or permission of the Head of Department. Students may be required to sit for a placement test.

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DP1 & DP2 FRENCH B HL

Description: The range of purposes and situations for which and in which the language is used in language B HL courses extends well beyond those in SL. In this advanced course special emphasis is placed on perfecting the students comprehensive skills in reading, writing and speaking. It also prepares the student to use the language appropriately in a range of situations and contexts. Students will learn how to use the language for a variety of purposes and produce clear text with appropriate style, rhetorical devices and structural elements. This will be achieved through a wide range of learning activities and two works of literature Credit: 1 per year Length of Course: 2 years Prerequisite: 4 years of academic French or permission of the Head of Department. Students may have to sit for a placement test.

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GROUP 3: INDIVIDUALS AND SOCIETIES

AIS HISTORY REQUIREMENT
Note: Students entering Grade 11 who are not taking the Full Diploma are required to take DP History SL or HL or Twentieth Century World History. All courses follow the DP History curriculum.

DP1 & DP 2 HISTORY SL Twentieth Century World History

Description: This course will offer students an opportunity to study selected topics in 20th Century World History with an international dimension. The course begins with a brief examination of history and historical method, then moves on to a study of the selected topics. The selected topics for this particular course are the following: (1) peacemaking, peacekeeping: international relations, 1918-1936 (2) the rise and rule of single-party states pertaining to various twentieth century dictatorial regimes (3) the Cold War a time of tremendous international tension between the capitalist and communist world. Students will have extensive reading assignments and acquire the skills to critically evaluate, interpret, and use source material as historical evidence. DP1 History SL together with DP2 History SL prepares students to take the Standard Level DP History world exams. Taking DP1 History SL also fulfills AIS Humanities core requirements. Credit: 1 each year Length of Course: 2 years Prerequisites: Humanities 9 & 10 (MYP 4 & MYP 5)

DP1 HISTORY HL Twentieth Century World History

Description: This course will offer students an opportunity to study selected topics in 20th Century World History with an international dimension. The course begins with a brief examination of history and historical method, then moves on to a study of selected topics. The selected topics for this particular course are the following: (1) peacemaking, peacekeeping: international relations, 1918-1936; (2) the rise and rule of single-party states pertaining to various twentieth century dictatorial regimes (3) the Cold War a time of tremendous international tension between the capitalist and communist world. Students will have extensive reading assignments and acquire the skills to critically evaluate, interpret, and use source material as historical evidence. DP1 History HL together with DP2 History HL prepares students to take the Higher Level DP History world exams. Taking DP1 History HL also fulfills AIS Humanities core requirements. Credit: 1 Length of Course: 1 year. Prerequisites: Humanities 9 & 10 (MYP 4 & MYP 5)

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DP2 HISTORY HL: Aspects of the History of the Americas

Description: This course will offer students an opportunity to study aspects of the History of the Americas. Within this region students will engage in an intensive study of three time periods. While completing the course, students will read widely and acquire the skills to evaluate, interpret, and use source material critically as historical evidence. Upon completion of DP1 and DP2 History HL, students will be prepared to take the Higher Level DP History world exams. Credit: 1 Length of Course: 1 year Prerequisite: DP1 History HL (or Twentieth Century History)

DP PHILOSOPHY SL
Description: This is an anticipated Diploma Programme course. This means students will be required to write and pay for the World Exam in this course at the end of their grade 11 year. This normally a two-year course compressed into one. This will result in a heavier workload one similar to that of an HL course. However, completing this course in Grade 11 will make room for students to complete any non-DP university requirements in their Grade 12 year. This course offers students the opportunity to study issues that are profound and important for humanity. What exists? What does it mean to be a human being? DP Philosophy looks at two core topics. In the first semester the students explore human identity in terms of determinism, idealism, rationalism, and empericism. In the second semester the students study applied political philosophy. This is the study of people in societies, focusing on the claims they have on each other in the form of rights and obligations, and their demands for justice, equality and liberty. The students are asked to analysize political problems with the human condition under consideration. DP Philosophy is open to both Grade 11 and 12 students and prepares them to take the Standard Level DP Philosophy World Exam. Credit: 1 Length of Course: Prerequisite: 1 year Humanities 9 and 10 (MYP 4 and 5)

DP INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY SL

Description: This is an anticipated Diploma Programme course. This means students will be required to write and pay for the World Exam in this course at the end of their grade 11 year. This is normally a two-year course compressed into one. This will result in a heavier workload one similar to that of an HL course. However, completing this course in Grade 11 will make room for students to complete any non-DP university requirements in their Grade 12 year. Students enrolled in Information Technology in a Global Society (ITGS) will evaluate the impact of information technology on the way we live our lives in an information age. Focus is on the application of social sciences methodology to explore the humane use of digitized information in the local community and around the world. Areas of interest might include software piracy, egovernment, or the use of biometrics in preventing and solving crime. Prior computer skills are advisable as hands-on computer activities provide technical examples for debate and further research. Course assessment is based on a hands-on solution, a logbook, a written report/portfolio. IB candidates will also write the two-part IB examination. DP ITGS is open to both Grade 11 and 12 students and prepares them to take the Standard Level DP ITGS World Exam. Credit: Length of Course: Prerequisites: 1 1 year None, however a strong general background in computers is advisable.
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DP1 ECONOMICS SL
Description: DP Economics SL is a two year course designed to expose students to the inner workings of local, national and global economies. All economies must answer three questions: What to produce? How to produce it? And who gets it? Students learn the same economic concepts and anlytical tools used by governments, businesses and economists to answer these three basic questions. While economics involves the formulation of theory, it is a social science and therefore must be applied to real-world examples, from the trading floor of the New York Stock Exchange to the local supermarket. Students will also discover that economics is linked to history, geography, psychology, sociology, political studies and other related fields of study. The course also has an international dimension, since the rise of global corporations is a reflection of how integrated the world economy has become. There are three required Internal Assessment commentaries of 750 words each. This provides students the flexibility to apply economic theories and concepts in areas in which they are most interested. Students taking this course will be required to complete the Internal Assessment as well as sit and pay for the Standard Level Economics World Exams at the end of their Grade 12 year. Credit: 2 Length of Course: 2 years Prerequisites: Humanities 9 & 10 (MYP4 and MYP5)

DP1 & DP2 ECONOMICS HL

Description: DP1 Economics HL is the first year of a two-year course designed to expose students to the inner workings of local, national and global economies. All economies must answer three questions: What to produce? How to produce it? And who gets it? Students learn the same economic concepts and anlytical tools used by governments, businesses and economists to answer these three basic questions. While economics involves the formulation of theory, it is a social science and therefore must be applied to real-world examples, from the trading floor of the New York Stock Exchange to the local supermarket. Students will also discover that economics is linked to history, geography, psychology, sociology, political studies and other related fields of study. The course also has an international dimension, since the rise of global corporations is a reflection of how integrated the world economy has become. DP1 HL Economics also has a math component that teaches students how to apply linear and other equations to economic analysis. There are three required Internal Assessment commentaries of 750 words each. This provides students the flexibility to apply economic theories and concepts in areas in which they are most interested. DP1 Economics HL together with DP2 Economics HL prepares students to take the Higher Level DP Economics world exams. Credit: 1 each year Length of Course: 2 years Prerequisites: Humanities 9 & 10 (MYP4 & MYP5)

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DP1 & DP2 BUSINESS AND MANAGEMENT SL

Description: This course is a two year course in DP Business Management. Modern societies want citizens who not only are trained in business and management, but who also understand the cultural and political issues involved in trading with global economy. This course is created specifically to meet this demand. It is a dynamic, problem-solving course designed to provide a broad introduction to the basic principles and practices of businesses and other organizations, both profit and nonprofit in nature. Fundamental principles and skills are studied in local, national and international context, thus affording the opportunity to reflect the differences in perspectives and cultures. While the underlying framework of the program has a wide application, the content is largely of a practical nature. The course examines how business decisions are made, and explores the ethical concerns and issues of social responsibility in global community. In particular, focus is placed on following areas: Business Organization and Environment, Human Resources, Accounts and Finance, and Operations Management. Students taking this course will be required to complete the Internal Assessment as well as sit and pay for the Standard Level Economics World Exams at the end of their Grade 12 year. Credit: 1 each year Length of Course: 2 years Prerequisites: Humanities 9 & 10 (MYP 4 & MYP 5)

DP1 & DP2 BUSINESS AND MANAGEMENT HL

Description: This is year one of a two year course in DP Business and Management. Modern societies want citizens who not only are trained in business and management, but who also understand the cultural and political issues involved in trading with global economy. This course is created specifically to meet this demand. It is a dynamic, problem-solving course designed to provide a broad introduction to the basic principles and practices of businesses and other organizations, both profit and nonprofit in nature. Fundamental principles and skills are studied in local, national and international context, thus affording the opportunity to reflect the differences in perspectives and cultures. While the underlying framework of the program has a wide application, the content is of a practical nature. The course examines how business decisions are made, and explores the ethical concerns and issues of social responsibility in global community. In particular, focus is placed on following areas: Business Organization and Environment, Human Resources, Accounts and Finance, and Operations Management. DP1 HL Business and Management together with DP2 HL Business and Management prepares students to take the Higher Level DP Business and Management world exams. Credit: 1 each year Length of Course: 2 years Prerequisites: Humanities 9 and 10 (MYP 4 and 5)

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GROUP 4: SCIENCE SCIENCE DEPARTMENT FLOWCHART

Science 9: Chem/Phys MYP Year 4

Science 10: Biology MYP Year 5

DP 1 Chemistry HL

DP 1 Chemistry SL

DP 1 Biology HL

Chemistry

DP 1 Physics HL

DP 1 Biology SL

DP 1 Physics SL

Physics

DP 2 Chemistry HL

DP 2 Chemistry SL

DP 2 Biology SL

Physics

DP 2 Biology HL

DP 2 Physics HL

DP 2 Physics SL

Chemistry

*Note: Chemistry and Physics may be taken by any grade 11 or grade 12 student.

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Program Overview
The Science Department at the American International School Kuwait appreciates that there are both knowledge and practice aspects of science. Consequently, our curriculum is designed to assist students in acquiring the knowledge and concepts that reflect our current understanding of the world as well as the skills and attitudes that are used to establish, extend and refine that knowledge. Science is a broad domain and this is reflected by the variety of courses we offer to suit student needs and interests. While the topics of study and specific practices among these courses may differ, there is an emphasis in all courses on inquiry and problem-solving. It is the emphasis on the practical approach through experimental work that distinguishes science from other academic disciplines. The philosophy, aims and objectives of the International Baccalaureate (IB) guide our science curriculum. Students transitioning from the middle school to the high school will continue the International Baccalaureates Middle Years Programme and follow this program through its completion in grade 10. Grade 11 and 12 courses are based on the IB Diploma Programme, which fulfills the entrance requirements for universities worldwide. Full Diploma and Diploma Courses candidates must take two years of a particular science discipline to fulfill the requirements outlined within the program.

What should you consider when selecting and planning your science courses?
Science 9, Science 10, and ONE other senior science course are required for the AISK High School Diploma. Grade 11 and 12 students who wish to take a one year course in any of the science disciplines would normally register in Physics, Chemistry, Biology, or Environmental Systems and Societies. These courses are designed to provide a complete senior level science course that is sufficient to meet most college and university entrance requirements. Advanced courses can only be taken in the students senior year after completing the required pre-requisite course(s). ALL courses have significant laboratory components.

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DP1 PHYSICS SL
Description: DP 1 Physics is the first year of a comprehensive 2-year curriculum and is designed to meet the needs of Grade 11 students who plan on writing the SL IB World Physics exam at the end of Grade 12. During this course, we will we will investigate the same questions listed in the Physics course description, but will seek to answer them in greater depth. We will also seek to answer additional questions within the field of physics, such as If energy is conserved, why do people say it is produced, used or even wasted? Credit: Grade Level: Prerequisites: 1 11/ 12 (Grade 11 students will be able to obtain an IB certificate in Physics by completing Advanced Physics SL in Grade 12) Math 10 Core or Math 10 Extended (recommended)

DP1 PHYSICS HL
Description: Physics Higher Level is intended for those students in Grade 11 who plan on taking Advanced Physics Higher Level in Grade 12 and writing the IB World exam. While the skills and activities are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. An example of an additional question that we will explore during this course is What forces hold nuclei together and mediate nuclear processes? Credit: Grade Level: Prerequisites: 1 11 Math 10 Core or Math 10 Extended (recommended)

DP1 CHEMISTRY SL
Description: The Chemistry Standard Level course is a full DP course with a cumulative IB World Exam written at the end of Grade 12. Students explore what the world is made of and learn how and why materials change during chemical reactions. Topics of study include the atom, the chemical bond, trends on the periodic table, energy, rates of reaction, and calculating chemical quantities. Students will build a higher understanding of matter, and use that understanding to explain the chemical substances and changes in the world around them. Credit: Grade Level: Prerequisites: 1 11/ 12 (note: Grade 11 students will be able to obtain an IB certificate in Chemistry by completing Advanced Chemistry SL in Grade 12) Math 10 Core or Math 10 Extended (recommended)

DP1 CHEMISTRY HL
Description: Chemistry Higher Level is intended for those students in Grade 11 who plan on taking Advanced Chemistry Higher Level in Grade 12 and writing the IB World exam. While the skills and activities are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. Credit: Grade Level: Prerequisites: 1 11 Math 10 Core or Math 10 Extended (recommended)

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DP1 BIOLOGY SL
Description: This course explores important concepts within biology and how scientists understand the living world. Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In this course it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad general understanding of the principles of the subject. Four core concepts that form the basis of this course are Structure and function, Universality versus diversity, Equilibrium within systems, and Evolution. Students will gain an understanding of the principles, theories, and concepts in biology through a variety of learning opportunities, but laboratory investigations will play a primary role. One of the first topics this course will investigate is cells, the basic unit of life all the way to tissues, organs and organ systems. The most important organ systems, all of which are composed of cells, will then be discussed and compared with those of different animal species. Then, plants and their systems will also be the focus followed by ecology, habitats, and the biosphere in general. Credit: Grade Level: Prerequisites: 1 11/ 12 (note: Grade 11 students will be able to obtain an IB certificate in Biology by completing Advanced Biology Standard Level in Grade 12) Math 10 Core

DP1 BIOLOGY HL
Description: This course is intended for those students in Grade 11 who plan on taking Higher Level Biology in Grade 12 and writing the IB World exam at the end of their grade 12 year. While the skills and activities are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. Credit: Grade Level: Prerequisites: 1 11 Math 10 Core

DP ENVIRONMENTAL SYSTEMS & SOCIETIES SL

Description: Environmental Systems & Societies is a one-year anticipated course that is great for students considering careers in environmental engineering, law or politics. During the year, we will explore the interrelationships of environmental systems and gain an appreciation of how humans influence and are influenced by the environment. In considering the big picture of environmental issues, we develop an understanding of our physical environment, how it can be analyzed and understood from a scientific perspective, and the roles that economics, history, culture, morality and politics play in environmental issues. Topics that we will investigate include the concept of systems and models, the interconnectedness of ecosystems, the value of biodiversity, the strategies used to conserve this biodiversity, and the issues that arise from human population growth. This is an anticipated Diploma Programme course and, as such, students will be required to write and pay for the World Exam in this course at the end of their grade 11 year. The anticipated nature of this course also means that the material for this course, which is typically offered over the course of 2 years, will be compressed into one year. Consequently, this will result in a heavier workload one similar to that of an HL course. However, completing this course in Grade 11 will make room for students to complete any non-DP university requirements in their Grade 12 year. This course does meet the requirements for either a group 3 or group 4 DP subject. Credit: Grade Level: Prerequisites: NOTE: 1 11/12 Math 10 Core This course can fulfill a Group 3 (Humanities) requirement for the full IB Diploma Programme students.

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ADVANCED Senior Level Courses

Any student with a strong interest in science would enjoy and benefit from the challenges that an advanced course provides, including exposure to some topics not found in typical high school science courses. Students will engage in experimental work that will refine their critical thinking and analysis skills, help them develop an appreciation of the essential hands-on nature of scientific work, promote an understanding of the benefits and limitations of scientific methodology, and an opportunity to both polish their laboratory skills and acquire some additional ones. Additionally, students will work collaboratively with other science students on an interdisciplinary project that mirrors the work of real scientists. These courses are available only to students in Grade 12 who have already completed one year of an introductory senior level course (DP 1 SL or DP 1 HL) and are offered either at the Standard Level or Higher Level. Students in the advanced senior level courses will prepare to write the IB exams in that subject in May of their graduating year and must complete in the Group 4 Project.

DP2 PHYSICS SL
Description: This course continues where DP 1 HL left off, exploring topics such as thermal physics, gravity, orbital motion, and nuclear physics in addition to possible options in sight and wave phenomena, quantum and nuclear physics, digital technology, relativity and particle physics, communications or astrophysics. Credit: Grade Level: Prerequisites: 1 12 Physics/DP1 Physics Standard Level or DP1Physics Higher Level

DP2 PHYSICS HL
Description: This course will continue where DP 1 HL left off, exploring topics such as thermodynamics, electromagnetic induction, and nuclear physics in addition to possible options in astrophysics, communications, electromagnetic waves, relativity, medial physics or particle physics. Credit: Grade Level: Prerequisites: 1 12 DP1 Physics Higher Level

DP2 CHEMISTRY SL
Description: Students will study chemical equilibrium, acid-base chemistry, oxidation and reduction, and organic chemistry. Additionally, two of the following optional units will be studied, applying the core material to more specific fields of: medicines, further organic chemistry, human biochemistry, environmental chemistry, food chemistry, or chemistry in industry and technology. Credit: Grade Level: Prerequisites: 1 12 Chemistry/DP1 Chemistry Standard Level or DP1 Chemistry Higher Level

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DP2 CHEMISTRY HL
Description: In this second full year of chemistry, students will study chemical equilibrium, acidbase chemistry, oxidation and reduction, and organic chemistry, as well as advanced material in other core topics. Additionally, two of the following optional units will be studied, applying the core material to more specific fields of: medicines, further organic chemistry, human biochemistry, environmental chemistry, food chemistry, or chemistry in industry and technology. Each topic in the course is studied with additional breadth and depth in comparison to the Standard Level course. Credit: Grade Level: Prerequisites: 1 12 DP1 Chemistry Higher Level

DP2 BIOLOGY SL
Description: This course will continue where DP 1 SL left off, exploring topics such as cells, energy, ecology, and evolution in addition to possible options in human nutrition and health, physiology of exercise, cells and energy, neurobiology and behavior or ecology and conservation. Credit: Grade Level: Prerequisites: 1 12 DP1 Biology Standard Level or DP1 Biology Higher Level

DP2 BIOLOGY HL
Description: This course will continue where DP 1 HL left off, exploring topics such as infectious diseases, human physiology, excretion, the nervous system, ecology and evolution in addition to possible options in neurobiology and behavior, microbes and biotechnology, ecology and conservation, or further human physiology. Credit: Grade Level: Prerequisites: 1 12 DP1 Biology Higher Level

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GROUP 5: MATHEMATICS MATHEMATICS DEPARTMENT FLOWCHART

Math 9 Core

Math 9 Extended

Math 10 Core

Math 10 Extended

DP1 Math Studies SL / Math Studies 11

DP1 Math SL / Pre-Calculus

DP1 Math HL

DP2 Math Studies SL

DP2 Math SL

DP2 Math HL

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DP1 MATH STUDIES SL / MATH STUDIES 11

Note: Students enrolled in Math Studies 11 are required to complete the same tests and assignments (including the internal assessment) and will be assessed according to the same criteria as students in DP1 Math Studies. Description: This is the first of two courses that are part of the two-year Math Studies program (Math Studies 11 is a one-year non-DP course) which is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students likely to need mathematics for the pursuit of further qualifications are advised to consider either Math Standard Level or Math Higher Level. The Math Studies program concentrates on mathematics that can be applied to other curriculum subjects, to common general world occurrences and to topics that relate to home, work and leisure situations. The primary areas of study include linear, quadratic, and exponential equations and functions as well as algebra, trigonometry, 3D geometry, sets, sequences and series. Daily activities and projects require students to have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire). This course may be taken as a one year stand-alone course or it may be followed by DP2 Math Studies SL or Pre-Calculus. Credit: Length of Course: Prerequisite: 1 1 Year Math 10

DP2 MATH STUDIES SL

Description: This is the second course in a two year program which is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. The Math Studies program concentrates on mathematics that can be applied to other curriculum subjects, to common general world occurrences and to topics that relate to home, work and leisure situations. The primary areas of study in this course include further studies in sets, statistics, logic, probability, and introductory differential calculus. Daily activities and projects require students to have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire). Credit: Length of Course: 1 1 year Prerequisites:

DP1 Math Studies SL / Math Studies 11

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DP1 MATH SL / PRE-CALCULUS

Note: Students enrolled in Pre-Calculus are required to complete the same tests and assignments (including the internal assessment) and will be assessed according to the same criteria as students in DP1 Math SL. Description: This is the first of two courses that are part of the two-year SL Math program (precalculus is a one-year non-DP course) which is designed to provide a background of mathematical thought and a reasonable level of technical ability for those students planning to pursue further studies in such fields as chemistry, economics, engineering, medicine, geography and business administration. The primary areas of study include linear, quadratic, exponential, rational, logarithmic, and trigonometric equations and functions as well as sequences and series, and statistics. This course is a demanding course since it contains a variety of mathematical topics and requires good background knowledge. It includes an in depth study of abstract mathematical concepts and therefore requires students to possess strong study habits as well as a willingness to solve challenging problems. Daily activities and projects require students to have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire). This course may be taken as a one year stand-alone course or it may be followed by DP2 Math SL. Credit: Length of Course: Prerequisite: 1 1 year Strong performance in Math 10 Core, Math 10 Extended or Math Studies 11, which would be supported by a MYP grade of a strong 5 (87%) or better in Math 10 Core, a 5 or better in Math 10 Extended, a final Math Studies 11 grade of 85% or higher.

DP2 MATH SL
Description: This is the second course in a two year program which is designed to provide a background of mathematical thought and a reasonable level of technical ability for those students planning to pursue further studies in such fields as chemistry, economics, engineering, medicine, geography and business administration. The primary area of study is vectors, calculus and its applications, and further studies of trigonometry, functions and statistics. This course is a demanding course since it contains a variety of mathematical topics and requires good background knowledge. It includes an in depth study of abstract mathematical concepts and therefore requires students to possess strong study habits as well as a willingness to solve challenging problems. Daily activities and projects require students to have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire). Credit: Length of Course: Prerequisites: 1 1 year DP1 Math SL/ Pre-Calculus

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DP1 MATH HL
Description: This is the first course in a two year program which is designed for students with a strong background in mathematics who are competent in a wide range of analytical and technical skills. Students may choose to take this course because they are planning to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology, or because they have a genuine interest in mathematics and enjoy meeting its challenges and problems. The primary areas of study include polynomial, exponential, rational, logarithmic, and trigonometric equations and functions as well as sequence and series, vectors, probability and statistics, complex numbers and proof by mathematical induction. This course is very demanding because it includes an accelerated study of advanced mathematical topics. Students must possess strong study habits, a willingness to learn, and excellent math skills in order to meet the requirements of this program. Daily activities and projects require students to have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire). Credit: Length of Course: Prerequisite: 1 1 year Exceptional performance in Math 10 Extended, which would be supported by a MYP grade of a strong 5 (87%) or better.

DP2 MATH HL
Description: This is the second course in a two year program which is designed for students with a strong background in mathematics who are competent in a wide range of analytical and technical skills. Students may choose to take this course because they are planning to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology, or because they have a genuine interest in mathematics and enjoy meeting its challenges and problems. The primary area of study is Calculus and its applications but the course also includes further studies of trigonometry, functions and statistics. An option topic, on differential equations, discrete mathematics, or probability and statistics, is also studied intensively. This course is very demanding because it includes an accelerated study of advanced mathematical topics. Students must possess strong study habits, a willingness to learn, and excellent math skills in order to meet the requirements of this program. Daily activities and projects require students to have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire). Credit: Length of Course: Prerequisites: 1 1 year DP1 Math HL

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GROUP 6: THE ARTS

DP 1 & DP2 VISUAL ARTS SL/HL
Description: The IB Diploma Visual Arts program focuses on students development of analytic creative problem solving skills, and further develops their technical media skills. Students enrolled in Diploma Visual Art develop a theme, which they investigate and create art that visually communicates messages about their theme. Students use creative processes to develop and solve visual communication problems related to their theme, Students are required to thoroughly record their creative processes and its development in Research Workbooks, Students are expected to work towards becoming skillful visual communicators and develop expertise in one or two artistic mediums during the course of creating a body of work comprised of a minimum of 12 pieces, Students are expected to already have a foundation in art history, Students are expected to have established technical abilities in one or two, mediums, and have an understanding of the elements and principles of design and how to use them to create dynamic artworks. Credit: 2 Length of Course: 2 years Prerequisites: A prerequisite of Art 10. Students having 1 year of Fine Art Appreciation will be considered individually on the basis of an art portfolio, and permission from the Head of Department. This is an elective option available at the diploma level, (Standard Level and Higher Level).

DP1 & DP2 THEATRE ARTS HL/SL

Description: Modern theatre demands creative thinkers. This course demands a serious study of Theatre using practical performance. Students must be prepared to work independently and conjunctly with others to develop their production & technical skills. The predominant focus of study is on performance and theatrical production. Study and research the major developments and techniques in the theatrical history of more than one culture. Interpret and illuminate play scripts and other theatrical texts analytically and imaginatively. Understand the art of the stage and criticism in relation to it. Perform before an audience, and demonstrate an understanding of, and some skill in acting techniques. Acquire sufficient technical skill to produce satisfactory work in at least one of the theatrical arts or crafts. Understand the processes of a theatrical production. Research imaginatively, selectively and with persistence. Maintenance of a journal (Personal portfolio) Credit: Length of Course: Texts: Prerequisites: 2 2 years A variety of texts, and research materials. Theatre 9, Theatre 10.

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Assessment in the IB DP: General Information

Assessment is an integral part of teaching and learning. The most important aims of assessment in the Diploma Programme are that it should support curricular goals and encourage appropriate student learning. Both external and internal assessment are used in the Diploma Programme. IB examiners mark work produced for external assessment, while work produced for internal assessment is marked by teachers and externally moderated by the IB. There are two types of assessment identified by the IB. Formative assessment informs both teaching and learning. It is concerned with providing accurate and helpful feedback to students and teachers on the kind of learning taking place and the nature of students strengths and weaknesses in order to help develop students understanding and capabilities. Formative assessment can also help to improve teaching quality, as it can provide information to monitor progress towards meeting the course aims and objectives. Formative assessment represents the process of gathering, analysing, interpreting and using the evidence to improve student learning and to help students to achieve their potential. It is one essential component of classroom practice and needs to be integrated into the curriculum. Summative assessment gives an overview of previous learning and is concerned with measuring student achievement. Summative assessment is concerned with measuring student performance against Diploma Programme assessment criteria to judge levels of attainment. Teachers must be aware of the principles and practices that the IB uses to conduct summative assessment. Summative and formative assessments are, therefore, inherently linked and teachers must use their knowledge of IB summative assessment expectations and practices to help students improve performance in a formative way. The subject-specific DP assessment requirements are found in the current IB subject guides. The Diploma Programme primarily focuses on summative assessment designed to record student achievement at, or towards the end of, the course of study. However, many of the assessment instruments can also be used formatively during the course of teaching and learning, and teachers are encouraged to do this. A comprehensive assessment plan is viewed as being integral with teaching, learning and course organization. To support teachers in the planning, delivery and assessment of the Diploma Programme courses, a variety of resources can be found on the OCC or purchased by the school from the IB store. Teacher support materials, subject reports, internal assessment guidance, grade descriptors, as well as resources from other teachers, can be found on the OCC. Specimen and past examination papers, as well as markschemes, are purchased by the school from the IB store. Methods of assessment The IB uses several methods to assess work produced by students. Assessment criteria Assessment criteria are used when the assessment task is open-ended. Each criterion concentrates on a particular skill that students are expected to demonstrate. An assessment objective describes what students should be able to do, and assessment criteria describe how well they should be able to do it. Using assessment criteria allows discrimination between different answers and encourages a variety of responses. Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth one or more marks. Each criterion is applied independently using a best-fit model. The maximum marks for each criterion may differ according to the criterions importance. The marks awarded for each criterion are added together to give the total mark for the piece of work.

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Markbands Markbands are a comprehensive statement of expected performance against which responses are judged. They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which particular mark to use from the possible range for each level descriptor. Markschemes This generic term is used to describe analytic markschemes that are prepared for specific examination papers. Analytic markschemes are prepared for those examination questions that expect a particular kind of response and/or a given final answer from the students. They give detailed instructions to examiners on how to break down the total mark for each question for different parts of the response. A markscheme may include the content expected in the responses to questions or may be a series of marking notes giving guidance on how to apply criteria.

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Achievement Charts and IB Grade Descriptors

LANGUAGE A IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE

Performance Level

AIS Percent (%)

IB Grade

Description of Student Achievement

100

Excellent

96

7.0

95

Very Good

93 90

6.0

89

Good

85 80

5.0

79

Satisfactory

75 70

4.0

69

Mediocre

65 60

3.0

59 55

2.0

Poor

50

Below 50

1 and Below

Demonstrates: excellent knowledge and understanding of works and tasks; very strong and detailed appreciation of the effects of technique and style; very strong evidence of independent and/or original perspectives on the works studied, where appropriate; consistently focused, carefully developed and persuasive presentation of ideas or argument; use of language that is varied, clear, concise, precise and convincingly adapted to tasks. Demonstrates: very good knowledge and understanding of works and tasks; strong and detailed appreciation of the effects of technique and style; strong evidence of a personal engagement with the works studied, where appropriate; clearly focused, well-developed and purposeful presentation of ideas or argument; use of language that is varied, clear, concise and effectively adapted to tasks. Demonstrates: sound knowledge and understanding of works and tasks; good appreciation of the effects of technique and style; good evidence of a relevant personal response to the works studied, where appropriate; clearly focused and effective presentation of ideas or argument; use of language that is clear, concise and appropriately adapted to tasks. Demonstrates: adequate knowledge and understanding of works and tasks; adequate awareness of the effects of technique and style; adequate evidence of a relevant personal response to the works studied, where appropriate; generally focused and satisfactory development/presentation of ideas or argument; use of language that is generally clear, accurate, fluent and appropriate to tasks. Demonstrates: some knowledge but superficial understanding of works and tasks; some awareness of the effects of technique and style; some evidence of a relevant personal response to the works studied, where appropriate; some evidence of a focus but ideas are neither appropriately developed nor presented; use of language that is limited in clarity, accuracy, fluency and appropriateness to tasks. Demonstrates: basic knowledge and/or understanding of works and tasks; basic awareness of the elements of technique and style; basic structure to the presentation of ideas; use of language that is lacking in clarity, accuracy and coherence. Demonstrates: rudimentary knowledge and/or understanding of works and tasks; presentation without clarity or relevance; use of language that is barely intelligible.

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LANGUAGE B IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE

Performance Level Excellent

AIS Percent (%)

100 96 95

IB Grade

Description of Student Achievement

7.0

Demonstrates understanding of some of the subtleties in speech and writing. Communicates with ease and fluency, with few errors and using some advanced language. Demonstrates competent understanding of all essential meaning in speech and writing. Consistently communicates coherently, with some errors and some range. Demonstrates competent understanding of basic meaning in speech and writing. Generally communicates coherently but with regular errors and little range. Demonstrates some understanding of speech and writing. Communicates effectively at times.

Very Good

93 90 89

6.0

Good

85 80 79

5.0

Satisfactory

75 70 69

4.0

Mediocre

65 60 59 55

3.0

Demonstrates limited understanding of speech and writing. Shows limited ability to communicate.

2.0

Demonstrates very limited understanding of speech and writing. Shows very limited ability to communicate.

Poor

50

Below 50

1 and Below

Demonstrates no competence in understanding or communicating in the language.

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GROUP 3 IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE

Performance Level

AIS Percent (%)

IB Grade

Description of Student Achievement

Demonstrates: conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking; a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology which is specific to the subject; familiarity with the literature of the subject; the ability to analyse and evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions; consistent evidence of critical reflective thinking; a high level of proficiency in analysing and evaluating data or problem solving. Demonstrates: detailed knowledge and understanding; answers which are coherent, logically structured and well developed; consistent use of appropriate terminology; an ability to analyse, evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and issues, and awareness of different perspectives and contexts from which these have been developed; consistent evidence of critical thinking; an ability to analyse and evaluate data or to solve problems competently. Demonstrates: a sound knowledge and understanding of the subject using subject-specific terminology; answers which are logically structured and coherent but not fully developed; an ability to provide competent answers with some attempt to integrate knowledge and concepts; a tendency to be more descriptive than evaluative although some ability is demonstrated to present and develop contrasting points of view; some evidence of critical thinking; an ability to analyse and evaluate data or to solve problems. Demonstrates: a secure knowledge and understanding of the subject going beyond the mere citing of isolated, fragmentary, irrelevant or common sense points; some ability to structure answers but with insufficient clarity and possibly some repetition; an ability to express knowledge and understanding in terminology specific to the subject; some understanding of the way facts or ideas may be related and embodied in principles and concepts; some ability to develop ideas and substantiate assertions; use of knowledge and understanding which is more descriptive than analytical; some ability to compensate for gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge; an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation. Demonstrates: some knowledge and understanding of the subject; a basic sense of structure that is not sustained throughout the answers; a basic use of terminology appropriate to the subject; some ability to establish links between facts or ideas; some ability to comprehend data or to solve problems. Demonstrates: a limited knowledge and understanding of the subject; some sense of structure in the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between facts or ideas; a basic ability to comprehend data or to solve problems. Demonstrates: very limited knowledge and understanding of the subject; almost no organizational structure in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to solve problems.

100

Excellent

96

7.0

95

Very Good

93 90

6.0

89

Good

85 80

5.0

79

Satisfactory

75 70

4.0

69

Mediocre

65 60 59 55

3.0

2.0

Poor

50

Below 50

1 and Below

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GROUP 4 IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE

Performance Level

AIS Percent (%)

IB Grade

Description of Student Achievement

Displays comprehensive knowledge of factual information in the syllabus and a thorough command of concepts and principles. Selects and applies relevant information, concepts and principles in a wide variety of contexts. Analyses and evaluates quantitative and/or qualitative data thoroughly. Constructs detailed explanations of complex phenomena and makes appropriate predictions. Solves most quantitative and/or qualitative problems proficiently. Communicates logically and concisely using appropriate terminology and conventions. Shows insight or originality. Displays very broad knowledge of factual information in the syllabus and a thorough understanding of concepts and principles. Selects and applies relevant information, concepts and principles in most contexts. Analyses and evaluates quantitative and/or qualitative data with a high level of competence. Constructs explanations of complex phenomena and makes appropriate predictions. Solves basic or familiar problems and most new or difficult quantitative and/or qualitative problems. Communicates effectively using appropriate terminology and conventions. Shows occasional insight or originality. Displays broad knowledge of factual information in the syllabus. Shows sound understanding of most concepts and principles and applies them in some contexts. Analyses and evaluates quantitative and/or qualitative data competently. Constructs explanations of simple phenomena. Solves most basic or familiar problems and some new or difficult quantitative and/or qualitative problems. Communicates clearly with little or no irrelevant material. Displays reasonable knowledge of factual information in the syllabus, though possibly with some gaps. Shows adequate comprehension of most basic concepts and principles but with limited ability to apply them. Demonstrates some analysis or evaluation of quantitative or qualitative data. Solves some basic or routine problems but shows limited ability to deal with new or difficult situations. Communicates adequately although responses may lack clarity and include some repetitive or irrelevant material. Displays limited knowledge of factual information in the syllabus. Shows a partial comprehension of basic concepts and principles and weak ability to apply them. Shows some ability to manipulate data and solve basic or routine problems. Communicates with a possible lack of clarity and some repetitive or irrelevant material. Displays little recall of factual information in the syllabus. Shows weak comprehension of basic concepts and principles and little evidence of application. Exhibits minimal ability to manipulate data and little or no ability to solve problems. Offers responses which are often incomplete or irrelevant. Recalls fragments of factual information in the syllabus and shows very little understanding of any concepts or principles.

100

Excellent

96

7.0

95

Very Good

93 90

6.0

89

Good

85 80

5.0

79

Satisfactory

75 70

4.0

69

Mediocre

65 60 59 55

3.0

2.0

Poor

50

Below 50

1 and Below

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GROUP 5 IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE

Performance Level

AIS Percent (%)

IB Grade

Description of Student Achievement

Demonstrates a thorough knowledge and understanding of the syllabus; successfully applies mathematical principles at a sophisticated level in a wide variety of contexts; successfully uses problem-solving techniques in challenging situations; recognizes patterns and structures, makes generalizations and justifies conclusions; understands and explains the significance and reasonableness of results, and draws full and relevant conclusions; communicates mathematics in a clear, effective and concise manner, using correct techniques, notation and terminology; demonstrates the ability to integrate knowledge, understanding and skills from different areas of the course; uses technology proficiently. Demonstrates a broad knowledge and understanding of the syllabus; successfully applies mathematical principles in a variety of contexts; uses problem-solving techniques in challenging situations; recognizes patterns and structures, and makes some generalizations; understands and explains the significance and reasonableness of results, and draws relevant conclusions; communicates mathematics in a clear and effective manner, using correct techniques, notation and terminology; demonstrates some ability to integrate knowledge, understanding and skills from different areas of the course; uses technology proficiently. Demonstrates a good knowledge and understanding of the syllabus; successfully applies mathematical principles in performing routine tasks; successfully carries out mathematical processes in a variety of contexts, and recognizes patterns and structures; understands the significance of results and draws some conclusions; successfully uses problem-solving techniques in routine situations; communicates mathematics effectively, using suitable notation and terminology; demonstrates an awareness of the links between different areas of the course; uses technology appropriately. Demonstrates a satisfactory knowledge of the syllabus; applies mathematical principles in performing some routine tasks; successfully carries out mathematical processes in straightforward contexts; shows some ability to recognize patterns and structures; uses problem-solving techniques in routine situations; has limited understanding of the significance of results and attempts to draw some conclusions; communicates mathematics adequately, using some appropriate techniques, notation and terminology; uses technology satisfactorily. Demonstrates partial knowledge of the syllabus and limited understanding of mathematical principles in performing some routine tasks; attempts to carry out mathematical processes in straightforward contexts; communicates some mathematics, using appropriate techniques, notation or terminology; uses technology to a limited extent. Demonstrates limited knowledge of the syllabus; attempts to carry out mathematical processes at a basic level; communicates some mathematics, but often uses inappropriate techniques, notation or terminology; uses technology inadequately. Demonstrates minimal knowledge of the syllabus; demonstrates little or no ability to use mathematical processes, even when attempting routine tasks; is unable to make effective use of technology.
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100

Excellent

96

7.0

95

Very Good

93 90

6.0

89

Good

85 80

5.0

79

Satisfactory

75 70

4.0

69

Mediocre

65 60 59 55

3.0

2.0

Poor

50

Below 50

1 and Below

VISUAL ARTS IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE

Performance Level

AIS Percent (%)

100

IB Grade

Description of Student Achievement

Demonstrates in a highly consistent manner: excellent growth and a strong relationship between research and artistic production; thorough command of topics/concepts; highly developed understanding of sociocultural and historical perspectives in more than one cultural context; excellent critical analysis; excellent exploration of ideas, and meaningful and creative studio works (HL/SLA); excellent technical ability and effective setting and solving of artistic problems. Demonstrates in a very consistent manner: very good growth and a sound relationship between research and artistic production; thorough understanding of most topics/concepts; understanding of sociocultural and historical perspectives in more than one cultural context; very good critical analysis; very good exploration of ideas, and meaningful and creative studio works (HL/SLA); very good technical ability and setting and solving of artistic problems. Demonstrates in a consistent manner: good growth and a good relationship between research and artistic production; generally sound understanding of most topics/concepts; understanding of sociocultural and historical perspectives in more than one cultural context; good critical analysis; good exploration of ideas, and mostly meaningful and creative studio works (HL/SLA); good technical ability and setting and solving of artistic problems. Demonstrates in a fairly consistent manner: satisfactory growth and an adequate relationship between research and artistic production; satisfactory understanding of most topics/concepts; adequate understanding of sociocultural and historical perspectives in more than one cultural context; satisfactory critical analysis; satisfactory exploration of ideas, and some meaningful studio works (HL/SLA); satisfactory technical ability and solving of basic and routine formal and technical problems. Demonstrates: mediocre growth and a partial relationship between research and artistic production; mediocre understanding of some topics/concepts; partial understanding of sociocultural and historical perspectives in more than one cultural context; limited critical analysis; some mediocre exploration of ideas, and the limited development of a few meaningful studio works (HL/SLA); mediocre technical ability and solving of some basic and routine formal and technical problems. Demonstrates: poor growth and a limited relationship between research and artistic production; weak understanding of topics/concepts; poor understanding of sociocultural and historical perspectives in one or sometimes more cultural contexts; little capacity for critical analysis; poor exploration of ideas and the limited development of studio works (HL/SLA); poor technical ability and solving of a few basic or routine formal and technical problems. Demonstrates: very poor growth and a very limited relationship, if any, between research and artistic production; very weak understanding of topics/concepts; very poor understanding of sociocultural and historical perspectives in one or sometimes more cultural contexts; very little capacity for critical analysis, if any; very poor exploration of ideas in studio works (HL/SLA); very poor technical ability and very occasional solving of basic or routine formal and technical problems.

Excellent

96

7.0

95

Very Good

93 90

6.0

89

Good

85 80

5.0

79

Satisfactory

75 70

4.0

69

Mediocre

65 60

3.0

59 55 50

2.0

Poor Below 50 1 and Below

NOTE: For detailed information regarding grading and reporting practices and procedures, please see the AIS High School Student Handbook.

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Scheduling of Standard Level (SL) Courses

Standard Level Courses are delivered in 150 instructional hours giving students one period of tutorial support per eight-day cycle for each standard level course. TIME 7:35 7:40 to 8:35 8:40 to 9:40 9:40 to 9:55 9:55 to 10:55 11:00 to 12:00 12:00 to 12:30 12:35 to 1:30 1:35 to 2:30 DAY DAY DAY DAY DAY DAY DAY DAY 1 2 3 4 5 6 7 8 Warning Warning Warning Warning Warning Warning Warning Warning Bell Bell Bell Bell Bell Bell Bell Bell A B G H E F C D A B G H E F C D

Nutritional Break C D A B G H E F Lunch E F C D A B G H E F C D A B G H C D A B G H E F

Red blocks highlight when a Standard Level Course meets for A block as an example. The green block indicates the tutorial period. This is repeated for all standard level classes (except for Math Studies SL and Mathematics SL). This means that all homework/class work should be done in class: out-of-class work for SL students should be minimal. Teachers design the SL courses to be completed in 150 hours over the two years. Most homework time for students should be taken up with the HL classes. NOTE: Full Diploma Students completing the IB DP Core requirements are automatically registered in Theory of Knowledge as an SL course to be completed over the two years of the programme.

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Scheduling of Higher Level (HL) Courses

Higher Level Courses are delivered in 240 instructional hours. Therefore, students are scheduled one additional period of instruction per eight-day cycle for each higher level course. TIME 7:35 7:40 to 8:35 8:40 to 9:40 9:40 to 9:55 9:55 to 10:55 11:00 to 12:00 12:00 to 12:30 12:35 to 1:30 1:35 to 2:30 DAY DAY DAY DAY DAY DAY DAY DAY 1 2 3 4 5 6 7 8 Warning Warning Warning Warning Warning Warning Warning Warning Bell Bell Bell Bell Bell Bell Bell Bell A B G H E F C D A B G H E F C D

Nutritional Break C D A B G H E F Lunch E F C D A B G H E F C D A B G H C D A B G H E F

Red blocks highlight when a Higher Level Course meets for B block as an example. The green block indicates the extra HL period. This is repeated for all higher level classes (except for Visual Arts). Teachers design the HL courses to be completed in 240 hours over the two years. Most homework time for students should be taken up with the HL classes. NOTE: Full Diploma Students completing the IB DP Core requirements are automatically registered in Supervised Study for H block for the two years of the programme. This allows students to attend all H block HL classes. The three additional H block classes are used for the completion of the Extended Essay requirements, Creativity, Action, Service planning and recording of paperwork on ManageBac, and contacting teachers for extra help. Supervised Study teachers act as CAS advisors to the students in their classes and report on the students performance in the Extended Essay and CAS on the report card.

Acknowledgements: With thanks to J H Khazi at Charterhouse College and IBSCA, and the AIS Budapest, DP Handbook.
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