The International Baccalaureate aims to develop inquiring

INTERNATIONAL BACCALAUREATE 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.

LA GARENNE INTERNATIONAL SCHOOL MISSION STATEMENT

The Mission of La Garenne International School is to educate children from around the world, in a warm

family atmosphere in which we promote traditional Swiss values of openness, responsibility, organisation,

honesty, politeness and respect.

The school strives to nurture the talents of each child, meeting their individual needs and aspirations and

preparing them to be responsible global citizens.

Table of Contents

International Baccalaureate Mission Statement 1

La Garenne International School Mission Statement 1

Welcome To The Diploma Programme At La Garenne 3

The La Garenne Curriculum Continuum 4

The Diploma Programme 5

Learning How To Learn: Approaches To Teaching And Learning (Atls) 7

Where Will The Ib Diploma Take Me? 8

What Is The Diploma Programme Core? 8

Subject Outlines And Assessment Requirements 25

English Language & Literature 25

French Language & Literature 27

School Supported Self-taught Languages 29

French B 32

English B 34

Global Politics 36

Business Management 38

Biology 40

Physics 43

Chemistry 46

Mathematics Applications & Interpretation 49

Mathematics Analysis & Approaches 50

Visual Arts 53

Core Theory Of Knowledge 56

Core Extended Essay 57

Core Creativity, Activity, Service (Cas) 58

The contents of this guide are to be read in conjunction with the following school policies:

● LGIS Assessment Policy

● LGIS Academic Honesty Policy

● LGIS Language Policy

● LGIS Learning Support Policy

● LGIS Admissions Policy

WELCOME TO THE DIPLOMA PROGRAMME AT LA GARENNE

Welcome to the International Baccalaureate Diploma Programme at La Garenne International School! The

Diploma Programme is a well respected and truly global pre-university programme for students aged 16 - 18.

The Diploma Programme is rigorous and challenging, however it also places key emphasis on the

development of personal skills central to success in study and future life.

I have been lucky enough to have been involved with the International Baccalaureate over a number of years

and I have seen first-hand its power to produce internationally minded and curious young people who are

socially able, academically driven, and able to adapt very well to university life.

As you will see, the IB programmes of study are a perfect fit for La Garenne. Our beliefs in nurturing the

talents of each learner to ensure that, through close support and personalised provision, they can graduate

to become open-minded and principled global citizens, align perfectly with the aims and mission of the

International Baccalaureate organisation. Furthermore, given the diverse international population of our

student body, the IB programmes match with our belief in celebrating our differences and encouraging

international-mindedness, respect and understanding.

While the IB Diploma programme is rigorous in terms of the academic challenge it can provide, it also

encourages our students to be challenged in their personal development. Through the unique ‘core’

components of the Diploma such as Creativity, Activity and Service, the Extended Essay and Theory of

Knowledge, students are encouraged to step outside their comfort zone both physically and intellectually.

Learners at La Garenne are closely guided and supported regarding applications for university and the

Diploma Programme is very highly regarded by universities worldwide. I have a wealth of experience in

sending students to universities across the globe and I am always on hand to discuss questions that students

or parents may have.

If you do have any further questions about any aspect of the Diploma Programme please do not hesitate to

get in contact and find out how La Garenne can support your child in achieving their full potential.

Adam Jozef

Head of Secondary School and DP Coordinator

ajozef@la-garenne.ch

THE LA GARENNE CURRICULUM CONTINUUMLa Garenne has a vibrant international curriculum that best addresses the variety of needs and interests of

our students. Our curriculum model is carefully composed to ensure the progression of our students

throughout each of the age ranges and programmes. We offer the International Primary Years Curriculum,

the IB Middle Years Curriculum, and the IB Diploma Programme.

The International PrimaryYears Curriculum

The IB MIddle YearsProgramme

The IB Diploma Programme

Ages 5-11 Ages 11-16 Ages 16-18

International Mindedness

IPC Mission Statement IB Mission Statement

Inquiry based learning

IPC personal goals:Cooperation, Communication,

Thoughtfulness, Respect, Resilience &Morality

IB Approaches to Learning:

Communication skills, Social skills, Self-management skills, Research skills,Thinking skills

Themed units of learning

Learning goals Subject aims and objectives

Reflection

Formative & Summative Assessment

Exit Point Personal Project The Extended Essay

THE DIPLOMA PROGRAMME

Figure 1: The DP Curriculum Model

In keeping with our school philosophy, the DP curriculum puts the learner at the heart of their own learning

and encourages them to make practical connections between all parts of their studies as well as making links

to the world around them. This is facilitated through the following features of the programme.

THE IB LEARNER PROFILEAs stated in the IB’s mission statement, the aim of all IB programmes is to develop internationally minded

people who help to create a better and more peaceful world. Within the Diploma Programme, this is

considered through the IB Learner Profile. At La Garenne, we aim to provide an educational environment

where our students with their wide range of backgrounds and abilities all aspire to develop the following

characteristics:

InquirersThey 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.

KnowledgeableThey 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.

ThinkersThey exercise initiative in applying thinking skills critically and creatively to recognize and approach complex

problems, and make reasoned, ethical decisions.

CommunicatorsThey 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.

PrincipledThey act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the

individual, groups and communities. They take responsibility for their own actions and the consequences that

accompany them.

Open-mindedThey 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.

CaringThey show empathy, compassion and respect towards the needs and feelings of others. They have a personal

commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takersThey 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.

BalancedThey understand the importance of intellectual, physical and emotional balance to achieve personal

well-being for themselves and others.

ReflectiveThey 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.

LEARNING HOW TO LEARN: APPROACHES TO TEACHING AND LEARNING (ATLs)In addition to the Learner Profile, DP lessons and planning incorporates the IB Approaches to Teaching and

Learning which are a guiding framework that ensure that students do not only acquire knowledge but,

perhaps more importantly, acquire the skills needed to be effective learners who are able to self-regulate

their learning. The ATLs are composed of the following skills areas which all teachers must plan to develop in

each unit of work:

● Thinking Skills

● Communication Skills

● Social Skills

● Self-Management Skills

● Research Skills

These are the skill areas shown to be most in demand by employers and through being explicit in our

encouragement of these skills, the students also become more effective learners. This means that through

planning learning activities which encourage the acquisition of these skills, the students can improve their

ability to learn and reinforce knowledge by conscientiously making an effort to be mindful of how they are

learning.

WHERE WILL THE IB DIPLOMA TAKE ME?The IB Diploma is intended as a pre-university qualification. This means that its academic standards are set to

meet the requirements of study at degree level – and in some countries, the IB Diploma exceeds those

standards! You should expect to be challenged – especially at Higher Level – and you should be ready to work

hard. The maximum grade for each subject is 7 and to be awarded the Diploma you need to study 6 subjects,

3 at Higher Level and 3 at Standard Level, as well as the Core requirements.

You can also study at university with IB Course Certificates alone (without taking the Core) but this will limit

your options. IB Course Certificates are awarded for each subject completed when a student does not meet

the full requirements of the IB Diploma – perhaps they did not meet the minimum requirements for points in

subjects, or they did not complete a core element. Many universities around the world regard IB Course

Certificates as a valuable qualification in their own right. In the UK for example IB Course Certificates are

awarded points on the UCAS tariff scale http://www. ucas.com/students/ucas_tariff/tarifftables/ and this

means they can be used to apply to any university course that will accept tariff qualifications. The range of

choice will be somewhat more limited without an IB Diploma, but some very strong options are open to a

Course Certificate student. You will receive help and guidance with finding, and applying to a suitable

university level

WHAT IS THE DIPLOMA PROGRAMME CORE?

CREATIVITY, ACTIVITY, SERVICE (CAS)

The CAS Programme is a key component of the Diploma Programme without which students cannot be

awarded the full Diploma. Over the course of their DP studies students are required to engage in service

activities for the benefit of others. These activities can take the form of individual activities and projects

which take each component (creativity, activity and service) separately, but the best types of activities

combine all of the components to create meaningful activities which challenge the student and allow for

personal growth. For further information please see:

https://ibo.org/programmes/diploma-programme/curriculum/creativity-activity-and-service/

THE EXTENDED ESSAY

The Extended Essay is also a compulsory component of study for students wishing to obtain the full Diploma.

The students are required to devise a research focus and question, engage in research on this topic and write

up their findings in the form of a 4000 word thesis. This process will take place over the duration of the two

years of study and will be supported by a Supervisor, who will normally be a member of staff at the school, to

guide them through the process. The Extended Essay is graded on a scale of A - E. If a student is awarded a

grade E this is a failing condition. The grade awarded for the EE is combined with the grade for ToK and, in

combination, these are worth a total of 3 points. For more information please see:

https://ibo.org/programmes/diploma-programme/curriculum/extended-essay/

THEORY OF KNOWLEDGE (TOK)

The ToK course is also a compulsory component of the Diploma and consists of 3 taught lessons per week

which have to cover a minimum of 100 hours over the two years of study. ToK is a unique subject which

encourages the students to make links between differing areas of knowledge and explore ways of knowing.

This subject aims to help students understand better how knowledge is acquired. As with the EE, if a student

is awarded a grade E this is a failing condition. The grade awarded for ToK is combined with the grade for the

EE and, in combination, these are worth a total of 3 points. For more information follow this link:

https://ibo.org/programmes/diploma-programme/curriculum/theory-of-knowledge/

DIPLOMA POINTS MATRIX

The grades that students obtain for both Theory of Knowledge and the Extended Essay are combined and a

final points total is calculated using the matrix below:

WHAT SUBJECTS ARE ON OFFER?

To be awarded the full Diploma students must select one subject from each of the 6 areas showing in the

model above in addition to the Core components:

1. Studies in Language and Literature are Languages aimed at native or fluent users of the language

2. Language Acquisition subjects are for students who are new to a language or are not confident users

3. Individuals and Societies is the term used by the IB for the types of subjects that would normally be

called Humanities or Social Sciences

4. Sciences include the separate subjects of Physics, Chemistry and Biology

5. Mathematics subjects include either ‘Applications & Interpretations’ or ‘Analysis and Approaches’

6. The Arts include the subject of Visual Arts, however students may also opt for an alternative ‘elective

subject’ in this category (see option blocks for further information).

Below are the subject options that you can choose at the school. More information about each of these

subjects can be found at the end of this document. It is important to note that while we will always try our

hardest to ensure that every student can get their chosen combination of subjects, this can sometimes not be

possible owing to timetable clashes.

OPTION BLOCKSStudents must select ONE subject from EACH of the columns shown below. Three of these must be chosen at SL and three at HL. If you would like to

take a subject which is not listed, please write this clearly in Group 6 in the ‘Additional Request’ section (you should speak to Adam about this

afterwards!)

Name…………………………………… Possible university course / career ideas

………………………………………………

Subjects Levels Available(please circle one)

GROUP 1English Language & Literature

French Language & Literature

School Supported Self-taught LanguagesPlease write your chosen language of study here…………………………………………...

(not available HL)

GROUP 2French B

English B

GROUP 3Global Politics

Business and Management

History

GROUP 4Biology

Physics

GROUP 5Mathematics Applications & Interpretations

Mathematics Analysis & Approaches

GROUP 6Visual Arts

Chemistry

Psychology

Additional request subject…………………...

Theory of Knowledge

Extended Essay

Creativity, Activity, Service

Compulsory for fullDiploma students

IMPORTANT NOTE:

Before making your important subject choices, by signing this form you agree that you have read and understood all of the information in the Diploma

Programme Handbook and you are aware of the requirements for admission to any university course that you are interested in. While these options

are provisional until you receive your MYP5 exam results (or equivalent), please note that if there is insufficient demand for a course it may not run.

I have read through the information and consulted with my parent or guardian:

Signed (student) …………………………………………………………... Date

………………………………...

WHAT SHOULD I STUDY FOR DIFFERENT UNIVERSITY ROUTES?

You should study what interests you, and what you enjoy. After all, your study now could affect the path you

take in your later career, so it is good to work out what you like best now. The IB model allows for a lot of

breadth (six subjects) when compared to other systems. At the same time, however, it allows for specialism

of study through the selection of Higher Level subjects. Below are some examples of combinations of

subjects that could lead to specific study routes at university.

Important note: The suggested combinations are not a guarantee that every university will accept this

combination as requirements can vary depending on the university. It is important to consult the websites of

examples of universities and their requirements before making your selections.

ExampleUniversity

course

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

PhysicalSciences orEngineering

EnglishLanguage &Literature

French B Business &Management

Physics HL Maths Analysis& Approaches

Chemistry HL

Business /Economics

SSST Language English BHL

Business &Management

Any MathsApplications &Interpretations

Visual Arts

Fine Art /Design/

Literature

EnglishLanguage &

Literature HL

French BHL

Global Politics Biology MathsApplications &Interpretations

Visual Arts HL

Medicine EnglishLanguage &Literature

French B Global Politics Biology HL Maths Analysis& Approaches

Chemistry HL

Architecture SSST Language English B Any Physics HL Maths Analysis& Approaches

Visual Arts HL

Politics /Philosophy/

History

EnglishLanguage &

Literature HL

French B Global PoliticsHL

Biology MathsApplications &Interpretations

Visual Arts HL

ARE MY CHOICES RECOGNISED IN MY HOME COUNTRY OR THE COUNTRY WHERE I

WANT TO GO TO UNIVERSITY?

The IB Diploma is given formal equivalency to national examinations in most parts of the world. To check

up-to-date details for your own country, or the country where you intend to apply to university, follow this

https://ibo.org/university-admission/recognition-of-the-ib-diploma-by-countries-and-universities/country-rec

ognition-statements/

Some countries require that the IB Diploma is ‘notarised’ or ‘legalised’ in their consulate in Geneva,

Switzerland (where the IB headquarters are based). Where this is the case, the IB offer a legalization service

at a small additional cost. Adam can assist with this and will advise which countries require legalisation of

Diplomas each year

EXAMPLE UNIVERSITY REQUIREMENTS

The Diploma Programme is widely recognised by universities across the world however entrance criteria will

vary from university to university and course to course. More competitive courses will have higher entrance

requirements. See the table below for some examples of the grades that students have scored compared to

the universities that they have attended. Note - this shows the grades the student achieved NOT the

entrance criteria!

IB Score University Country Course

44 University of Oxford UK Mechanical Engineering

44 University of Cambridge UK Medicine

43 University of Oxford UK Politics, Philosophy and Economics

41 University College London UK Medicine

41 University College London UK Law

39 Kyoto University Japan Law

38 Kings College London UK English

37 Lancaster University UK Management

37 Warwick University UK Psychology

36 Glasgow School of Art UK Architecture

35 University of Chicago USA Economics

35 Imperial College London UK Materials Science

35 Kent University UK Architecture

34 Ecole Superieure du Commerce France Commerce

34 ILERI Paris France Law

32 Exeter University UK International Relations

32 Royal Holloway UK Management with Economics

32 University of Arizona USA Music Management

30 CEU San Pablo Spain Biomedical Science

29 Concordia, Canada Canada Business

28 University of Surrey UK Engineering

27 Waseda University Japan Literature

26 Bocconi-Milan Italy Economics

25 Plymouth University UK Marketing

24 Kent University UK History

24 Kingston University UK International Business

23 University Texas San Antonio USA Liberal Arts

23 Aberdeen University UK Mechanical Engineering

21 University of California USA Film

20 Bradford University UK Chemical Engineering

17 Coventry University UK Foundation Business

TIMETABLES

Diploma Programme students will study 3 Higher Level subjects and 3 Standard Level subjects. HL subjectsare allocated 6x 45 minute lessons per week and SL subjects are allocated 4x 45 minute lessons per week. Inaddition to subject options, Theory of Knowledge lessons take place 3 times per week. Further to their

subject commitments, students will have one assembly period per week in addition to periods allocated toPrivate Study in addition to Extended Essay, Wellness and Sports.

In cases where students have opted to study for a School Supported Self Taught language, additional study

periods are allocated to these students to allow them additional time for language study. An example of a

SSST student timetable can be seen below:

ASSESSMENTYou will be assessed against IB standards in your subject from day one of your programme. However, the

grades you are given will be of two kinds.

Term grades

Classwork grades are given for work you do in class or for homework during the course of a Term. Term

grades might be given for just one kind of assessment task: maybe a test, or a set of problems you have to

solve for homework, a presentation to class or an oral examination. All grades are given using the IB 1-7 scale

in subjects, or A-E for the core elements of ToK and Extended Essay (see

http://www.ibo.org/diploma/recognition/guide/ slidef.cfm for more information). In addition, your progress

with CAS is ‘rated’ as satisfactory or unsatisfactory, based on your Managebac portfolio.

At the end of the Term, your grades are averaged and an overall grade from 1-7 is given for the subjects. The

contribution made by each kind of task to this average – the weighting – is designed to reflect the final grades

you will get from the IB. IMPORTANT NOTE: The Term grade is not the same as the exam grade – it is

measuring your performance under very different conditions!

Examination grades

In addition to Term grades, you will have internal examinations at two points throughout the year. The

examinations are carried out under the same conditions and rules as the final IB examinations. Examinations

are cumulative or ‘synoptic’ – that is, they cover everything you have learnt up to that point. The grade you

are given for your examination is recorded and reported separately from the semester grades, and is used to

track your progress through the IB Diploma programme in the school. Examination grades are used as

evidence when teachers have to make predicted grades, for example when you apply to university.

Examination grades are also used to inform decisions about your registration status for DP2.

Note however that the school’s internal examination grades do not affect your final IB grade – that depends

only on coursework you complete over the two years of the programme, and on your performance in the

final examinations in May of DP2.

HOW WILL I BE INFORMED ABOUT MY GRADES?

Summary of approximate reporting dates and types:

Diploma Programme Year 1

October Term Grade

January Examination Grade

March Term Grade

June Examination Grade

Diploma Programme Year 2 (Final exams in May)

October Term Grade

January Mock Examination Grade

March Term Grade

You and your parents will receive full academic reports at each of the points in the year shown above. These

are posted online in .pdf format in Managebac, although the school can issue hard (paper) copies on request.

The report includes:

● Term or Exam grades (1-7) for every subject

● Theory of Knowledge grade (A-E)

● Extended Essay progress rating (satisfactory / unsatisfactory)

● CAS progress rating (satisfactory / unsatisfactory)

● Information on your attendance and punctuality

● Comments by your form tutor

The descriptors below provide an indication of the level of performance that will correspond to the grade

awarded. As you can see 1 is at the low end of the spectrum whereas 7 is at the upper end of the spectrum.

1 Produces work of very limited quality. Conveys many significant misunderstandings or lacks

understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking.

Very inflexible, rarely using knowledge or skills.

2 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding

for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally

inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.

3 Produces work of an acceptable quality. Communicates basic understanding of many concepts and

contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic

critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support

even in familiar classroom situations.

4 Produces good-quality work. Communicates basic understanding of most concepts and contexts with

few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses

knowledge and skills with some flexibility in familiar classroom situations, but requires support in

unfamiliar situations.

5 Produces generally high-quality work. Communicates secure understanding of concepts and contexts.

Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills

in familiar classroom and real-world situations and, with support, some unfamiliar real-world

situations.

6 Produces high-quality, occasionally innovative work. Communicates extensive understanding of

concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication.

Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with

independence.

7 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced

understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative

thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of

complex classroom and real-world situations.

ACADEMIC HONESTY

Good academic conduct is paramount at all times and La Garenne International School expects students touphold academically honest conduct at all times. It is vital that all students are familiar with the La GarenneAcademic Honesty Policy and follow the guidance outlined in this policy at all times during their studies.

The following standards are expected of all students:

● Students should always hand in work that is their own. Any help received, whether from friends,tutors, secondary literature, the internet or other sources, must be stated.

● Students should not present ideas taken from other sources as their own.● Copying in any form is not permitted.

Work submitted that does not meet these standards cannot be considered for assessment. Class orHomework that does not meet these standards must be repeated and appropriate sanctions may be applied.If a student has knowingly allowed their work to be copied, sanctions may also be taken against the studentin question.

Students who breach these standards when preparing coursework or any other assignment destined forexternal examination or moderation seriously jeopardise their success in their chosen qualification.

Suspected cases of academic dishonesty, plagiarised or copied work may result in disqualification from allexaminations.

In order to encourage academic integrity, students should always:

● Ensure that they understand the tasks set. In case of doubt, they should seek clarification from theteacher in question at the first available opportunity.

● Report any suspected cases of academic dishonesty.● Accept constructive criticism in all forms and realise that it helps them learn.● Accept responsibility for their own actions and words.

Cases of academic dishonesty can arise as a result of different circumstances. Each case is therefore dealtwith in its own right.

For further information, see the La Garenne International School Academic Honesty Policy.

INDEPENDENT STUDY

At La Garenne we believe that independent study is an essential part of the learning process. It enablesstudents to consolidate or review ideas, prepare for future classes and develop organisational skills. It alsogives students the opportunity to work independently of the teacher and to self-motivate. It is also animportant means by which teachers can monitor progress. Homework is set every week for all academicsubjects.

All independent study is set by teachers via ManageBac. This is to help ensure that the students can stayorganised and access the task at all times via their computer. Below is an example of a student’s independentstudy calendar shown on ManageBac:

Although we accept that difficulties may arise, all independent study is due by the deadline set by theteacher. It is the class teacher’s responsibility to ensure that the due date set is clearly understood by all ofthe students. It is at the teacher's discretion if they accept the homework after the due date. If homework isnot completed in the Secondary School, then students may be given a detention by their teacher.

The amount of home learning that is set increases as the students progress throughout the school. Below is aguide of how much home learning students can expect to be assigned for each subject per week:

M1 45 minutes

M2 1 Hour

M3 1.5 Hours

M4 2 Hours

M5 2 Hours

DP 1 2-3 Hours

DP 2 2-3 Hours

ATTENDANCE & PUNCTUALITYAttendance to all lessons is compulsory and if a student's attendance falls below our expectations, we reservethe right to withhold registration for formal examinations. An attendance register is taken at the start of theday by the Form Tutor in addition to the first lesson after the morning break and the first lesson of theafternoon. Students must have a valid reason for missing lessons such as illness or pre-approvedappointments.

All students are expected to be punctual to all lessons. The stated start time of the lesson is not whenstudents should aim to arrive at lessons but when learning begins. Students, therefore, should aim to arriveat all lessons before the stated start time to ensure that they have time to prepare themselves and anyequipment that they may need. Should students be persistently late for lessons, relevant sanctions will beapplied (see below).

REWARDS AND SANCTIONS

RewardsThere are four formal methods of recognition of positive behaviour and work:

● Students are nominated as ‘academic achiever of the week’ and these nominations are displayedpublicly to celebrate students academic performance in subject areas

● Outstanding work or achievements are recognised in the weekly assembly● At the end of each academic year, three students from each year group are awarded a prize, for

attainment, effort and progress respectively.● At the end of each academic year, one student who has excelled throughout the year will be awarded

the La Garenne Learner Profile Award

SanctionsWe see discipline in its holistic context, and feel that a positive approach towards students can pre-emptbehaviour issues. A teacher’s attitude to the class can help enormously in avoiding misbehaviour.

We have a three-tier discipline system. It consists of short term reminders of inappropriate behaviour, longerterm sanctions which contribute to an overview of general negative behaviour in the long term, ‘Attitude andBehaviour cards’, and ultimately parental reference. It must always be borne in mind that sanctions are notalways the most effective way of dealing with behavioural problems.

Attitude and Behaviour Cards can be issued to students by the Head of Secondary School, in consultationwith the teachers and the General Director, for displaying longer-term inappropriate behavioural attitudes.They must carry the card with them at all times for the period designated and must produce the card onrequest of any teacher. The card must be signed at the end of each lesson by the Subject Teacher with anindication of the student’s behaviour during that lesson.

Teachers are able to issue detention to students for inappropriate behaviour or missing deadlines. Detentionstake place at lunch time for 30 minutes. If a student receives more than one detention in a single week ortheir behaviour warrants a response more serious than a 30 minute detention, they will automatically beissued with a Friday after school detention which will take place for one hour between 15.45 - 16.45.

In general, if negative behaviour persists, the following procedure for escalation of sanctions should befollowed:

1. A dialogue will take place with the student regarding their behaviour2. Student issued with a verbal warning3. Lunchtime or after school detention is issued4. Student receives the loss of privileges and/or is issued with a behaviour card5. Student is referred to the Disciplinary Council (see below)

For serious incidents, a Disciplinary Council Meeting may be convened to discuss the student’s behaviour anddecide an appropriate response. The disciplinary council can consist of the General Director, The Head ofSenior Boarding, The Head of Secondary School, the student’s Form Tutor and a School Prefect. Persistentbad behaviour could ultimately result in permanent expulsion from the school.

LEARNING SUPPORTAt La Garenne we pride ourselves on being able to support students with mild to moderate learning needs as

well as students who are gifted. Classroom teachers are sensitive to the needs of individual students and

work closely with the Learning Support specialist to help identify, support and monitor children who may

require additional support or extension and challenge. We strive to enable students to become independent

learners and enhance the self-esteem and self-image of the learner.

At La Garenne we aim to:

● enable students to become independent learners and to monitor their own progress

● develop self-esteem and positive attitudes about school and learning

● assist students to participate in the appropriate curriculum for their age

● provide additional teaching and support

● involve parents in supporting their children through effective communication

● promote collaboration amongst teachers in the implementation of whole-school policies on learning

support for students

● develop appropriate individual teaching programmes

● intervene at the appropriate time in order to enhance learning and reduce difficulties in learning

● support student’s Social and Emotional Wellbeing through every aspect of school life

● engage and challenge our gifted and talented students

All students on the learning support register will be given an Individual Education Plan which is evaluatedregularly by the SENDCO and the class teacher. These students may also be eligible for additional times inexaminations. For further information about additional time in examinations, please contact the schoolSENDCO.

THE ROLE OF THE FORM TUTORThe Form Tutor is the primary point of contact for academic matters as Form Tutors meet with the studentsevery day and have a close overview of the progress of their students. The primary roles of the Form Tutorare as follows:

Absence & LatenessThe Form Tutor is responsible for completing an attendance register each morning. They will inform the Headof the Secondary School regarding any pupils who are persistently late or absent.

Pastoral IssuesForm Tutors also maintain an ongoing dialogue with the students regarding their lives inside and outside ofschool. They are there to support, guide and help students across the range of issues.

Behaviour & DisciplineForm Tutors are also responsible for monitoring the general behaviour of their students across subject areasand at break times and raising any concerns to the Head of Secondary School.

Academic Monitoring

Form Tutors also maintain an overall view of the academic progress of each student in their group. They willalso meet regularly with each student on a one-on-one basis to encourage them to reflect on their learningand review their progress in CAS activities.

Tutor ReportingForm Tutors also write Tutor Reports on each of their students at the end of each term after reviewing theirprogress across all subject areas.

EXAMINATIONSDiploma Programme Students sit two types of examination, internal and external examinations:

Internal Examinations are exams which are created and graded by the teachers. The results obtained in

internal exams have no impact on the students final grade, however they will be recorded on the student’s

Assessment Cards. Internal examinations also serve the purpose of preparing students for their final external

examinations by allowing them to experience formal examinations conditions.

External Examinations are examinations which are set by the IB organisation and, in combination with

internal assessments largely determine the final grade that the student will obtain. External Examinations take

place in May of the second year of a student’s DP studies. The decision to enter students for external

examinations, as well as the choice of entry level is based on the evaluation of the teaching professionals in

consultation with students and parents. The school reserves the right to refuse entry for examinations or to

enforce the required entry level. The school has no control over the content or scheduling of external

examinations in addition to having no influence over the final results awarded. At parental request, the school

may appeal against results through the available channels. External examinations missed for any reason other

than illness will result in automatic failure of the examination in question. In cases of illness, a doctor’s

certificate must be provided to the school which will subsequently be submitted to the IB organisation. Any

charges incurred for the registration, entry or remarking of examinations are invoiced to parents.

Further information regarding the assessment of examinations can be found in the LGIS Assessment Policy.

For further information regarding examination procedure, please refer to the regulations outlined by the IB

Organisation (www.ibo.org)

SUBJECT OUTLINES AND ASSESSMENT REQUIREMENTS

English Language & LiteratureIn this course, students study a wide range of literary and non-literary texts in a variety of media. By

examining communicative acts across literary form and textual type alongside appropriate secondary

readings, students will investigate the nature of language itself and the ways in which it shapes and is

influenced by identity and culture. Approaches to study in the course are meant to be wide ranging and can

include literary theory, sociolinguistics, media studies and critical discourse analysis among others.

The aims of all subjects in studies in language and literature are to enable students to:

1. engage with a range of texts, in a variety of media and forms, from different periods, styles, and

cultures

2. develop skills in listening, speaking, reading, writing, viewing, presenting and performing

3. develop skills in interpretation, analysis and evaluation

4. develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they

contribute to diverse responses and open up multiple meanings

5. develop an understanding of relationships between texts and a variety of perspectives, cultural

contexts, and local and global issues and an appreciation of how they contribute to diverse

responses and open up multiple meanings

6. develop an understanding of the relationships between studies in language and literature and

other disciplines

7. communicate and collaborate in a confident and creative way

8. foster a lifelong interest in and enjoyment of language and literature.

From: IBO (2019) ‘Language A Language and Literature Guide, Cardiff: IBO

For more detailed information regarding this course please click here to consult the Language A Language

and Literature Guide.

English A Language & Literature Assessment Outline:

Standard Level % Components % Break down

External

assessment

(3 hours)

Paper 1: Guided textual analysis (1 hour 15 minutes)

The paper consists of two non-literary passages, from two different text types, each

accompanied by a question. Students choose one passage and write an analysis of it. (20

marks)

Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question students write a

comparative essay based on two literary works studied in the course. (30 marks)

Internal

Assessment30%

Individual oral (15 minutes)

Supported by an extract from one non-literary body of work and one from a literary work,

students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by

the teacher (40 marks)

Higher Level % Components% Break

External

Assessment (4

hours)

Paper 1: Guided textual analysis (2 hours 15 minutes)

accompanied by a question. Students write an analysis of each of the passages. (40 marks)

HL essay

Students submit an essay on one non-literary body of work, or a literary work studied during

the course. (20 marks)

The essay must be 1,200-1,500 words in length.

Internal

Assessment20%

Supported by an extract from both one non-literary body of work and one from a literary

work, students will offer a prepared response of 10 minutes, followed by 5 minutes of

questions by the teacher (40 marks)

French Language & LiteratureIn this course, students study a wide range of literary and non-literary texts in a variety of media. By

examining communicative acts across literary form and textual type alongside appropriate secondary

readings, students will investigate the nature of language itself and the ways in which it shapes and is

influenced by identity and culture. Approaches to study in the course are meant to be wide ranging and can

include literary theory, sociolinguistics, media studies and critical discourse analysis among others.

The aims of all subjects in studies in language and literature are to enable students to:

9. engage with a range of texts, in a variety of media and forms, from different periods, styles, and

cultures

10. develop skills in listening, speaking, reading, writing, viewing, presenting and performing

11. develop skills in interpretation, analysis and evaluation

12. develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they

contribute to diverse responses and open up multiple meanings

13. develop an understanding of relationships between texts and a variety of perspectives, cultural

contexts, and local and global issues and an appreciation of how they contribute to diverse

responses and open up multiple meanings

14. develop an understanding of the relationships between studies in language and literature and

other disciplines

15. communicate and collaborate in a confident and creative way

16. foster a lifelong interest in and enjoyment of language and literature.

From: IBO (2019) ‘Language A Language and Literature Guide, Cardiff: IBO

For more detailed information regarding this course please click here to consult the Language A Language

and Literature Guide.

French A Language & Literature Assessment Outline:

External

assessment

(3 hours)

Paper 1: Guided textual analysis (1 hour 15 minutes)

accompanied by a question. Students choose one passage and write an analysis of it. (20

marks)

Internal

Assessment30%

Supported by an extract from one non-literary body of work and one from a literary work,

students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by

the teacher (40 marks)

External

Assessment (4

hours)

Paper 1: Guided textual analysis (2 hours 15 minutes)

accompanied by a question. Students write an analysis of each of the passages. (40 marks)

HL essay

Students submit an essay on one non-literary body of work, or a literary work studied during

the course. (20 marks)

The essay must be 1,200-1,500 words in length.

Internal

Assessment20%

Supported by an extract from both one non-literary body of work and one from a literary

work, students will offer a prepared response of 10 minutes, followed by 5 minutes of

questions by the teacher (40 marks)

School Supported Self-taught LanguagesThis course is part of the studies in language and literature group and this guide to being a school supported

self-taught student (SSST) will help you understand it better. It is not meant to be a replacement for the

Language A: literature guide. You should read both to understand the course fully. Being a self-taught student

offers a unique opportunity to study the literature of a language that may not be offered at your school as a

taught subject. A certain level of autonomy is expected, for example you will be asked to develop a list of

literary works and a timeline. You will also be expected to autonomously administer the 150 hours required

for the study of the course.

In this course, the central concepts are culture, Preparing to take the course Introduction Language A:

literature school supported self-taught student guide 1 communication, transformation, perspective,

creativity, representation and identity. When reading and studying a literary work, you should explore how it

relates to these concepts. This will help to:

● see how the literary works are relevant to your world and your experiences

● make connections between works studied in the course

● make connections with theory of knowledge (TOK), the approaches to learning and international

mindedness

● make connections with other subjects you are studying

● become a flexible and critical reader

(From: IBO (2019) ‘Language A Language School Supported Self-Taught Guide, Cardiff: IBO)

For more detailed information regarding this course please click here to consult the School Supported

Self-taught Guide.

School Supported Self-taught Assessment Outline

Standard Level % Components% Break

External

assessment

(3 hours)

Paper 1: Guided literary analysis (1 hour 30 minutes)

The paper consists of two passages: one prose and one poetry.

Students choose one and write a guided literary analysis in response to two questions. (20

marks)

Paper 2: Essay (1 hour 30 minutes)

The paper consists of three questions for each literary genre.

In response to one question students write an essay based on at least two works studied in

part 3. (25 marks)

Written assignment

Students submit a reflective statement and literary essay on one work studied in part 1.

(25 marks)

The reflective statement must be 300–400 words in length. The essay must be

1,200–1,500 words in length.

Alternative Oral

Examination (20

minutes)

Section 1: Individual oral commentary (10 minutes)

Students present a formal oral commentary on an extract from a work studied in part 2.

(30 marks)

Section 2: Individual oral presentation (10 minutes)

Students make a presentation based on two works studied in part 4. (30 marks)

External

Assessment

(4 hours)

Paper 1: Literary commentary (2 hours)

The paper consists of two passages: one prose and one poetry.

Students choose one and write a literary commentary. (20 marks)

Paper 2: Essay (2 hours)

The paper consists of three questions for each literary genre.

In response to one question students write an essay based on at least two works studied in

part 3. (25 marks)

Written assignment

Students submit a reflective statement and literary essay on one work studied in part 1.

(25 marks)

The reflective statement must be 300–400 words in length. The essay must be

1,200–1,500 words in length.

Internal

Assessment30%

Individual oral commentary and discussion (20 minutes)

Formal oral commentary on poetry studied in part 2 with subsequent questions (10

minutes) followed by a discussion based on one of the other part 2 works (10 minutes).

(30 marks)

Individual oral presentation (10–15 minutes)

The presentation is based on works studied in part 4. It is internally assessed and

externally moderated through the part 2 internal assessment task. (30 marks)

French BLanguage B is a language acquisition course designed for students with some previous experience of the

target language. In the language B course, students further develop their ability to communicate in the target

language through the study of language, themes and texts. In doing so, they also develop conceptual

understandings of how language works, as appropriate to the level of the course. At both levels of language B

(SL and HL), students learn to communicate in the target language in familiar and unfamiliar contexts. They

describe situations, narrate events, make comparisons, explain problems, and state and support their

personal opinions on a variety of topics relating to course content. The study of two literary works originally

written in the target language is required only at language B HL. The distinction between language B SL and

HL can also be seen in the level of competency the student is expected to develop in the receptive,

productive and interactive skills described below.

Language B SL

Receptive skills: Students understand a range of written and spoken authentic personal, professional and

mass media texts on topics of interest.

Productive skills: Students write texts for a variety of purposes and make oral presentations on topics of

interest.

Interactive skills: Students initiate and maintain the flow of conversations and discussions. They express and

respond to opinions and feelings on a variety of topics.

Language B HL

Receptive skills: Students understand and evaluate a wide variety of written and spoken authentic personal,

professional and mass media texts; they understand fundamental elements of literary texts such as theme,

plot and character.

Productive skills: Students present and develop their ideas and opinions on a variety of topics, both orally and

in writing. They construct and support arguments with explanations and examples.

Interactive skills: Students initiate, maintain and close oral exchanges, displaying some ability to make

adjustments in style or emphasis. They use a variety of strategies to maintain the flow of conversations and

discussions on a variety of topics relating to course content and the culture(s) of the target language.

Students are adept in negotiating meaning and fostering communication.

From: IBO (2019) ‘Language B Guide, The Hague: IBO

For more detailed information regarding this course please click here to consult the Language B Guide.

Language B Assessment outline

Standard Level % Components %Break down

External

assessment (3

hours)

Paper 1 (1 hour 15 minutes) Productive skills—writing (30 marks)

One writing task of 250–400 words from a choice of three, each from a different theme,

choosing a text type from among those listed in the examination instructions.

Paper 2 (1 hour 45 minutes)

Receptive skills—separate sections for listening and reading (65 marks)

Listening comprehension (45 minutes) (25 marks) Reading comprehension (1 hour) (40

marks)

Comprehension exercises on three audio passages and three written texts, drawn from all

five themes.

Internal

Assessment25%

This component is internally assessed by the teacher and externally moderated by the IB at

the end of the course.

Individual oral assessment

A conversation with the teacher, based on a visual stimulus, followed by discussion based on

an additional theme. (30 marks)

Higher Level % ComponentsPercentage

Breakdown

External

Assessment (3

hours 30 mins)

Productive skills—writing (30 marks)

Paper 2 (2 hours)

Listening comprehension (1 hour) (25 marks)

Reading comprehension (1 hour) (40 marks)

five themes.

Internal

Assessment25%

A conversation with the teacher, based on an extract from one of the literary works studied

in class, followed by discussion based on one or more of the themes from the syllabus. (30

marks)

English BLanguage B is a language acquisition course designed for students with some previous experience of the