ENGLISH/MANDARIN IB Diploma Handbook · 2019-05-01 · Introduction to the IB Diploma IB 国际文凭课程 Candidates studying for the diploma select six subjects from the subject

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OUR AIMS1. To provide an exceptional educational experience, based on the traditions,

ethos and practices of North London Collegiate School, UK.

2. To provide an ambitious academic education and to enable each student to

make the most of their gifts.

3. To maintain a team of teachers to whom each student is important and who

can inspire subject passion and enthusiasm.

4. To enable all students to recognise academic excellence and realise that it is

attainable.

5. To create a home where individuals are nurtured and the whole personality

can grow.

6. To foster a caring and respectful community characterised by excellent

relationships between staff and students and between the students themselves,

of whatever age, culture and background.

7. To encourage all students to take risks and try something new in an environment

which embraces all aspects of educational challenge.

8. To develop an outward looking, internationally minded, community of young

people who have a clear understanding of the value of commitment and service

to others.

Our Learning Community & Environment我们的学习社区和环境Library Our excellent Library provides the hub of learning for the IB Diploma programme. Not only do students spend time here studying they can also access a range of academic texts as well as three databases that should contain the reference material to support their extended academic studies.

Learning technologies We aim to maintain the school’s physical environment to a very high standard including an accessible, fast wifi network. Sixth form students are encouraged to make use of learning technologies for research, self-management and learning enrichment.

Community The NLCS Jeju community values open-mindedness and internationalism. The following statement reflects our commitment to international-mindedness:

“At NLCS Jeju, we believe that our British style of education can serve as a platform to promote international-mindedness. We want to develop an outward-looking community of young people. International-mindedness should be embedded in all elements of our school, so that it becomes part of our daily lives. All members of the community should be able to show pride in their own nationality, as well as being able to connect with other nationalities and cultures. “Furthermore, we aim to foster a caring and respectful community characterised by excellent relationships between staff and students, as well as between the students themselves, of whatever age, culture and background. All students should have the freedom to explore who they are and where they come from. At the same time, they should be respectful of the heritage and customs of others, in a way that celebrates variety and welcomes differences.”

图书馆我们优秀的图书馆为IB文凭课程提供学习中心。学生不仅花时间在这里学习，他们也可以访问一系列的学术文本以及三个数据库，包含参考资料，以支持他们的扩展学术研究。

学习技术我们的目标是保持学校的物理环境达到非常高的标准，包括一个可访问的，快速的WiFi网络。鼓励第六学段的学生利用学习技术进行研究、自我管理和充实学习。

社区 NLCS济州社区尊重开放态度和国际主义。以下声明反映了我们对国际观念的承诺：

“在NLCS济州，我们相信我们的英国教育风格可以作为一个平台，促进国际化的思维。我们希望发展外向型的年轻人社区。国际化思维应该嵌入我们学校的所有元素，使其成为我们日常生活的一部分。社区的所有成员都应该能够对自己的国籍表示自豪，并能够与其他民族和文化联系起来。”

“我们目标是培养一种相互关怀和相互尊重的社区特征，在此，教职员工和学生之间，以及同学之间，无论年龄、文化和背景，都具有良好的关系。所有的学生都应该有自由去探索他们是谁，他们来自哪里。与此同时，他们应该尊重他人的文化和习俗，以一种庆祝和欢迎的方式来面对我们社区的多样性和差异性。 ”

봉사활동 학교에서의 시간 동안, 학생들은 봉사활동 외에도 자신의 학업적 열정을 보여주는 일종의 포트폴리오를 만들어야 합니다.

“일부 공동체는 학생들에게 학문적 자원과 기회를 충분히 제공하지 않습니다. 다른 공동체에서는 학문적으로 높은 수준을 유지하여 학생들이 선별적인 명문 대학에 진학하도록 과한 압박을 줍니다. 이러한

The NLCS Jeju DiplomaNLCS济州文凭The IB Diploma, which is explained in detail throughout this booklet, provides our Sixth Form curriculum and is the primary qualification towards which students work in Years 12 and 13. It is an externally assessed, internationally recognised programme that is recognised by universities and employers across the globe.

In addition, students who complete their Sixth Form study at NLCS Jeju may qualify for an NLCS Jeju Diploma. Thanks to our Council of International Schoiols (CIS) accreditation, this is equivalent to a US High School Diploma and may be used to apply for university courses in the US.

The NLCS Jeju Diploma is granted by the school upon completion of Year 13, subject to the following qualification criteria:

External examination gradesStudents joining before or during Year 10 must attain passing grades in at least five subjects at IGCSE. All students must attain passing grades in at least five IBDP SL and/or HL courses.

Academic honestyStudents who have been found to have engaged in academic dishonesty in any internally or externally assessed work may have their eligibility for an NLCS Diploma revoked at the discretion of the Head of Senior School and the Principal.

Effort & BehaviourStudents must attain satisfactory Attitude to Learning grades in all Y10-13 reports. Their files must show fewer than 5 days’ suspension from school during Years 10-13 and no more than 2 days in any one academic year.

AttendanceStudents’ attendance records must show no more than 10% unauthorised absence from school.

Extra Curricular ParticipationStudents must achieve full and satisfactory participation in the CCA, Bryant and CAS programmes in Years 10-13.

本手册中对于国际文凭提供了详细的解释，这是我们第六学段的课程，是学生在12年级和13年级学习的主要文凭。这是一个经过外部评估的国际公认课程，在全球范围内得到大学和雇主的认可。

此外，在NLCS Jeju完成第六学段学习的学生可以有资格获得NLCS济州毕业文凭。感谢我们得到了国际学校理事会（CIS）的认证，这个毕业文凭相当于美国的高中毕业文凭，可以用来申请美国的大学课程。

NLCS济州毕业文凭在13年级完成后由学校授予，但须符合以下资格标准：

外部考试的成绩在10年级之前或10年级中间加入我校的学生必须在IGCSE考试中至少有五门科目达到及格分数。所有学生必须在五门IBDP SL和/或HL课程中达到及格分数。

学术诚实在任何内部或外部考试中被发现从事学术不诚实行为的学生可能被取消NLCS文凭资格，这将由高中校长和校长自行决定。

努力与行为在所有10-13年级的学生报告中，学生必须在学习态度方面达到满意的评分。他们的档案必须显示在10-13年级期间停学处罚不超过5天，在一个学年中停学处罚不得超过2天。

出勤学生的出勤记录必须显示未经授权的学校缺勤不得超过10%。

课外活动参与学生必须在10 - 13年级期间完整和满意地参加CCA，Bryant和CAS课程。

Introduction to the IB DiplomaIB 国际文凭课程Candidates studying for the diploma select six subjects from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours).

All three parts of the core—extended essay, theory of knowledge and creativity, activity, service—are compulsory and are central to the philosophy of the Diploma Programme.

At the end of the two-year programme, candidates are assessed both internally and externally in ways that measure individual performance against stated curriculum and assessment objectives for each subject.

In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, projects, student portfolios, reports, class presentations, practical laboratory work, mathematical investigations and artistic performances.

Some assessment tasks are conducted and overseen by teachers, but are then marked externally by examiners. Examples include written assignments or tasks for language subjects in groups 1 and 2, the essay for theory of knowledge and the extended essay.

Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the larger share of the assessment for most subjects.

The grading system is criterion-related (results are determined by performance against set standards, and not in relation to the performance of other students); validity, reliability and fairness are principles of the Diploma Programme’s assessment strategy.

IB学员从6个主题组中选择六门科目。通常三个科目在高级水平（240小时教学）进行研究，其余三个科目在标准水平（150小时教学）进行研究。

三个核心部分是：扩展论文、知识理论、创造行动服务，所有这三个部分都是强制性的，并且代表了国际文凭项目的核心哲学。

在两年制课程结束时，根据每门课程规定的课程内容和评估目标来衡量考生的学习表现，衡量方式包括内部评估和外部评估。

在几乎所有科目中，至少有一些评估是由教师在学校内部进行的，老师给作为课程一部分的学生作品进行打分。这样的情况包括语言科目、学习项目、学生作品、报告、班级演讲、实用实验室工作、数学调查和艺术表演等。

一些评估任务由教师执行和监督，但随后由外部考官进行评分。例子包括组1和组2中语言主题的书面作业或任务、知识理论的论文和扩展论文等。

由于标准考试能提供更大的客观性和可靠性，外部评分考试仍然在大多数科目的评估形式中占较大份额。

评分系统是与标准相关的（成绩根据设定的标准而定，不根据与其他学生的表现的相关性来打分）。有效性、可靠性和公平性是国际文凭项目的评估原则。

IB 培养目标国际文凭课程（IBDP）核心的十个属性被统称为IB学习者资料。他们表达了学生应该通过学习去发现和效仿的价值观和素质，从而“成为本地、国家和国际社会的负责任的成员”。

探究者Inquirers 他们培养发展自己天生的好奇心。他们学习掌握开展探索和研究的必要技能，并在学习的过程中显示出独立自主性。他们积极主动、热爱学习，这种好学的品质将伴随他们的一生。

知识渊博的人Knowledgeable 他们探索各种与当地或全球有关的重要概念、思想观点和问题。在探索的过程中，他们学习掌握精深的知识，并发展对广泛而均衡的各个学科的综合理解

思考者Thinkers 他们积极地以批判性和创造性的方式运用思考技能来识别和处理复杂的问题，并做出理由充分、合乎伦理的决定。

交流者Communicators 他们能够运用一种以上的语言，在多种多样的交流模式中有信心和富有创意地理解并表达思想观点及信息。他们能够有效而愉快地与他人合作。

有原则的人Principled 他们处事正直、诚实，有强烈的公平和正义感，尊重个人、集体和社会群体的尊严。他们对自己的行动及其后果承担责任。

胸襟开阔的人Open-minded 他们了解和欣赏本民族的文化和个人的历史，并对其他个人和社会群体的观点、价值观和传统采取开放和包容的态度。他们习惯于寻求和评价一系列广泛的观点，并愿意通过体验来丰富自己。

富有同情心的人Caring 他们理解、同情和尊重他人的感受。他们有个人奉献精神，通过服务和行动来改善他人的生活和环境。

敢于冒风险的人Risk-takers 他们有勇气并深思熟虑地面对自己不熟悉的情境和变化不定的事物，并以独立自主的精神来探索新的角色、观点和策略。他们能够勇敢和条理清楚地捍卫自己的信仰。

全面发展的人 Balanced 他们理解智力、身体和情感均衡发展对于他们自己以及他人的康乐的重要性。

反思者Reflective 他们对自己的学习和经历做出缜密的思考。为了有助于自己的学习和个人发展他们能够评估和了解自己的长处和局限性。

Structure of the IB DiplomaIB文凭的结构Subject Choices In the IB Diploma Programme, subjects are split into six groups:

1. Studies in Language & Literature2. Language Acquisition3. Individuals & Societies4. Sciences5. Mathematics6. The Arts

To qualify for the IB Diploma, students must study at least three subjects at Higher Level (HL) and three subjects at Standard Level (SL). Their subject portfolio must consist of:

One subject from Group 1

One subject from Group 2 or a second subject from Group 1



Mathematics HL or SL

One subject from Group 6 or an additional subject from Groups 1-4

The IBDP CoreIn addition to the above, students must complete:

A 4,000 word, independently researched Extended Essay in the style of an academic paper (assessed by an external examiner).

A course in the Theory of Knowledge (TOK), studying both areas of knowledge and ways of knowing (assessed via a presentation marked by a teacher in school, and an essay marked by an external examiner).

Pursuits in Creativity, Activity and Service over a period of at least 18 months.

The Diploma ScoreEach subject is graded on a 1-7 scale, with the Extended Essay and Theory of Knowledge combined worth an additional 3 points. As such, the maximum total score for the IB Diploma is 45.

科目选择在IB文凭课程中，科目分为六组：

1.语言和文学研究2.语言习得3.个人与社会4.科学5.数学6.艺术

要获得IB文凭，学生必须至少学习三门高级水平（HL）和三门标准水平（SL）的课程。他们的课程组合必须包括：

第1组的一个科目


或第1组的另一个科目



数学HL或SL


或1-4组中再选一个科目

IBDP核心除上述内容外，学生还必须完成：

一份4000字的、独立研究的、以学术论文的风格完成的扩展论文（由外部考官评估给分）。

一门知识理论课程（TOK），研究知识领域和知识的获得方式（评估分两部分：学校老师对学生的TOK演讲给分，外部考官对学生的论文给分）。

在至少18个月的连续时间内学生在创造、活动和服务上展示其追求。

文凭分数每个科目按1-7级进行评分，扩展论文和知识理论结合在一起为3分。因此，IB文凭的最高总分为45分。

Subjects currently available for study at NLCS Jeju are as follows:

Group 1: Studies in Language & LiteratureKorean LiteratureKorean Language & LiteratureChinese LiteratureEnglish LiteratureEnglish Language & Literature

English Literature & Performance*

Group 2: Language AcquisitionEnglish BKorean BFrench B & Ab Initio*Spanish B & Ab Initio*Mandarin B & Ab Initio*Latin

Group 3: Individuals & SocietiesEconomicsGeographyGlobal PoliticsHistoryPhilosophyPsychology

Group 4: SciencesBiologyChemistryPhysicsComputer ScienceSports, Exercise & Health Science*

Group 5: MathematicsMathematics

Group 6: The ArtsDanceMusicTheatre StudiesVisual Arts

*Available at Standard Level only

目前可在NLCS Jeju学习的科目如下：

第1组：语言与文学研究韩语文学韩语语言与文学中文文学英语文学英语语言语文学英国文学与表演*

第2组：语言习得英语B.韩国B.法国B＆Ab Initio *西班牙语B＆Ab Initio *中文普通话 B＆Ab Initio *拉丁语

第3组：个人与社会经济学地理全球政治历史哲学心理学

第4组：科学生物学化学物理计算机科学运动、训练与健康科学*

第5组：数学数学

第6组：艺术舞蹈音乐戏剧研究视觉艺术

带*号为仅限标准级别

The IB Diploma CoreIB文凭的核心Extended Essay (EE)The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor. 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. It is mandatory that all students undertake three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay.

Assessment of the Extended Essay varies according to the subject in which it is completed, but is always based upon five criteria with a maximum mark of 34 overall:

A. Focus and method (6 marks)

B. Knowledge and understanding (6 marks)

C. Critical thinking (12 marks)

D. Presentation (4 marks)

E. Engagement (6 marks)

Theory of Knowledge (TOK)TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element which all Diploma Programme students undertake and to which all schools are required to devote at least 100 hours of class time. TOK and the Diploma Programme subjects should support each other in the sense that they reference each other and share some common goals. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore knowledge questions. A knowledge claim is the assertion that “I/we know X” or “I/we know how to Y”, or a statement about knowledge; a knowledge question is an open question

扩展论文（EE）扩展论文是从文凭课程科目列表中选择一个重点主题进行深入的研究。这通常是从学生选择的六门科目中选择一个。它旨在促进学术研究和写作技巧，为学生提供一个在导师的指导下就自己所选择的主题来开展个人研究的机会。作为其成果的主要部分，学生要提交出一篇正式的、结构性的论文，在论文中，思想和发现需要以合理和连贯的方式来传达，并适合于所选择的主题。所有学生都必须与他们的导师进行三次反思会议，其中包括在扩展论文完成之后，学生要与导师进行一次简短的结论性的面试，也可以说是口试。

扩展论文的评估根据其完成的主题而有所不同，但始终基于五个标准，最高分为34分：

A.中心和方法（6分）

B.知识和理解（6分）

C.批判性思维（12分）

D.呈现（4分）

E.参与度（6分）

知识理论（TOK）TOK是一门关于批判性思考和探究知识过程的课程，而不是关于学习特定知识体系的课程。这是所有文凭课程学生都所需承担的核心要素之一，所有学校都必须至少花100个小时的上课时间。 TOK和文凭课程的6个科目应该相互支持，因为这两方面互为参考并具有一些共同的目标。 TOK课程考察了我们如何知道我们声称知道的内容。它通过鼓励学生分析知识主张和探索知识问题来实现这一目标。知识主张是就“我/我们知道X”或“我/我们知道Y如何”的断言，或关于知识的陈述;知识问题则是一个关于知识的开放性问题。 TOK指南中区分了何为共享知识，何为个人知识。这种区分旨在帮助教师构建他们的TOK课程并帮助学生探索知识的本质。

TOK课程有两个考试任务：论文和演讲。论文由国际文凭组织进行外部评估，并且必须是考试局为每期考试而发布的六个规定标题中的一个。论文的最大字数限制为1600字。

about knowledge. A distinction between shared knowledge and personal knowledge is made in the TOK guide. This distinction is intended as a device to help teachers construct their TOK course and to help students explore the nature of knowledge.

There are two assessment tasks in the TOK course: an essay and a presentation. The essay is externally assessed by the IB, and must be on any one of the six prescribed titles issued by the IB for each examination session. The maximum word limit for the essay is 1,600 words.

Creativity, Activity and Service (CAS)CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning.

CAS is organized around the three strands of creativity, activity and service defined as follows:

Creativity—exploring and extending ideas leading to an original or interpretive product or performance

Activity—physical exertion contributing to a healthy lifestyle

Service—collaborative and reciprocal engagement with the community in response to an authentic need

As a shining beacon of he IB’s values, CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalitiesand perspectives. CAS complements a challenging academic programme in a holistic way, providingopportunities for self-determination, collaboration, accomplishment and enjoyment.

创意、活动和服务（CAS）CAS是文凭课程的核心。 CAS采用整体方法，旨在加强和扩展学生的个人学习和合作学习。

CAS围绕创造力、活动和服务三个方面进行组织，定义如下：

创造力 - 探索和扩展思想，并产生原创性的或解释性的作品或表现

活动 - 参与有助于发展健康生活方式的体力活动

服务-与所在的社区进行服务协作和互惠互动，以满足社区的真正需求

作为IB价值观的闪亮灯塔，CAS使学生能够以真实和实际的方式展示其作为IB学习者的属性，成长为独特的个体并认识到自己与他人相关时的角色。学生通过各种个人和团体经验培养技能、态度和素养，为学生提供探索其兴趣、表达激情、展示个性和观点的机会。 CAS以整体方式补充了具有挑战性的学术课程，为自我决策、协作、获取成就和满足感提供了机会。

Lessons and Homework in the Sixth Form第六学段的课程和作业Subject LessonsSixth Form lessons have a different feel to those students will have experienced in lower years. They will spend more time on each subject (7 lessons per week for HL subjects, 5 lessons per week for SL subjects) and class time will be more discursive in nature thanks to smaller class sizes. IB Diploma lessons are designed to encourage development of the IB Learner Profile attributes and Approaches to Learning explained earlier in this handbook. As such, students may need to adapt to different learning styles as dictated by the nature of the subjects they are studying.

IB Time and UGC TimeIn addition to normal classroom lessons, Sixth Form students attend sessions as a whole year group designed to support the other elements of their studies. IB Time sessions (one double lesson per week) allow the IBDP, EE, TOK and CAS coordinators to support students in the completion of studies related to the IBDO Core. This programme includes sessions on research skills and academic honesty for the EE, lectures and workshops for TOK and support in the completion of activities and reflections for CAS.

UGC Time (one lesson per week, led by the University Guidance Counsellors) is focussed on supporting Sixth Form students in preparing their university applications. These sessions include presentations from visiting university admissions staff, guidance on how to build a portfolio and workshops to support writing of college essays and personal statements.

HomeworkSixth Formers do not have a set homework timetable, as the nature of work set for the IBDP usually means it is set over a longer period. In general, IBDP students can expect to spend around three hours per HL subject and two hours per SL subject on homework each week, on average. In addition, there wioll be work to do on extended essays, TOK presentations and CAS activities, so it is essential that students manage their time carefully and work hard.

学科课程第六学段的课程和学生在较低年级的经历相比会有不同的感受。他们将在每个科目上都花费更多的时间（HL科目每周7堂课，SL科目每周5堂课），由于班级规模较小，课堂时间将更具话语性。如前所述，IB文凭课程旨在鼓励开发IB学习者的学习特性和学习方法。因此，学生可能需要适应不同的学习方式，这取决于他们所学习的科目的性质。

IB时间和UGC时间除了正常的课堂教学外，第六学段的学生还将以年级为单位参与一些课时，旨在支持他们学习的其他内容。每周有两节连堂的“IB时间”让IBDP，EE，TOK和CAS协调员去支持学生完成与IBDO核心相关的研究。该包括关于EE的研究技能和学术诚信，TOK讲座和研讨会，以及完成CAS活动和反思等。

UGC时间（每周一节课，由大学申请指导顾问主持）专注于支持第六学段学生的大学申请准备。这包括来访大学的招生人员的讲座，如何准备申请资料的指导、撰写大学论文和个人陈述的研讨会等。

家庭作业第六学段没有设定的家庭作业时间表，因为国际文凭预科课程的工作性质通常意味着其作业需要更长的设定时间。一般而言，国际文凭预科课程学生平均每周可以为每个HL科目花费大约3个小时的家庭作业时间，每个SL科目花费2个小时。此外，还有很多工作要做，比如扩展论文，TOK演讲和CAS活动，因此学生必须认真管理他们的时间并努力工作。

Assessment in the IB DiplomaIB文凭课程的考评ExaminationsThough proportions vary by subject (see the IBDP Curriculum Supplement for details), the majority of assessment in the IB Diploma Programme comes in the form of examinations, which are taken in school in May of Year 13 and marked externally by the IB’s examiners.

Though past examination papers are available online and via departments in school, it is important to note that simply working through large numbers of them will not be sufficient to ensure that the student is adequately prepared for the real thing. Ultimately, IB Diploma exams are designed so that only thorough understanding of the course material, gained through lessons and effective revision, will ensure success.

Internally Assessed Coursework (IAs)All IBDP subjects, including Theory of Knowledge, are partly assessed through work produced during the course of study. IAs are marked by teaching staff, then moderated internally. This process involves teachers marking the work of each other’s students students for a second time, then the scores given by different teachers are compared with each other. If they are consistent, the original mark stands. If there are differences, a meeting will happen in which a final mark is agreed to ensure that there is consistency and integrity of the marks we award.

Following internal moderation, the final marks are submitted to the IB, who will choose a sample of students to be externally moderated. These students’ IAs will be uploaded to the IB, whose examiners will check that the marks given by the school fit with the IB’s standards and criteria.

Externally Assessed Coursework (EAs)As with IAs, EAs are completed during the course of study. However, they are not marked in school. Instead, all EAs are uploaded to the IB and marked by their examiners. EAs include the Extended Essay and Theory of Knowledge essay, as well as much of the work done for the Group 6 arts subjects.

考试虽然考试所占的比例因学科而异（详见国际文凭预科课程补充说明），但IB文凭课程的大部分评估都是以考试的形式进行，考试在13年级的5月份在学校内进行，并由国际文凭组织的考官在校外进行判分。

虽然往年试卷可以通过网上和学校的科系获得，但重要的是要注意，仅仅通过大量的做往年试卷并不足以确保学生为真考做好充分的准备。最终，IB文凭考试的设计使得只有通过在上课时和复习时对课程材料获得透彻和有效的理解才能确保考试成功。

内部评估（IA）所有国际文凭预科课程的科目，包括知识理论部分，都有通过在学习过程中产生的工作进行评估的部分。 IAs由教师给分，然后在内部进行校准。这个过程涉及教师们互相给对方的学生打分，然后将同一个学生由不同教师给出的分数进行比较。如果分数一致，则使用该分数。如果存在差异，将召开会议，商定最终分数，以确保我们授予的分数具有一致性和完整性。

在内部审核后，最终分数将提交给IB考试局，IB将选择供外部审核的学生功课样本。这些学生的IAs将被上传到IB考试局，其下的考官将检查学校给出的分数是否符合IB的规范和标准。

外部评估（EA）与内部评估一样，外部评估的作业也要在学习期间完成。但是，它们不在学校内给分。相反，所有EA都上传到IB并由其考官评分。 EA包括扩展论文和知识理论论文，以及为第6组艺术类科目所做的大部分功课作品。

Approaches to Teaching and Learning [ATL]学习方式 [ATL]Also at the centre of the IB Diploma programme are the Approaches to Teaching and Learning. The following is a rationale for the approach to learning in the IBDP:

“The development of skills such as thinking skills and communication skills is frequently identified as a crucial element in preparing students effectively for life beyond school. A 2007 survey of 400 hiring executives of major US corporations identified their top four requirements of new recruits as being oral and written communication skills, critical-thinking and problem-solving skills, professionalism and work ethic, and teamwork and collaboration skills (Trilling and Fadel 2009) . . . Yet many students struggle with some of the basic skills of effective learning. For example, good note-making has been positively correlated with academic achievement, yet research suggests that many university students have difficulty even with the fundamental skill of making notes from lectures or texts (Kiewra 1985, O’Donnell and Dansereau 1993).

“Developing students’ ATL skills is about more than simply developing their cognitive skills. It is also about developing affective and metacognitive skills, and about encouraging students to view learning as something that they “do for themselves in a proactive way, rather than as a covert event that happens to them in reaction to teaching” (Zimmerman 2000: 65). By developing ATL skills and the attributes of the learner profile, DP students can become “self-regulated learners” (Kaplan 1998). Self-regulated learners have learned how to set learning goals, ask good questions, self-interrogate as they learn, generate motivation and perseverance, try out different learning processes, self-monitor the effectiveness of their learning, reflect on achievement, and make changes to their learning processes where necessary (Zimmerman and Schunk 1989, de Bruin et al. 2011, Wolters 2011).

“The term “skill” is therefore used in a broad sense in the DP to encompass cognitive, metacognitive and affective skills. Cognitive skills include all the information-processing and thinking skills, often called “study skills” in a school environment.

国际文凭课程的中心也是教学与学习的方法。以下是国际文凭预科课程学习方法的理念

“技能的发展，如思维能力和沟通能力经常被认为是让学生更有效地超越学校为今后生活做准备的关键因素。 2007年对400家美国大型企业的招聘高管进行的调查发现，他们对新聘员工的前四名要求是口头和书面沟通能力、批判性思维和解决问题的能力、专业精神和职业道德，以及团队合作和协作能力（Trilling和Fadel 2009）。然而，许多学生仍在如何才能有效地学习上缺乏一些基本的技能。例如，良好的记笔记的能力与学业成就正相关，但研究表明，许多大学生即使在基本的技能，比如就讲座或文本做笔记上，仍然感觉困难（Kiewra 1985年，O’Donnell和Dansereau 1993年）。

“发展学生的ATL技能不仅仅是发展他们的认知技能。这也与发展情感和元认知技能有关，以及鼓励学生将学习视为一种他们“以主动的方式为自己做的事情，而不是对教学的被动反应”（Zimmerman 2000：65 ）。通过发展ATL技能和学习者属性，DP学生可以成为“自我调节的学习者”（Kaplan 1998）。自我调节的学习者已经学会了如何设置学习目标、提出好的问题，在他们学习时自我审问，自我产生动机和毅力，尝试不同的学习过程，自我监测学习的有效性，反思其成就，并自我调整学习过程（Zimmerman和Schunk 1989，de Bruin等人2011，Wolters 2011）。 “因此，”技能“这个术语在国际文凭中广义上包括认知、元认知和情感技能。认知技能包括所有的信息处理和思维能力，通常在学校环境中称为“学习技能”。情感技能是行为和情感管理的技能，支持态度因素，例如韧性、毅力和自我激励，这些因素通常在教育成就中发挥重要作用。元认知技能让学生可以用来监控他们的学习技能和过程的有效性，更好地理解和评估他们的学习的技能。虽然这些技能可以在表现某种自然能力或天赋时使用，但是技能不同于自然能力或天赋，因为通过有意识地使

Affective skills are the skills of behaviour and emotional management underpinning attitudinal factors such as resilience, perseverance and self-motivation, which often have a large role to play in educational achievement. Metacognitive skills are the skills that students can use to monitor the effectiveness of their learning skills and processes, to better understand and evaluate their learning. Although these skills may be in use when manifesting a certain natural ability or talent, they are different to both of these because proficiency in any skill can be increased through the deliberate use of techniques and strategies, feedback and challenge. Skills are therefore highly teachable.”

用技术和策略，通过反思和挑战可以提高对任何技能的熟练掌握程度。因此，技能是高度可教的。

IBO. 2015. Approaches to Teaching and Learning. [ONLINE]Available at: https://xmltwo.ibo.org/publications/DP/

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Self-Management The IB Diploma programme is a demanding course and students need to develop effective strategies to help them manage their work. Personal organisation is the foundation of self-management; to support this all students receive a Planner in which to record assignments and deadlines although some individuals decide to use online apps to help plan their time.

Communication The art of communication is an increasingly significant strategy for twenty-first century learners. The IBDP require students to develop the ability to share their ideas formally with others through the ToK presentation and the Individual Oral Commentaries in the Language and Literature programmes.

Social Learning is no longer an individual pursuit. The ability and willingness to collaborate with others to co-construct learning is an essential feature of the contemporary classroom and further embedded in the IBDP through the Group 4 Science project.

Thinking The Theory of Knowledge course is embedded in all IBDP subjects; its aim is to encourage students to think critically by considering how the eight Ways of Knowing integrate to produce or serve as receptors in eight Areas of Knowledge.

自我管理 IB文凭课程是一门苛刻的课程，学生需要制定有效的策略来帮助他们管理自己的功课。自己组织是自我管理的基础;为了支持这一点，所有学生都会收到一份计划表，记录作业和截止日期，也有些人决定使用在线应用软件来帮助计划他们自己的时间。

沟通沟通的艺术是二十一世纪学习者日益重要的战略。 IBDP要求学生通过ToK演示、语言和文学课程中的个人口头评论，与他人正式分享他们的想法。

社会化学习不再是单个人的追求。与他人合作共同构建学习的能力和意愿是当代课堂的一个重要特征，并通过第4组科学项目进一步嵌入国际文凭预科课程。

思维知识理论课程嵌入所有IBDP课程;其目的是鼓励学生批判性地思考，考虑八种获取知识的方式是如何通过整合来产生或者作为受体来为八个知识领域服务。

Critical thinking is not only about analytical, convergent thinking; it

can also be expressed as divergent thinking that seeks to produce a

diverse range of answers.

Research The ability to generate dynamic research strategies and process their findings whilst practising academically honest practice is a key skill in the IB Diploma. It is essential for the Extended Essay and integral to a number of internally assessed components. Students are taught how to adapt their writing style to suit the demands of concept-based synthesis and evaluation. A range of research methods are modelled in order to support investigations for the Extended Essay from comprehensive literature reviews to questionnaires, surveys and experiments.

Motivation Intrinsic & extrinsic The level of extrinsic or external motivation for our students is generally very high e.g. family expectations, aspirational achievement, high regard for education.

In order to be most effective at performing at a conceptual level, students need to develop their own internal motivators, or intrinsic motivation. Sometimes this is difficult to manage for young people and they need the ongoing support of their teachers, Tutors and boarding staff to talk through key motivating factors. All our teachers are trained in coaching and can help support students who may be struggling with motivation and purpose.

批判性思维不仅仅是分析、融合各种思维; 它也可以表示为发散思维，寻求产生各种各样的答案。

研究生成动态研究策略并处理研究中的各种发现，同时以学术诚实的态度来实践，这是IB文凭的关键技能。它对于扩展论文的写作至关重要，也是多个内部评估的组成部分。学生被教导如何让自己的写作风格与论文要求相适应，以及适应基于概念的综合性和评价性写作。一系列的研究方法被转化成模型来支持扩展论文写作的各个方面，包括论文调查、文献综述、问卷调查和实验等。

动机内在和外在我们的学生的内在或外在动机的水平通常非常高，例如家庭期望、志向成就、高度尊重教育等。

为了在概念层面上有最佳的表现，学生需要发展自己的内在动机或内含动机。有时，这对于年轻人来说很难管理，他们需要老师、导师和舍监通过主要的激励因素给予持续支持。我们所有的教师都接受过教练培训，可以帮助那些可能在学习动机和目的上有困难的学生。

Cognitive [Intellectual]인식적 [지적]

Motivation [Personal]동기 부여 [개인적]

Knowledgeable (知识渊博的) Inquirers (询问者)

Thinkers (思考者) Principled (有原则的)

Reflective (反思)

Affective [Emotional]감정적 [정서적]

Environment & Community [Social]주위 환경과 공동체 [사회적]

Caring (关怀) Communicators (沟通者)

Risk-Takers (风险承担者) Open-minded (头脑开放的)

Balanced (平衡的)

BULLOCK, K. IB Learner Profile: Literature Review (IBO, 2011)에서 발췌

The type of higher-level, conceptual learning that is at the heart of the IBDP can be a complex and layered process, an interaction between different aspects of learning. In order to articulate this process within the IBDP Bullock (2011) sub-divided the Learner Profile into four key domains of learning. These aspects of learning help students and teachers focus on the skills and capacities students need for success in the IBDP.

高级的、概念性的学习是IBDP的核心，它是一个复杂和分层次的过程，是学习的不同方面之间的相互作用。为了在IBDP中阐明这一过程，Bullock（2011）将学习者概况细分为四个关键的学习领域。学习的这些方面帮助学生和教师专注于学生在国际文凭预科课程中取得成功所需的技能和能力。

Cognitive Higher order thinking skills Bloom’s Taxonomy of Learning was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the model in the mid-nineties and made some adjustments to accommodate progressions in pedagogy (Ander-son, Krathwohl et al 2000).

Bloom’s Taxonomy can help teachers to plan lessons and activities that challenge students to think beyond the lower order thinking skills and move towards more conceptually based higher order thinking that is valued in IBDP assessments. Through their time in the sixth form, students should be increasingly able to operate in the top three skill levels.

认知高阶思维能力布鲁姆的学习分类法于1956年在教育心理学家本杰明·布鲁姆博士的领导下创建，以促进更高层次的教育思维，如对概念的分析和评估、处理、程序和原则，而不仅仅是记住事实。布鲁姆的前学生罗林·安德森（Lorin Anderson）和九十年代中期的大卫·克拉斯沃尔（David Krathwohl）重新考察了这个模型，并进行了一些调整以适应教育学的进步（Anderson，Krath-wohl等2000。

布鲁姆的分类学可以帮助教师计划课程和活动去挑战学生思考超越低阶思维技能，并走向更具概念的高阶思维，这是国际文凭评估的价值。通过他们在第六学段的学习，学生应该越来越能够在前三个技能水平下操作。

The Four Domains of Learning学习的四个领域

The graph (above) demonstrates the six aspects of learning, Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating, in combination with a brief explanation of the process, and (examples of) verbs teachers can use to get students to think on these levels. Here, Bloom’s Taxonomy is situated in the four types of knowledge, Factual Knowledge of terminology and details, Conceptual Knowledge of relationships among pieces of concepts or theories, Procedural Knowledge of processes and methods of theories and problems, and Metacognitive Knowledge of learning strategies and processes. This chart starts with factual knowledge and remembering and builds in complexity as it moves clockwise. A comprehensive lesson will require students to apply multiple types of knowledge and cognitive skills.

图表（上图）展示了学习的六个方面：记忆、理解、应用、分析、评估和创新，并结合了对过程的简要解释，以及教师可以通过给学生一些动词来引发学生思考这些水平的含义。在这里，布鲁姆的分类法定位于四种类型的知识：术语和细节的事实知识、各种概念或理论之间的关系的概念性知识、关于理论和问题的各种过程和方法的程序性知识，以及学习策略和过程的元认知知识。这个图表从事实知识开始，按顺时针转动增加其复杂性。一个全面的课程将要求学生应用多种类型的知识和认知技能。

Affective Wellbeing, Resilience & Perseverance We aim to place the student at the centre of everything we do as a school. As such we have established systems that maintain a pastoral overview of all students’ wellbeing through a coordinated Tutor programme and House system. Students’ welfare is continuously monitored and students regularly have focused conversations with their Tutor, Houseparent, WorkSmart counsellor, emotional counsellor or the Head of Sixth Form.

情感良好状态、自我调整和坚韧我们的目标是将学生放在我们作为学校所做的一切的中心。因此，我们建立了系统，通过指导教师体系和宿舍体系之间的协调来为学生提供一整套的学习以外的支持，保持对所有学生的福祉的关怀。学生的福祉不断受到监督，学生经常与他们的导师、舍监和学习顾问、情绪辅导员或第六学段的主管进行对话。

Supported by this network of professional staff and parents, our students receive the guidance and advice to support their wellbeing, develop their resilience, build positive relationships and establish strategies to persevere based on a growth mindset.

在这个专业人员和家长网络的支持下，我们的学生会得到指导和建议，以支持他们的健康、发展他们的自我调节能力、建立积极的关系，并建立基于成长心态的发展战略。

Report Attainment Grades (R Grades)Attainment grades in academic reports in the Sixth Form are awarded according to the same descriptors as the rest of the Senior School. This is a scale of 7-1, with 7 being the highest and 1 being the lowest. Further details, including grade descriptors, can be found in the parent guide to assessment and reporting.

R grades will not be based on one test, but will include review of a range of assessments, homework, class work, written work, verbal work and practical activities.

The performance indicators are not an exhaustive list and not all performance indicators apply in every subject. Students do not have to meet every single performance indicator in each subject to be awarded that grade. Teachers will award the grade that most accurately describes the student’s attainment when taken as a whole over the

reporting period.

Transcript GradesAt the end of each academic year of IGCSE and IBDP study, departments will be asked to award Transcript Grades for all students. Unlike R grades, these are reported to universities in the US and some other countries as part of the application process.

Transcript Grades represent a holistic judgement of each student’s academic performance in each subject over the year and are not determined by any individual assessment. To ensure consistency, fairness and accuracy, Transcript Grades are moderated by Heads of Department before being submitted and after that point cannot be changed.

Though they are not determined by the exact same criteria, Year 12 Transcript Grades may also be taken as an indication of the Predicted Grades that students are likely to be awarded in September if their current academic performance, attitude to learning and effort outside the classroom are maintained at the same standard.

报告达标等级（R等级）在给分数的时候，第六学段学习成绩报告中的成绩等级与中学其他年级的成绩等级描述是相同的。这是7-1的等级，其中7为最高，1为最低。更多详细信息（包括成绩等级的描述）可在“评估和报告的家长指南”中找到。

R等级不是基于一个测试而给出，而是包括一系列的评估，如家庭作业、课堂作业、书面作业、口头工作和实践活动等。

对各个等级的描述并非详尽无遗，也并非所有描述都适用于每个科目。学生不必满足每个科目中的每一描述指标才能获得该等级。在整个报告期内，教师将把能最准确描述学生成绩的等级给予学生。

成绩单分数在IGCSE和IBDP学习阶段的每个学年结束时，我们要求各科系为所有学生给出成绩单分数。与R等级不同，这是作为申请过程的一部分而向美国和其他一些国家的大学提供的成绩报告。

成绩单成绩代表了每个学生在一年中每个学科的学业成绩的整体判断，并不是由任何单一的考试决定的。为了确保一致性、公平性和准确性，成绩单成绩在提交之前由部门负责人主持校对，提交之后无法更改。

虽然不是由完全相同的标准决定的，但是如果他们目前的学习成绩、学习态度和课堂外的努力都保持在相同的水准，那么12年级学生的成绩单成绩可以作为他们13年级九月份所将获得的预估成绩的指示。

Attainment, Transcript and Predicted Grades成绩报告、预估成绩、成绩单

IBDP Predicted GradesAround a month into Year 13, departments will issue students with Predicted Grades, which give an optimistic but realistic estimate of the score we expect each student to achieve in each of their subjects at the end of the course. Like Transcript Grades, these take a holistic view of the student’s academic performance and are never based on one or a small number of specific assessments. They are also reported to universities and are particularly important for applications to the UK, Canada and Hong Kong.

Many students will have worked hard over the summer to improve and therefore deserve Predicted Grades that are higher than their Year 12 Transcript Grades. To accommodate this, there will be a Prediction Review Period at the beginning of the first term of Year 13. During this time, students will have the opportunity to go through the summer work they have done with their teachers. They may also sit additional assessments to demonstrate sufficient improvement in their knowledge and application of Year 12 content. Those who do so whilst maintaining good marks in their ongoing Year 13 work may be awarded Predicted Grades that are higher than their Transcript Grades. Similarly, students who have not done sufficient work over the summer to maintain their performance may find that they are awarded Predicted Grades that are lower than their Year 12 Transcript Grades.

After the Prediction Review Period, Predicted Grades will be entered by departments and there will be no more additional assessments on previously studied material with the sole aim of improving them. Predicted Grades can still go up or down right up to the point at which the student’s application is sent, but only in response to improvement or deterioration in the work they do in the normal course of study. This means that students still have the chance to improve their Predicted Grades, but may only do so by focussing on their studies and getting better marks in homework, coursework and other assessments that are part of the Year 13 course.

IBDP预估成绩在13年级开始后大约一个月之内，各部门将向学生发布预估成绩，这是我们给出的对每个学生在课程结束时在每个科目中将取得的分数的乐观又实际的估计。与成绩单成绩一样，这些对学生的学习情况是一个全面的考察，并且永远不会基于一次或少数几次特定的考试。它们也在申请大学的时候提交给大学，对于英国、加拿大和香港的申请尤为重要。

许多学生将在暑假期间努力提高学习，因此他们值得获得高于他们12年级成绩单分数的预估成绩。为了适应这种情况，将在第13年第一学期开始时进行预估审查。在此期间，学生将有机会向老师展示自己在暑期内完成的工作。他们还可以参加额外的考试，以证明他们对12年级的知识内容和应用有足够的提高。那些这样做了且在13年级的继续学习中保持良好分数的学生可能会被授予高于其成绩单分数的预估成绩。同样，那些在暑假期间没有做足够的工作来保持其学习表现的学生可能会发现他们被授予的预估成绩会低于其12年级的成绩单成绩。

在预估审查期之后，各部门将输入预估成绩，并且将不再只为了提高预估成绩而对先前学习的内容进行额外的考试。预测成绩在学生的大学申请递交之前仍然可以上升或下降，但仅限于学生在正常课程中所做工作有了提高或下降。这意味着学生仍然有机会提高他们的预估成绩，但可能只会通过专注于他们的学习并在作业、课程和其他评估中获得更好的成绩来达到，这些都是13年级课程的一部分。

NLCS Jeju expects its students to behave honestly and with integrity in an academic environment. The school actively promotes respect for scholarship through its academic programmes and all students are given training in the study and research skills necessary to ensure academic honesty. This is also essential to success in the IB Diploma Programme, as the IB take academic honesty extremely seriously.

Academic honesty requires students to ensure that the work they submit is:

• authentic• wholly their own• based on their own ideas• expressed in their own language.

Where the work and ideas of others is used, its source must be identified and acknowledged. Where the language of others is used, it must be clearly quoted and its source referenced. Acknowledgement of source means identifying at least the author or person who owns the work, and the place from which the work or part of the work was sourced.

Authenticity applies equally to work done under test or examination conditions. The responses of students on a test or examination must be their own and must have been produced whilst abiding by the rules and guidelines set out by the teacher or examining authority.

Plagiarism is defined as presenting another person’s work as one’s own by presenting, copying or reproducing it without acknowledgement of the source. This applies whether the work is copied in full or in part, and even where it is edited or reworded. Plagiarism can be negligent (accidental) or dishonest (deliberate).

Cases of academic dishonesty are dealt with according to the school’s Academic Honesty Policy and Behaviour for Learning Policy. Ultimately, cheating in an exam or plagiarising work for an IA or EA may result in the student being disqualified from the IB Diploma and the NLCS Jeju Diploma.

NLCS Jeju希望学生在学术环境中诚实守信。学校通过其学术课程积极促进对学生的尊重，并为所有学生提供必要的学习和研究技能培训，以确保学术诚实。这对IB文凭课程的成功也至关重要，因为国际文凭组织非常重视学术诚信。

学术诚实要求学生确保他们提交的作品是：

· 真实可靠的

· 完全自己完成

· 根据自己的想法

· 用自己的语言表达。

在使用他人的工作和想法的地方，必须指明和承认其来源。在使用他人的语言的情况下，必须明确注明引用并说明其来源。确认来源意味着至少需要确定作品的作者或所有人，以及作品或部分作品的来源地。

真实性同样适用于在测验或考试条件下完成的工作。学生在测验或考试时的反应必须是他们自己的，必须在遵守教师或审查机构制定的规则和指导方针的情况下来产出。

抄袭被定义为“通过呈现、复制或再版他人的作品且不承认其来源于他人，而将其作为自己的作品”。无论作品是全部还是部分复制，甚至是编辑或改写作品，都属于抄袭。抄袭可能是疏忽所致（意外的），也可能是不诚实（故意的）。

我们根据学校的学术诚信政策和学习政策行为来处理学术不诚实案件。最终，在考试中作弊，或者把抄袭的作品用在IA或EA评估中，都可能导致学生被取消IB文凭和NLCS济州文凭的资格。

Academic Honesty学术诚信

Building a university portfolio创建自己的大学申请履历Service Whilst at school students need to build a portfolio that demonstrates their commitment to learning through developing their subject passion as well as to commit to service.

“In some communities students suffer from a lack of academic resources and opportunities. In other communities pervasive pressure to perform academically at high levels and to enter selective colleges takes an emotional toll on students and often squeezes out the time and energy students have to consider and contribute to others.”

Making Caring Common (p. 1; Harvard Graduate School of Education, 2014)

In 2016 Harvard University published a paper called Turning the Tide created by the MAKING CARING COMMON PROJECT from the Harvard Graduate School of Education highlighting some recommendations for potential applicants to US colleges:

• Engage in meaningful, sustained community service

• Initiate collective action that takes on community challenges

• Get involved in authentic, meaningful experiences with diversity

• ‘Doing with’ rather than ‘doing for’

• Take part in service that develops gratitude and a sense of responsibility for the future

• Prioritise the Quality – not Quantity – of your activities

Report available from www.makingcaringcommon.org

服务在学校学生需要发展自己各方面的经验，展示他们不仅在学习上有热情，在学习之外也致力于社区服务。

“在一些社区，学生缺乏学术资源和机会。在另一些社区，压力则在于学术上要达到高层次以及进入名牌大学，这会给学生带来情感上的缺失，并且经常挤出学生必须为他人考虑和做贡献的时间和精力。”

Making Caring Common (p. 1; Harvard Graduate School of Education, 2014)

在2016年，哈佛大学发表了一篇由MAKING CARING COMMON PROJECT 项目写的“扭转潮流”的文章，来自哈佛大学教育研究生院，强调了对美国大学潜在申请者的一些建议：

· 参与有意义的、持续的社区服务

· 发起集体行动来解决社区面临的挑战

· 参与真实的、有意义的多样性体验

· 和当地人一起做，而不是“为他们做”

· 参与那些具有长远责任感的社会服务

· 优先考虑你活动的质量 — 而不是数量

www.makingcaringcommon.org

Developing subject passion Students are encouraged to enrol in an Academic Society through which they can explore and deepen their passion for a particular subject area. In addition to the activities the society members initiate students have the opportunity to nominate themselves to the role of Chair, Secretary or Publicity Officer.

Trying yourself out Sixth Form students are encouraged to take an active part in a number of co-curricular activities (CCAs) each afternoon and the Bryant programme on Saturday mornings. This commitment can be endorsed by their personalised Creativity, Activity & Service projects, an integral feature of their Diploma programme experience.

In order to place some of this advice into context, here are some questions that UCLA have asked their applicants to discuss:

• Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.

• Describe your favorite academic subject and explain how it has influenced you.

• What have you done to make your school or community a better place?

发展学科热情鼓励学生参加学术协会，通过协会可以探索和深化他们对特定学科领域的热情。除了协会成员发起的活动之外，学生还有机会提名自己担任主席、秘书或宣传的角色。

鼓励自己尝试鼓励第六学段的学生参加每天下午的课外活动（CCA），并在星期六上午参加Bryant 活动。这种承诺可以通过他们的个性化的”创造、活动、服务”项目来体现，这也是他们的国际文凭课程经验的一个不可或缺的特色。

为了将这些建议纳入具体的实践，以下是加州大学洛杉矶分校要求申请人讨论的一些问题：

· 举出一个例子，描述你的领导经验，你如何积极影响他人、帮助解决纠纷，或者对团队努力做出贡献。

· 描述你最喜欢的学科，并解释它如何影响了你。

· 你做了什么，使你的学校或社区变得更好？

KOREAN LITERATURE (Year 12) The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.

Curriculum Content Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Part4: Options (1)-Short story In this part of the course, three printed works of different genres will be chosen freely and studied. Students will be assessed on their literary understanding as well as their ability to produce an effective oral presentation.

윤흥길의 기억속의 들꽃 외 작품

Half Term 2 (Nov – Dec)

Part 4: Options (2)-Poetry Individual oral presentation (15%: 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)

서정주의 견우의 노래 외 작품

Half Term 3 (Jan – Feb)

Part2: Detailed Study (1)- Short stories In part 2 the focus is on detailed analysis of a work, both in terms of content and technique. The detailed study is best achieved through approaches that ensure close reading and in-depth analysis of the significant elements of the works involved.

김승옥의 중,단편5작품

Half Term 4 (Feb – Apr)

Part2: Detailed Study (2)- Short stories / Poetry This internally assessed activity is based on part 2 of the course (detailed study) and forms the basis for the moderation of the teacher’s assessment.

고은의 시15작품 ONLY HL: 엄현옥 수필5편 작품

Summer Term (Apr – June)

Part2: Detailed Study (3)- Poetry Individual oral commentary (15%) • SL: Students present a formal oral commentary and answer subsequent questions on an extract from a work studied in part 2. (30 marks) • HL: 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)

고은의 시15작품 ONLY HL: 엄현옥 수필5편 작품

Examples of homework tasks <시간적 배경과 공간적 배경>

Ø 이 작품의 시간적/공간적 배경은 무엇이며, 주제와 관련하여 어떠한 역할을 하고 있는가?

Assessment tasks, methods and frequency

IB DP Korean Literature Criteria

Equipment that students need Literature texts

Parents / guardians can help their child by:

Ensuring that pupils read regularly and widely, both fiction and dissertation texts.

Useful websites EBSCO, DBPIA, KISS Co curricular activities Korean Script Reading,

Who can I contact?

Head of Korean Ms Mi-Sun Park(e-mail: [email protected]) Teacher of Year 12 Korean

Mr Byung Gyu Kang(e-mail: [email protected])

KOREAN LITERATURE (Year 13) The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.



Part1: Works in translation(1) This part of the course is a literary study of works in translation, based on close reading of the works themselves. Students are encouraged to appreciate the different perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works.

요시모토 바나나의 키친


Part1: Works in translation(2) Written assignment (25%) • 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.

카프카의 변신 외 중,단편 5작품 ONLY HL: 파트리크 쥐스킨트의 향수


Part3: Literary Genres(1) – Novel In part 3, a group of works selected from the same literary genre is studied in depth. Each genre has recognizable techniques, referred to as literary conventions, and writers use these conventions, along with other literary features, in order to achieve particular artistic ends.

춘향전


Part3: Literary Genres(2) – Novel Written examination paper 2 (essay) The grouping of works by genre is intended to provide a framework for the comparative study of the selected works through an exploration of the literary conventions and features associated with that genre.

이문열의 선택


Part3: Literary Genres(3) – Novel 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)

은희경의 새의 선물 ONLY HL:황순원의 나무들 비탈에 서다.

Examples of homework tasks 장편소설

1. 공부했던 적어도 두 작품의 장편소설을 예로 들어, 두 가지 이상의 이야기가 전개되는 복합적인 구성의 의도와 그 효과는 무엇인지 비교, 대조하시오.


Ensuring that pupils read regularly and widely, both fiction and dissertation texts.

Useful websites EBSCO, DBPIA, KISS Co curricular activities Korean Script Reading,

Who can I contact?

Head of Korean Ms Mi-Sun Park(e-mail: [email protected]) Teacher of Year 13 Korean

Mr Byung Gyu Kang(e-mail: [email protected])

KOREAN LANGUAGE & LITERATURE (Year 12) The language A: language and literature course aims to develop students’ skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.

Curriculum Content Suggested Reading or Extension Activities Half Term 1 (Aug – Oct)

Part 1 : Language in cultural context (two topics) In this part of the course students are given the opportunity to explore how language develops in specific cultural contexts, how it impacts on the world, and how language shapes both individual and group identity. Students studying this part of the course should pay particular attention to the role of language in relation to the many areas involved in the construction of meaning and understanding of particular issues in the world.

Written Tasks : HL and SL students are required to submit one written task, 800–1,000 words in length, exploring an aspect of the material studied in the course.


Part 2 : Language and mass communication In part 2 students consider the way language is used in the media. This section also addresses the issue of how the production and reception of texts is influenced by the medium through which they are delivered.

Written Tasks : A written task demonstrates the student’s ability to choose an imaginative way of exploring an aspect of the material studied in the course.


Part 4 : Literature - critical study (One work is coverd) Students are required to engage in a critical examination of a particular extract drawn from a work that has been studied in part 4 of the language A: language and literature course.

Poetry of Dong Ju Yoon ‘Gwanchon Supil’ by MunKu Lee or Short stories by SoonWon Hwang


Part 4 : Literature - critical study (One work is coverd)

Novella of ‘Mun Yeol Lee’ (HL only)


Part 4 : Literature - critical study (One work is coverd)

IOC (Individual Oral Commentary) : Students comment on an extract from a literary text studied in part 4 of the course followed by a discussion and subsequent questioning.

Examples of homework tasks Creative writings (formal/informal letter, interview, diaries), Analysis of poems or novels, Oral

presentations


Written tasks plus full year group mock exams.

Equipment that students need Literature texts : Gwanchon Supil by Lee Moon Ku, Poetry by Dong Ju Yoon, Our Twisted Hero by Moon Yeol Lee


Ensuring that pupils read regularly and widely, both fiction and non-fiction texts.

Useful websites JSTOR, EBSCO, DBPIA, KISS Co curricular activities

Who can I contact?

Head of Korean Misun Park : [email protected] IB Korean Teacher Sangduk Park : [email protected]

KOREAN LANGUAGE & LITERATURE (Year 13) The language A: language and literature course aims to develop students’ skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.


Part 1 : Language in cultural context (two topics are covered)

Written Tasks : Task 2 takes the form of a critical response and is a requirement of the HL course only. Task 2 is a critical response to one of these six questions. The prescribed questions are designed to be as open as possible and are intended to highlight broad areas within which students can explore and develop their responses to the texts.


Part 2 : Language and mass communication (two topics are covered)


Part 3 : Literature – texts and contexts Meaning in a text is shaped by culture and by the contexts of the circumstances of its production. It is also shaped by what the reader brings to it. Literary texts are not created in a vacuum but are influenced by social context, cultural heritage and historical change.

‘Kite Runner’ by Khaled Hoseini


Part 3 : Literature – texts and contexts Through the close reading of literary texts, students are able to consider the relationship between literature and issues at large, such as gender, power and identity. Students should be encouraged to consider how texts build upon and transform the inherited literary and cultural traditions

Short stories by Yoojung Kim Paper 2 (External) : In response to one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different.


Part 3 : Literature – texts and contexts

Graphical Novel by Art Spiegelman (HL only)

Examples of homework tasks Creative writings (formal/informal letter, interview, diaries), Analysis of poems or novels, Oral

presentations


Written tasks plus full year group mock exams.

Equipment that students need Literature texts : Gwan Chon Essay by Lee Moon Ku, Poetry by Dong Ju Yoon, Our Twisted Hero by Moon Yeol Lee)


Ensuring that pupils read regularly and widely, both fiction and non-fiction texts.

Useful websites JSTOR, EBSCO, DBPIA, KISS Co curricular activities

Who can I contact?

Head of Korean IB Korean Teacher Sangduk Park : [email protected]

ENGLISH LANGUAGE AND LITERATURE (Year 12) Language A: language and literature comprises four parts—two relate to the study of language and two to the study of literature. Specifically: Part 1 – Language in Cultural Context; Part 2 – Language and Mass Communication; Part 3 – Texts and Contexts; Part 4 – Literature: Critical Study.

Curriculum Content Assessments Year 12 Term 1 (Aug – Dec)

Study Part 2 (Language and Mass Communication) Both SL and HL classes study various forms of communication such as news coverage, blogs, advertising and opinion columns, and how these forms are used to inform, persuade or entertain their audiences Begin the study of Part 3 (Texts and Contexts) SL classes will study one text in detail; HL classes will study two texts in detail. During Year 12 both SL and HL classes will read the following texts: ‘A Doll’s House’ by Henrik Ibsen – drama ‘The Great Gatsby’ by F Scott Fitzgerald – prose A third text – this will be read by HL classes only and teachers will ensure students are aware of the text before term 2.

A formal IB assessment will take place – an FOA (Further Oral Activity). This carries 15% of the total marks. Students will also produce a Written Task (1a) based on Part 2 which carries 20% of the total marks. These assessments are completed by both SL and HL classes.

Year 12 Term 2 (Jan – Mar)

Study of Part 1 (Language and Cultural Context) SL and HL classes will learn how audience and purpose affect the content and structure of texts. An analysis of the impact of changes in language will be studied along with how language and meaning are shaped by culture and context. Continue the study of Part 3 (Texts and Contexts) SL classes will read a second text in Term 2; HL classes will be asked to read a third text during the summer vacation between Year 12 and Year 13. This will be followed by essay writing in preparation for the internal end-of-year examinations. Textual Analysis/Comparative Textual Analysis (Paper 1) SL and HL classes will analyse with care varied unseen texts which may include texts such as articles, blogs, advertisements, brochures and so forth. SL classes will produce textual analyses with two guiding questions offered; HL classes will produce comparative textual analyses. This work will be in preparation for the internal end-of-year examinations.

SL classes only will produce a second Written Task (1b) based on Part 1. HL classes only will produce a Written Task 2 specifically based on a given question and it will be an essay in the form of a critical response and related to one of the texts read in Part 3. Both SL and HL students will produce practice essays. Production of practice textual analyses (SL) or comparative textual analyses (HL).

Year 12 Term 3 (Apr – Jun)

Continue with the study of Part 1 (Language in Cultural Context) The study of this part will be concluded.

Both SL and HL classes will prepare and present a second FOA (Further Oral Activity). HL classes only will produce the first draft of the second Written Task 1(b).


Encouraging their child to follow the reading programme that this course requires in a timely manner, using vacation time to read texts in advance and to review texts read.

Useful websites Teachers will offer advice regarding useful websites throughout the delivery of the course. Students should also independently use search engines such as Safari and Google to look for material that would supplement their knowledge of the texts studied, particularly critical essays, as well as further information about the cultural groundings of the texts.

Who can I contact? Head of English Mr G Hall

ENGLISH LANGUAGE AND LITERATURE (Year 13) Language A: language and literature comprises four parts—two relate to the study of language and two to the study of literature. Specifically: Part 1 – Language in Cultural Context; Part 2 – Language and Mass Communication; Part 3 – Texts and Contexts; Part 4 – Literature: Critical Study.


Study Part 4 (Literature: Critical Study) Both SL and HL classes read texts in preparation for the IOC (Individual Oral Commentary). Each class teacher will decide upon the selection of poetry and the drama text to be studied – these may be different for every class. Teachers will inform students of precisely which two texts (drama and poetry) will be studied before the students leave at the end of Year 12 for their summer vacation. Examples of texts are ‘Macbeth’; ‘Othello’; ‘All My Sons’’; selection of poetry possibly by Ted Hughes, Seamus Heaney, Sylvia Plath. It is very important that students check with their Year 12 class teachers exactly which texts will be studied. HL students only will read a third text: ‘The Great Gatsby’ by F Scott Fitzgerald. Each text is read with rigour to ensure a deep understanding is acquired and students are well prepared for the IOC. Revision will be undertaken in preparation for the mock examinations.

For both SL and HL classes a formal IB assessment will take place – an IOC (Individual Oral Commentary). This carries 15% of the total marks. For SL classes the IOC is based on one of the two texts. For HL classes the IOC is based on one of the three texts. The IOC takes place in November/December. All classes produce a final Written Task (1c).


Post mock examination study Following the completion of the mock examinations a full review of the Part 3 texts will take place. These texts include ‘A Doll’s House’ for both SL and HL and ‘Dracula’ for HL students only. The fine-tuning of analytical skills will be undertaken to ensure students are well prepared for their final examinations. Revision and review will occupy the majority of this term with opportunities available to practice past examination papers. Areas where knowledge is still lacking will be addressed with rigour.

Production of practice essays (Paper 2) and SL students will complete textual analyses (Paper 2) while HL students focus on comparative textual analyses (Paper 2).


Encouraging their child to follow the reading programme that this course requires in a timely manner, using vacation time to read texts in advance and to review texts read.

Useful websites Teachers will offer advice regarding useful websites throughout the delivery of the course. Students should also independently use search engines such as Safari and Google to look for material that would supplement their knowledge of the texts studied, particularly critical essays, as well as further information about the cultural groundings of the texts.

Who can I contact?

Head of English Mr G Hall

ENGLISH LITERATURE A (Year 12) Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus. Part 1 – Works in Translation; Part 2 – Detailed Study; Part 3 – Literary Genres; Part 4 – Options.


Study Part 4 (Options) SL and HL read three texts, which could be a combination of a play, a selection of poetry and a novel. Each text is read with rigour to ensure a deep understanding of literary terminology is acquired. The SL class will read the following texts: ‘The Importance of Being Earnest’ by Oscar Wilde – drama ‘Things Fall Apart’ by Chinua Achebe - prose ‘The World’s Wife’ by Carol Ann Duffy – poetry The HL class will read the following texts: ‘A Streetcar Named Desire’ by Tennessee Williams – drama ‘I Know Why the Caged Bird Sings’ by Maya Angelou –prose (non fiction) A selection of poetry by John Donne - poetry Begin the study of Part 1 (Works in Translation) At least one translated text will be read during this term. It may be the translation of a novel or a play. Teachers will ensure students are aware of the texts before the study of Part 4 of the course is complete.

For both SL and HL classes a formal IB assessment will take place – an IOP (Individual Oral Presentation). This carries 15% of the total marks. The IOP is based on one of these three texts. The IOP takes place in November/December. Interactive oral; reflective statement; supervised writing – both SL and HL classes.


Continue with the study of Part 1 SL students will read a second text in translation; HL students will read a second and third text in translation. Study Part 3 (Literary Genres) SL students will read one novel; HL students will read two novels. This will be followed by essay writing in preparation for the internal end-of-year examinations (Paper 2). Teachers will ensure students are aware of the texts before the study of Part 1 is complete. The choice of texts is likely to include ‘Jane Eyre’ and ‘Wuthering Heights’. Literary Analysis (SL)/Literary Commentary (HL) (Paper 1) SL and HL students will analyse with care unseen poems and passages. SL students will produce literary analyses with two guiding questions offered; HL students will produce literary commentaries.

Reflective statement; interactive oral; supervised writing. The first draft of the Written Assignment will be produced. This is an externally assessed piece of work and carries 25% of the total marks. This applies to both SL and HL. Production of practice essays (Paper 2). Production of practice literary analyses (SL) – Paper 1. Production of practice literary commentaries (HL) – Paper 1.


Continue with the study of Part 3 (Literary Genres) SL students will read two further novels. HL students will also read two further novels.

Production of practice comparative essays.


Encouraging their child to follow the intense reading programme that this course requires in a timely manner, using vacation time to read texts in advance and to review texts read.

Useful websites Teachers will offer advice regarding useful websites throughout the delivery of the course. Students should also independently use search engines such as Safari and Google to look for material that would supplement their knowledge of the texts studied, particularly critical essays.

ENGLISH LITERATURE A (Year 13) Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus. Part 1 – Works in Translation; Part 2 – Detailed Study; Part 3 – Literary Genres; Part 4 – Options.


Study Part 2 (Detailed Study) SL students will read two texts and HL will read three texts in preparation for the IOC (Individual Oral Commentary) SL students only will read: ‘Richard III’; a selection of poetry by John Keats HL students only will read: ‘Hamlet’; a selection of poetry by John Donne; a selection of essays by George Orwell Each text is read with rigour to ensure a deep understanding is acquired and students are well prepared for the IOC. Revision will be undertaken in preparation for the mock examinations.

For both SL and HL classes a formal IB assessment will take place – an IOC (Individual Oral Commentary). This carries 15% of the total marks. For SL classes the IOC is based on one of the two texts. For HL classes the IOC is based on two of the three texts. The IOC takes place in November/December.


Post mock examination study Following the completion of the mock examinations a full review of the Part 3 texts will take place. These texts include ‘Jane Eyre’, ‘Wuthering Heights’ and ‘Cry, the Beloved Country’. The fine-tuning of analytical skills will be undertaken to ensure students are well prepared for their final examinations. Revision and review will occupy the majority of this term with opportunities available to practice past examination papers. Areas where knowledge is still lacking will be addressed with rigour.

Production of practice essays (Paper 2) for both SL and HL students. SL students will complete literary analyses (Paper 2) while HL students focus on literary commentaries (Paper 2).


Completion of final examinations.


Encouraging their child to follow the intense reading programme that this course requires in a timely manner, using vacation time to read texts in advance and to review texts read.

Useful websites Teachers will offer advice regarding useful websites throughout the delivery of the course. Students should also independently use search engines such as Safari and Google to look for material that would supplement their knowledge of the texts studied, particularly critical essays.

Who can I contact?

Head of English Mr G Hall

KOREAN B (Year 12) Korean B is an additional language-learning course designed for students with some previous learning of Korean. The main focus of the course is on language acquisition and development of language skills. Students study a variety of topics such as the environment, famous people, current and historical events, immigration, music, art, cuisine, fashion and film to develop their skills in listening, reading, writing, speaking and cultural interaction. Types of texts studied include: news stories, short stories, brochures, advertisements, poems, informal and formal letters, excerpts from plays, editorials, debates, reviews and interviews.


Core: This part of the course looks at Global issues, with a particular emphasis on the pressing issue of Global warming. Option: Customs and traditions: Celebrations, social and religious events with a particular focus on significant Korean events. (Chusoek and Hangeul day)

http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 6 Korean for foreigners 5 and 6 News articles in Korean


Option: This part of the course looks at developing language and understanding around the topics of leisure, hobbies, recreations and sports. Core: Students will look at and develop language and understanding around the themes of Communication and media, which will extend into the Internet and smartphones.



Core: By this point in the course students will have moved onto looking at social relationships.



Option: Students now move into the field of Science and Technology and Ethics and Science, with a focus on Artificial Intelligence.



Option: Customs and traditions: Celebrations, social and religious events (Parents Day, Teachers day and other holidays in Korea)


Examples of homework tasks Writing (Essay, news report, letter, blog, diary and speech); research projects, presentation and

independent wider reading. Assessment tasks, methods and frequency

Mid- and end-of-unit assessments and annual exam

Equipment that students need Topic book and worksheet (supplied by the school):; pen; highlighter.


Ensuring that pupils read Korean books regularly and widely and watch and listen news in Korean and use Korean in real life and write diary in Korean and watch Korean movie or Korean TV drama.

Useful websites http://www.sejonghakdang.org/sjcu/home/main.do http://talktomeinkorean.com/ http://www.hani.co.kr/

Co curricular activities Korean newspaper, Korean culture club, Korean history webtune, Korean media club

Teacher of Korean B HyeHyang Kim, [email protected]

KOREAN B (YEAR 13) Korean B is an additional language-learning course designed for students with some previous learning of Korean. The main focus of the course is on language acquisition and development of language skills. Students study a variety of topics such as the environment, famous people, current and historical events, immigration, music, art, cuisine, fashion, and film to develop their skills in listening, reading, writing, speaking and cultural interaction. Types of texts studied include: news stories, short stories, brochures, advertisements, poems, informal and formal letters, excerpts from plays, editorials, debates, reviews and interviews.


Core: Within this element of the course social relationship are re-visited within the curriculum, with a focus on taboos versus what is socially acceptable within a society. Core: Following on from the global issues studied in the first year, this element of the course is re-visited with a focus on food this time.

http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 Korean for foreigners 5 and 6 News articles in Korean


Option: This part of the course focuses on developing understanding in the area of Health, which encompasses a variety of contemporary issues including stress, diet and plastic surgery.



Core: Following on from the global issues studied in the first term, this element of the course is re-visited with a focus on racism. The second half of this term focuses on cultural diversity and migration



Core: Students will look at and develop language and understanding around the themes of Communication and media, which will look at television. Options: Science and technology and renewable energy



Option: This final element of the course focuses on cultural diversity and migration.


Examples of homework tasks Writing (Essay, letter, blog, diary, news report and speech); research projects, presentation and

independent wider reading. Assessment tasks, methods and frequency

Mid- and end-of-unit assessments and mock exam

Equipment that students need Topic book and worksheet (supplied by the school):; pen; highlighter.


Ensuring that pupils read Korean books regularly and widely and watch and listen news in Korean and use Korean in real life and write diary in Korean and watch Korean movie or Korean TV drama.

Useful websites http://www.sejonghakdang.org/sjcu/home/main.do http://talktomeinkorean.com/ http://www.hani.co.kr/

Co curricular activities Korean newspaper, Korean culture club, Korean history webtune, Korean media club

Teacher of Korean B HyeHyang Kim, [email protected]

IB MANDARIN AB INITIO (YEAR 12) These courses are available at Standard Level only and are open to students with minimal or no knowledge of Mandarin. Learning a new language teaches students how other people live, and allows learning about the world through others’ eyes. Students will find out more about different countries and their languages.

Curriculum Content

Suggested Reading or Extension Activities


Education, employment and neighborhoods This part of the course focuses on language acquisition, which will be achieved through the development of receptive, productive and interactive skills and competencies. Receptive skills are the ability to comprehend straightforward written and spoken language, while productive skills focus on the ability to write and speak the target language effectively. The final aspect is interactive skills, which is the ability to understand and respond effectively to written and spoken language.


Physical Geography and Town& services This part of the course will be looking at physical Geography by taking the basic language acquisition from the first term developing further language skills through a range of individual and group tasks. From this point on students will be introduced to the full range of types of texts appropriate to the course.


Food & drink, Physical health and Sport

This part of the course is an extension of the material covered and skills developed in term 2 This term focuses on practising the language through a wide variety of pair and group activities with a focus on developing language around the topics of foods and drink, physical health and sport.


Daily routine, Personal details and Relationships

By this stage students’ should be able to effectively communicate in an environment that promotes the use of the target language in the classroom. Being able to communicate in the desired target language prepares the students to communicate in a variety of everyday situations and contexts; authentic materials for study that, although they may have been edited or simplified, have originally been produced for everyday users of the target language.


Weather, Transport, Entertainment and Shopping & Holidays By this stage language developed is at the point within the course that encourages students to practise receptive, interactive and productive skills; interact in the target language through active participation in oral exchanges, by both listening and speaking, or responding to a piece of reading material in either a written or spoken way.


Ensuring that pupils read and practise writing regularly.

Useful websites https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

Co curricular activities Chinese calligraphy club/ Chinese paper cutting club/ Chinese magazine editing club

IB MANDAIN AB INITIO (YEAR 13) These courses are available at Standard Level only and are open to students with minimal or no knowledge of Mandarin. Learning a new language teaches students how other people live, and allows learning about the world through others’ eyes. Students will find out more about different countries and their languages.



Media & modern communication and technology This part of the course focuses on studying media and modern communication, whilst continuing to develop general language acquisition, which will be achieved through the development of receptive, productive and interactive skills and competencies. Elements of language include vocabulary, grammatical structures, register, pronunciation and intonation.


Environment concerns This part of the course will be looking at environmental concerns by taking the basic language acquisition from the first term developing further language skills through a range of individual and group tasks.


Global issues By this stage language developed is at the point with the course allows students to interact in the target language through active participation in oral exchanges, by both listening and speaking, or responding to a piece of reading material in either a written or spoken way. This final part of the course will look at global issues.


Revising for the Examination Ø Teachers should ensure that students are familiar with the exam type and skills.


IB Examination Ø To revise for the IB Exam

Examples of homework tasks Essay writing / Worksheet / Reading text


Mid- and end-of-unit assessments plus final exams.

Equipment that students need Basic stiationery and exercise books



Useful websites https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY


IB CHINESE B SL (YEAR 12) All Language B courses meet the needs of students with substantial previous knowledge of a second (or foreign) language in Mandarin. The intention is to provide students with the linguistic skills necessary for further study in the language and to promote an understanding of the culture of the countries where the language is spoken as well as to promote the ability to cope with the language demands of day-to-day transactional and social contacts. The course also provides an efficient tool for the study of other subjects.

Curriculum Content



Social behaviours and stance, relationships and cultural identity.

This topic will focus on social behaviours, relationships and cultural identity. By this stage in the course students will learn how to write a description and factual essay and be able to write a formal letter to their pen-pal. Students will be able to discuss with peers and debate on relationships, social behaviours and stance using appropriate persuasive techniques and open to views from different perspectives


Celebrations, social and religious events, national costumes and Arts.

Students will learn how to write a description and factual essay of China Town in Chinese. Following on from this students will know how to write a formal letter to their friend inviting him/her to China during the Chinese New Year month. Students will extend and refine their comprehension skills through reading different styles of texts, such as an article about the experience of an exchange student in China, an interview, descriptive and informative articles.


Festivals, etiquette and protocols food

Students will learn and research taboo and festival language of targeted and other cultures, analyze the different perspectives presented and debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral. Students will also learn how to write an advertising pamphlet and email giving compliments by using appropriate vocabulary and structural knowledge.


Energy reserves, food and water and global warning, climate change, natural disasters

Students will learn how to write an argumentative and factual essay of current global issues. Students will know how to write a speech to campaign the global warming and raise the awareness of global issues.


The effect of man on nature

Students will learn and research wider issues in China and global, analyze the different perspectives presented and debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral. Students will learn how to solve problem by using abstracting and induction reasoning and decision-making, discuss strategies that will improve the global issues.



Useful websites https://www.thechairmansbao.com www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

IB CHINESE B SL (YEAR 13) All Language B courses meet the needs of students with substantial previous knowledge of a second (or foreign) language in Mandarin. The intention is to provide students with the linguistic skills necessary for further study in the language and to promote an understanding of the culture of the countries where the language is spoken as well as to promote the ability to cope with the language demands of day-to-day transactional and social contacts. The course also provides an efficient tool for the study of other subjects.

Curriculum Content



Communication and media Bias in media

Students will learn how to write an argumentative and factual essay on the subject of media. Students will know how to write a speech to campaign and raise the awareness of effects and raise the awareness of various media might have on society and individuals. Students will also learn how to write a pamphlet, debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral.


Science and technology

Students will learn how to write an argumentative and factual essay of current global issues, focusing on Science and technology. Students will know how to write a speech to campaign raise the awareness of effects and raise the awareness of impact of information technology might have on society and individuals.


Science and technology

Students will also learn how to write a pamphlet, debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral.

Examples of homework tasks Making sentences / Essay writing / Worksheet / Reading text / Making dialogue / Singing Chinese songs


Mid- and end-of-unit assessments plus final exams.

Equipment that students need Basic stiationery and exercise books



Useful websites https://www.thechairmansbao.com www.ehanzi.com http://www.archchinese.com


Who can I contact?

Head of Mandarin

Jenny Liu

Teachers of Y13 Mandarin

EUROPEAN LANGUAGES FRENCH & SPANISH AB INITIO (YEAR 12) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.



Students will have no knowledge of the language or culture so students are encouraged to learn about France/Spain and other Francophone/ Spanish speaking countries. Many aspects of grammar will be covered throughout the term as well as cultural aspects such as greeting etiquette, traditional cuisine, clothing and eating habits and geographical aspects such as where the countries and cities are located and the different areas in town will be studied.

Students are encouraged to read various magazines that exists in the European Languages department in order to reinforce what they are learning in class.


Students will have learned how to use the present tense by this point so will look at the past tenses to describe a past holiday. They will also enhance their vocabulary by learning about the weather, accommodation and holiday activities.


All aspects of school life will be covered this term as well as learning about the different ‘fêtes’ which take place throughout the year in France/Spain and other speaking countries.

Regular use of the vocabulary web sites is recommended. Students should make sure that written tasks are reviewed and improved. Half Term

4 (Feb – Apr)

To complete the first year of the course, students will look at healthy lifestyles and reflect on their own eating and exercise habits in order to live a healthy life. Their role as young people in society in general will play a big part of this term, including prejudices, rights and friendships using a range of grammatical structures and topical vocabulary.


To finish, they will look at how shopping has changed over recent years with the introduction of online shopping and the changes to town centers with another look at the wider French/ Spanish speaking world.

Regular reading and listening is encouraged through books and movies.

Examples of homework tasks Students prepare a 2 minutes description of a picture covering a topic done in class. Students

are able to answer various questions. Assessment tasks, methods and frequency

Regular speaking, writing, reading and listening assessments are happening throughout the year.

Equipment that students need Exercise book/Vocabulary book/ Folder


Parents can help by checking that the homework is done. Revision of vocabulary are the main support the students will need.

Useful websites https://quizlet.com languages online https://www.linguascope.com

Co curricular activities

EUROPEAN LANGUAGES FRENCH & SPANISH AB INITIO (YEAR 13) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.



Students will learn about activities that they can do during the holidays. This chapter will also be an opportunity to learn about habits and traditions of the target language’s country. Through the unit of holidays students will be capable of talking about the different places they can stay, weather, transports and travels. A variety of tenses will be covered, especially the past tense.

Students are encouraged to read various articles according to the topic being covered in class. Preparation for the Written Assignment and the oral exam is needed. Half Term

2 (Nov – Dec)

In the communication and media topic the different genre of media will be looked at and the different support you can have to get the news such as the radio, TV, internet. Social media will be studied and also advertisement. In the section of Education, the education system will be studied and compared to the student’s own country. The idea of having the right to education will be discussed. Future plans are important, what are they planning to do and what career will they go for?


This term students will look at the different artistic forms. The importance of reading cinema, theatre, music and the folkloric events will be looked at and compared with their own country. For the world of work section, the different jobs will be looked at with their advantages and disadvantages. For the healthy lifestyle section students will look at what is important for them to do to keep fit, with a focus on the importance of sport, leisure activities, eating, and your sleeping time.

Regular use of the vocabulary web sites is recommended. Students should make sure that written tasks are reviewed and improved.


This term we will cover the topic of the environment. We will look at global issues how our world is in danger, what we can do to protect the earth. New technologies are going to be looked at and students will be able to see how it changed over the years.


Students will also get prepared for their IB exams.

Regular reading and writing tasks need to be done.






Parents can help by checking that the homework is done.



EUROPEAN LANGUAGES FRENCH AND SPANISH B (YEAR 12) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.



During the first term, these different themes: the change of the role of parents; changing models of family and parenting; attitudes of young people towards other family members; conflicts will be looked at. Characteristics and roles of friends; importance of friends; conflict with friends; friendship compared with love will also be studied. Finally, changing attitudes towards marriage or cohabitation; changing roles within the home; separation and divorce; benefits and drawbacks of staying single will be studied.

Students are encouraged to read various articles according to the topic being covered in class. Preparation for the Written Assignment and the oral exam is needed.


Students will discuss different types of film and personal preferences towards films. They will also discuss the role of the cinema and trends, including fashion and its influences, changes of images, consumerism, shopping as a leisure activity.


This term we will talk about how you and others use the internet, its popularity, giving details about access, frequency and purpose. Students should be able to describe and discuss current and potential risks and dangers of the internet and consider strategies for avoiding the dangers.



This part of the course looks at the purpose of advertising and potential advertising techniques.


For the final component of year 12 students should be able to talk about different types, causes and effect of pollution. This should extend to exploring ways to reduce pollution, discussing individual and collective action that can be taken and finally transport issues related to pollution.

Regular reading and writing tasks need to be done.






Parents can help by checking that the homework is done.



EUROPEAN LANGUAGES FRENCH & SPANISH B (YEAR 13) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.



For this term the students are going to look at these topics and study/analyse these key questions:

Where do we find discrimination and what is Positive discrimination? What are National Stereotypes and how valid are they? The reasons behind stereotypes and the associated consequences that result from them.

Finally countries with minorities will be considered.

Students are encouraged to read various articles according to the topic being covered in class. Preparation for the Written Assignment and the oral exam is needed.


Introduction to the topic of cultural diversity, leading into geographical and historical aspects of a culture including Colonialisme et identity. Finally the course moves towards international culture and being able to define what it is using specific vocabularly.


An Introduction to the topic of human rights with a view to assessing the historical and contemporary aspects within it. This will develop into an overview of the organisations dedicated to human rights.

This is an area within the curriculum where TOK is embedded into the curriculum, ideas and concepts considered include

• absolute freedom = anarchy? • When is it acceptable to limit one’s freedom for someone else’s? • Should there be different privileges to support some specific groups? • Why is there a negative terminology in an official text defending an ideal?



The final term looks at war and peace, with a consideration of the origins and consequences of any war. The course then explores the notion of “is the World moving toward international peace”. Within this unit a number of explorative questions are considered, examples of these include: • Can we ask for the ultimate sacrifice in the name of peace? • What would you do if your country was under war? • What would you fight for?

Examples of homework tasks Students prepare a 4 minutes description of a picture covering a topic done in class. Students are able to answer various questions.




Useful websites https://quizlet.com

languages online https://www.linguascope.com

ECONOMICS (YEAR 12) The IB course in Economics aims to develop intellectual curiosity and independent enquiry about the subject built on the acquisition of strong subject knowledge, application of theory in a variety of relevant contexts and the analysis of arguments from a variety of stakeholder perspectives to reach a supported and justified evaluation of ideas, propositions and concepts.


Common to both HL and SL: • Introduction to economics. • Demand, supply, the market mechanism and elasticity. • Government intervention in markets.

HL students, in addition, will consider the basic mathematical modelling of demand and supply curves. as well as investigating the market failures associated with asymmetric information and monopoly.

Textbook chapters 1, 2 and 3. Regular reading of quality newspaper articles particularly relating to the workings of individual markets such as agriculture, housing or consumer goods. Wheeler Chapters 1 and 2.


Common to both HL and SL: • Market failure – public goods, externalities. • Policies to deal with market failures.

HL students, in addition, will consider the market failures associated with asymmetric information and monopoly.

Textbook chapters 4 and 5. Regular reading of quality newspaper articles particularly relating to the consumption of tobacco, alcohol and food; education and health services around the world. Wheeler Chapters 3, 4 and 5.


At the start of the term all students will complete an Internal Assessment on a microeconomic topic based on their newspaper reading. HL and SL students will study:

• Introduction to macroeconomics and the circular flow of income model.

• Calculation of GDP figures and an assessment of the standard of living and quality of life in a country of their choice.

• Aggregate demand and supply model of the economy from the perspectives of both the neo-classical and Keynesian viewpoints.

All students will be required to independently research a country of their choice from a macroeconomic perspective. HL students will, in addition, study the methods of calculating GDP.

Textbook chapters 8 and 9. Regular reading of quality newspaper articles particularly relating to the macroeconomic environment of the country they have chosen to research. Wheeler Chapters 8 and 9.


Common to both HL and SL: • Continue to investigate the theoretical perspectives on

aggregate demand and supply. • Unemployment. • Inflation.

Hl students will, in addition, study mathematical calculations relating to unemployment and inflation, whether there is a trade-off between unemployment and inflation and the multiplier.

Textbook chapter 10. Regular reading of quality newspaper articles particularly relating to unemployment and inflation of the chosen country to research. Wheeler chapter 10.


Common to both HL and SL: • Year-end examinations. • Growth. • Equity. • Demand side solutions to macroeconomic problems. • Supply side solutions to macroeconomic problems.

HL students will, in addition, study the mathematical calculations relating to growth and equity. Over the course of the summer break students will be expected to use their research to write up their macroeconomic analysis of the country they have chosen.

Textbook chapters 11 and 12. Regular reading of quality newspaper articles particularly relating to growth, equity and policy prescriptions of the chosen country to research.

Examples of homework tasks Data response and essay-based work; investigative work culminating in newspaper articles,

research papers and debate topics, poster creation, mind maps and notes taking. HL students may be asked to perform calculation and graphing exercises.


Students will undertake a common assessed piece once per half term (except in the Summer term where the internal examinations will form the common assessed piece). This may take the form of a piece of homework.

Equipment that students need School provides Economics for the IB Diploma 2nd edition by Ellie Tragakes as the main textbook and a copy of Naked Economics, Undressing the Dismal Science by Charles Wheeler as the reading book. Students will need a highlighter, purple pen for adding comments to their work to demonstrate their progress and a ruler. HL students will, in addition, need a calculator.


Ensuring students read widely around the subject on a regular basis; discussing appropriate economic examples, drawn from local general knowledge, with students with a view to encouraging them to come to a supported conclusion and stating reasons.

Useful websites The website of any quality newspaper from around the world, preferably the freely provided ones. The library portal has access to The Economic Review, Short Introduction to Economics and a range of printed books and magazines, including The Economist.

Co curricular activities Islander and Equilibrium magazines; the 2020 Vision Economics Competition; IFS Student Investor competition; Business CCA, developing a business idea. In addition, the department regularly circulates essay competition titles from a range of organizations outside of school including FOBISA and leading universities around the world. Membership and active participation in the Economics and Business Management Society presenting short presentations on areas of interest to the Society membership.

Who can I contact?

Head of Economics

Raymond Maher

Teachers of Year 12 Economics

Arunima Paliwal Ian Grout Rob Earl Please communicate with the appropriate teacher through the Engage portal.

ECONOMICS (YEAR 13) The IB course in Economics aims to develop intellectual curiosity and independent enquiry about the subject built on the acquisition of strong subject knowledge, application of theory in a variety of relevant contexts and the analysis of arguments from a variety of stakeholder perspectives to reach a supported and justified evaluation of ideas, propositions and concepts.


Half Term 1

(Aug – Oct)

Common to both HL and SL:

• All students will complete an Internal Assessment on a macroeconomic topic based on their newspaper reading.

HL students will consider:

• Cost structures of firms in the short and long run, revenue curves and profit maximization.

• Market structures of perfect competition, monopoly, monopolistic competition and oligopoly.

• Comparisons of the forms of market competition and the regulation of firms.

SL students will consider:

• International trade, protectionism and methods of protectionism. • Determination of exchange rates and the implications of changes in

exchange rates for business, consumers and the workings of the economy.

Textbook chapters 6 and 7 for HL students and chapters 13 and 14 for SL.

Regular reading of quality newspaper articles particularly relating to the behavior of firms for HL students and international trade and protectionism for SL students.

Half Term 2

(Nov – Dec)


• International trade, protectionism and methods of protectionism. • Determination of exchange rates and the implications of changes in

exchange rates for business, consumers and the workings of the economy.

• Comparison of fixed and floating exchange rates. • The component parts of the Balance of Payments. • Solutions to balance of payments deficits. • Economic integration between countries. • Terms of trade.

SL students will consider:

• A comparison of fixed and floating exchange rate regimes. • Policies to make countries internationally competitive. • Economic integration between countries. • Introduction to development economics and measures of

development.

Textbook chapters 13, 14 and 15 for HL students and chapters 14, 15 and 16 for SL students.

Regular reading of quality newspaper articles particularly relating to international trade for HL students and both international trade and development for SL students.

Students will be provided with a copy of Economics in a Nutshell towards the end of the term to help in their individual preparation for the internal examinations.

Half Term 3

(Jan – Feb)

Common to both HL and SL students:

• Internal examinations. • All students will complete an Internal Assessment on an International

topic based on their newspaper reading. HL students will consider:

Textbook chapters 16 and 17 for both HL and SL students.

Regular reading of quality newspaper articles on development for both HL and SL students. An appropriate website

• Introduction to development and measures of development. • Domestic and international factors responsible for underdevelopment

and what policy responses governments have. SL students will consider:

• Domestic and international factors responsible for underdevelopment and what policy responses governments have.

• How more economically developed countries help those less well off.

is given below.

Economics in a Nutshell to help with individual revision of relevant topics.

Past paper booklet.

Half Term 4

(Feb – Apr)


• An opportunity, only if required, to complete a further Internal assessment as a replacement for a low scoring earlier attempt.


• Domestic and international factors responsible for underdevelopment and what policy responses governments have.

• How more economically developed countries help those less well off. • Whether the governments of developing countries should adopt

interventionist or market-based policies. SL students will consider:

• Whether the governments of developing countries should adopt interventionist or market-based policies.

Textbook chapters 16, 17 and 18 for HL students and chapters 17and 18 for SL students.

Economics in a Nutshell for guidance on individual topics for revision.

Past paper booklet.

Summer Term

(Apr – June)


• Revision of topics appropriate to individual student needs using a variety of individually directed revision strategies.

• Completion of a range of appropriate exam style questions with individual appropriate feedback to students provided.

Both the textbook and Economics in a Nutshell along with a printed booklet of all past papers.

Examples of homework tasks Data response and essay-based work; investigative work culminating in newspaper articles,

research papers and debate topics, poster creation, mind maps and notes taking. HL students may be asked to perform calculation and graphing exercises.


Students will undertake a common assessed piece once per half term (except in Half Term 3 where the internal examinations will form the common assessed piece). This may take the form of a piece of homework.

Equipment that students need School provides Economics for the IB Diploma 2nd edition by Ellie Tragakes as the main textbook. A copy of Economics in a Nutshell, also by Ellie Tragakes, will be provided prior to the internal examinations at the start of Term 2. Students will need a highlighter, purple pen for adding comments to their work to demonstrate their progress and a ruler. HL students will, in addition, need a calculator.


Ensuring students read widely around the subject on a regular basis; discussing appropriate economic examples, drawn from local general knowledge, with students with a view to encouraging them to come to a supported conclusion and stating reasons.

Useful websites The website of any quality newspaper from around the world, preferably the freely provided ones. The library portal has access to The Economic Review, Short Introduction to Economics and a range of printed books and magazines, including The Economist., www. allafrica.com is a web portal for access to a range of newspapers in English from Africa.

Co curricular activities Islander and Equilibrium magazines; the 2020 Vision Economics Competition; IFS Student Investor competition; Business CCA, developing a business idea.

GEOGRAPHY SL (YEAR 12) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources.



Field trip and IA –worth 25% of their final IB geography mark. Introduction to the core concepts and themes of IB Geography Population Change

• Understanding distribution of population, economic development and factors that influence population structure

Read “Geography in Profile” by Danny Dorling and Carl Lee


Population Change continued • Evaluating population policies related to ageing societies, pro-

natalists, anti-natalists and gender equality. • Understanding the concept of the demographic dividend

Global climate—vulnerability and resilience • How natural and human processes affect the global energy

balance and the impacts on places, societies and environmental systems.

Read “The Bottom Billion” by Paul Collier


Global climate—vulnerability and resilience continued • Possibilities for responding to climate change and power over

the decision-making process

Explore the Guardian Environment website https://www.theguardian.com/uk/environment


Global resource consumption and security • How pressure on resources affects the future security of places

and the importance and interconnections of food, energy and water security.

Read James Lovelock series of books “Gaia: The Theory of the Living Planet” & “Gaia: A New Look at Life on Earth


Global resource consumption and security continued • Understanding resource stewardship and the role the

Sustainable Development Goals

Compare the Millennium Development Goals and Sustainable Development Goals

Examples of homework tasks Case study research, presentation preparation and discursive essays Assessment tasks, methods and frequency

End of unit tests, essays and formative and summative assessments Mock Y12 Exam

Equipment that students need Basic stationery


Ensure students to keep to coursework deadline, purchase the online text book, encourage students to keep up to date with the news and apply current affairs to the syllabus

Useful websites Subscription to geographyalltheway http://www.geographyalltheway.com/ib_geography_2019.htm Regularly check the Guardian Environment website – https://www.theguardian.com/uk/environment

Co curricular activities Conservation Society and MUN

Who can I contact?

Head of Department

Kate Fowler

GEOGRAPHY SL (YEAR 13) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources.



Geophysical hazards • Geological processes that result in the hazards of earthquakes,

volcanoes and mass movement • How these geophysical hazards affect people in different areas

of the world

Research the lives of the volcanologists of Maurice and Katia Kraft


Geophysical Geography • Possibilities of reducing human vulnerability to geophysical

hazards Food & Health

• Ways of measuring disparities in food and health • How physical and human processes influence food production

and consumption, and incidence and spread of disease.

“Climate change will increase people’s vulnerability to geophysical hazards” Research and discuss this statement Regularly check the BBC Health website http://www.bbc.com/news/health to understand modern issues in health and disease


Food & Health continued • The power of different stakeholders in relation to influence over

diets and health • Future possibilities for sustainable agriculture and improved

health

Explore the World Health Organisation website http://www.who.int/en/


Review of key concepts of place, processes, power and possibilities in IB Geography Infographics Review

Mind map the interconnections of the syllabus in terms of concepts and places studied.


Exam Preparation








Who can I contact?

Head of Department

Kate Fowler

Teachers of Year 13 Geography

Please consult Parent Portal to find the name of your child’s teacher

GEOGRAPHY HL (YEAR 12) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources.



Field trip and IA –worth 25% of their final IB geography mark. Introduction to the core concepts and themes of IB Geography Population Change

• Understanding distribution of population, economic development and factors that influence population structure

Read “The Bottom Billion” by Paul Collier Read “Geography in Profie” by Danny Dorling and Carl Lee


Global resource consumption and security • How pressure on resources affects the future security of places

and the importance and interconnections of food, energy and water security. Understanding resource stewardship.

Read James Lovelock series of books “Gaia: The Theory of the Living Planet” & “Gaia: A New Look at Life on Earth”


Global climate—vulnerability and resilience • How natural and human processes affect the global energy

balance and the impacts on places, societies and environmental systems.

• Possibilities for responding to climate change and power over the decision-making process

Explore the Guardian Environment website https://www.theguardian.com/uk/environment


Oceans and coastal margins • Understanding of the importance of oceans in terms of physical

processes, influence on climate, current and potential resources and geopolitical conflict.

• Managing the issues of overfishing and ocean pollution

Watch the film “End of the Line – Where have all the fish gone?


Oceans and coastal margins continued • Understanding of the physical characteristics and processes of

coastlines, their landforms, potential value and management. • Understanding the coastal eco-systems of coral reefs and

mangroves.

Explore the WWF website http://wwf.panda.org/about_our_earth/blue_planet/coasts/coral_reefs/ http://wwf.panda.org/about_our_earth/blue_planet/coasts/mangroves/






Useful websites Subscription to geographyalltheway http://www.geographyalltheway.com/ib_geography_2019.htm Regulkarly check the Guardian Environment website – https://www.theguardian.com/uk/environment

Co curricular activities Conservation Socirty and MUN

Who can I contact?

Head of Department

Kate Fowler

Teachers of Year 12 Geography


GEOGRAPHY HL (YEAR 13) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources.



Geophysical hazards • Geological processes that result in the hazards of earthquakes,

volcanoes and mass movement • How these geophysical hazards affect people in different areas

of the world and the possibilities of reducing human vulnerability to geophysical hazards.

Research the lives of the volcanologist of Maurice and Katia Kraft “Climate change will increase people’s vulnerability to geophysical hazards” Research and discuss this statement


Power, places and networks • How global power and influence varies spatially • How different places become interconnected by global

interactions Human development and diversity

• Ways of supporting the processes of human development • How global interactions bring cultural changes to places • Anti globalisation

Keep up to date with global politics and the global economy – subscribe to “The Economist” and “The Week”


Global risks and resilience • How globalization processes create new geopolitical, economic

and environmental risks to people and places • New and emerging possibilities for managing global risks

Food Health • Ways of measuring disparities in food and health • How physical and human processes influence food production

and consumption, and the incidence and spread of disease.

Read “Who Rules the World?” Noam Chomsky Regularly check the BBC Health website http://www.bbc.com/news/health to understand modern issues in health and disease


Food Health • The power of different stakeholders in relation to influence over

diets and health • Future possibilities for sustainable agriculture and improved

health

Explore the World Health Organisation website http://www.who.int/en/


Exam preparation Mind map the interconnections of the syllabus in terms of concepts and places studied.





Ensure students use key revision questions to focus their revision, purchase the online text book and keep up to date with the news and apply current affairs to the syllabus



PHILOSOPHY (YEAR 12) The IB course in Philosophy aims to build independent enquiry, intellectual curiosity, analytical thinking and argumentative skills, and robust knowledge of competing philosophical ideas to enable students to consider a variety of viewpoints in formulating a critical analysis and evaluation of philosophical problems.



• All students will be introduced to critical reasoning and argumentation skills.

• Students learn what is an argument is and complete analysis of different types of claims found in arguments.

• Students learn how to construct logically structured and convincing arguments.

In addition, HL students will: • Study the Philosophy of Religion. • Examination of the nature of God.

There will be one timed assessment.

HL/SL • Finn, J. et al The Philosophy

Skills Book HL only

• Davies, B. The Philosophy of Religion

• Dawkins, R. The God Delusion


• All students will study the Core Theme enquiry question: what does it mean to be human?

• They will study the philosophical issues of: Human Nature, Mind and Body, and Personhood.

In addition, HL students will: • Continue their study of the Philosophy of Religion. • Study arguments for and against God’s existence.

There will be one timed assessment.

HL/SL • Descartes, R. Meditations • Flynn, T. Existentialism: A

Very Short Introduction HL only

• Talliaferro, C. (ed.) A Companion to Philosophy of Religion


• All students will continue their study of the Core Theme enquiry question. They will examine the philosophical issue of Identity.

In addition, HL students will: • Continue their study of the Philosophy of Religion. • Examine the issues arising from a philosophical analysis of

religious language. There will be one timed assessment.

HL/SL • Parfit, D. Reasons and Persons

HL only • Ayer, A.J. Language, Truth

and Logic


• All students will complete their study of the Core Theme enquiry question. They will examine the philosophical issues of the Self and the Other and Freedom.

In addition, HL students will: • Continue their study of the Philosophy of Religion. • Examine the issues arising from a philosophical analysis of

religious language. There will be one timed assessment.

HL/SL • de Beauvoir, S. The Second

Sex HL only

• Mitchell, B. (ed.) The Philosophy of Religion


All students will complete the Summer examination at the start of the term.

• All students will begin an in-depth study of Plato’s Republic. • They will read the text and examine the issues raised such as the

nature of justice and the nature of reality and knowledge. • All students will begin work on their Internal Assessment. They

will choose a non-philosophical stimulus with which to apply the philosophy they have learnt.

In addition, HL students will: • Complete their study of the Philosophy of Religion. • Examine the issues arising from a philosophical analysis of

religious experience and behavior.

HL/SL • Sandel, M. Justice

HL only • James, W. The Will to Believe

Examples of homework tasks

Essays, preparation for discussions, reading of philosophical texts, note taking and formulating questions, considering the relevance of a wide range of media to philosophical problems and enquiries.


One written assessment per half term and end of year examinations. The assessments may take the form of a homework assignment.

Equipment that students need

All equipment is provided by the school.


Discussion of the issues raised in class with their son or daughter. They can ask them to explain the concepts, ideas, and questions they have learnt about in class and should offer their own views about them to begin a discussion. Parents should also encourage their son or daughter to be up-to-date with current affairs and to watch/read news stories with them in order to discuss the issues raised.

Useful websites http://closertotruth.com Contains a series of video interviews with contemporary philosophers who are currently working on all of the inquiry questions studied during the IB course. http://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-of-ideas Contains a series of brief and informative videos, which introduce the main areas of philosophy and their accompanying questions. https://essentialthinking.wordpress.com/ Contains information and exercises for students to complete. These lessons teach students critical thinking skills as well as how to read a philosophical text.

Co curricular activities There is an established and active Philosophy Society. The department encourages participation in a range of external essay competitions.

Who can I contact?

Head of Philosophy Thom Carter-Stead Please contact staff through the Engage portal.

PHILOSOPHY (YEAR 13) The IB course in Philosophy aims to build independent enquiry, intellectual curiosity, analytical thinking and argumentative skills, and robust knowledge of competing philosophical ideas to enable students to consider a variety of viewpoints in formulating a critical analysis and evaluation of philosophical problems.



• All students will conclude their study of Plato’s Republic focusing on writing effective examination responses.

• All students will have an opportunity to write a second Internal Assessment focusing on applying the philosophy they have learnt to a wider range of stimuli.

In addition, HL students will: • Begin to prepare for the Nature of Philosophical Activity

examination paper. There will be one timed assessment.

HL/SL • Annas, J. An Introduction to

Plato’s Republic HL only

• Craig, E. Philosophy: A Very Short Introduction


• All students will begin their study of Ethics. Students will learn about and analyse normative ethical theories.

In addition, HL students will: • Prepare for the Nature of Philosophical Activity exam paper by

comparing their own experience of philosophical activity with the views of various philosophers.

The Internal Assessment will finish in this half-term. There will be one timed assessment.

HL/SL • Mill, J.S. Utilitarianism

HL only

• Russell, B. The Problems of Philosophy


• All students will complete a mock examination at the start of the term.

• All students will continue their study of Ethics and complete an investigation into meta-ethical issues and the meaning of ethical language.

In addition, HL students will: • Prepare for the Nature of Philosophical Activity examination paper

by learning how to respond to an unseen text extract.

HL/SL • Nietzsche, F. Genealogy of

Morals

HL only • Wittgenstein, L.

Philosophical Investigations


• All students will complete their study of Ethics by examining issues from Applied Ethics. They will study the issues of killing and abortion. They will examine the issue of how to distribute wealth.

In addition, HL students will: • Complete their preparation for the Nature of Philosophical Activity

examination paper by responding to past examination papers under timed conditions.

HL/SL • Singer, P. Practical Ethics

HL only

• Baggini, J. and Fosl, P.S. The Philosopher’s Toolkit


• All students will revise topics relevant to their individual needs and complete the IB externally set and marked examination.


Essays, preparation for discussions, reading of philosophical texts, note taking and formulating questions, considering the relevance of a wide range of media to philosophical problems and enquiries.


One written assessment per half term and end of year examinations. The assessments may take the form of a homework assignment.


All equipment is provided by the school.


Discussion of the issues raised in class with their son or daughter. They can ask them to explain the concepts, ideas, and questions they have learnt about in class and should offer their own views about them to begin a discussion. Parents should also encourage their son or daughter to be up-to-date with current affairs and to watch/read news stories with them in order to discuss the issues raised.

Useful websites http://closertotruth.com Contains a series of video interviews with contemporary philosophers who are currently working on all of the inquiry questions studied during the IB course. http://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-of-ideas Contains a series of brief and informative videos, which introduce the main areas of philosophy and their accompanying questions. https://essentialthinking.wordpress.com/ Contains information and exercises for students to complete. These lessons teach students critical thinking skills as well as how to read a philosophical text.

Co curricular activities There is an established and active Philosophy Society. The department encourages participation in a range of external essay competitions.

Who can I contact?

Head of Philosophy Thom Carter-Stead Please contact staff through the Engage portal.

PSYCHOLOGY (YEAR 12) The IB course in Psychology aims to develop an awareness of how research findings can be applied to better understand human behaviour and how ethical practices are upheld in psychological inquiry.


Half Term 1

(Aug – Oct)

All students will begin Psychology with an Introduction unit. The primary purpose of this unit is to introduce psychology as a subject and to provide students with the relevant schematic framework with which they will be able to think more critically about research we encounter in the course. There will be one in class assessment. The test will compose of four parts:

A. Key terms B. Short answer questions C. Identifying parts of an experiment D. Designing an experiment

● All students will then move onto our first Themantic Unit -

Criminology. This unit is designed to introduce students to the study of psychology by investigating a range of factors that may explain criminal behaviour starting with biological approach.

Assessment: Practice Short Answer Response (SAR): Question: Explain how damage to the brain can influence behaviour. Take Home SAR Students will be given one SAR to work on over time and submit a 200 – 400 word response. Question: Explain how one hormone influences behaviour. In addition, HL Students will study: The value of animal models in psychology research and whether animal research can provide insight into human behaviour. This topic is designed to reinforce and build on learning from the Criminology unit and focuses on how studies on animals have deepened our understanding of the relationships between biological variables and human behaviour.

HL/SL

● 50 Psychology Classics: Who We Are, How We Think, What We Do: Insight and Inspiration from 50 Key Books by Tom Butler-Bowdon.

HL only

● Watch The Century of the Self -(3 hours)

HL/SL

● Phineas Gage case study

HL only

● Kandel’s research on neuroplasticity in learning with Aplysia

● Minute Earth “Epigenetics: why inheritance is weirder than we thought”

Half Term 2

(Nov – Dec)

All students will continue with the Criminology Unit. In particular we focus on impulsive, reactive aggression and violent crime and we introduce other key factors in understanding behaviour, such as models of thinking, and socio-cultural influences.

They will have 35 minutes to complete their answer to the question in 200 – 400 words. Chosen Question: Explain how neurotransmission can influence human behaviour. Take Home- Extended Response Essay Students will write an essay (about 900 words) addressing this question: To what extent does genetics influence human behaviour? In addition, HL Students will study:

HL/SL

● The Role of testosterone in Social Interactions by Eisenegger, Haushofer and Fehr

HL only

● Edward taub - “The Silver Spring Monkeys”

● Lesli Bisgould - TED talk - “Our relationship with other animals”

Ethical considerations in animal research - evaluating ethical considerations and other limitations of research.

Half Term 3

(Jan – Feb)

All students will begin the unit Social influence Part 1. Part I focuses mainly on sociocultural topics and how social variables influence behaviour, with a particular emphasis on explaining inter-group conflicts, including prejudice and discrimination. Assessment Practice SAR on effects of cultural dimensions SAR Test: 2 x SARs (Explain effect of acculturation and explain effect of enculturation) Practice Essay (Paper Two): An essay based on one of the topics from the Human Relationships topic “Discuss research related to prejudice and discrimination.” Project: students find an example of a real-life inter-group conflict and use research from this unit to explain the conflict and ideas for how it could be resolved. In addition, HL students will study:

Globalisation and Behaviour. In this topic themes from Social Influence are integrated in an in-depth exploration of the relationships between globalisation, immigration, acculturation, marginalisation, discrimination, religious extremism and conflict.

HL/SL

● Asch’s famous studies

HL only

● Lyons-Padilla (2015) Relationships between acculturation strategies, identity and extremism.

Half Term 4

(Feb – Apr)

All students will continue with the unit Social influence Part 2. This unit focuses on how social factors can influence cognition (e.g. schema and memory) and behaviour (bystanderism and prosocial behaviour). This unit prepares students for the “Social Responsibility” topic in Human Relationships, as well as other social and cognitive approach topics. Assessment Short Answer Response Test: Students are given one SAR and have 30 minutes to write a response. The question will be: Explain one study related to (one of the following): Schema theory One bias in thinking or decision making Reconstructive memory Stereotypes Project: Students research a real life example of one of the concepts we’ve studied (false memories, bystanderism, prosocial behaviour, etc.) and apply studies and theories to explain it. In addition, HL students will study:

Globalisation Research Methods. This focuses on the ethical and practical limitations of the experimental methods and analysis of the use of correlational research in Global studies.

HL/SL

● Bartlett (1932) “War of the Ghosts”

HL only

● Ionica Smeets “The danger of mixing up causality and correlation”

Summer Term

(Apr –

All students will undertake their Psychology IA, a group experiment, written as a report.

HL/SL

● Internal Assessment chapter

June) SL Internal Assessment The Standard Level Internal Assessment consists of replicating an existing (published) simple experiment (meaning one independent variable and one dependent variable), then writing a report between 1000 and 1500 words describing your study, your results, and possible conclusions that can be drawn, along with comparison to the original study you have replicated. HL Internal Assessment For the higher level assessment, the internal assessment also consists of a simple experimental study, with the same general guidelines. There are a few differences for the HL report. The report for HL is longer (1500-2000 words) and it requires more detailed explanations of your hypothesis and null hypothesis, and it also has more more detailed requirements for the results sections (use of inferential statistics and implications for your hypotheses).

All students will revise topics relevant to their individual needs and complete the internally set and marked examination.

HL only

● Inferential statistics chapter


Discussion of the issues raised in class with their son or daughter. They can ask them to explain the concepts, research, and theories they have learnt about in class and should offer their own views about them to begin a discussion. They can also encourages their child to watch/read about current affairs and apply their new knowledge.

Useful websites https://allpsych.com/

AllPsych is one of the largest and most comprehensive psychology websites, referenced by hundreds of colleges and universities around the world.

https://www.intropsych.com/index.html

A very complete online textbook.

http://www.apa.org/topics/index.aspx

American Psychological Association website

Discovering Psychology

This is the companion site for a telecourse with Dr. Zimbardo. It has helpful notes, interviews, and vocabulary.

Co curricular activities Students are engaged in planning and establishing a Psychology Society.

Who can I contact? Head of Psychology Tania Foley - Please contact staff through the Engage portal.

GLOBAL POLITICS SL & HL (YEAR 12) “Anyone who says that they are not interested in politics is like a drowning man who says he is not interested in water” – Mahatma Gandhi



Foundations Unit: Power, Sovereignty & International Relations Students investigate what we mean by power, find out who wields it, and decide whether it means the same thing in all contexts. 2 x additional periods per week for HL students who will work towards their HL Extension presentations

Refer to the department website for extension materials that accompany individual lessons. Review articles in Foreign Affairs, TED Talks, aeon.co and magazines such as the Economist. Excellent podcasts are available from Politics Squared and the BBC.


Foundations Unit: Power, Sovereignty & International Relations Students develop their understanding of power and try to place it in the global contest of sovereign nations and aggressive non-state actors. 2 x additional periods per week for HL students who will work towards their HL Extension presentations


Engagement Activity Students are given lesson time to complete the first round of research into their Engagement Activity. 2 x additional periods per week for HL students who will work towards their HL Extension presentations


Unit 2 Human Rights Students are introduced to the theory and practice of the inter-subjective concept of Human Rights as it exists in the global system. They will investigate and analyse a range of case studies in order to explore and develop their understanding. 2 x additional periods per week for HL students who will work towards their HL Extension presentations


Unit 2 Human Rights continued Engagement Activity 2 x additional periods per week for HL students who will work towards their HL Extension presentations

Examples of homework tasks Research, reading, extended writing, essay preparation, podcast creation, forum posting Assessment tasks, methods and frequency

There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 / Paper 2 assessment types). Teachers will additionally give regular formative feedback to promote student progress.

Equipment that students need IB Textbooks provided by the school. Regular computer use.


By discussing the topics being studied at home and ensuring that students read widely, discuss current affairs and make connections to their studies.

Useful websites nlcsjejuhistorian.com, aeon.co, youtube documentaries, library databases Co curricular activities Historical Fiction Reading Cirlce, Prize-winning Historians, Senior-Junior School Historical Society

Who can I contact?

Head of History James Tipney Teachers of Year 12SL & HL Glo Pol


HISTORY SL& HL (YEAR 12) History is a dynamic, contested evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. Year 12 students will be beginning the first year of the IB History course.


The Rise to Power of Hitler Students will examine and analyse the narrative of Hitler’s journey to become the Fuhrer of Germany. They will analyse the sequence of events thematically and consider whether their conclusions can be applied to other contexts.

Refer to the department website for extension materials that accompany individual lessons. Review articles in History Today and the Philip Allen archive (school subscription). Excellent podcasts are available from History Hits and the BBC.


Hitler’s Germany: The Consolidation and Maintenance of Power Students will investigate how Hitler managed to stay in power for so long, despite the catastrophic changes he brought to Germany.


Hitler’s Germany: Domestic Policies Students will evaluate the extent of change Hitler brought to everyday life in Germany. They will also make historical judgments on the relative successes and failures of his policies.


The Move to Global War: Case Study Europe Students will use primary and secondary sources to analyse the reasons for the outbreak of World War II. The role of both Mussolini, Hitler and the international community will be considered.


Internal Assessment Students complete the Internal Assessment. This is a 2,200 independent historical research assignment that will be submitted to the IB and is worth 25% of the final grade. The Origins of the Cold War Students will begin to consider the historiographical debate about the origins of the Cold War


There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 and / or Paper 2 assessment types). Teachers will additionally give regular formative feedback to promote student progress.




Useful websites nlcsjejuhistorian.com, activehistory.co.uk, youtube documentaries, library databases Co curricular activities Historical Fiction Reading Circle, Prize-winning Historians, Senior-Junior School Historical Society

Who can I contact?

Head of History James Tipney Teachers of Year 12SL History


HISTORY HL (YEAR 13) History is a dynamic, contested evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. Year 13 students will be beginning the first year of the IB History course.


The Origins of the Cold War Students will analyse the historiography of the Cold War The Development of the Cold War Students will examine key developments in the progression of the Cold War such as Peaceful Co-existence, Détente, the Sino-Soviet Split, as well as various flash points. Castro’s Cuba: Power



The End of the Cold War Students will analyse and investigate the reasons for the end of the Cold War, assigning responsibility to one or more stakeholders. The Cold War and the Americas Students examine the Cold War through the perspective of the Americas with a focus on its impact on hemispheric relations.


The Cold War and the Americas Students examine the Cold War through the perspective of the Americas with a focus on its impact on hemispheric relations.


The Cold War and the Americas (Continued) The Move to Global War: Case Study Japan Revision


Revision


There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 / Paper 2 / Paper 3 assessment types). Teachers will additionally give regular formative feedback to promote student progress.





Who can I contact?

Head of History James Tipney Teachers of Year 13HL History


HISTORY SL (YEAR 13) History is a dynamic, contested evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. Year 13 students will be beginning the first year of the IB History course.


The Development of the Cold War Students will examine key developments in the progression of the Cold War such as Peaceful Co-existence, Détente, the Sino-Soviet Split, as well as various flash points. Castro’s Cuba: The Consolidation and Maintenance of Power In order to form a comparative study with Nazi Germany, students will investigate and analyse the key features of Castro’s rule in Cuba.



The End of the Cold War Students will analyse and investigate the reasons for the end of the Cold War, assigning responsibility to one or more stakeholders.



The Move to Global War: Case Study Japan Students will use primary and secondary sources to analyse the reasons for the outbreak of World War II. The role of both the Japanese leadership and the international community will be considered.



The Move to Global War: Case Study Japan (Continued) Revision



Revision Refer to the department website for extension materials that accompany individual lessons. Review articles in History Today and the Philip Allen archive (school subscription). Excellent podcasts are available from History Hits and the BBC.


There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 and / or Paper 2 assessment types). Teachers will additionally give regular formative feedback to promote student progress.





Who can I contact?

Head of History James Tipney Teachers of Year 13SL History


PHYSICS – YEAR 12

IB physics demands a great deal of work from students. Memorising and describing physical relationships is important, but the greatest skill is in carrying out experimental work carefully, recording it accurately, and evaluating the results critically. Students practise organising and conducting their own investigations.



(HL and SL) Measurement and uncertainty. Recording and analysing the uncertainty of any experimental measurement. Calculations and graphical techniques. SI units and prefixes. (HL and SL) Mechanics. Kinematics and dynamics, including momentum. Vector techniques & free-body diagrams, Newton’s Laws. Energy, work and power.

‘Higher Level Physics for the IB Diploma’ (Chris Hamper) 2nd edition, is the standard text, available in classrooms and electronically. It is good for the entire course.


(HL) Thermal physics. The kinetic model, internal energy, specific heats. Ideal gases compared to real gases, the equation of state. Waves. Simple harmonic motion, travelling waves, superposition, polarisation, double-slit interference, standing waves. (SL) Mechanics (final topics), Thermal physics (initial topics).

‘Structures: Or Why Things Don’t Fall Down’ is recommended for budding engineers.


(HL) Electricity & magnetism. Charge and electric fields, Coulomb’s Law, basic DC circuits, internal resistance, the magnetic effect of currents. (SL) Thermal physics (final topics), Waves.

AC circuits are not covered in this course, but students interested in electronics should start to read about capacitors, inductors and oscillating circuits.


(HL) Circular motion & gravitation. Centripetal force, Newton’s Law of Gravitation, gravitational field strength. Focus on Internal Assessment. IA criteria are emphasised throughout the course; this term students have the opportunity to complete a full report in the style required next year for submission.

Students who enjoy this topic are recommended to read more about the structure of the universe and consider the Astrophysics option next year.


(HL) Atomic, nuclear & particle physics. Quantisation of energy, radioactivity and nuclear reactions, the Standard Model of particles and forces. (SL) Circular motion & gravitation.

Short master-classes available on the World Science U website are recommended for students interested in fundamental particle physics.

Examples of homework tasks Completion of written laboratory practicals focusing on development of key internal-assessment skills, completion of set questions to be discussed in class in tutorial format, preparation of research-based presentations to whole class.


End-of-topic tests; also smaller sub-topic tests. Students also regularly have practical work to write up; this will sometimes be assessed according to internal-assessment criteria.

Equipment that students need Scientific calculator, laptop with word-processing and spreadsheet software


Keeping an eye on deadlines; encouraging wider reading of physics in English – especially for students considering the most competitive universities.

Useful websites www.thinkib.net/physics, PhET, Khan Academy, Hyperphysics Co curricular activities Physics Society, COSMOS, Engineering Society

Teachers of physics

at Year 12 Mr G Cranwell, Dr S Davis, Mr B Jogi, Mr P Scargill, Mr P Scott.

PHYSICS – YEAR 13 The main part of the course is concluded by the end of the autumn term. The IA must also be completed during that term. After the mock exams, students study one of four ‘option’ topics – this is usually chosen by the teacher, but at the discretion of the class teacher and the head of department a student may be given a choice. Students are then supported and guided in their revision and preparation for the examinations.



(HL) Wave phenomena. Simple harmonic motion, single-slit diffraction, interference, resolution of two sources, Doppler effect. Fields. Describing & representing fields, field lines & equipotentials, potential energy, orbits & satellites. Electromagnetic induction (initial topics). Magnetic flux, Faraday’s & Lenz’s laws. (SL) Atomic, nuclear & particle physics. Quantisation of energy, radioactivity and nuclear reactions, the Standard Model of particles and forces. (HL & SL) Internal assessment (final). Some class time is given to planning and research, and to data-collection. Writing the report is then done outside class: the first draft should be completed by half-term.

‘Higher Level Physics for the IB Diploma’ (Chris Hamper) 2nd edition, is the standard text, available in classrooms and electronically. It is good for the entire course. Students must complete adequate background research, going beyond the syllabus, for their IAs.


(HL) Electromagnetic induction (final topics). AC and power generation, transformers, rectification; capacitance, RC circuits. Quantum & nuclear physics. Photoelectric effect, wave-particle duality, Bohr model, wavefunctions, uncertainty principle; Rutherford scattering, radioactive decay & the decay constant. (SL) Energy production. Energy resources, generation of electricity by renewable and non-renewable means, thermal energy transfer, Earth’s energy balance.

Rutherford’s original research paper analysing his famous experiment is accessible by keen students. Quantum theory’s oddness is addressed by dozens of books in the Library including ‘Six Easy Pieces’ (R.P. Feynman), ‘Quantum Theory’ (Very Short Introduction series) and ‘The Quantum Universe’ (Cox & Forshaw).


(HL & SL) Option. Following the mock exam, students analyse their weak topics to guide their own revision between now and the exams. The ‘option’ content is then taught – the published options are relativity, engineering, imaging and astrophysics; most students will be guided by their class teacher – see above.

Depending on the option followed, resources are provided in class. Students are encouraged to read around the topic, but not to spend much time going far off syllabus at this stage.


(HL & SL) Option; revision. The final sections of the option are taught; and guided revision of the entire course is begun. This includes: effective use of the data booklet; recall of technical definitions and jargon; keyword identification; graphical work; and identification of individual students’ own weak points to focus on through study of past papers.


(HL & SL) Final revision. Individualised support to students according to their needs.

Examples of homework tasks Completion of written laboratory practicals focusing on development of key internal-assessment skills, completion of set questions to be discussed in class in tutorial format, preparation of research-based presentations to whole class.


End-of-topic tests; also smaller sub-topic tests. Students also regularly have practical work to write up; this will sometimes be assessed according to internal-assessment criteria. The final IA is due in November.

Equipment that students need Scientific calculator, laptop with word-processing and spreadsheet software


Keeping an eye on deadlines; encouraging wider reading of physics in English – especially for students considering the most competitive universities. Ensure students make timetables for their revision in the spring.

Useful websites www.thinkib.net/physics, PhET, Khan Academy, Hyperphysics Co curricular activities Physics Society, COSMOS, Engineering Society

Who can I contact?

Head of Physics Mr N Gillings Teachers of physics at Year 13

Dr S Davis, Mr B Jogi, Dr R Levett.

CHEMISTRY (YEAR 12) The Chemistry department seeks to create Chemists that are passionate, knowledgeable about their subject and have excellent research and experimental skills. Our aim is to not only embed key concepts and skills, but also produce students that can apply their knowledge to unfamiliar situations and the world around them.

Curriculum Content



Unit 2: Atomic structure – structure of the atom, electronic configuration, the quantized nature of energy transitions. Unit 3: Periodicity – arrangement of elements in the periodic table are related to electron configuration, explain the trends in physical and chemical properties, characteristic properties of transition elements, d-orbital splitting and colour. Unit 4: Bonding – Nature of ionic, covalent and metallic bonding, Use Lewis structures and VESPR theory to predict the shape of molecules, deduce physical properties from bonding, hybridization.

Pearson IB Chem textbook chapter 2,3,4 Youtube – excellent tutorials on many key concepts and skills. Videos are shared via googleclassroom Create a mindmap of bonding types Extension for reading: Why chemical reactions happen – PeterWothers and James Keeler


Unit 1: Stoichiometry – the relationship between physical and chemical properties and the way that atoms combine, the mole, calculations involving moles. Unit 11: Error processing - Understand that measurement has a limit of precision and accuracy. To determine error in measurements and calculations.

Pearson IB Chem textbook chapter 1,11 Extension questions on mole calculations. Available through googleclassroom. Youtube – excellent tutorials on many key concepts and skills. Videos are shared via googleclassroom Extension for reading: The disappearing spoon… - Sam Keen


Unit 5: Energetics – Chemical and energy change, measuring energy changes, Hess Law and enthalpy change calculations, entropy. Practice IA – Student complete a practice IA. This involves research, practical work and a full write up. This work is graded and given back to the student with formative feedback.

Pearson IB Chem textbook chapter 5 Extension for reading: General Chemistry – Linus Pauling


Unit 6: Kinetics – Collision theory, measuring rates of reaction experimentally, the rate expression, rate mechanisms and activation energy. Unit 7: Equilibrium – dynamic equilibrium in physical and chemical systems, applying Le Chaterlier’s principle, using the equilibrium constant Kc.

Pearson IB Chem textbook chapter 6,7 Extension for reading: A cultural history of elements from Arsenic to Zinc. - Hugh Aldersey-Williams


Unit 8: Acids and Bases – Theories of acids and bases, properties of acids and bases, the pH scale, measuring pH, pH curves, buffers.

Pearson IB Chem textbook chapter 8 Youtube – excellent tutorials on many key concepts and skills. Videos are shared via googleclassroom

Examples of homework tasks Questions to test application of skills; lab reports; past paper questions; reading and note taking;

preparation of presentations.


End of topic tests – 40 mark examination containing selected multiple choice and extended answer questions. One test per topic studied. Uniform assessments – include lab reports, literacy tasks. One per topic set as homework. Practice IA – To be completed once in year 12. End of year examination taken at start of Summer term – Multiple choice paper and Extended answer paper. Contains questions on all topics studied during year.

Useful websites http://www.thinkib.net/chemistry, https://www.creative-chemistry.org.uk/

www.chemguide.co.uk/

CHEMISTRY (YEAR 13) The Chemistry department seeks to create Chemists that are passionate, knowledgeable about their subject with excellent research and experimental skills. Our aim is to not only embed key concepts and skills, but produce students that can apply their knowledge to unfamiliar situations and the real world.



Unit 9: Oxidation and reduction – Definitions, electrochemical cells, standard hydrogen electrode (SHE), calculations of cell potentials using standard electrode potentials, electrolysis of solutions of salts, free energy, calculations for electrolysis, and electroplating. Internal assessment – Student complete assessed experimental work that will be externally moderated. This counts for 20% of their grade.

Pearson IB Chem textbook chapter 8 and 9. Carry out titrations for acids and bases and redox chemistry. Extension work including questions, video tutorials will be shared with students.


Unit 10: Organic Chemistry – Chemistry and reactions of the following functional groups: alkanes, alkenes, alkynes, halogenoalkanes, alcohols, ethers, aldehydes, ketones, esters, carboxylic acids, amines, amides, nitriles and arenes. Electrophilic addition reactions and Markovnikov’s rule. Electrophilic substitution reactions. Nucleophilic substitution reactions. Free radical halogenation. Unit 11.3 Analysis – Spectroscopic identification of organic compounds: Mass spectroscopy (MS), proton nuclear magnetic resonance (NMR), Infra red spectroscopy (IR). The electromagnetic spectrum.

Pearson IB Chem textbook chapter 10 and 11.3. Extension work including questions, video tutorials will be shared with students.


Exams – Students will sit mock examinations that cover the whole course content for IB from the start of year 12. Option – Students will study one option of the four possible options available. Option choices are confirmed after Christmas and separate syllabus breakdowns issued at that time.

Students will be given selected extension work for the option studied.


Revision – Students will complete revision work to prepare them for the final examinations.

Exams.

Summer Term

Examinations – Students complete their IB examinations. Exams.

Examples of homework tasks Questions to test application of skills; lab reports; past paper questions; reading and note taking;

preparation of presentations. Assessment tasks, methods and frequency

End of topic tests – 40 mark examination containing selected multiple choice and extended answer questions. One test per topic studied. Uniform assessments – include lab reports, literacy tasks. One per topic. Internal assessment – To be completed in term 1 of year 13. Mock examination taken straight after Christmas holiday – Multiple choice paper and Extended answer paper. Contains questions on all topics studied during the course. Real examination taken straight after Christmas holiday – Multiple choice paper and Extended answer paper. Contains questions on all topics included in the course.


Encourage further reading of textbook outside of class, with active note taking. Learning key definitions. Completion of question booklets during topics.

Useful websites http://www.thinkib.net/chemistry, https://www.creative-chemistry.org.uk/ www.chemguide.co.uk/

BIOLOGY HL (YEAR 12) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners.


Half Term 1

(Aug – Oct)

2 Molecular Biology

This half term introduces the students to the requirements of the two-year course. They concentrate on starting to learn about the subjects of molecular biology and human physiology. They also look at the basic ideas behind experimental design, data analysis and experimental evaluation, through performing a number of laboratory based experiments.

Half Term 2

(Nov – Dec)

6 Human Physiology

Students learn about two different aspects of biology in parallel. In doing so, students are encouraged to start seeing connections across the curriculum. While completing work on the different types of biological molecules, they also learn about the human digestive system. Later, students learn the fundamentals of cell biology and also complete work on the human transport system, including the heart. Moreover, they have a review of their notes and are given clear directions as to how to improve their own learning.

Half Term 3

(Jan – Feb)

2, 7 Molecular Biology

During this half term, a number of tests are done, and so allow the students to gauge their learning so far. Learning of different aspects of the course continues and includes work on the structure and function of DNA and protein synthesis, as well as Gas Exchange and the Human Immune system.

Half Term 4

(Feb – Apr)

Practice IA

Students also prepare for the Internal Assessments, by completing a practice one. They have an opportunity to reflect on their performance and gain an insight into how to improve for the real assessment. The final one is completed in October, in Year 13, and will contribute 20% towards their final IB grade. By the end of this term, students will have covered all they need to know to revise for their exams that they will complete right after the Easter break.

Summer Term

(Apr – June)

During this term, students complete their end of year exam. They then have time to reflect on their performance and look at ways to improve their study techniques, topic understanding and exam technique. The busy term also sees students complete the Group 4 project. Finally, students make start on learning some of the topics of Genetics and Hormones and Homeostasis. Guidance is also given to students to spend the summer holiday making sure all their notes from Year 12 are complete and fully understood.

Examples of homework tasks Completion of questions from textbooks, essays that summarise previous learning, opportunities

to read certain pieces of text, write-ups of practicals.


Regular tests that are highlighted on the students’ Biology curriculum plan that they have been given at the start of the academic year.

Useful websites All links on the School Library Portal. Biology Moodle site. Kognity website

Co curricular activities Biology Society

BIOLOGY HL (YEAR 13) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners.


Half Term 1

(Aug – Oct)

3 Genetics

This term sees students complete their Internal Assessment, which contributes 20% towards their final grade. Also, they complete work on the subjects of human physiology and genetics, where they have a chance to start making connections between the basic ideas gained from Year 12, with the more the complex ideas now being covered

.

Half Term 2

(Nov – Dec)

6,11,D Human Physiology and Ecology

Students further consolidate their learning by starting to look at the topics of ecology and evolution, as well as biodiversity. The upcoming mock exam in January will be a focus for their studies so far and students are encouraged to make as much use of their written notes as far as possible.

Half Term 3

(Jan – Feb)

4 Ecology and Plant Biology

This term is an important one in which the students complete their IB mock exams. They then have a chance to reflect on how they did, and target the topics they have difficulty with. Moreover, the different types of questions they may face are also explored, by looking at past papers.

Half Term 4

(Feb – Apr)

5 Evolution Biodiversity, Photosynthesis and Respiration

Students complete the final parts of the curriculum, which culminate in learning about the complex topics of photosynthesis and respiration. Moreover, students are given further opportunities to practice answering past paper questions, so as to become more familiar with the format of questioning they will face. Further revision exercises, reviews of the whole course, tutorials and a complete set of past papers are made available on the Moodle platform for student use.

Summer Term

IB exams





Equipment that students need Pens, pencils, rulers, calculators, A4 lined paper.


Ensuring that students read regularly and widely, and preferably text books.

Useful websites All links on the School Library Portal. Biology Moodle site. Kognity website.


BIOLOGY SL (YEAR 12) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners.


Half Term 1

(Aug – Oct)

2 Molecular Biology, Human Physiology and Cell Biology

This half term introduces the students to the requirements of the two-year course. They concentrate on starting to learn about the subjects of molecular biology and human physiology. They also look at the basic ideas behind experimental design, data analysis and experimental evaluation, through performing a number of laboratory based experiments.

Half Term 2

(Nov – Dec)

6 Human Physiology and Cell Biology

Students learn about two different aspects of biology in parallel. In doing so, students are encouraged to start seeing connections across the curriculum. While completing work on the different types of biological molecules, they also learn about the human digestive system. Later, students learn the fundamentals of cell biology and also complete work on the human transport system, including the heart. Moreover, they have a review of their notes and are given clear directions as to how to improve their own learning.

Half Term 3

(Jan – Feb)

2, 7 Molecular Biology and Human Physiology

During this half term, a number of tests are done, and so allow the students to gauge their learning so far. Learning of different aspects of the course continues and includes work on the structure and function of DNA and protein synthesis, as well as Gas Exchange and the Human Immune system.

Half Term 4

(Feb – Apr)

Practice IA

Students also prepare for the Internal Assessments, by completing a practice one. They have an opportunity to reflect on their performance and gain an insight into how to improve for the real assessment. The final one is completed in October, in Year 13, and will contribute 20% towards their final IB grade. By the end of this term, students will have covered all they need to know to revise for their exams that they will complete right after the Easter break.

Summer Term

(Apr – June)

Annual Exam, Genetics and Human Physiology

During this term, students complete their end of year exam. They then have time to reflect on their performance and look at ways to improve their study techniques, topic understanding and exam technique. The busy term also sees students complete the Group 4 project. Finally, students make start on learning some of the topics of Genetics and Hormones and Homeostasis. Guidance is also given to students to spend the summer holiday making sure all their notes from Year 12 are complete and fully understood.





Useful websites All links on the School Library Portal. Biology Moodle site. Kognity website

BIOLOGY SL (YEAR 13) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners.


Half Term 1

(Aug – Oct)

3 Genetics, Human Physiology and Internal Assessment

This term sees students complete their Internal Assessment, which contributes 20% towards their final grade. Also, they complete work on the subjects of human physiology and genetics, where they have a chance to start making connections between the basic ideas gained from Year 12, with the more the complex ideas now being covered.

Half Term 2

(Nov – Dec)

4 Ecology and Evolution Biodiversity

Students further consolidate their learning by starting to look at the topics of ecology and evolution, as well as biodiversity. The upcoming mock exam in January will be a focus for their studies so far and students are encouraged to make as much use of their written notes as far as possible.

Half Term 3

(Jan – Feb)

Mock exams, Ecology and Evolution Biodiversity

This term is an important one in which the students complete their IB mock exams. They then have a chance to reflect on how they did, and target the topics they have difficulty with. Moreover, the different types of questions they may face are also explored, by looking at past papers.

Half Term 4

(Feb – Apr)

2 Photosynthesis and Respiration

Students complete the final parts of the curriculum, which culminate in learning about the complex topics of photosynthesis and respiration. Moreover, students are given further opportunities to practice answering past paper questions, so as to become more familiar with the format of questioning they will face. Further revision exercises, reviews of the whole course, tutorials and a complete set of past papers are made available on the Moodle platform for student use.

Summer Term

IB exams





Equipment that students need Pens, pencils, rulers, calculators, A4 lined paper.


Ensuring that students read regularly and widely, and preferably text books.

Useful websites All links on the School Library Portal. Biology Moodle site. Kognity website.


COMPUTER SCIENCE (Year 12) The Computer Science department aims to develop computational thinking and problem solving skills in each student. We aim to prepare students to understand the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people. We will focus on skills necessary to apply understanding to solve computer-based problems using a high-level programming language.


Half Term 1

(Aug – Oct)

The first term focuses on learning fundamental concepts of computational thinking, which includes an understanding of programme design. Within the term students are introduced to programing and programming concepts. The latter part of the term focuses on operating systems and logic gates.

Case study provided from IBO

IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers,

Half Term 2

(Nov – Dec)

This term focuses on teaching students how to incorporate features of OOP into problem solving, followed by modularity in programming and system fundamentals.

IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers, Department resources, Web resources, Quizlets, presentations etc.

Half Term 3

(Jan – Feb)

This term addresses a number of topics within Computer Science including, planning system and installation, learning about the SDLC, system back-up techniques, programme development and beginning to discuss the ethics of programming.

IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers, Department resources, Web resources, Quizlets, presentations etc.

https://www.cs-ib.net/

Half Term 4

(Feb – Apr)

This term focuses on providing students with an understanding of networks and their construction, how to evaluate data transmissions and a review of the impact of wireless networking.


Department resources, Web resources, Quizlets, presentations etc.

Summer Term

(Apr – June)

This term focuses on introducing students to abstract data structure, static data structures and the opportunity to embark upon a mini-project.

Core Computer Science

Advanced Computer Science by Kostas Dimitrios, Department resources, Web resources, Quizlets, presentations etc.


End of the topic test, mock exams


Ensuring that students do practice programming skills during breaks by registering online courses.

Useful websites http://ib.compscihub.net/, https://csopedia.wikispaces.com/, http://ibcomp.fis.edu/

Co curricular activities Coding club, Hardware Bryant, programming and competitions, Fobisia challenge , Robotics

COMPUTER SCIENCE (YEAR 13) The Computer Science department aims to develop computational thinking and problem solving skills in each student. We aim to prepare students to understand the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people. We will focus on skills necessary to apply understanding to solve computer-based problems using a high-level programming language.


Half Term 1

(Aug – Oct)

Researching a case study given by IB. This requires students to research various aspects of the subject—which may include new technical concepts and additional subject content—in greater depth.

● Learning advanced concepts of programming ● Practicing abstract data structure. ●

Resource management

● Identifying the system resources ● Understanding the role of operating system


IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers, Advanced computer science by Kostas Dimitrios, Department resources, Web resources, Quizlets, presentations etc.

Half Term 2

(Nov – Dec)

This term focuses on identify a situation that requires the use of recursive thinking, this is developed by considering the following:

● Construct algorithms using two-dimensional arrays, stack and queues ● Describe the features and characteristics of linked list and tree ● Application of data structure

Assessment on topic 5, 6, and option D4


Advanced computer science by Kostas Dimitrios, Department resources, Web resources, Quizlets, presentations etc.

Half Term 3

(Jan – Feb)

Mock exams except topic 7. Once the mock exams are completed students begin to discuss a range of control systems and subsequently compare them.


Half Term 4

(Feb – Apr)

The final party of the IB course focuses on case study research, with an emphasis on extended research for ethical aspect of cases study and discussion on technology and algorithms used within Computing.


Advanced computer science by Kostas Dimitrios,

Summer Term

IB exams https://www.cs-ib.net/

Examples of homework tasks class assignments, presentations, small projects, quizlets assignments.


Ensuring that students do practice programming skills during breaks by registering online courses.

http://ib.compscihub.net/, https://csopedia.wikispaces.com/, http://ibcomp.fis.edu/

Co curricular activities Coding club, Hardware Bryant, programming and competitions, Fobisia challenge , Robotics

Mathematics HL (YEAR 12) The mathematics department aims to bring mathematics to life by framing the subject within the context of the real world. The Mathematics department aims to use the IB course to push the students’ maturity and comprehension in the subject to the next stage. The students’ core skills, such as time management, research and collaborative work, will be developed throughout the year, which would not only make them better mathematicians, but also prepare them for their further academic and professional careers.

Curriculum Content


Half Term 1

(Aug – Oct)

Functions, Transformations of Functions, Indices/Logarithmic Functions, Polynomial Rational Functions and Inequalities

Half-term one is a very busy term for Higher Level students. This term lays the foundations for the more advanced topics tackled in subsequent terms. The students begin by developing their understanding of functions, a topic that was introduced to them at IGCSE. They are expected to become confident in identifying all the features of a given range of functions, including exponential, logarithmic, trigonometric and absolute. Students explore and describe multiple transformations of a function, solving problems and relating functions to their 'parent' function. Using the concept of combinations, students explore and develop the binomial expansion, using this to solve problems involving specific terms when multiplying out to obtain a polynomial. They learn about polynomials and rational functions, and their properties.

Half Term 2

(Nov – Dec)

Trigonometric Identities and Functions, Trigonometric Equations, Sequences and Binomials and Induction and Proofs

Trigonometry is developed further into the derivation, use and proof of trigonometric identities. Students also learn about proof by induction and are encouraged to familiarise themselves with other types of proof, e.g. proof by contradiction. They determine solution sets for inequalities, including those using absolute expressions. Students formalise 'nth-term' and 'sum of n terms' calculations for arithmetic and geometric sequences and series. They learn about counting principles: the differences between permutations and combinations, as well as the corresponding formulae.

Students will also be guided through the induction process and they will be able to use this powerful method to prove various statements.

Half Term 3

(Jan – Feb)

Math Exploration and Differentiation 1

All students have to complete an internal assessment in Mathematics; this is referred to as the Mathematical Exploration and contributes 20% to the student's final grade. Since the start of the academic year, students will have been prompted to research and explore mathematics further and to identify areas of mathematics that they feel most interested in. For the Exploration, which the draft will be completed this term, the students need to write approximately 2000 words/6-10 pages on a chosen area of interest and they need to engage in independent research and development to do this.

Many of the topics from term 1 are developed further throughout this time. Students are re-introduced to calculus this term and are expected to be able to differentiate polynomials from first principles. They become familiar with the gradient functions corresponding to all the functions covered in term 1 and they develop proficiency in identifying properties of curve, such as maxima and minima points. Using the

trigonometric identities derived in term 1, the students can solve trigonometric equations of increasing complexity and are encouraged to develop independent and persistent approaches to these types of problems. Students are encouraged to become proficient in using their GDCs when graphing or solving all these types of problems. The matrix determinant proves to be a very useful tool when solving problems involving vectors in Year 13 and this may be introduced to students at this time.

Half Term 4

(Feb – Apr)

Integration 1

Students will be able to use integration to find areas bounded by curves as well as volumes of revolution. Further advanced techniques of integration are applied when solving problems, including integration by substitution and by parts.

Summer Term

(Apr – June)

Complex Numbers 1 and Vectors 1

They are introduced to the idea of a complex number as a by-product of processes to solve cubics - its historical context. They may engage in discussions about Cardano, Tartaglia and the other mathematicians in Italy at the time, bringing in elements of Theory of Knowledge. Complex Numbers are developed in some depth to include such things as the knowledge and application of de Moivre's theorem and using complex numbers to prove trigonometric identities. The IGCSE knowledge of vectors is developed much further at IB. During this term the students focus on 2D and 3D equations of lines and using the scalar (dot) product when solving problems.


Students will undertake 5 common assessed tasks in the year. 2 of these will be 120 minute exams and 3 will be in the form of written homework tasks. During year 12 all students will complete 2 drafts of their mathematical exploration and then submit a third and final piece. Students are entitled to receive formal written feedback from their teacher and a guide grade.

Equipment that students need Students are required to bring a TI Nspire CX (not CAS) calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment. Students may bring a different type of calculator, however the mode of instruction will be based upon the TI Nspire CX. Students should seek advice before purchasing a different calculator.


Students at this level tend to need the most help organising their time wisely in order to ensure that they get the right balance of revision, practise and further reading in order to meet their own individual needs. Students require help and encouragement from their parents and teacher to formulate strategies for compartmentalizing their independent time. Students particularly need help in identifying their weaknesses and taking action. Parents could also encourage students to read mathematical explorations that they can find online. This will put the students in an advantageous position when they come to write their own exploration. Reading mathematics for pleasure is also very useful.

Useful websites www.myimath.com, www.bbcbitesize.com, www.khanacademy.org

Numberphile is an outstanding youtube channel.

Co curricular activities Competitions CCA - Preparing for international competitions.

Friendly competitions CCA - competing with NLCS sister schools around the world.

Infographics CCA - Representing the world through informative graphics.

Mathematics HL (YEAR 13) The Mathematics department aims to use the IB course to push the students’ maturity and comprehension in the subject to the next stage. The students’ core skills, such as time management, research and collaborative work, will be developed throughout the year, which would not only make them better mathematicians, but also prepare them for their further academic and professional careers. The developments made in Year 12 will come to fruition in Year 13 and students should feel confident with organising and managing themselves and their time. We are expecting our students to evolve from high-achieving pupils into knowledgeable academics by the end of the course.

Curriculum Content


Half Term 1

(Aug – Oct)

This term focuses on a number of areas including: probability & statistics, calculations with grouped data, mean and variance, mode and median for discrete and continuous data and probability, Binomial, Poisson and normal distributions and Independent and mutually exclusive events, conditional probability.

Haese HL Mathematics chapters 23 to 26 or Cambridge HL Mathematics chapters 21 to 24 will be useful reading for this half

Half Term 2

(Nov – Dec)

Calculus 1

This term sees students looking at sequences and series, tests for convergence and divergence, power series, interval and radius of convergence, improper integrals, fundamental theorem of calculus and upper and lower Riemann sums.

Haese calculus textbook sections B, G, H, I, J & K.

Cambridge calculus textbok chapters 2 & 3.

Half Term 3

(Jan – Feb)

Calculus 2

This terms allows students to explore limits of functions, continuity and differentiability, L’Hopitals rule, Rolle’s theorem, Mean value theorem, Maclaurin and Taylor series and Lagrange error term.

Hease Calculus textbook sections B, C, D, E, F & L.

Cambridge Calculus textbook chapters 1 & 4.

Half Term 4

(Feb – Apr)

Calculus 3

Due to the intense nature and demands of the Higher Level course, the students will have a limited amount of time to review, revise and prepare for the examinations during this term. Ongoing parallel revision of the Core topics whilst the Option is being learnt is vitally important for the student to achieve the highest grades.

All students sit two 2 hour papers for the Core and one 1 hour paper for the Option. The students are expected to use a Graphics Display Calculator for Papers 2 and Paper 3 (Option) (some questions cannot be solved efficiently without a GDC).

Summer Term

Exam practise

Examples of homework tasks Investigations, practise explorations, presentations of their own work.


Students will undertake 5 common assessed tasks in the year. 2 of these will be 120 minute Mock exams and 3 will be in the form of written homework tasks. Teachers will regularly assess pupils’ learning throughout the year.

There may also be an opportunity for pupils to sit a 60 minute Paper 3 mock exam.

Equipment that students need Students are required to bring a TI Npsire CX (not CAS) calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment. Students may bring a different type of calculator, however the mode of instruction will be based upon the TI Nspire CX. Students should seek advice before purchasing a different calculator.


Students at this level tend to need the most help organising their time wisely in order to ensure that they get the right balance of revision, practise and further reading in order to meet their own individual needs. Students require help and encouragement from their parents and teacher to formulate strategies for compartmentalising their independent time. Students particularly need help in identifying their weaknesses and taking action.

Parents could also encourage students to read mathematical explorations that they can find online. This will put the students in an advantageous position when they come to write their own exploration. Reading mathematics for pleasure is also very useful.

Useful websites www.myimath.com

www.bbcbitesize.com

www.khanacademy.org





Strategy games CCA - developing a strategic mind.

International competitions - UKMT Senior Olympiad

Mathematics SL (YEAR 12) The Mathematics department aims to use the IB course to push the students’ maturity and comprehension in the subject to the next stage. The students’ core skills, such as time management, research and collaborative work, will be developed throughout the year, which would not only make them better mathematicians, but also prepare them for their further academic and professional careers.


Half Term 1

(Aug – Oct)

Functions 1

One of the key concepts in mathematics is that of the function. The students will be familiar with the fundamentals of function definition, domain, range and combination from IGCSE but this is developed further at IB Standard Level and includes exponential and logarithmic functions. Students explore a range of different functions and more complex compositions of functions. This progresses to transformations of functions, which is important for developing understanding of the features of graphs of functions.

Half Term 2

(Nov – Dec)

Trigonometry 4

Understanding of trigonometry from IGCSE is developed further this term, starting with the Pythagorean and compound angle identities. Students explore proof in the concept of trigonometric identities.

Half Term 3

(Jan – Feb)

Statistics 3

Students revisit and develop their understanding of discrete and continuous data. There is a specific focus on the use of probability distributions to model and analyse probability data. The binomial and normal distributions in particular are covered. Building on the concepts developed in term 1, students are introduced to calculus through the topic of differentiation. The students extend their understanding of gradient to include the idea of a gradient function. They explore the idea of limits and differentiation from first principles in determining derivatives for particular families of functions.

Half Term 4

(Feb – Apr)

Trig calculus 1

The functions sin(x), cos(x) and tan(x) are also covered this term and students determine properties of their graphs, including interpretation of gradient functions. Students solve problems involving combinations of transformations of trigonometric functions.

Summer Term

(Apr – June)

Mathematics Exploration

All students have to complete an internal assessment in Mathematics; this is referred to as the Mathematical Exploration and contributes 20% to the student's final grade. Since the start of the academic year, students will have been prompted to research and explore mathematics further and to identify areas of mathematics that they feel most interested in. For the Exploration, which will be completed this term, the students need to write approximately 2000 words/6-10 pages on a chosen area of interest and they

need to engage in independent research and development to do this.



Students will undertake 5 common assessed tasks in the year. 2 of these will be 120 minute exams and 3 will be in the form of written homework tasks. Teachers will regularly assess pupils’ learning throughout the year.

During year 12 all students will complete 2 drafts of their mathematical exploration and then submit a third and final piece. Students are entitled to receive formal written feedback from their teacher and a guide grade.

Equipment that students need Students are required to bring a TI Npsire CX (not CAS) calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment.

Students may bring a different type of calculator, however the mode of instruction will be based upon the TI Nspire CX. Students should seek advice before purchasing a different calculator.


Students at this level tend to need the most help organising their time wisely in order to ensure that they get the right balance of revision, practise and further reading in order to meet their own individual needs. Students require help and encouragement from their parents and teacher to formulate strategies for compartmentalising their independent time.

Students particularly need help in identifying their weaknesses and taking action.

Parents could also encourage students to read mathematical explorations that they can find online. This will put the students in an advantageous position when they come to write their own exploration.

Reading mathematics for pleasure is also very useful.


www.bbcbitesize.com

www.khanacademy.org







Mathematics SL (YEAR 13) The Mathematics department aims to use the IB course to push the students’ maturity and comprehension in the subject to the next stage. The students’ core skills, such as time management, research and collaborative work, will be developed throughout the year, which would not only make them better mathematicians, but also prepare them for their further academic and professional careers. The developments made in Year 12 will come to fruition in Year 13 and students should feel confident with organising and managing themselves and their time. We are expecting our students to evolve from high-achieving pupils into knowledgeable academics by the end of the course.


Half Term 1

(Aug – Oct)

Correlation 1, Linear regression 2 and Vectors 1

The students will have some experience of scatter diagrams and correlation from earlier school years. This topic is revisited and developed this term. Students become proficient in the use of a GDC to determine and interpret correlation coefficients. They learn how to model correlation using linear regression and when it is appropriate to predict using their model.

During the IGCSE courses the students would have been introduced to the concept of a vector, basic vector algebra and solving geometric problems using vectors. This is revisited this term but with the key focus on applications to lines in 2D and 3D space.

Half Term 2

(Nov – Dec)

Vectors 2

Students extend their understanding to vectors in three dimensions and solve problems such as the nature of two lines in space.

Calculation and application of the scalar (dot) product for vectors is a key objective of this terms work

Half Term 3

(Jan – Feb)

Geometry revision

The students have a significant amount of time to review, consolidate and revise all of the topics covered since the start of year 12. Building on the previous term’s work, the students will revisit all of the topics related to Geometry that have been covered since the beginning of Year 12. A range of approaches and activities are used by teachers to help the students in terms of knowledge and understanding, proficiency, problem-solving capabilities and exam technique.

Half Term 4

(Feb – Apr)

Calculus revision

Dedicating a significant proportion of the half-term to the revision of one of the most advanced topics in the course. The students will revisit all of the topics related to Calculus that have been covered since the beginning of Year 12 (and Year 11). A range of approaches and activities are used by teachers to help the students in terms of knowledge and understanding, proficiency, problem-solving capabilities and exam technique.

Summer Term

(Apr – June)

Exam revision

All students sit two 1 hour 30 minute papers. The students are expected to use a Graphics Display Calculator for Paper 2 (some questions cannot be solved efficiently without a GDC).

The final term before examination season is dedicated to mixed revision, aiming to provide students with a flexible structure of support. Timed exam practice plays a key part in the revision process at this stage.



Students will undertake 5 common assessed tasks in the year. 2 of these will be 120 minute mock exams and 3 will be in the form of written homework tasks. Teachers will regularly assess pupils’ learning throughout the year.

Equipment that students need Students are required to bring a TI Npsire CX (not CAS) calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment.

Students may bring a different type of calculator, however the mode of instruction will be based upon the TI Nspre CX. Students should seek advice before purchasing a different calculator.


Students at this level tend to need the most help organising their time wisely in order to ensure that they get the right balance of revision, practise and further reading in order to meet their own individual needs. Students require help and encouragement from their parents and teacher to formulate strategies for compartmentalising their independent time.

Students particularly need help in identifying their weaknesses and taking action.

Parents could also encourage students to read mathematical explorations that they can find online. This will put the students in an advantageous position when they come to write their own exploration.

Reading mathematics for pleasure is also very useful.


www.bbcbitesize.com

www.khanacademy.org







ART AND DESIGN (Year 12)

IB Visual Arts is based upon the observation and interpretation of the world we live in, developing the ability to explore and communicate ideas and meanings, in creating his/her own visual language, which challenges others’ beliefs and perspectives.


Students are introduced to the different inter-relating units of the course and begin by producing a theme based visual mind map as part of their Process Portfolio. They complete an in-depth artist study and explore visual experimentation leading to their first studio outcome. They will have the opportunity to attend still life and printmaking workshops, learning new techniques and methods of working. As an integral part of the IB Visual Arts course, students will visit an offsite Gallery, experiencing the work of other artists first hand.

● Visit galleries wherever possible. ● Read around your artists. ● Watch documentaries on a range

of artists.


A fundamental part of every artist's journey is their understanding and response to the work of other artists, designers and craftspeople from history to the present day. Students begin the Comparative Study: In the first term students learn to place artworks within a context; express their intuitive responses; understand the meaning of function and purpose and learn how to make a formal analysis of artworks. Studia practice continues.

● Visit galleries wherever possible. ● Read about your artists. ● Watch documentaries on a range

of artists.


Students begin their own extended personal enquiry, beginning to develop a coherent body of studio work around one theme. Within the Comparative Study, students begin to explore semiotics in relation to formal analysis and begin to understand how meaning is signified within visual arts. Students will attend digital workshops, 3D workshops and visit a second gallery.


of artists.


Within the Comparative study, students will work towards the submission of the first draft. Studio practice continues. Students will be supported to create online portfolios with a view to university applications.


of artists.


Students will finalise their independent personal enquiries, culminating in an open studios summer event as part of the NLCS Arts Festival, where work is shared in the public arena. Tutorials will be set to discuss individual holiday assignments.


of artists.

Examples of homework tasks Continue studio work for the allocated periods. Research possible artists to develop themes. Complete studies in your process portfolio. Comparative Study of two artists.


Mid and end of unit assessments of Process Portfolios and Comparative Study. By outcomes and presentations.

Equipment that students need Although the school provides art materials, it is always advisable that all students build up a supply of their own materials to allow them to not only complete holiday tasks buy enjoy developing their skills independently.

Parents/guardians can help their child by:

Visiting galleries and local exhibitions.

Useful websites http://www.tate.org.uk/art https://www.khanacademy.org/humanities/art-history Develop your Photoshop skills through this free site: https://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-beginner-s-guide/welcome-video

Co-curricular activities Art Enrichment, YAR-Young Artists in Residence.

Who can I contact?

Head of Art Miss Kennington

ART AND DESIGN (YEAR 13) IB Visual Arts is based upon the observation and interpretation of the world we live in, developing the ability to explore and communicate ideas and meanings, in creating his/her own visual language, which challenges others beliefs and perspectives.


Within the second year of the course students have specialised in indivdidual ways of working. They will work towards their individual exhibitions and organise their digital portfolios. Students will also discuss the progress of the Comparative Study through 1:1 tutorials and begin to collate all of their research so far. Students will visit a gallery with the purpose of analysing and understanding curatorial choices. They will attend lectures and workshops considering curation. (Full draft submission of comparative study)

● Visit galleries wherever possible. ● Read around artists. ● Watch documentaries on a range of

artists.


Students work on their Comparative Study within a one-week intensive course and submit for upload. For HL students, this is further extended into a personal study demonstrating the ways in which artists have specifically inspired their own art practice. (Final draft submission of comparative study)


artists.


Having completed 11 studio works (HL) and 7 (SL), students will begin to prepare for their final exhibition. They will be guided to prepare statements/titles accompanying their work, complete their exhibition logs coursidering mounting, framing and curatorial practice. Students will also photograph their work in preparation for upload.

● Visit galleries whereever possible. ● Read around artists. ● Watch documentaries on a range of

artists.


Students will complete all work and hang their individual exhibitions. The major exhibition, held in March, celebrates the work produced over the duration of the course. They will also prepare a rationale explaining their choices for the examiner. The Exhibition represents 40% of the total grade. Students will finish collating their Process Portfolios ready for submission.


artists.


.

Examples of homework tasks Continue studio work for the allocated periods. Research possible artists to develop themes.

Complete studies in your process portfolio. Comparative Sudy of two artists. Assessment tasks, methods and frequency

Mid and end of unit assessments of Process Portfolios and Comparative Study. By outcomes and presentations.

Equipment that students need Although the school provides art materials, it is always advisable that all students build up a supply of their own materials to allow them to not only complete holiday tasks buy enjoy developing their skills independently.


Visiting galleries and local exhibitions.

Useful websites http://www.tate.org.uk/arthttps:// www.khanacademy.org/humanities/art-history Develop your Photoshop skills through this free site: https://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-beginner-s-guide/welcome-video

Co curricular activities Visiting galleries and local exhibitions.

Who can I contact?

Head of Art Miss Kennington

MUSIC (Year 12)

Conceptual Content Suggested Reading or Extension Activities

Half Term 1

(Aug – Oct)

HL and SL students follow a balanced curriculum of performance studies: the investigation of historically informed performance practice, the evolving attitudes towards style, genre, ornament, vibrato and performance techniques, as well as the performance of new and challenging repertoire in individual and group scenarios. Students also embark on a detailed study of Ethnomusicology - how to study musical traditions that lie outside of the Western Classical Tradition (WCT) with particular focus on the Middle East.

HL students pursue a double in Composition, with a focus on techniques of composition such as the fugue, Bach chorales which they then put into practice in free composition.

A Very Short Introduction on Music, World Music, and Ethnomusicology.

Oxford Music Online articles and listening on the musical traditions of Oman, Iran, Northern Africa.

Half Term 2

(Nov – Dec)

Students continue their ethnomusicological studies of the music of Latin America. This is then complemented by advanced focus on the chamber music and the mass in the WCT and their evolution through the centuries. This approach exposes students to the developing stylistic, structural and harmonic practices of well-known genres.

HL students continue with composition, working towards a full draft by the end of term.

Oxford Music Online articles on the music of Argentina, Colombia, Brazil and Mexico.

Alex Ross, The Rest is Noise.

Half Term 3

(Jan – Feb)

Students pursue score reading - how best to access scores, how to locate evidence, the nature of musical evidence and what scores can reveal to us as performers. Students work towards a mid-term performance in April as applicable.

HL students continue with their composition, with a final composition I completed in April.

Various scores will be looked at from across the history of the WCT.

Half Term 4

(Feb – Apr)

Students study jazz in its broadest forms, and are introduced to the music of Northern Europe.

HL students prepare to finish their first composition in preparation for the second of three.

Giddins and DeVaux, Jazz.

Oxford Music Online articles on Norway, Sweden, and music of the British Isles.

Summer Term

(Apr – June)

Students focus on coursework:

HL students will have a range of sketches and one completed composition, and a full draft of a second by June. HL and SL students (those who elect for performance) will focus on preparing for their Arts Week Recital. All students focus on a completion of a full draft of their Musical Links Investigation.

Cook, A Guide to Musical Analysis.

Examples of homework tasks Analysis of key features of music, presented in score + audio or audio forms, seen and unseen. Composition work, including free and techniques. Performance practices.


Presentations at least once a month. Music Listening Diaries maintained every week. Performance recitals (official) twice per year. MLI (externally assessed) a summative process

Equipment that students need N/A. Students are responsible for the provision of musical instruments. School provides composition materials and technology for this purpose.


Ensuring students are provided with their basic equipment needs.

Useful websites Oxford Music Online (school subscription).

Co curricular activities Students are encouraged to visit, attend and be part of relevant societies (SONITAS). A plethora of performance groups and performing opportunities.

Whom can I contact?

Mindy Ruskovich (Head of Music 2018)

MUSIC (Year 13)

Conceptual Content Suggested Reading or Extension Activities

Half Term 1

(Aug – Oct)

Students employ their evolving analytical skills to a study of the two official set works.

A number of world music traditions are investigated, largely determined by both student group and teacher.

Key genres from the WCT are studied

Kerman, Contemplating Music.

Naxos Music Library Online (school subscription pending).

Half Term 2 & 3

(Nov – Feb)

Students will have completed their Musical Links Investigation. HL students complete their composition portfolios. HL and SL students will be in a position to complete their performance portfolios. By January, students focus exclusively on developing the tools required for the Music Exam in May.

News articles, podcasts, any of the A Very Short Introduction series, continued listening.


Analysis of key features of music, presented in score + audio or audio forms, seen and unseen. Composition work, including free and techniques. Performance practices.


Presentations at least once a month. Music Listening Diaries maintained every week. Performance recitals (official) twice per year. MLI (externally assessed) a summative process


N/A. Students are responsible for the provision of musical instruments. School provides composition materials and technology for this purpose.


Ensuring students are provided with their basic equipment needs.

Useful websites Oxford Music Online (school subscription).

Co curricular activities Students are encouraged to visit, attend and be part of relevant societies (SONITAS). A plethora of performance groups and performing opportunities.

Whom can I contact?

Mindy Ruskovich (Head of Music 2018)

THEATRE (Year 12) The Theatre IB Course in Group 6 is an exciting course for any student wishing to express themselves creatively, but it is not aimed solely at those who are confident performers. Instead the course, which is 100% coursework, is assessed on the student’s ability to express their creative ideas and exemplify this through performance clips. The course is an excellent accompaniment to all other IB studies and, with its focus on research, collaborative and individual work, assimilation of theory and techniques, will set the student up for University studies in any subject.



ENSEMBLE SKILLS COLLABORATIVE PROJECT We start the year with a look at theatre companies who work collaboratively and, as part of this process the students build an ensemble, or group of performers working together. They then have short introductory workshops that focus on the different ways of creating collaborative pieces of work using the techniques and theories of leading theatre companies.

Numerous books in the library on: Theatre du Soleil Frantic Assembly Complicite Kneehigh Shared Experience + many more


INTRODUCTION TO LIVE THEATRE ANALYSIS Students will lead each other in workshops and keep detailed notes throughout in their journals. Finally, students will present to each other on how the different elements of theatre work together in productions that they have seen either live or on Digitaltheatreplus.

https://www.digitaltheatreplus.com/ It is vital that students get to see live theatre and that they keep a journal of these experiences and what they have gained from the experience


DIRECTOR’S NOTEBOOK The Director’s Notebook is a document of the process of putting together a hypothetical piece of theatre. In Year 12 we explore how to direct a piece of theatre practically and we look at the work of the renowned theatre director Stanislavski and his approaches to directing/ training actors.

Numerous publications on Theatre Directing Reading as many plays of different genres as they can


SOLO PROJECT (HL) The Solo Project is Higher Level only and consists of a solo performance that is influenced by a Theatre Theorist. The students choose a theorist to investigate and this informs the way that they create their monologue.

Numerous books in the library on: Robert Lepage Robert Wilson Brecht Pina Bausch Grotowski + many more


RESEARCH PRESENTATION In term 3 Year 12s start the process of researching their topic that they will present to the rest of the class in Year 13. They must research and present on a Theatrical tradition from around the world.

Having been introduced to World Theatre Traditions- the students, following initial internet research, then use the books on their chosen topic in the library


Line learning, research tasks, class presentations, leading workshops in class


Summative - Performances Formative - videoed rehearsals used


Movement clothing- t-shirts, tracksuit trousers, trainers


Reading aloud any lines that need to be learnt. Theatre visits

Useful websites https://www.digitaltheatreplus.com/

Co curricular activities Whole School Production, Arts Festival Performances

THEATRE IB (YEAR 13) Having experimented thoroughly in Year 12 with theatre theories, techniques, styles and genres, the students put this into practice and written coursework in Year 13. They must perform both solo (HL only) and as a group, but it is their write-up of these experiences and their ability to exemplify their ideas through careful selection of video material that they are assessed on ultimately. It should be noted that this course is coursework only. Meeting deadlines for this coursework is paramount if they are to succeed.



Research Presentation This process is started in Year 12, researched over the summer and then in Term 1 the students present a 15 minute presentation that incorporates a demonstration of one aspect of the World Theatre Tradition that they have researched. This presentation represents their coursework for this Unit.

Having been introduced to World Theatre Traditions- the students, following initial internet research, then use the books on their chosen topic in the library


Collaborative Theatre Project Students create a devised piece of theatre that utilizes their knowledge gained throughout the course and through their research of a theatre company who work collaboratively. This group piece is performed and the accompanying essay that explains the process is marked for the coursework alongside short extracts that the students choose to exemplify what they discuss in their essay.

Numerous books in the library on: Theatre du Soleil Frantic Assembly Complicite Kneehigh Shared Experience + many more


Solo Theatre Piece The students put together a solo performance exemplifying the theories of a chosen theatre theorist. The process is documented by the student and this documentation will directly refer to the filmed performance of their Solo Piece. As with all performances, it is the written aspect of the course that is directly marked for their coursework.

Numerous books in the library on: Robert Lepage Robert Wilson Brecht Pina Bausch Grotowski + many more


The Director’s Notebook This is as it sounds, the student takes the perspective of theatre director and discusses ideas for a hypothetical performance of a play chosen by themselves. They consider all aspects of theatre in their ideas and refer to examples of theatre that they have seen and they influence that they have had on their own practice and how they would assimilate these ideas.

Numerous publications on Theatre Directing Their chosen play should be read and re-read and extensively annotated


The Theatre IB Course must be complete by this point- There is no examination in this Group 6 Course

Examples of homework tasks Line learning, research tasks, class presentations, leading workshops in class


Summative - Performances Formative - videoed rehearsals used

Equipment that students need Movement clothing- t-shirts, tracksuit trousers, trainers


Reading aloud any lines that need to be learnt. Theatre visits

Useful websites https://www.digitaltheatreplus.com/ Co curricular activities Whole School Production, Arts Festival Performances

韩国文学（十二年级）本课程是建构于文学与我们对于世界的认识、诠释与体验习习相关的假说上。文学研究可以被视为探索文学表现复杂情感追求、焦虑、喜悦和恐惧的各种方式，而这样的情绪都是与人类的日常生活息息相关的。这使我们对于持续发展的人类创作有更深一层的理解，同时也使我们的思考模式变得更独立、独特、具批判性和清晰。研究文学也使我们更加重视想像力，以及理解诠释文学作品的多元观点。

课程内容推荐书单或延伸活动

第一半学期

(八月-十月)

第四部分：选读(1)- 短篇小说在此部分的课程中，学生将自由选择、研究三篇不同类型的文学作品。学生对于文学的理解，以及进行有效口语报告的能力将作为评量的依据。

윤흥길의 기억속의 들꽃 외 작품

第二半学期

(十一月-十二月)

第四部分：选读(2)- 诗歌个人口头报告(15%: 十到十五分钟) 学生应该以其在第四部分所学过的作品作为报告的内容。本报告将进行内部评量和外部评量，外部评量的标准将依照第二部分的内部评量任务。(30 分)

서정주의 견우의 노래 외 작품

第三半学期

(一月-二月)

第二部分：深入研究(1)- 短篇小说在第二部分，学习焦点将聚焦于深入地分析作品，包括作品的内容和写作技巧。在进行深入研究时，学生们将详尽地阅读和深入地分析各作品中所蕴含的重要元素，以达到最佳的学习成效。

김승옥의 중,단편5작품

第四半学期

(二月-四月)

第二部分：深入研究(2)- 短篇小说/ 诗歌本内部评量活动将以本课程的第二部分(深入研究)为基础，以帮助学生适应老师的评量方式。

고은의 시15작품

只有 HL: 엄현옥 수필5편 작품

夏季学期

(四月-六月)

第二部分：深入研究(3)- 诗歌个人口头评论(15%)

·SL：学生进行正式的口头评论，并回答从第二部分深入研究中所读过

之作品摘录出来的相关问题。(30 分)

·HL：正式的诗歌口头评论，学生将回答与第二部分选读诗歌有关的相

关问题(10 分钟)，并针对第二部分选读作品的其中一部进行讨论。(30分)

고은의 시15작품

只有 HL: 엄현옥 수필5편 작품

功课任务范例 <시간적 배경과 공간적 배경>

Ø 이 작품의 시간적/공간적 배경은 무엇이며, 주제와 관련하여 어떠한 역할을 하고

있는가?

评量题型、方式与时间国际文凭大学预科课程的韩国文学标准

所需教具文学文本

父母/监护者能提供之协助: 确定学生固定且广泛地阅读，包括虚构小说和专题论文

实用网路资源 EBSCO, DBPIA, KISS

相关活动韩文文本阅读

联络人韩文部主任朴美宣(音译)小姐 (电子邮箱：[email protected])

十二年级韩文教师康炳圭(音译)先生 (电子邮箱：[email protected])

韩国文学（十三年级）本课程是建构于文学与我们对于世界的认识、诠释与体验习习相关的假说上。文学研究可以被视为探索文学表现复杂情感追求、焦虑、喜悦和恐惧的各种方式，而这样的情绪都是与人类的日常生活息息相关的。这使我们对于持续发展的人类创作有更深一层的理解，同时也使我们的思考模式变得更独立、独特、具批判性和清晰。研究文学也使我们更加重视想像力，以及理解诠释文学作品的多元观点。


第一半学期

(八月-十月)

第一部分：翻译文学(1)

在课程的这一部份，学生将透过深入阅读来学习翻译文学。我们鼓励学生尊重、欣赏不同文化背景的观点何看法，并思考文化在文学作品中所扮演的角色。

요시모토 바나나의 키친

第二半学期


第一部分：翻译文学(2)

写作功课(25%)

·学生以第一部分选读作品为题，撰写一篇心得感想与文学论文(25分)

·心得感想篇幅文长介于三百到四百字之间，文学论文介于一千两百字

至一千五百字之间。

카프카의 변신 외 중,단편 5작품

只有 HL: 파트리크 쥐스킨트의 향

수

第三半学期

(一月-二月)

第三部分：文学类型(1)- 长篇小说

在第三部分，我们将挑选一些同类型的文学作品并深入研读。每个类型都具有独特的写作技巧，并被视为该类文学的共同惯例，作家运用这些惯例和其他文学特征，以达到特定的艺术目的。

춘향전

第四半学期

(二月-四月)

第三部分：文学类型(2)- 长篇小说

写作测验论文报告 2(短文)

在本部分所选读的文学作品将为之后对比研究建立框架，我们将透过此框架探索与此类型作品有关的文学惯例和特征。

이문열의 선택

夏季学期

(四月-六月)

第三部分：文学类型(3)- 长篇小说论文报告 2：短文(1小时 30分钟)

·本论文中包括三个问题、问题分别对应至各个文学类型

·学生选择一个问题作答、撰写一篇短文，短文最少须以第三部分选读

作品中的两部为写作根据。(25 分)

은희경의 새의 선물

只有 HL:황순원의 나무들 비탈에

서다.

功课任务范例 장편소설

1. 공부했던 적어도 두 작품의 장편소설을 예로 들어, 두 가지 이상의 이야기가 전

개되는 복합적인 구성의 의도와 그 효과는 무엇인지 비교, 대조하시오.

评量题型、方式与时间国际文凭大学预科课程的韩国文学标准

所需教具文学文本


实用网路资源 EBSCO, DBPIA, KISS

相关活动韩文文本阅读

联络人韩文部主任朴美宣(音译)小姐 (电子邮箱：[email protected])

十三年级韩文教师康炳圭(音译)先生 (电子邮箱：[email protected])

韩国语言与文学（十二年級）

语言A：语言与文学课程的目标为发展学生的文本分析能力、对于文本的理解力，并能够自动、同步地建立文学、非文学文本和文化导向阅读练习之间的连结。在本课程中，学生将透过具备文化导向与创造、接收的情境的阅读练习，了解正式的语言元素是如何在文本中创造意义，并探索意义是如何受到影响的。


第一半学

期(八月-十月)

第一部分：文化情境下的语言(包括两个主题)

在课程的此部分，学生将有机会探索语言如何在特定语境下发展、如何为世界带来影响，以及语言是如何形塑不同个体和群体的身份认同。学生在学习此部分时，应该特别关注语言与世界上各个不同区域的意义建立、对于特定议题的认知的关系。

写作作业：

HL 和 SL 学生都必须缴交一份写作作业，文长约 800到 1000 字，探讨本课程中学习内容的某一面向。

第二半学

期(十一月-十二月)

第二部分：语言和大众沟通

在第二部分中，学生将思索语言是如何应用于媒体中。在本部分中，我们也将提出关于传播文字的媒介是如何影响文字产生与接收的相关议题。

写作作业：

学生将透过本写作作业，选择一个有创意的方式来探讨本课程中学习内容的某一面向。

第三半学

期(一月-二月)

第四部分：文学 - 批判研究 (包括一个作品)

学生将参与一个批判测验，测验内容节录自在语言 A：语言与文学课程的第四部分的选读作品。

尹东柱的诗作李文求的“果川文”或是黄顺元的短篇小说

第四半学

期(二月-四月)


李文烈的中篇小说（只有 HL学生）

夏季学期

(四月-六月)


IOC(个人口头评论)：学生将针对一段节录自课程第四部分中选读作品的内容进行评析，之后将进行相关的讨论和提问

功课任务范例创意写作（正式、非正式书信、访问、日记），诗歌或小说分析，口头报告

评量题型、方式与时间写作作业和全年级的模拟考

所需教具文学文本：李文求的果川文、尹东柱的诗作、李文烈的我们扭曲的英雄


实用网路资源 JSTOR, EBSCO, DBPIA, KISS

相关活动

联络人韩文部主任朴美宣(音译)小姐 (电子邮箱：[email protected]) 韩文国际文凭课程教师康炳圭(音译)先生 (电子邮箱：[email protected])

韩国语言与文学（十三年级）语言A：语言与文学课程的目标为发展学生的文本分析能力、对于文本的理解力，并能够自动、同步地建立文学、非文学文本和文化导向阅读练习之间的连结。在本课程中，学生将透过具备文化导向与创造、接收的情境的阅读练习，了解正式的语言元素是如何在文本中创造意义，并探索意义是如何受到影响的。


第一半学

期(八月-十月)

第一部分：文化情境下的语言

(包括两个主题)

写作作业：

作业二将以批判性回应为形式，不过只是 HL课程的指定作业。作业二为一批判性回应，学生将回应六个问题的其中一个。这六个指定问题为开放性问题，并希望尽可能地涵盖更多的范围，使学生可以针对文本探索、发展其回应。

第二半学


第二部分：语言和大众沟通

(包括两个主题)

第三半学

期(一月-二月)

第三部分：文学- 文字与情境

意义是一个被文化、情境形塑出来的文字，它同时也是由读者带来之回应所形塑的。文学文本并不是无中生有的，而是受社会情境、文化传统和历史改变的影响。

卡勒德•胡赛尼的“追风筝的人”

第四半学

期(二月-

四月)


透过深入阅读文学文本，学生将能够思考文学与各式议题的关系，如：性别、权力和身份认同。我们鼓励学生思考文字是如何建构、改变文学和文化的传统。

金裕贞的短篇小说论文报告二(额外)：

学生将从六个问题中选一个，回应该问题并以第三部分的选读作品为基础写一篇短文。HL学生的问题也是相同的，但是评量的标准将有所差异。

夏季学期

(四月-六月)


阿特·斯皮格曼的视觉文学(只有 HL学生)

功课任务范例创意写作（正式、非正式书信、访问、日记），诗歌或小说分析，口头报告

评量题型、方式与时间写作作业和全年级的模拟考

所需教具文学文本：李文求的果川文、尹东柱的诗作、李文烈的我们扭曲的英雄


实用网路资源 JSTOR, EBSCO, DBPIA, KISS

相关活动

联络人韩文部主任韩文国际文凭课程教师朴盛德(音译)先生（电子邮箱：[email protected]）

英国语言与文学(十二年级) 语言Ａ：语言与文学包括四个部分－两个与语言研究有关、两个与文学研究有关，这四个部分分别是：第一部分－文化情境中的语言；第二部分－语言与大众沟通；第三部分－文字与情境；第四部分－文学：批判研究。

课程内容評量

十二年级

第一学期

(八月 –

十二月)

第二部分之研究(语言与大众沟通)

SL 和 HL 班级将学习沟通的不同形式，包括：新闻相关、博客、广告和专栏评论，并学习这些形式是如何提供信息、说服或是娱乐其读者。开始第三部分之研究(文字与情境)

SL 班级将仔细研读一部文本；HL班级将仔细研读两部文本。在十二年级期间，SL和 HL 班级都将阅读下列文本： ”玩偶之家“ 亨里克•易卜生著－戏剧 ”了不起的盖茨比“ 弗朗西斯•斯科特•菲茨杰拉德著－散文第三部文本－只有 HL班级需要阅读本文本，教师将会确保学生在第二半学期前充分了解本文本。

我们将举行正式的 IB(国际预科文凭)评量－ FOA(扩展口头活动)。此评量将占总成绩的 15%。学生将会以第二部分所学为基础创造出一份写作作业(1a)，占总成绩的 20%。SL 和 HL班级都将进行这些评量。

十二年级

第二学期

(一月 –

三月)

第一部分的研究(语言与文化情境)

SL 和 HL 班级将会学习读者和目标是如何受到文本的内容和结构影响的。我们将会学习分析语言改变所带来的影响，以及语言和意义是如何被文化和情境形塑的。继续第三部分的研究(文字与情境)

SL 班级机会在第二半学期阅读第二部文本；HL班级将会被要求在十二年级与十三年级之间的暑假阅读第三部文本。在这之后，我们将会进行短文写作，以为内部年终测验做准备。文本分析/对比文本分析(写作报告一)

SL 和 HL 班级机会研究不同的新文本，包括：文章、博客、广告、小册子等等。SL班级将会进行文本对比分析，本次作业是为了内部年终测验做准备。

SL 班级：将以第一部分的内容为基础完成第二个写作作业(1B) HL 班级：将完成写作作业二，学生将依照老师所给的问题完成一篇短文，写作形式为批判性回应，且得与第三部分选读文本中的其中一本相关。SL学生和 HL学生都将完成此短文练习。完成文本分析练习(SL)或是文本对比分析(HL)。

十二年级

第三学期

(四月 –

六月)

继续第一部分的研究(文化情境中的语言)

我们将结束此部分的学习。

SL 和 HL 班级都将准备、报告第二个 FOA(扩展口头活动) 只有 HL班级必须完成第二份写作作业(1b)的初稿。

父母/监护者能提供之协助: 鼓励孩子定时参与课程所规定的阅读课程，利用放假时间预先阅读文本和复习之前读过的文本。

实用网路资源教师会依照不同的课程提供实用的相关网站。学生也应该独立地利用搜寻引擎，例如：Safari 浏览器和谷歌以搜寻能够补充相关知识的材料，特别是评论文，以及与文本文化背景相关的信息。

联络人英文部主任 G 海尔(音译)先生

英国语言与文学（十三年级）语言Ａ：语言与文学包括四个部分－两个与语言研究有关、两个与文学研究有关，这四个部分分别是：第一部分－文化情境中的语言；第二部分－语言与大众沟通；第三部分－文字与情境；第四部分－文学：批判研究。

课程内容評量

十三年级

第一学期

(八月 –

十二月)

第四部分(文学：批判研究)

SL 和 HL 班级都必须阅读文本，已准备 IOC(个人口头评论)。每个班级的教师会各自挑选诗作和剧作作为本部分的选读作品，每个班级所选之作品可能不同。教师将会在十二年级的暑假前特别告知学生哪两部作品(剧作与诗作)是他们的暑期指定阅读。可能被挑选的作品包括：“马克白”；“奥赛罗”；“吾子吾弟”；泰德．修斯、谢默斯•希尼、希薇亚•普拉斯的诗选。学生必须与他们十二年级的教室确认他们应该读的作品为何。只有 HL学生得阅读第三部作品：弗朗西斯•斯科特•菲茨杰拉德的“了不起的盖茨比” 在阅读作品时，学生皆必须有对于作品有深刻的了解，才能充分为 IOC(个人口头评论)做准备。学生必须为了准备模拟测验而复习。

SL 和 HL 学生都必须进行正式的国际预科文凭评量－IOC(个人口头评论)。此评量占总成绩的 15%。SL班级的 IOC 测验范围为两部选读作品的其中一部，HL班级的IOC 测验范围则为三部选读作品中的其中一部。IOC 测验将于十一月或十二月举行。所有班级都将完成一份期末写作作业(1c)。

十三年级

第二学期

(一月 –

三月)

模拟测验后的学习

在完成模拟测验之后，我们机会进行完整地复习第三部分的选读作品。这些作品包括：SL和 HL 学生都必须读的“玩偶之家”和只有 HL学生必须读的“德古拉”。我们也将些许地调整学生的分析技巧，以确定学生能够妥善地为期末测验做准备。复习将会是本半学期的课程重点，并会给学生机会练习过去的期末测验题目。同时我们也将仔细地补强学生较弱的环节。

学生必须进行短文练习(论文报告 2)，SL学生将完成文本分析(论文报告2)，而 HL学生将完成文本对比分析(论文报告2)。


实用网路资源教师会依照不同的课程提供实用的相关网站。学生也应该独立地利用搜寻引擎，例如：Safari 浏览器和谷歌以搜寻能够补充相关知识的材料，特别是评论文，以及与文本文化背景相关的信息。


英国文学Ａ(十二年级) 语言A：文学是个具弹性的课程，教师能够从一作者的清单中挑选作品，并且建构一个符合学习者特别需求与趣向的课程。本课程总个可以分为四个部分，每个部分有不同的学习焦点。第一部分－翻译作品；第二部份－深入学习；第三部分－文学类型；第四部分－选读。

课程内容評量

十二年级

第一学期

(八月 –

十二月)

第四部分的研究(选读)

SL 和 HL 皆要阅读三部作品，包括一部剧作、一本诗选和一部小说。学生必须仔细阅读每部作品，以深入认识、学习文学术语。 SL 班级应该阅读下列作品：

“不可儿戏” 奥斯卡·王尔德著－戏剧

“生命中不可承受之重” 奇努阿•阿切贝著－散文 “世界之妻” 卡洛•安•杜菲著－诗作 HL 班级应该阅读下列作品： “欲望街车” 田纳西•威廉斯著－戏剧 “我知道为什么笼中鸟高歌” 马雅•安杰洛著－散文(非虚构作品) 约翰•多恩的诗选－诗作开始第一部分的研究(翻译作品)

在本半学期中，我们最少会阅读一部翻译作品。可能是一部翻译小说或是剧作。教师会在第四部分研究课程结束之前，确定学生知道指定阅读作品为何。

测验的范围为三部选读作品中的其中一部。IOP 测验将于十一月或十二月举行。口语互动；反思陈述；课堂应题写作－SL和HL 班级皆是

十二年级

第二学期

(一月 –

三月)

继续第一部分的研究

SL 学生将阅读第二部翻译作品；HL学生将阅读第二部和第三部翻译作品。第三部分的研究(文学类型)

SL 学生将阅读一部小说；HL学生将阅读两部小说。在这之后，学生将进行短文写作，以为内部年终测验(论文报告 2)做准备。教师机会确定学生在第一部分研究结束之前，知道接下来的指定阅读作品为何。本部分的选读作品包括：“简爱”和“咆哮山庄”。文学分析(SL)/ 文学评论(HL) (论文报告 1)

SL 和 HL 的学生都将分析未读过之诗作或篇章段落。SL学生将依循两个引导问题完成文学分析；HL学生将完成文学评论。

反思陈述；口头互动；课堂应题写作。在此半学期，学生将完成写作作业的初稿，此部分的作业将接受外部评分，占总成绩的 25%。SL 和 HL 学生皆适用。完成短文练习(论文报告 2) 完成文学分析(SL)－论文报告 1。完成文学评论(HL)－论文报告 1。

十二年级

第三学期

(四月 –

六月)

继续第三部分的研究(文学类型)

SL 学生将再阅读两本小说。HL学生也将在阅读两本小说。完成对比短文练习


实用网路资源教师会依照不同的课程提供实用的相关网站。学生也应该独立地利用搜寻引擎，例如：Safari 浏览器和谷歌以搜寻能够补充与已读过作品相关知识的材料，特别是评论文。

英国文学Ａ(十三年级) 语言A：文学是个具弹性的课程，教师能够从一作者的清单中挑选作品，并且建构一个符合学习者特别需求与趣向的课程。本课程总个可以分为四个部分，每个部分有不同的学习焦点。第一部分－翻译作品；第二部份－深入学习；第三部分－文学类型；第四部分－选读。

课程内容評量

十三年级

第一学期

(八月 –

十二月)

第二部分的研究(深入学习)

SL 学生将阅读两部作品，HL学生将阅读三部作品，并为 IOC(个人口头评论)做准备。只有 SL学生会读：

“理查三世；”约翰·济慈的诗选

只有 HL学生会读：

“哈姆雷特”；约翰·多恩的诗选；乔治•欧威尔的文选

学生在阅读每部作品时，都应该对作品有深入的理解，以为 IOC(个人口头评论)做充足的准备。学生必须为了准备模拟测验而复习。

SL 和 HL 学生都必须进行正式的国际预科文凭评量－IOC(个人口头评论)。此评量占总成绩的 15%。SL班级的 IOC 测验范围为两部选读作品的其中一部，HL班级的IOC 测验范围则为三部选读作品中的其中两部。IOC 测验将于十一月或十二月举行。

十三年级

第二学期

(一月 –

三月)

模拟测验后的学习

在完成模拟测验之后，我们将完整地复习第三部分的选读作品，包括：“简爱”、“咆哮山庄”和“哭泣的大地” 我们也将些许地调整学生的分析技巧，以确定学生能够妥善地为期末测验做准备。复习将会是本半学期的课程重点，并会给学生机会练习过去的期末测验题目。同时我们也将仔细地补强学生较弱的环节。

SL 和 HL 学生都应完成短文练习(论文报告2)。SL学生将完成文学分析(论文报告2)，HL 学生则将完成文学评论(论文报告2)。

十三年级

第一学期

(八月 –

十二月)

完成期末测验


实用网路资源教师会依照不同的课程提供实用的相关网站。学生也应该独立地利用搜寻引擎，例如：Safari 浏览器和谷歌以搜寻能够补充与已读过作品相关知识的材料，特别是评论文。


韩语Ｂ（十二年级）韩语Ｂ是一个附加的语言学习课程，本课程是为了具备韩语学习经验的学生而设计的。本课程的主要目标是语言的习得以及语言技能之发展。学生将学习不同的主题，包括：环境、名人、当代与历史事件、移民、音乐、艺术、菜肴、时尚与电影，以发展他们听、读、写、说和文化互动的能力。学习的文本类型包括：新闻故事、短篇故事、手册、广告、诗作、正式与非正式书信、剧作节录、社论、辩论、评论与访问。


第一半

学期(八月-十月)

核心：

在课程的这一部份，我们将关注国际议题，并特别聚焦于全球暖化这个重要的议题。选读：

习俗与传统：庆祝、社交与宗教活动，特别是重要的韩国活动(仲秋和谚文日)。

http://www.sejonghakdang.org/sjcu/home/main.do 延世韩语 3, 4, 5 和 6 梨花韩语 3, 4 和 5, 6 外国人韩语 5和 6 韩语新闻文章

第二半

学期(十一月-十二月)

选读：在课程的这一部份，我们将发展与空闲时间、兴趣、休闲活动和运动等主题相关的语言能力与认识。核心：学生将发展与沟通、媒体相关主题之语言能力与认识，并将话题延伸至网路和智慧型手机。


第三半

学期(一月-二月)

核心：在本阶段，学生将把学习焦点转移到社交关系上。


第四半

学期(二月-四

月)

选读：学生将开始学习自然科学与科技、道德与科学领域的议题，特别是人工科技。


夏季学

期

(四月-六月)

选读：

习俗与传统：敬祝、社交和宗教活动(父母节、教师节以及韩国的其他节日)


功课任务范例写作(短文、新闻报导、书信、博客、日记和演讲)；研究计划；报告和独立延伸阅读

评量题型、方式与时间单元中、单元结束评量与年度测验

所需教具主题书和学习单(由学校提供)；笔；荧光笔

父母/监护者能提供之协助: 确定孩子固定且广泛地阅读韩文书籍，观赏、听韩文新闻，在现实生活中使用韩文，用韩文写日记、看韩文电影或韩文电视剧

实用网路资源 http://www.sejonghakdang.org/sjcu/home/main.do http://talktomeinkorean.com/ http://www.hani.co.kr/

相关活动韩文报纸、韩国文化社团、韩国历史漫画、韩文媒体社团

联络人韩语部主任韩语Ｂ教师金惠香(音译), [email protected]

韩语Ｂ（十三年级）韩语Ｂ是一个附加的语言学习课程，本课程是为了具备韩语学习经验的学生而设计的。本课程的主要目标是语言的习得以及语言技能之发展。学生将学习不同的主题，包括：环境、名人、当代与历史事件、移民、音乐、艺术、菜肴、时尚与电影，以发展他们听、读、写、说和文化互动的能力。学习的文本类型包括：新闻故事、短篇故事、手册、广告、诗作、正式与非正式书信、剧作节录、社论、辩论、评论与访问。


第一半

学期(八月-十月)

核心：

在课程的这一部份，学生将再次学习与社交关系有关的内容，同时也将探讨禁忌与现今社会对于禁忌的态度。核心：

延续第一年所学的全球议题，这次我们将再次讨论相关的议题，并将焦点聚集于食物上。


第二半

学期(十一月-十二月)

选读：

在课程的这一部份中，我们将深入了解健康相关领域，包含不同的当代议题如：压力、饮食和整形手术。


第三半

学期(一月-二月)

核心：

延续第一半学期所学的全球议题，我们将再次探讨相关议题，这次的主题则是种族主义。在本半学期的后半，我们将学习文化多样性和移民有关的议题。


第四半

学期(二月-四月)

核心：

学生将发展与沟通、媒体相关的语言能力和认识，尤其是电视相关议题。选读：科学与科技和可再生能源


夏季学

期

(四月-六月)

选读：

在本课程的最后一部份，我们将聚焦于文化多样性和移民。 http://www.sejonghakdang.org/sjcu/home/main.do 延世韩语 3, 4, 5 和 6 梨花韩语 3, 4 和 5, 6 外国人韩语 5和 6 韩语新闻文章

功课任务范例写作(短文、新闻报导、书信、博客、日记和演讲)；研究计划；报告和独立延伸阅读

评量题型、方式与时间单元中、单元结束评量与模拟测验

所需教具主题书和学习单(由学校提供)；笔；荧光笔

父母/监护者能提供之协助: 确定孩子固定且广泛地阅读韩文书籍，观赏、听韩文新闻，在现实生活中使用韩文，用韩文写日记、看韩文电影或韩文电视剧

实用网路资源 http://www.sejonghakdang.org/sjcu/home/main.do http://talktomeinkorean.com/ http://www.hani.co.kr/

相关活动韩文报纸、韩国文化社团、韩国历史漫画、韩文媒体社团

联络人韩语部主任

韩语Ｂ教师金惠香(音译), [email protected]

IB 初级中文（十二年级）

这些课程为普通课程，是为中文能力非常有限或是没有任何中文学习经验的学生而设置。学习一个新语言能够让学生认识其他人的生

活方式，并且透过他人的眼睛来看世界。学生将能够对不同国家、语言有更深的了解。

课程内容推荐书单或延伸活

动

第一半学

期(八月-十月)

教育、就业与社区在课程的这一部份，我们将焦点放在语言习得上，透过发展接收、创造与互动技能达到这个目的。接收技巧是关于直接地理解书面和口语语言，创造技巧则是能够有效率地书写、说目标语的能力。最后一个面向则是互动技巧，也就是有效理解与回应书写和口语语言的能力。

第二半学

期(十一

月-十二月)

自然地理、城市与服务在课程的这一部份，我们将运用在第一半学期所习得的语言技能，认识自然地理，且透过个人、团体任务提升学生的语言技能。在此阶段，学生将会认识符合课程主题的不同类型文字。

第三半学

期(一月-二月)

食物与饮料、身体健康和运动课程的这一部份将会是第二半学期内容和语言技能的延伸，在本半学期，学生们将会透过许多各种不同种类的小组活动，发展与饮食、身体健康和运动相关主题之语言能力。

第四半学

期(二月-四月)

日常生活、个人细节和关系在此一阶段，课室将提供学生一个能够帮助他们使用目的语的环境，让学生能够有效地在此沟通。具备使用目的语沟通能力，帮助学生日后在日常生活的不同情境中以目的语沟通。同时我们也提供学生生活化且自然的学习教材，尽管这些教材经过编辑或简化，仍是为目的语使用人士日常生活中每天都会接触的内容。

夏季学期

(四月-六月)

天气、交通、娱乐与购物、假期在此一阶段，我们将鼓励学生练习接收、互动与创造技能，并借此发展其语言能力；透过积极地参与口语交流，听和说、或是以书写或口头的方式回应一段阅读材料等方法促进学生运用目的语互动。

评量题型、方式与时间单元中、单元结束时的评量，以及期末测验

父母/监护者能提供之协助: 确定孩子定时阅读和练习写作

实用网路资源 https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

相关活动中文书法社/ 中国剪纸社/ 中文杂志编辑社

IB 初级中文（十三年级）这些课程为普通课程，是为中文能力非常有限或是没有任何中文学习经验的学生而设置。学习一个新语言能够让学生认识其他人的生活方式，并且透过他人的眼睛来看世界。学生将能够对不同国家、语言有更深的了解。


第一半学期

(八月-十月) 媒体、现代沟通与科技在课程的这一部份，我们将学习媒体和现代沟通，并且进一步发展语言习得，我们将透过提升接收、创造与互动技巧与能力达到此目标。我们学习的内容包括词汇、语法结构、语体、发音与语调。

第二半学期


环境关怀

在这一部份，我们将透过在第一半学期所习得的语言能力探讨环境关怀议题，进行不同的个人和小组活动，以进一步提升学生的语言能力。

第三半学期

(一月-二月)

全球议题

在此一阶段，本课程将让学生能够透过积极参与口语交流活动、听与说，或是以书写或口说的方式回应一篇阅读材料，达到运用目的语沟通的目标。在本课程的最后，我们将探索全球议题。

第四半学期

(二月-四月)

测验复习活动

Ø 教师应确定学生已掌握测

验的类型和应试技巧。

夏季学期

(四月-六月)

IB(国际预科文凭)测验

Ø 为了IB测验而练习

功课任务范例短文写作/ 学习单/ 阅读文本

评量题型、方式与时间单元中、单元结束评量，以及期末测验

所需教具基本文具和练习本

父母/监护者能提供之协助: 确定孩子定时阅读和练习写作

实用网路资源 https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY


IB 中文Ｂ SL（十二年级）所有语言Ｂ的课程都符合具备基本中文二语(或是外语)能力学生之需求。本课程希望提供学生日后进一步学习目的语所需的语言技能，并且让学生对于目的语国家的文化有更深的认识，同时也提升学生使用目的语处理日常交流、社交的能力。本课程也提供学生有助于学习其他科目的工具。


动

第一半学

期(八月-十月)

社交行为、态度，关系与文化身份认同本次主题将聚焦在社交行为、关系和文化身份认同上。在此阶段，学生将学习如何写一篇叙述短文，并且能够写出正式的书信给他们的笔友。学生能够就关系、社交行为和态度等议题，以恰当的说服技巧与同侪进行讨论，同时试著从不同的角度来看事情。

第二半学


庆祝、社交与信仰活动，国家传统服饰与艺术学生将学习以中文写一篇关于中国城的叙述短文，接下来学生将学习如何写一封正式的书信，邀请他们的朋友在中国新年期间来中国。学生将透过阅读不同类型的文本，如：关于在中国当交换学生的文章、一则访问、叙述文，提升其理解能力。

第三半学

期(一月-二月)

庆典、礼节和礼仪食物学生将学习研究目的语国家和其他文化的禁忌与庆典，并且分析不同的观点，并在一篇议论文中发表其看法，学习如何运用策略和技巧以口语的方式发表自己的意见。学生也将学习如何使用合适的词汇与结构撰写一篇广告小册子与一封主题为抱怨的电子邮件。

第四半学

期(二月-四月)

能源储存，食物、水与全球暖化，气候改变，天然灾害学生几学习如何撰写一篇关于当今全球议题的议论短文。学生将知道如何写一篇演讲稿为全球暖化的现象发声，并提高大众对于全球议题的重视。

夏季学期

(四月-六月)

人类对于自然的影响学生将学习更多关于中国与全世界的议题，分析不同的观点，并在一篇议论文中发表其看法，并学习运用策略和技巧以口语的方式表达自已的意见。学生将学习如何运用摘要、立论、论证与做出选择，讨轮出能够改善全球议题的策略。

父母/监护者能提供之协助: 确定孩子定时地阅读与练习写作

实用网路资源 https://www.thechairmansbao.com www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

IB 中文Ｂ SL（十三年级）

所有语言Ｂ的课程都符合具备基本中文二语(或是外语)能力学生之需求。本课程希望提供学生日后进一步学习目的语所需的语言技能，并且让学生对于目的语国家的文化有更深的认识，同时也提升学生使用目的语处理日常交流、社交的能力。本课程也提供学生有助于学习其他科目的工具。


动

第一半学期

(八月-十月)

沟通与媒体中的偏见学生将学习如何以媒体为题撰写一篇议论文。学生将知道如何撰写一篇演讲稿提高大众对于媒体可能为社会与人们带来影响之重视。学生将学习如何写一本小手册、透过议论文发表自己的观点，并且学习运用策略和技巧以口语的方式表达自已的意见。

第二半学期


科学与科技学生将学习如何撰写一篇关于全球议题的议论文，特别是与科学和科技相关的议题。学生将知道如何撰写一篇演讲稿使大众意识到信息科技对于社会与个人可能带来之影响。

第三半学期

(一月-二月)

自然与科技学生将学习如何撰写一本小手册、以议论文发表自己的观点，并学习使用策略和技巧以口语的方式表达意见。

功课任务范例造句/ 短文写作/ 学习单/ 阅读文本/ 创造对话/ 唱中文歌

评量题型、方式与时间单元中、单元结束评量，以及期末测验

所需教具基本文具与练习本

父母/监护者能提供之协助: 确定孩子定时阅读与练习写作

实用网路资源 https://www.thechairmansbao.com www.ehanzi.com http://www.archchinese.com


联络人中文部主任刘珍妮(音译)

十三年级中文教师

欧洲语言初级法文与初级西文（十二年级）在法文课和西文课中，我们希望提高学生对于语言的热情。透过学习法文和西文，我们希望学生能够发展一项技能，使他们对于语言的功能有更深的认识。发现新的文化，使学习变得更有意义。


第一半学

期(八月-十月)

学生对于目的语和其文化并没有任何了解，所以我们鼓励学生学习法文/西文，以及使用法文/西文的国家。在本半学期中，我们将学习许多不同的文法、文化面向，例如：打招呼的礼仪、传统菜肴、服饰与饮食习惯、地理知识，像是国家、城市的位置、城市中的不同区域等等。

我们鼓励学生阅读欧洲语言部门中的各式杂志，对于课堂所学有更深的了解。

第二半学

期(十一

月-十二月)

现阶段，学生已经知道如何使用现在式，所以我们将学习过去式，并以过去式描述过去的一个假期。他们将会透过学习天气、住所和节日活动加深其词汇量。

第三半学

期(一月-二月)

在本半学期中，我们将学习学校生活的各个面向，也会学习法国/西班牙以及其他国家一年之中的不同庆典

我们鼓励学生多使用词汇网站。学生应确实地再次检视并修改其写作作业。

第四半学

期(二月-四月)

为了完成第一年的课程，学生将研究健康的生活方式，并且检视自己的饮食、运动习惯，以追求更健康的生活型态。身为一个青年人，他们的在社会中所扮演的角色将会是本半学期的重要主题之一，包括：偏见、权力与友情，搭配一系列的文法结构和主题词汇。

夏季学期

(四月-六月)

作为本年度课程的最后总结，我们将检视法文/西文使用国家之购物行为是如何在过去几年之间受到线上购物的影响，以及市中心的改变和变化。

我们鼓励学生定期透过书籍和电影练习听和说的技能

功课任务范例学生将准备一个两分钟的叙述，以本学期学过的内容描述一张图片。学生应该能够回答许多不同的问题。

评量题型、方式与时间全年都有定期口说、写作、阅读和听力评量

所需教具练习本、单字书、资料夹

父母/监护者能提供之协助: 父母能够帮忙检查回家功课是否完成，复习单字将会是学生最需要帮助的部分。

实用网路资源 https://quizlet.com languages online 网站 https://www.linguascope.com

相关活动

欧洲语言初级法文与初级西文（十三年级）

在法文课和西文课中，我们希望提高学生对于语言的热情。透过学习法文和西文，我们希望学生能够发展一项技能，使他们对于语言的功能有更深的认识。发现新的文化，使学习变得更有意义。


第一半学

期(八月-十月)

学生将学习在不同节日所进行的活动。本章节将提供学生学习目的语国家习俗与传统的机会。透过关于节日的单元，学生将能够谈论他们能够拜访的不同地方、天气、交通与旅游。学生将使用不同的时态，特别是过去式。

我们鼓励学生依据课程主题多阅读不同的文章。为了写作作业和口语测验而做准备是必要的。

第二半学

期(十一

月-十二月)

在沟通与媒体这个主题中，我们将研究不同的获取新闻平台，例如：广播、电视、网路。我们也会学习社交媒体和广告。在教育单元中，我们将研究和比较学生国家的教育体系。关于受教育的权利也是我们讨论的主题之一。学生的未来计划、他们想要做什么、未来的职业规划为何，也是我们讨论的主题。

第三半学

期(一月-二月)

在本半学期中，学生将检视不同的艺术形式。认识电影、剧场、音乐和民俗的重要性，是我们的课程重点，同时我们也将比较学生国家的艺文活动。在身体健康的单元中，我们将讨论维持健康的重要，并聚焦在运动、休闲活动、饮食和睡眠时间的重要性。

我们建议学生经常使用词汇网站。学生应确实地再次检视并修改其写作作业。

第四半学

期(二月-四月)

在本半学期中，我们将探索与环境相关的主题。我们将讨论全球议题、我们的世界正在面临什么危机，以及我们应该怎么保护地球。我们也会学习新的科技，以及检视科技是如何改变我们的生活的。

夏季学期

(四月-六月)

学生将准备进行 IB(国际预科文凭)测验。学生应该固定阅读、完成写作作业。

功课任务范例学生将准备一个与课程主题相关、长约两分钟的图片叙述。学生应该具备回答不同问题的能力。

评量题型、方式与时间在这一整学年之间，我们将有定期的说写读听评量。

所需教具练习本/ 单字书/ 资料夹

父母/监护者能提供之协助: 家长应该帮忙确认学生的回家功课是否完成。


相关活动

欧洲语言法文与西文Ｂ（十二年级）在法文课和西文课中，我们希望提高学生对于语言的热情。透过学习法文和西文，我们希望学生能够发展一项技能，使他们对于语言的功能有更深的认识。发现新的文化，使学习变得更有意义。


第一半学

期(八月-十月)

在第一半学期中，我们将讨论不同的主题包括：家长角色的转换；家庭型态的改变；年轻人对于家人的态度；家庭冲突。朋友的性格与角色；朋友的重要；与朋友的冲突；友情与爱得比较等等也是我们将学习的主题之一。对于婚姻或同居态度的改变；家庭内角色的改变；分居与离婚；单身的优点与缺点等等则是我们最后一部份要讨论的主题


第二半学

期(十一

月-十二月)

学生将讨论不同的电影类型与不同人对于电影的偏好。他们将会讨论电影的地位与带领的潮流，包括时尚及其影响、形象的改变、消费主义、购物行为作为休闲活动。

第三半学

期(一月-二月)

在本半学期中，我们将讨论我们与他人使用网路的习惯，网路受欢迎的程度，接触网路的细节、频率与目的。学生将能够描述与讨论网路的发展潜力与潜在危险，以及避免危险发生应该采取的策略。


第四半学

期(二月-四月)

在课程的这一部份，我们将研究广告的目的，以及潜在的广告技巧。

夏季学期

(四月-六月)

在十二年级的最后一部份，学生应该具备谈论不同类型、起因和影响的污染。作为延伸的话题，我们也探索减少污染的方法，讨论作为个题与群体的一部份，应该采取什么行动减少污染，最后则是交通议题与污染的关联。

学生应该固定阅读、完成写作作业。

功课任务范例学生将准备一个与课程主题相关、长约四分钟的图片叙述。学生应该具备回答不同问题的能力。





相关活动

欧洲语言法文与西文Ｂ（十三年级）在法文课和西文课中，我们希望提高学生对于语言的热情。透过学习法文和西文，我们希望学生能够发展一项技能，使他们对于语言的功能有更深的认识。发现新的文化，使学习变得更有意义。


第一半学

期(八月-十月)

在本半学期中，学生将学习以下主题，并研究/分析下列关键问题：我们能够在什么地方发现歧视，以及何为正向的歧视？什么是国家的刻板印象，以及其准确度如何？产生刻板印象的原因和刻板印象可能带来的后果。最后，我们也会讨论包含少数群体的国家。


第二半学


我们将会介绍关于文化多样性的主体，并且从地理和历史的观点来探讨文化、殖民主义和身份认同议题。接著，课程的主题则是国际文化，以及如何运用特定词汇定义国际文化。

第三半学

期(一月-二月)

我们将介绍关于人权的主题，并且以历史与当代的角度讨论相关的议题。透过这样的过程，我们进而能对于人权组织有更全面的认识。在此阶段，我们也将 TOK 融入于课程当中，并且包含不同的想法和概念。

·完全的自由等于无政府状态吗？

·在什么情境下，是能够为了维护他人的自由而限制一个人的自由的？

·应该为了支持特定团体组织而给予特权吗？

·为什么在正式用语中有与理想情境有关的负面专有词汇？


第四半学

期(二月-四月)

在最后的半学期中，我们将探讨战争与和平、所有战争的起源和后果。在课程中，我们也将讨论“世界是否正在往国际和平的状态发展”。在本单元，我们将会讨论许多问题，例如：

·我们能够以和平之名要求特定群体牺牲吗？

·如果你的国家发生战争，你会怎么做？

·你愿意为了什么而战？

功课任务范例学生将准备一个与课程主题相关、长约四分钟的图片叙述。学生应该具备回答不同问题的能力。





经济（十二年级）

在IB(国际预科文凭)经济课程的课程目标是发展学生的对于知识的好奇心和独立调查的能力，特别是针对具有强烈主题性的知识，应用理论于不同的情境中，从不同权益人观点出发，进行分析以归纳出最具公信力与公正的计划、提案和概念。


第一半学

期(八月-十月)

HL 和 SL 学生皆适用：

·经济学简介

·需求、供给、市场机制与弹性

·政府干预市场

HL 学生必须额外学习关于供需曲线的基本数学模型，以及非对称信息和垄断市场与市场失灵之间的关联性。

课本第一、二、三章定期阅读一定数量的优质新闻文章，特别是与独立市场有关的，如：农业、房地产或消费品。惠勒第一、二章

第二半学

期(十一

月-十二月)


·市场失灵－公共财，外部性

·应对市场失灵的政策

HL 学生须额外探讨非对称信息、垄断市场与市场失灵的关联性。

课本第四、五章定期阅读一定数量的优质新闻文章，特别是与下列议题有关的：烟草、酒精与食品消费；世界各地之教育与健康服务。惠勒第三、四、五章

第三半学

期(一月-二月)

在本学期之初，学生将完成内部评量，内容与他们阅读过的微观经济新闻文章有关。 HL 和 SL 学生都将学习：

·围观经济简介和所得循环模型

·计算GDP(国内生产总值)和评估在他们所选择的国家中一般水平之生活

品质的开销

·从新兴古典经济学派和凯恩斯的观点来计算经济的供需模型

所有学生都需要进行一个独立研究，自己选择一个国家，并从微观经济的观点来分析该国家 HL 学生必须额外学习计算 GDP的方法

课本第八、九章定期阅读一定数量的优质新闻文章，特别是与其选择国家之宏观经济环境相关的文章。惠勒第八、九章

第四半学

期(二月-四月)


·继续研究计算供给与需求的理论观点

·失业率

·通货膨胀

HL 学生将额外学习失业率和通货膨胀的数学计算方法，不管在失业率、通货膨胀与乘数之间是否平衡

课本第十章定期阅读一定数量的优质新闻文章，特别是与其选择国家之失业率、通货膨张相关的文章。惠勒第十章

夏季学期

(四月-六月)


·年终测验

·经济成长

·股权

·需求方解决宏观经济问题的方法

·供给方解决宏观经济问题的方法

HL 学生将额外学习与经济成长、股权相关之数学计算。在暑假结束之后，学生将利用他们所搜集的研究资料，完成他们所选择之国家的宏观经济分析报告。

课本第十一、十二章定期阅读一定数量的优质新闻文章，特别是与其选择国家之经济成长、股权与政策相关的文章。

功课任务范例数据整理与短文报告，报章文章统整，研究报告和辩论主题，海报创作，心智图与笔记记录。HL学生将进行计算和图表制作练习活动。

评量题型、方式与时间学生每半学期将接受一次常态评量(夏季学期除外，在夏季学期将由内部测验取代之)。评量有可能已回家功课的方式进行。

所需教具学校将提供由埃利•特拉盖克斯所编辑之 IB(国际预科文凭)经济学第二版作为主要教科书，以及查

尔斯·惠勒的赤裸裸的经济学做为阅读书籍。学生将会需要一枝荧光笔、紫色原子笔以纪录其学习

进程、一把尺。HL学生将会需要一台计算机。

父母/监护者能提供之协助: 确定学生以本科目的内容为基础进行定时且广泛的阅读；讨论适合的经济议题；从当地基本知识进行推论，并鼓励学生推断出可能的结论以及其原因。

实用网路资源任何世界各地有质量且可信的新闻网站，免费的尤佳。图书馆有经济评论、经济学简介，以及许多不同的相关书籍与杂志，包括：经济学人。

相关活动岛人和平衡(暂译)杂志；2020经济展望竞赛；IFS(国际金融统计)学生投资者竞赛；商业课外活动项目；发展商业计划。另外，经济部也会定期分享许多校外机构或是世界顶尖大学所举办的短文竞赛，如亚洲英基学校联盟。积极参与经济与商业管理社群的活动，向其他会员发表短篇报告。

联络人经济部主任雷蒙·玛尔(音译)

十二年级经济教师阿如妮．包里瓦伊恩．葛尔特罗伯．厄尔请从联系入口找到正确的教师并与之连络

经济（十三年级）在IB(国际预科文凭)经济课程的课程目标是发展学生的对于知识的好奇心和独立调查的能力，特别是针对具有强烈主题性的知识，应用理论于不同的情境中，从不同权益人观点出发，进行分析以归纳出最具公信力与公正的计划、提案和概念。


第一半学

期(八月-

十月)


·所有学生皆必须完成内部评量，范围是他们在报章文章中所读过与宏观经济相关的

内容 HL 学生必须学习：

·长期和短期的公司成本结构，收入曲线和利润最大化原则

·完全竞争的市场结构，垄断市场，垄断性竞争和寡头垄断

SL 学生必须学习：

·国际贸易，贸易保护主义与贸易保护主义的办法

·汇率的决定因素，汇率改变对于商业、消费者和经济运作的意义为何

HL 学生应读课本第六、七章，SL学生应读课本第十三、十四章定期阅读一定数量的优质新闻文章，HL学生应该读与公司行为有关的文章，SL学生应该读与国际贸易、贸易保护主义有关的文章。

第二半学

期(十一

月-十二

月)

HL 学生应该学习：

·国际贸易、贸易保护主义和贸易保护主义的方法

·汇率的决定因素，汇率改变对于商业、消费者和经济运作的意义为何

·比较固定利率和浮动利率

·组成国际收支平衡表的要素

·解决国际收支逆差的方法

·国家之间的经济整合

·贸易的专有名词

SL 学生应该学习：

·比较固定利率与浮动利率的制度

·使国家在国际间更有竞争力的政策

·国家之间的经济整合

·介绍发展经济学与评估发展的方法

HL 学生应读课本第十三、十四、十五章，SL学生应读课本第十四、十五、十六章定期阅读一定数量的优质新闻文章，HL学生应该读与国际贸易有关的文章，SL学生应该读与国际贸易与发展有关的文章。我们将在本学期末提供学生一本经济学简论(暂译)，以协助他们自己准备内部测验。

第三半学

期(一月-

二月)

HL 学生和SL学生皆适用：

·内部测验

·所有学生都必须完成内部评量，评量范围为他们所读过的报章文章中与国际有关内

容。 HL 学生应该学习：

·介绍发展经济学与评估发展的方法

·造成发展不佳的国内与国际因素，以及政府应该制定哪些政策应对


·造成发展不佳的国内与国际因素，以及政府应该制定哪些政策应对

·经济上已开发之国家将如何协助开发程度较低的国家

HL 学生和SL学生都应读课本第十六、十七章定期阅读一定数量的优质新闻文章，HL学生和 SL学生都应该读与经济发展有关的文章，之后我们将提供一个实用的网站。经济学简论(暂译)将协助学生复习相关主题。过往报告论文的手册

第四半学

期(二月-

四月)


·如果在上一个内部评量分数表现不佳，学生有一次机会再次进行一次内部评量，以

取代原本的成绩。 HL 学生应该学习：

·影响造成发展不佳的国内与国际因素，以及政府应该制定哪些政策应对

·经济上已开发之国家将如何协助开发程度较低的国家

HL 学生应读课本第十六、十七章，SL学生应阅读第十七、十八章。经济学简论(暂译)将协助学生复习相关主题。过往报告论文的手册

·开发中国家的政府应该如何采纳干预主义或是市场主导型政策。


·开发中国家的政府应该如何采纳干预主义或是市场主导型政策。

夏季学期

(四月-六

月)


·依照个别学生的需求，使用不同的复习策略复习适合的主题。

·完成一系列类似测验的问题，并依照学生的个别情形给予适合的回应。

教科书、经济学简论(暂译)和一本印有所有过往报告论文的手册。

功课任务范例数据整理与短文报告，报章文章统整，研究报告和辩论主题，海报创作，心智图与笔记记录。HL学生将进行计算和图表制作练习活动。

评量题型、方式与时间学生每半学期将接受一次常态评量(第三半学期除外，在该学期将由内部测验取代之)。评量有可能已回家功课的方式进行。

所需教具学校将提供由埃利•特拉盖克斯所编辑之 IB(国际预科文凭)经济学第二版作为主要教科书，以及埃利•特拉盖克斯所写的经济学简论，学生会在第二学期开始和内部测验开始之前拿到书。学生将会需要一枝荧光笔、紫色原子笔以纪录其学习进程、一把尺。HL学生将会需要一台计算机。

父母/监护者能提供之协助: 确定学生以本科目的内容为基础进行定时且广泛的阅读；讨论适合的经济议题；从当地基本知识进行推论，并鼓励学生推断出可能的结论以及其原因。

实用网路资源任何世界各地有质量且可信的新闻网站，免费的尤佳。图书馆有经济评论、经济学简介，以及许多不同的相关书籍与杂志，包括：经济学人。

相关活动岛人和平衡(暂译)杂志；2020经济展望竞赛；IFS(国际金融统计)学生投资者竞赛；商业课外活动项目；发展商业计划。另外，经济部也会定期分享许多校外机构或是世界顶尖大学所举办的短文竞赛，如亚洲英基学校联盟。积极参与经济与商业管理社群的活动，向其他会员发表短篇报告。

地理 SL(十二年级) 在 IB的地理课程中，目标将使学生具备理解人、地与环境的交互关系，以及了解透过资源的管理创造永续环境的能力。


第一半学

期(八月-十月)

考察与 IA评量-占学生 IB地理成绩25% IB 地理课程的核心概念与理论的入门人口变迁

• 了解人口分布、经济发展等等会影响人口结构的因素

阅读丹尼•达林和卡尔•李所著的“地理：观念简介”

第二半学


人口变迁(续)

• 评估与老龄化社会、鼓励生育、节制生育及性别平等等相关的人口政策

• 理解人口红利期的概念全球气候－脆弱性与适应力

• 自然与人类活动将如何影响全球能源平衡，以及其对地方、社会与环境系统的影响

阅读保罗•克里尔所著的“在底层的十亿人”

第三半学

期(一月-二月)

全球气候－脆弱性与适应力(续)

• 回应气候变迁及掌握决策的可能性

浏览英国卫报环境版的网页 https://www.theguardian.com/uk/environment

第四半学

期(二月-四月)

全球资源的消耗与安全性

• 资源的压力将如何影响地方未来的安全，及食物、能源与用水安全的重要性和交互关系

阅读詹姆士．勒拉克所著的系列书籍“盖雅：有生命力星球的理论”及“盖雅：地球生命新观”(暂译)

夏季学期

(四月-六月)

全球资源的消耗与安全性(续)

• 了解资源管理和永续发展目标的作用

比较千年发展目标和永续发展发展目标

功课任务范例个案研究、发表准备、推论性短文

评量题型、方式与时间完成单元评量、短文、形成性与总结性的评量，及十二年级模拟测验

所需教具基本文具

父母/监护者能提供之协助: 确保学生能准时完成课程作业，与购买线上教科书，以及鼓励更新时事并应用到课程所学中

实用网路资源登录 Geographyalltheway http://www.geographyalltheway.com/ib_geography_2019.htm 定期浏览英国卫报环境版 https://www.theguardian.com/uk/environment

相关活动保育团体和 MUN

联络人部主任凯特．佛勒(音译)

地理 SL(十三年级) 在 IB的地理课程中，目标将使学生具备理解人、地与环境的交互关系，以及了解透过资源的管理创造永续环境的能力。


第一半学

期(八月-十月)

地质灾害

• 地质活动造成地震、火山与块体运动的危险 • 这些地质灾害是如何影响世界不同地区的人们

调查火山学家卡夫特夫妇的一生

第二半学


地球物理地理学

• 减少人类受到地质灾害影响的可能性粮食与健康

• 衡量食物和健康差异的方法 • 自然和人类活动是如何影响粮食的生产与消费，以及疾病的发生和

传播

研究并讨论“气候变迁将会增加人类受到地质灾害的影响” 定时地浏览 BBC 健康网站http://www.bbc.com/news/health，了解现代有关健康与疾病的议题

第三半学

期(一月-二月)

粮食与健康(续)

• 不同利益相关者对饮食和健康影响的力量 • 永续农业和改善健康的未来可能性

浏览世界卫生组织的网站 http://www.who.int/en/

第四半学

期(二月-四月)

复习在 IB地理课程中地方、过程、权力和可能性的关键概念复习信息图表

利用心智绘图了解课程中的概念以及学过的地方的相互关系

夏季学期

(四月-六月)

准备测验


评量题型、方式与时间完成单元评量、短文、形成性与总结性的评估，及十三年级模拟测验





联络人部主任凯特．佛勒(音译)

十三年级地理教师请从学校入口网站找到贵子弟教师的名字

地理 HL (十二年级) 在 IB(国际预科)的地理课程中，目标将使学生具备理解人、地与环境的交互关系，以及了解透过资源的管理创造永续环境的能力。


第一半学

期(八月-十月)

考察与 IA测验-占学生 IB地理成绩25% IB 地理课程的核心概念与理论的入门人口变迁

• 了解人口分布、经济发展等等会影响人口结构的因素

阅读保罗•克里尔所著的“在底层的十亿人” 阅读丹尼•达林和卡尔•李所著的“地理：观念简介”

第二半学


全球资源消耗与安全 • 资源的压力将如何影响地方未来的安全，以及粮食、能源和水资源

安全的重要性与交互关系。了解资源管理。

阅读詹姆士．勒拉克所著的系列书籍“盖雅：有生命力星球的理论”及“盖雅：地球生命新观”(暂译)

第三半学

期(一月-二月)

全球气候－脆弱性与适应力

• 自然与人类活动将如何影响全球能源平衡及对地方、社会与环境系统的影响

• 了解资源管理和永续发展目标的作用

浏览英国卫报环境版的网页 https://www.theguardian.com/uk/environment

第四半学

期(二月-四月)

海洋与海岸边界 • 了解海洋在自然活动，以及对气候、洋流与潜在资源影响，和地缘

政治冲突上的重要性

• 熟悉过度捕鱼和海洋污染的议题

观赏纪录片“线的尽头：鱼都去哪了？”

夏季学期

(四月-六月)

海洋与海岸边界(续)

• 了解海岸线、海岸地貌、潜在价值和管理的自然特性和过程 • 了解海岸珊瑚礁和红树林的生态系统

浏览世界自然基金会的网站 http://wwf.panda.org/about_our_earth/ blue_planet/coasts/coral_reefs/ http://wwf.panda.org/about_our_earth/ blue_planet/coasts/mangroves/


评量题型、方式与时间完成单元评量、短文、形成性与总结性的评估，及十二年级模拟测验





联络人部主任凯特．佛勒(音译) 十三年级地理教师请从学校入口网站找到贵子弟教师的名字

地理 HL (十三年级) 在 IB(国际预科)的地理课程中，目标将使学生具备理解人、地与环境的交互关系，以及了解透过资源的管理创造永续环境的能力。


第一半学

期(八月-十月)

地质灾害

• 地质活动造成地震、火山与块体运动的危险 • 这些地质灾害是如何影响世界不同地区的人们，以及减少人类受到

地质灾害影响的可能性

调查火山学家卡夫特夫妇的一生研究并讨论“气候变迁将会增加人类受到地质灾害的影响”

第二半学


权力、地方和网络

• 全球权力和影响力在空间上的变化 • 不同的地方如何透过全球化互相联系

人类发展和多样性

• 支撑人类发展过程的方法 • 全球化如何影响地方的文化变迁 • 反全球化

随时了解全球政治和经济活动—订阅“经济学人”和“The Week”周刊

第三半学

期(一月-二月)

全球风险与适应力

• 全球化的过程如何给人们和地方带来新的地缘政治、经济及环境风险

• 新兴和逐渐浮出的管理全球风险的可能性粮食健康

• 衡量食物和健康差异的方法

• 自然和人类活动是如何影响粮食的生产与消费，以及疾病的发生和传播

阅读诺亚．乔姆斯基所著的“谁统治了世界？”(暂译) 定时地浏览 BBC 健康网站http://www.bbc.com/news/health，了解现代有关健康与疾病的议题

第四半学

期(二月-四月)

粮食健康

• 不同利益相关者对饮食和健康影响的力量 • 永续农业和改善健康的未来可能性

浏览世界卫生组织的网站 http://www.who.int/en/

夏季学期

(四月-六月)

准备测验

利用心智绘图了解课程中的概念以及学过的地方的相互关系

功课任务范例个案研究、发表准备、推论性文章

评量题型、方式与时间完成单元评量、短文、进展性与总结性的评估，及十三年级模拟测验





哲学（十二年级） IB哲学课程目的在于建立学生独立调查的能力、对于知识的好奇心、分析思考和思辨的能力、具有健全的竞争哲学相关知识，使得学生能够从不同的角度思考，进行批判分析与哲学问题的评估。


第一半学

期(八月-十月)

·全部的学生都将开始学习批判性推论和论证技巧·学生将学习什么是论据，

以及完整地论证中分析不同类型的主张·学生将学习如何建构具有结构性和

说服利的论证 HL 学生将额外学习：

·信仰的哲学

·对于神的检视

本学期将有一次评量

HL/ SL学生：

·“哲学技巧书”(暂译) J. 芬著

只有 HL学生要读：

·“信仰的哲学” B. 大卫著

·”上帝错觉“ 理查•道金斯著

第二半学


·所有的学生都将探索核心研究主题：身为人类的意义是什么？

·他们将学习哲学的议题，包括：人性、内心与身体、个人特质

HL 学生需要额外学习：

·继续学习信仰的哲学

·讨论支持和不支持神的存在之论证


HL/ SL学生：

·“第一哲学沉思集” 笛卡儿著

·“存在主义概论” T·弗林著


·“宗教哲学手册” 查尔斯•塔利亚费罗

著

•

第三半学

期(一月-二月)

·所有学生都几将继续学习核心研究主题。他们将探讨与身份有关的哲学议题

HL 学生需要额外学习：

·继续学习宗教的哲学

·思考源自宗教语言之哲学分析的议题


HL/ SL学生：

·“理由与人格” 德里克•帕菲特著


·“语言、真理与逻辑” 阿尔弗雷德•朱

勒斯•艾耶尔著

第四半学

期(二月-四月)

·所有的学生将继续学习核心研究问题。他们将检视关于自我与他人自由有关

的议题。 HL 学生需要额外学习：

·继续学习宗教的哲学

·思考源自宗教语言之哲学分析的议题


HL/ SL

·“第二性” 西蒙·波娃著

只有 HL学生需要读：

·“总觉哲学” B·米歇尔著

夏季学期

(四月-六月)

所有的学生都将在本半学期的开始时完成夏季测验

·所有学生将开始深入学习柏拉图的理想国

·他们将会阅读文本并讨论议题如：正义的本质、现实与知识的本质

·所有的学生都将开始进行内部评量。他们将会选择一个非哲学性的刺激物，

并试著套用之前所学的哲学相关理论、知识 HL 的学生必须额外学习：

·完成关于宗教哲学的学习

·探讨源自宗教经验与行为的哲学研究之议题

HL/ SL学生：

·“正义：一场思辨之旅” 麦可•桑德尔

著只有 HL学生必须读：

·“信念意志” 威廉•詹姆士著

功课任务范例短文、准备讨论、阅读与哲学有关之文本、记笔记与阐述问题、思考广大的媒体与哲学问题、研究之间的关联性

评量题型、方式与时间

每个半学期都几有一次书写评量、年终测验。评量将以回家功课的形式进行。

所需教具学校将提供所有需要的设备

父母/监护者能提供之协助: 与其孩子讨论在课堂上提出过的议题。他们可以请孩子解释他们在课堂上所学到的概念、想法和问题，并且分享他们对于这些主题的个人看法以展开讨论。家长应该鼓励孩子多接触时事与现今的重要议题，观赏、阅读新的故事并就新议题展开讨论。

实用网路资源 http://closertotruth.com 包含一系列当代哲学家的访问影片，这些哲学家的研究领域与我们在IB(国际预科文凭)课程中所涉及的研究问题有关。 http://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-of-ideas 包括一系列的信息类短片，介绍了重要的一些重要的哲学主题以及相关议题。 https://essentialthinking.wordpress.com/ 包含一些信息和可供学生练习的活动。这些课程教导学生批判性思考的技巧，以及阅读哲学文本的技巧。

相关活动有一些具规模且活跃的哲学社群。哲学部鼓励学生参与不同的校外征文比赛。

联络人哲学部主任汤姆卡特－史德

请于家长网站连络教职员

哲学（十三年级） IB哲学课程目的在于建立学生独立调查的能力、对于知识的好奇心、分析思考和思辨的能力、具有健全的竞争哲学相关知识，使得学生能够从不同的角度思考，进行批判分析与哲学问题的评估。


第一半学

期(八月-十月)

·所有学生将在回答书写测验之后完成关于柏拉图理想国的学习

·所有的学生当将有一次机会再次进行内部测验，测验内容为如何应用他们所学

过的哲学理论于不同的刺激物上 HL 学生将额外学习：

·开始准备关于哲学活动本质的测验


HL/SL 学生：

·“柏拉图理想国的简介” 茱莉•亚那

著只有 HL学生将学习：

·“哲学简介” E·克雷格著

第二半学


·所有的学生都将开始学习伦理学。学生将会学习和分析规范伦理学。

HL 学生将额外学习：·开始准备关于哲学本质活动测验，学生必须比较他们自身

的哲学活动经历与哲学家的观点。在本半学期中将完成内部评量。本学期将有一次评量

HL/SL 学生：

·“功利主义” J.S. 米尔著

只有 HL学生将学习：

·“哲学问题” 伯特兰•罗素著

第三半学

期(一月-二月)

·所有的学生都将在学期开始时完成模拟测验

·所有的学生将继续学习伦理学，并且研究后设伦理学议题，以及伦理学语言的

意义

HL/SL 学生：

·“道德谱系学” 弗里德里希•尼采著


·“哲学研究” 路德维希•维根斯坦著

第四半学

期(二月-四月)

·所有的学生将完成关于应用伦理学的测验以完成关于伦理学的学习

HL 的学生将额外学习：

·准备哲学活动本质测验，学生能够练习作答以前的测验题目，且作答时间是受

到限制的

HL/SL 学生：

·“实用伦理学” 彼得•辛格著


·“哲学家的工具箱” 朱立安•巴吉尼

著

夏季学期

(四月-六月)

·所有学生将依据自己的需要修改主题，并完成IB(国际预科文凭)的外部测验(

由外部出题与评分)

功课任务范例短文、准备讨论、阅读与哲学有关之文本、记笔记与阐述问题、思考广大的媒体与哲学问题、研究之间的关联性

评量题型、方式与时间

每个半学期都几有一次书写评量、年终测验。评量将以回家功课的形式进行。

所需教具学校将提供所有需要的设备

父母/监护者能提供之协助: 与其孩子讨论在课堂上提出过的议题。他们可以请孩子解释他们在课堂上所学到的概念、想法和问题，并且分享他们对于这些主题的个人看法以展开讨论。家长应该鼓励孩子多接触时事与现今的重要议题，观赏、阅读新的故事并就新议题展开讨论。

实用网路资源 http://closertotruth.com 包含一系列当代哲学家的访问影片，这些哲学家的研究领域与我们在IB(国际预科文凭)课程中所涉及的研究问题有关。 http://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-of-ideas 包括一系列的信息类短片，介绍了重要的一些重要的哲学主题以及相关议题。 https://essentialthinking.wordpress.com/ 包含一些信息和可供学生练习的活动。这些课程教导学生批判性思考的技巧，以及阅读哲学文本的技巧。

相关活动有一些具规模且活跃的哲学社群。哲学部鼓励学生参与不同的校外征文比赛。

联络人哲学部主任汤姆卡特－史德

全球政治 SL和HL （十二年级） “任何一个说他对政治没有兴趣的人，就像是一个溺水的人说他一点都不喜欢水” －莫罕达斯·甘地


第一半学

期(八月-十月)

·基础单元：权力、主权与国际关系

学生将研究权力、找出行使权力的人，以及思考权力在不同的背景之下意义是否相同 HL 的学生每个礼拜将有两个额外的上课时段，他们将利用这个时间著手准备HL学生的延伸报告。

请见本部的网站已得到与课程相关之补充材料。国际事件的评论文章、TED 演讲、aeon.co 网站和杂志，如：经济学人。学生也可以在Politics Squared网站和BBC找到优质的播客。

第二半学期(十一月-十二月)

·基础单元：权力、主权与国际关系

学生将发展其对于权力的理解，并试著将之套用在全球的主权国家和激进的非国家主体中。 HL 的学生每个礼拜将有两个额外的上课时段，他们将利用这个时间著手准备HL学生的延伸报告。

第三半学

期(一月-二月)

活动参与学生将在上课时间中完成他们活动参与的初次研究 HL 的学生每个礼拜将有两个额外的上课时段，他们将利用这个时间著手准备HL学生的延伸报告。

第四半学

期(二月-四月)

第二课人权学生将认识和练习在全球体系中的人权之互为主体性概念。 HL 的学生每个礼拜将有两个额外的上课时段，他们将利用这个时间著手准备HL学生的延伸报告。

夏季学期

(四月-六月)

延续第二课人权活动参与 HL 的学生每个礼拜将有两个额外的上课时段，他们将利用这个时间著手准备HL学生的延伸报告。

功课任务范例研究、阅读、延展写作、短文准备、播客创作、论坛发表文章

评量题型、方式与时间在每课结束时，将有一个正式的总结性评量，全年级的评量标准相同(评量参考IB报告 1/ 报告 2的评量类型)。教师将额外给予定期的形成性回馈以帮助学生。

所需教具学校将提供 IB(国际预科文凭)教科书。固定使用电脑。

父母/监护者能提供之协助: 讨论学生在家学习的主题，并确定学生广泛地阅读、讨论当今议题，并将之连结至其所学

实用网路资源 nlcsjejuhistorian.com 网站，aeon.co 网站，youtube 纪录片，图书馆资料库

相关活动历史小说阅读圈、得奖的历史学家、中学历史社群

联络人历史部主任詹姆士·提普尼

十二年级 SL和 HL的国际政治教师

请于家长网站找到贵子弟教师的名字

历史 SL & HL (十二年级) 历史是一门活的、有争议的循证学科，与过去有著强烈的连结。这是一门严谨的知识学科，专注在变革、因果关系和重要性等等关键的历史概念。这将会是十二年级学生开始 IB历史课程的第一年。


第一半学

期(八月-十月)

希特勒的崛起

学生将调查和分析希特勒成为德国元首的过程。他们将透过主题的方式分析事件发生的先后顺序，并且试图想想他们的结论是否能套用到其他情境上。

有关各课程的附加教材，请参考学校的网站。在杂志“历史今日”和“菲利浦．艾伦的资料库”复习相关议题(学校皆有订阅)。“历史热点”和“BBC”皆有拨出优质的播客节目。

第二半学期(十一

月-十二月)

希特勒的德国：权力的巩固与维护

尽管希特勒带给德国灾难性的变化，学生们将研究他如何长期掌握权力。

第三半学

期(一月-二月)

希特勒的德国：国内政策

学生将评定希特勒为德国日常生活带来的变化。他们也将对其成功与失败的相关政策做出历史性的批判。

第四半学

期(二月-四月)

走向全球战争：以欧洲为研究个案

学生将利用第一手和第二手资料分析第二次世界大战爆发的原因。并思考墨索里尼、希特勒和国际联盟在其中所扮演的角色。

夏季学期

(四月-六月)

内部评量

学生将完成一项 2200 字的独立历史研究作业，将会提交给 IB并占最终成绩的 25%。冷战的起源

学生将会开始准备有关冷战起源的史学史式辩论

功课任务范例调查、阅读、长篇写作、短文准备、播客制作、在论坛发表意见

评量题型、方式与时间每个单元将进行一次正式的总结性评估，整个年级将有一样的评分标准(基于 IB报告 1和/或报告2评估类型)。老师也将会给予定期适性的回馈促进学生的进步。

所需教具使用学校提供的 IB教科书。定期使用电脑。

父母/监护者能提供之协助: 借由在家讨论已学过的议题，加上督促学生广泛地阅读，来讨论最近所发生的时事，并试图连结到他们上课所学的东西。

实用网路资源 nlcsjejuhistorian.com、activehistory.co.uk、youtube 上的纪录片、图书馆资源

相关活动历史小说读书会、得奖的历史学家、国高中历史性社团

联络人历史部主任詹姆士．提普尼

十二年级 SL历史教师

请从学校入口网站找到贵子弟教师的名字

历史 HL (十三年级) 历史是一门活的、有争议的循证学科，与过去有著强烈的连结。这是一门严谨的知识学科，专注在变革、因果关系和重要性等等关键的历史概念。这将会是十二年级学生开始IB历史课程的第一年。


第一半学

期(八月-十月)

冷战的起源学生将分析冷战的史料冷战的发展学生将研究冷战进程中的发展关键，如三和路线、缓额政策、中苏交恶，以及其他许多爆发点。卡斯楚的古巴：权力

有关各课程的附加教材，请参考学校的网站。在杂志“History Today”和“the Philip Allen archive”复习相关议题(学校皆有订阅)。“History Hits”和“BBC”皆有拨出优质的播客节目。


冷战的结束学生将分析和调查冷战结束的原因，并试图将责任归属在一个或多的利害关系者。冷战和美洲学生将从美洲的角度审视冷战，著墨在其对半球关系的影响。

第三半学

期(一月-二月)

冷战和美洲学生将从美洲的角度审视冷战，著墨在其对半球关系的影响。

第四半学

期(二月-四月)

冷战和美洲(续) 走向全球战争：以日本为研究个案复习

夏季学期

(四月-六

月)

复习






相关活动历史小说读书会、得奖的历史学家、国高中历史性社团

联络人历史部主任詹姆士．提普尼十三年级HL历史教师请从学校入口网站找到贵子弟教师的名字

历史 SL (十三年级) 历史是一门活的、有争议的循证学科，与过去有著强烈的连结。这是一门严谨的知识学科，专注在变革、因果关系和重要性等等关键的历史概念。这将会是十二年级学生开始IB历史课程的第一年。


第一半学

期(八月-十月)

冷战的发展学生将研究冷战进程中的发展关键，如三和路线、缓额政策、中苏交恶，以及其他许多爆发点。卡斯楚的古巴：权力的巩固与维持为了与纳粹德国进行比较研究，学生将调查和分析卡斯楚在古巴的主要统治特征。



冷战的结束学生将分析和调查冷战结束的原因，并试图将责任归属在一个或多的利害关系者。


第三半学

期(一月-二月)

走向全球战争：以日本为研究个案学生将利用第一手和第二手资料分析第二次世界大战爆发的原因。并思考日本的领导者和国际联盟在其中所扮演的角色。


第四半学

期(二月-四月)

走向全球战争：以日本为研究个案(续) 复习


夏季学期

(四月-六月)

复习有关各课程的附加教材，请参考学校的网站。在杂志“History Today”和“the Philip Allen archive”复习相关议题(学校皆有订阅)。“History Hits”和“BBC”皆有拨出优质的播客节目。






相关活动历史小说读书会、Prize-winning Historians、国高中历史性社团

联络人历史部主任詹姆士．提普尼十三年级HL历史教师请从学校入口网站找到贵子弟教师的名字

心理学 (12年级) 心理学IB课程旨在培养对如何应用研究成果以更好地理解人类行为的认识，以及如何在心理探究中维护道德实践的认识

。

课程内容建议的阅读和扩展活动

半学期1

(8 – 10

月)

●所有学生将通过简介单元开始心理学。该单元的主要目的是将心理学

作为一门学科，并为学生提供相关的原理图框架，使他们能够更加批判

性地思考我们在课程中遇到的研究。

将有一个课堂评估。测试将由四部分组成：

A.关键术语

B.简述题

C.确定实验的部分内容

D.设计实验

●然后，所有学生将进入我们的第一个主题单元 - 犯罪学。该单元旨

在通过调查一系列可以从生物学方法开始来解释犯罪行为的因素，向学

生介绍心理学研究。

评定：

练习简述题（SAR）：问题：解释大脑的损害如何影响行为。

课后简述题练习SAR

随着时间的推移，学生将获得一个简述题题目SAR，并提交200 - 400字

的回复。

问题：解释一种激素如何影响行为。

此外，HL学生将学习：

●心理学研究中动物模型的价值以及动物研究是否可以提供对人类行为

的洞察力。本主题旨在强化和巩固犯罪学部门的学习，并侧重于动物研

究如何加深我们对生物变量与人类行为之间关系的理解。

HL/SL

● 经典阅读 50 Psychology

Classics: Who We Are,

How We Think, What We

Do: Insight and

Inspiration from 50 Key

Books by Tom Butler-

Bowdon.

HL only

● 观看 The Century of the

Self -(3 hours)

HL/SL

● 案例研究 Phineas Gage

case study

HL only 仅限高级的阅读内容

● Kandel’s research on

neuroplasticity in

learning with Aplysia

● Minute Earth “Epigenetics: why inheritance is weirder than we thought”

半学期2

(11– 12

月)

所有学生将继续学习犯罪学部门。特别是我们关注冲动、反应性攻击

和暴力犯罪，并介绍了理解行为的其他关键因素，如思维模型和社会文

化影响。

评定

课堂SAR简述题

他们将有35分钟的时间来完成200到400字的简述题。

选择问题：解释神经传递如何影响人类行为。

课后问题 - 写扩展文章

HL/SL

● The Role of testosterone in Social Interactions by Eisenegger, Haushofer and Fehr

HL only 仅限高级

● Edward taub - “The Silver Spring Monkeys”

学生将撰写一篇文章（约900字）来解决这个问题：遗传学在多大程度

上影响人类行为？

此外，HL学生将学习：

动物研究中的伦理考虑 - 评估伦理考虑和其他与研究相关的局限性。

● Lesli Bisgould - TED talk - “Our relationship with other animals”

半学期3

(1 – 2

月)

●所有学生将开始学习社会影响力单元的第1部分。第一部分主要关注社会文化主题以及社会变量如何影响行为，特别强调解释群体间冲突，包括偏见和歧视。评定简述题练习：文化维度的影响简述题测试：2 x SARs（解释文化适应acculturation的影响，解释文化熏陶enculturation的影响）实践论文（论文二）：写一篇基于人际关系主题的论文，“讨论与偏见和歧视相关的研究”。项目：学生找到一个真实的群体间冲突的例子，并使用该主题中的研究来解释冲突和提出如何解决冲突。此外，HL学生将学习： ●全球化和行为。在这个主题中，来自社会影响的主题被整合到对

全球化、移民、文化适应、边缘化、歧视、宗教极端主义和冲突之

间关系的深入探索中。

HL/SL

● Asch’s famous studies


● Lyons-Padilla (2015) Relationships between acculturation strategies, identity and extremism.

半学期4

(2 – 4

月)

●所有学生将继续学习社会影响力单元的第2部分。该单元侧重于社会因素如何影响认知（例如图式和记忆）和行为（旁观者主义和亲社会行为）。该单元为学生准备人际关系中的“社会责任”主题，以及其他社会和认知方法主题。评定简述题：学生有30分钟的时间来回答一道简述题。问题是：解释一项与（以下之一）相关的研究：图式理论思考或决策过程中的一个偏见重建记忆定型/原型论文测试：要求学生讨论与以下一项或多项相关的研究：旁观者主义亲社会行为促进亲社会行为

项目：学生研究我们研究过的一个概念（虚假记忆、旁观者主义、亲社会行为等）的真实例子，并应用研究和理论来解释它。此外，HL学生将学习： ●全球化研究方法。这侧重于实验方法的伦理和实践局限性以及在

全球研究中使用相关性研究分析。

HL/SL

● Bartlett (1932) “War of the Ghosts”


● Ionica Smeets “The danger of mixing up causality and correlation”

夏季学期

(4 – 6

月)

●所有学生将参加他们的心理学内部评估IA，一个小组实验，并写报告。 SL内部评估

HL/SL

● Internal Assessment chapter

标准水平内部评估包括复制现有（已发布）的简单实验（意味着一个自变量和一个因变量），然后写1000到1500字的报告，描述研究、结果和可能得出的结论，并与所参考的原始研究相比较。 HL内部评估对于更高级别的评估，内部评估也包括一个简单的实验研究，大体要求相同。 HL报告的不同之处在于： HL的报告较长（1500-2000字），需要对假设和零假设进行更详细的解释，并且对结果部分也有更详细的要求（使用推论统计，并说明假设的影响）。 ●所有学生将复习与自己相关的主题，并完成内部设定和评估的

考试。


● Inferential statistics chapter

家庭作业例子论文，准备讨论，阅读心理学文章，录像和笔记，网络搜索。

考评任务、方法和

频率

SAR，ERE适用于所有单元。评估可以采取家庭作业的形式。

学生所需配备所有设备均由学校提供。

家长/监护人可以通过以下

方式帮助孩子：

与孩子讨论在课堂上提出的问题。可以要求他们解释他们在课堂上学到的概念，研究和

理论，并应该提出他们自己的看法，以便开始讨论。可以鼓励孩子观看/阅读时事并应用

他们的新知识去分析。

有用的网站 https://allpsych.com/

AllPsych是最大，最全面的心理学网站之一，世界上数百所大学和学院都引用上面的文献

。

https://www.intropsych.com/index.html

在线教科书

http://www.apa.org/topics/index.aspx

美国心理医生学会网站

Discovering Psychology

与Zimbardo博士电视转播相关的网站。它有用的笔记，访谈和词汇。

相关CCA活动 Students are engaged in planning and establishing a Psychology Society.

联系人系主任 Tania Foley

请通过Engage 练习老师

物理 –12年级 IB物理学需要学生的大量工作。记忆和描述物理关系很重要，但最大的技巧是仔细进行实验工作、准确记录，并严格评估结果。学生练习自我组织和进行调查。该表显示了HL高级和SL标准级课程的内容 - SL标准级各主题的详细信息与HL高级的前些部分相同。


半学期1

(8 – 10月)

（HL和SL）测量和不确定性。记录和分析任何实验测量的不确定性。计算和图形技术。科学计数法。（HL和SL）力学。运动学和动力学，包括动量。矢量技术和自由体图，牛顿定律。能源、能源工作和能。

‘Higher Level Physics for the IB Diploma’ (Chris Hamper) 2nd edition, “IB文凭的高级物理”（Chris Hamper）第2版是标准文本，可在教室和电子版中找到。这对整个课程都有好处。

半学期2 (11– 12月)

（HL）热物理学。动力学模型，内部能量，比热。理想气体与真实气体相比，状态方程。波浪。简谐运动，行波，叠加，极化，双缝干涉，驻波。（SL）力学（最后的主题），热物理（初始主题）。

‘Structures: Or Why Things Don’t Fall Down’ 推荐给工程类学生

半学期3 (1 – 2

月)

（HL）电力和磁力。电荷和电场，库仑定律，基本直流电

路，内阻，电流的磁效应。（SL）热物理（最终主题），

波。

本课程不涉及交流电路，但对电子学感兴趣的学生应该开始阅读有关电容器，电感器和振荡电路的内容。

半学期4

(2 – 4月)

强度。

专注于内部评估。整个课程都强调了 IA内部评估的标准;

这个学期学生有机会以明年所需的完整报告的提交风格来提

交报告。

（SL）电力和磁力。

建议喜欢这个主题的学生阅读更多关于宇宙结构的内容，并考虑明年的天体物理学选项。

夏季学

期 (4 – 6

月)

（HL）原子，核和粒子物理学。能量，放射性和核反应的量化，粒子和力的标准模型。（SL）圆周运动和万有引力。

对于对基础粒子物理感兴趣的学生，建议在World Science U网站看看大师班的短片。

家庭作业例子完成书面实验室报告，重点是开发关键的内部评估技能，完成课堂上以教学讨论形式设定的问题，准备基于研究的演示报告。

考评任务、方法和频率课题结束测试; 子主题测试。学生也经常有实际工作要写总结; 有时会根据内部评估的标准进行评估。

学生所需配备科学计算器，笔记本电脑，带有文字处理和电子表格等软件

家长/监护人可以通过以下方式帮助孩子：

密切关注最后期限; 鼓励更广泛地阅读英语物理 - 特别是对于考虑最具竞争力的大学的学生而言。

有用的网站 www.thinkib.net/physics, PhET, Khan Academy, Hyperphysics

相关CCA活动 Physics Society, COSMOS, Engineering Society

联系人系主任 Mr N Gillings

12 年级教师 Mr G Cranwell, Dr S Davis, Mr B Jogi, Mr P Scargill, Mr P Scott.

物理 – 13年级该课程的主要部分是在秋季学期结束时完成的。 IA还必须在该期限内完成。在模拟考试之后，学生将学习四个“选项”主题中的一个 - 这通常由教师选择，但是在班主任和部门主管的考察下，也可以给予学生选择。然后，学生在复习和准备考试时得到支持和指导。


半学期1

(8 – 10月)

（HL）波现象。简谐运动，单缝衍射，干涉，两个光源的分辨率，多普勒效应。场。描述和表示场、场线和等电位，势能，轨道和卫星。电磁感应（初始主题）。磁通量，法拉第和伦茨定律。（SL）原子，核和粒子物理学。能量，放射性和核反应的量化，粒子和力的标准模型。（HL＆SL）内部评估（最终）。一些上课时间用于规划和研究以及数据收集。然后在课外写完报告：第一稿应该在半学期内完成。

‘Higher Level Physics for the IB Diploma’ (Chris Hamper) 2nd edition, “IB文凭的高级物理”（Chris Hamper）第2版是标准文本，可在教室和电子版中找到。这对整个课程都有好处。为了他们的内部评估，学生必须完成足够多的学术背景研究，要超越教学大纲。

半学期2

(11– 12月)

（HL）电磁感应（最后的主题）。交流发电，变压器，整流; 电容，RC电路。量子与核物理。光电效应，波粒二象性，玻尔模型，波函数，不确定性原理; 卢瑟福散射，放射性衰变和衰变常数。（SL）能源生产。能源资源，可再生和不可再生能源发电，热能转移，地球能源平衡。

卢瑟福的原始研究论文分析了他的著名实验，可供敏锐的学生使用。量子理论的奇怪之处，在图书馆中有数十本书这方面的书，包括“Six Easy Pieces”（R.P。Feynman），“量子理论”（非常简短的系列）和“量子宇宙”（Cox＆Forshaw）。

半学期3

(1 – 2月)

（HL＆SL）选项。在模拟考试之后，学生分析他们相对较弱的主题，以指导他们在考试之间的复习。然后教授“选项”内容 - 选项是相对论、工程、成像和天体物理学; 大多数学生将由他们的班级老师提供指导 - 见上文。

根据所选的选项，课程中提供了资源。我们鼓励学生围绕这个主题阅读，但在这个阶段不要花太多时间在远离教学大纲的内容上。

半学期4 (2 – 4月)

（HL＆SL）选项; 复习。该选项的最后部分是教授的; 并开始对整个课程进行指导性复习。这包括：有效使用数据手册; 回顾技术定义和术语; 关键字识别; 图形工作; 通过对历年试卷的研究，确定个别学生自身的不足之处。

夏季学期

(4 – 6月)

（HL＆SL）最终修订版。根据学生的需要为学生提供个性化的支持。

家庭作业例子完成书面实验室报告，重点是开发关键的内部评估技能，完成课堂上以教学讨论形式设定的问题，准备基于研究的演示报告。

考评任务、方法和频率课题结束测试; 子主题测试。学生也经常有实际工作要写总结; 有时会根据内部评估的标准进行评估。The final IA is due in November.

学生所需配备科学计算器，笔记本电脑，带有文字处理和电子表格等软件

家长/监护人可以通过以

下方式帮助孩子：

密切关注最后期限; 鼓励更广泛地阅读英语物理 - 特别是对于考虑最具竞争力的大学的学生而言。. Ensure students make timetables for their revision in the spring.

有用的网站 www.thinkib.net/physics, PhET, Khan Academy, Hyperphysics

相关CCA活动 Physics Society, COSMOS, Engineering Society

联系人系主任 Mr N Gillings

13年级教师 Dr S Davis, Mr B Jogi, Dr R Levett.

化学（十二年级）化学部希望培养具热情、富有学识、以及具备出色研究与实验技能的化学家。我们的目标不只是希望能够教导学生重要的概念与技能，更希望能够引导学生能够将知识应用于他们不熟悉的情境和生活环境中。

课程内容

推荐书单或延伸活动

第一半学

期(八月-十月)

第二课：原子结构－原子的结构，电子结构，能量转换的量子本质第三课：周期性－元素周期表中元素的安排与电子结构有关，以物理和化学特性解释，原子转换的特征属性，分裂能与颜色第四课：键结－离子的本质，共价键与金属键，使用路以士结构和价壳层电子排斥理论来预测分子的形状，从共价键推论物理特性，混成

皮尔森 IB(国际预科文凭) 化学课本第二、三、四章 Youtube 网站- 重要概念和技巧的教学影片，将透过谷歌教室分享为链结类型创造一个心智图延伸阅读： “为什么化学反应会产生？“ 彼得．吴森与詹姆士．凯勒著

第二半学


第一课：化学计量学－物理与化学性质之间的关系，以及原子组成的方式，莫尔，莫尔计算第十一课：误差处理－了解所有的测量都有精确性和准确性的限制。判断测量和计算中的误差。

皮尔森 IB(国际预科文凭) 化学课本第一、十一章延伸的莫尔计算问题，可以在谷歌教室中找到 Youtube 网站- 重要概念和技巧的教学影片，将透过谷歌教室分享延伸阅读： “消失的汤匙” 山姆•坚恩著

第三半学

期(一月-二月)

第五课：能量学－化学和能量改变，测量能量改变，赫斯定律和焓改变的计算，熵 IA 练习－学生将完成一个 IA练习。这个练习包括研究、实验操作和完整的详细报告。这个练习会被评分，学生将会得到一份形成性回馈。

皮尔森 IB(国际预科文凭) 化学课本第五章延伸阅读： “普通化学” 莱纳斯•鲍林著

第四半学

期(二月-四月)

第六课：动力学－碰撞理论，测量实验中的反应速率，速率方程，速率机制和活化能第七课：平衡－物理和化学系统中的动能平衡，应用勒夏特列原理，使用平衡常数 Kc。

皮尔森 IB(国际预科文凭) 化学课本第六、七章延伸阅读： “周期表的故事：元素的奇妙生活，元素与人类的相遇” 修．艾德赛─威廉斯著

夏季学期

(四月-六月)

第八课：酸与碱－酸碱的理论，酸碱的特性，pH值，pH曲线，缓冲

皮尔森 IB(国际预科文凭) 化学课本第六、七章 Youtube 网站- 重要概念和技巧的教学影片，将透过谷歌教室分享

功课任务范例测验应用技巧的问题；实验报告；过往试卷问题；阅读与笔记；报告准备

评量题型、方式与时间单元考试－40分的测验包括选择题和延展问题。每个主题皆有一次测验。统一评量－包括实验报告，读写任务。每个主题皆有一组功课。 IA 练习－十二年级将进行一次年终测验将于夏季学期进行－选择题试卷与延展问题卷。范围包括所有这一学年所学的主题。

父母/监护者能提供之协助: 鼓励学生课外时间多阅读课本，并一边记笔记。学习重要概念的定义。在每次主题中完成问题练习本。

实用网路资源 http://www.thinkib.net/chemistry, https://www.creative-chemistry.org.uk/ www.chemguide.co.uk/

化学（十三年级）

化学部希望培养具热情、富有学识、以及具备出色研究与实验技能的化学家。我们的目标不只是希望能够教导学生重要的概念与技能，更希望能够引导学生能够将知识应用于他们不熟悉的情境和生活环境中。


第一半学

期(八月-十月)

第九课：氧化还原反应－定义，电化电池，标准氢电极(SHE)，使用标准电击电位计算还原电位差，盐水溶液的电解，自由能，计算电解和电镀内部评量－学生将完成实验评量，并将接受内部评阅。这个测验占总成绩的20%。

皮尔森 IB(国际预科文凭) 化学课本第八、九章进行酸碱与氧化还原反应的滴定延伸活动包括与学生分享的问题、教学影片

第二半学

期(十一

月-十二月)

第十课：有机化学－下列官能机的化学与反应：烷烃，烯烃，炔烃，卤代烷烃，醇类，醚类，醛类，酮类，酯类，羧酸类，胺类，酰胺类，腈类和芳烃类。亲电加成反应和马氏规则。亲电取代反应。亲核取代反应。自由基卤化反应。第十一之三课分析－有机化合物的分光鉴定：质谱法(MS)，核磁共振氢谱(NMR)，红外光谱学(IR)。电磁波谱。

皮尔森 IB(国际预科文凭) 化学课本第十、十一之三章延伸活动包括与学生分享的问题、教学影片

第三半学

期(一月-二月)

测验－学生将进行模拟测验，测验范围为十二年级的所有上课内容选修课－学生可以从四个选项中选一个。选修课的选择在圣诞节之后确认，并会在那时候分发课程大纲

延伸活动包括与学生分享的问题、教学影片

第四半学

期(二月-四月)

复习－学生将会为了期末测验而进行复习。测验

夏季学期

(四月-六月)

测验－学生将完成他们的 IB测验

测验

功课任务范例测验应用技巧的问题；实验报告；过往试卷问题；阅读与笔记；报告准备

评量题型、方式与时间单元考试－40分的测验包括选择题和延展问题。每个主题皆有一次测验。统一评量－包括实验报告，读写任务。每个主题皆有一组功课。模拟测验将在圣诞节假期之后进行－选择题试卷和延展问题试卷。内容包括所有在本课程中的所学。真正的测验将在圣诞节之后进行－选择题试卷和延展问题试卷。内容包括所有在本课程中的所学。

父母/监护者能提供之协助: 鼓励学生课外时间多阅读课本，并一边记笔记。学习重要概念的定义。在每次主题中完成问题练习本。

实用网路资源 http://www.thinkib.net/chemistry, https://www.creative-chemistry.org.uk/ www.chemguide.co.uk/

生物 HL（十二年级）生物部门的目标是在培育一群对于生物充满爱的学生。我们希望培养学生反思和批判性思考的能力，并成为独立的学习者。


第一半学

期(八月-

十月)

2 分子生物学在这半学期中，我们将为学生介绍这两年课程的规定。他们将专注于学习分子生物学和人类生理学。学生也将透过一连串实验以认识实验设计背后的基本概念，资料分析与实验评估。

第二半学

期(十一

月-十二

月)

6 人体生理学学生将学习生物的两个不同层面。我们鼓励学生课程中不同概念的关联性。在认识不同种类的生物分子之后，我们将学习人体的消化系统。之后，学生几学习细胞生物学的基础概念，并学习人体循环系统，包括心脏。我们也将会检讨学生的笔记，并针对学生的学习情形给与建议，以帮助他们精进学习。

第三半学

期(一月-

二月)

2, 7 分子生物学在本半学期中，我们将进行一系列的测验，并协助学生评估其学习情况。课程各方面的学习将继续，学生们也将开始学习 DNA的结构与功能、蛋白质生物合成，以及气体交换和人体免疫系统。

第四半学

期(二月-

四月)

IA(内部评量)练习学生将为了内部评量进行准备，并进行一个练习测验。他们将有机会深入了解他们的学习情况，并以此作为真正评量准备的依据。最后一个测验将在十三年级的十月中完成，占 IB(国际预科文凭)总成绩的20％。在本半学期末，学生将会检视、修正所有他们参与测验之前该学会的内容，测验的时间在复活节假期之后。

夏季学期

(四月-六

月)

在本半学期中，学生将完成他们的年终测验。他们机会有时间检视他们在学习上的表现，进而提升他们的学习技巧、对于各主题的了解和考试技巧。在这个忙碌的学期中，学生们也机会完成第四组计划。最后，学生将会开始学习一些主题，包括：基因、贺尔蒙和体内平衡。我们也将给学生暑假中的学习指导，确定他们在十二年级所做的笔记是否完整且易懂。

功课任务范例完成课本中的问题，总结学习内容的短文，阅读指定文本，实验报告

评量题型、方式与时间定时测验将会标示在学生的生物课程表上，学生将会在学年初拿到这份课程表

父母/监护者能提供之协助: 确定学生定期且广泛地阅读，阅读教科书尤佳

实用网路资源所有的链结都在学校图书馆的入口网站。生物的Moodle 网站。Kognity 网站

相关活动生物社群

生物 HL （十三年级）生物部门的目标是在培育一群对于生物充满爱的学生。我们希望培养学生反思和批判性思考的能力，并成为独立的学习者。


第一半学

期(八月-

十月)

3 基因在这学期，学生将完成他们的内部评量，评量将占总成绩的 20%。他们将完成所有人体生理学和基因的主题，他们将能够把在十二年级所学到的基本概念串连起来，并再加上更深入的概念。

.

第二半学

期(十一

月-十二

月)

6, 11, D 人体生理学和生态学学生将能够在开始学习生态学和演化论，以及生物多样性之后更加巩固他们的学习。在一月将举行的模拟测验，测验内容将包括学生截至目前为止的所学，我们鼓励学生尽可能地多利用他们之前所做的笔记。

第三半学

期(一月-

二月)

4 生态学和植物生物学这个学期对学生来说是很重要的学期，他们将在这个学期中完成他们的 IB模拟测验。他们将有机会知道自己的学习情况，并且知道自己较弱的主题为何。他们也将有机会在练习过往测验题时练习不同的测验题目。

第四半学

期(二月-

四月)

5 演化生态多样性，光合作用和呼吸作用本学期我们将完成本课程的最后一部份，学生将学习关于光合作用与呼吸作用的相关主题。学生也会有更多机会练习过往的测验题目，已更了解他们未来应试可能遇到的题目。此外，学生也可以在 Moodle 平台上找到更多课程复习材料、教学、完整的过往测验题目。

夏季学期 IB 测验



所需教具原子笔、铅笔、尺、计算机、A4横线纸




生物 SL （十二年级）生物部门的目标是在培育一群对于生物充满爱的学生。我们希望培养学生反思和批判性思考的能力，并成为独立的学习者。


第一半学

期(八月-

十月)

2 分子生物学在这半学期中，我们将为学生介绍这两年课程的规定。他们将专注于学习分子生物学和人类生理学。学生也将透过一连串实验以认识实验设计背后的基本概念，资料分析与实验评估。

第二半学

期(十一

月-十二

月)

6 人体生理学学生将学习生物的两个不同层面。我们鼓励学生课程中不同概念的关联性。在认识不同种类的生物分子之后，我们将学习人体的消化系统。之后，学生几学习细胞生物学的基础概念，并学习人体循环系统，包括心脏。我们也将会检讨学生的笔记，并针对学生的学习情形给与建议，以帮助他们精进学习。

第三半学

期(一月-

二月)

2, 7 分子生物学在本半学期中，我们将进行一系列的测验，并协助学生评估其学习情况。课程各方面的学习将继续，学生们也将开始学习 DNA的结构与功能、蛋白质生物合成，以及气体交换和人体免疫系统。

第四半学

期(二月-

四月)

IA(内部评量)练习学生将为了内部评量进行准备，并进行一个练习测验。他们将有机会深入了解他们的学习情况，并以此作为真正评量准备的依据。最后一个测验将在十三年级的十月中完成，占 IB(国际预科文凭)总成绩的20％。在本半学期末，学生将会检视、修正所有他们参与测验之前该学会的内容，测验的时间在复活节假期之后。

夏季学期

(四月-六

月)

年度测验、基因与人体生理学在本半学期中，学生将完成他们的年终测验。他们机会有时间检视他们在学习上的表现，进而提升他们的学习技巧、对于各主题的了解和考试技巧。在这个忙碌的学期中，学生们也机会完成第四组计划。最后，学生将会开始学习一些主题，包括：基因、贺尔蒙和体内平衡。我们也将给学生暑假中的学习指导，确定他们在十二年级所做的笔记是否完整且易懂。





生物 SL （十三年级）

生物部门的目标是在培育一群对于生物充满爱的学生。我们希望培养学生反思和批判性思考的能力，并成为独立的学习者。


第一半学

期(八月-

十月)

3 基因、人体生理学和内部测量在这学期，学生将完成他们的内部评量，评量将占总成绩的 20%。他们将完成所有人体生理学和基因的主题，他们将能够把在十二年级所学到的基本概念串连起来，并再加上更深入的概念。

第二半学

期(十一

月-十二

月)

4 生态学与演化生物多样性学生将能够在开始学习生态学和演化论，以及生物多样性之后更加巩固他们的学习。在一月将举行的模拟测验，测验内容将包括学生截至目前为止的所学，我们鼓励学生尽可能地多利用他们之前所做的笔记。

第三半学

期(一月-

二月)

模拟测验、生态学与演化生物多样性这个学期对学生来说是很重要的学期，他们将在这个学期中完成他们的 IB模拟测验。他们将有机会知道自己的学习情况，并且知道自己较弱的主题为何。他们也将有机会在练习过往测验题时练习不同的测验题目。

第四半学

期(二月-

四月)

2 光合作用与呼吸作用本学期我们将完成本课程的最后一部份，学生将学习关于光合作用与呼吸作用的相关主题。学生也会有更多机会练习过往的测验题目，已更了解他们未来应试可能遇到的题目。此外，学生也可以在 Moodle 平台上找到更多课程复习材料、教学、完整的过往测验题目。

夏季学期 IB 测验



所需教具原子笔、铅笔、尺、计算机、A4横线纸




电脑科学（十二年级）电脑部希望能够培养具有概念性思考和解决问题能力的学生。我们旨在引导学生认识电脑系统中的不同部分、不同部分之间的关系、资料库、硬碟、沟通与人。我们专注在提升学生应用知识和高阶程式语言于解决与电脑相关的问题之能力。


第一半学

期(八月-

十月)

在第一半学期中，我们将专注于学习概念性思考的基本概念，这包括了对于程式设计的认识。在这学期中，我们将为学生介绍程式设计与程式设计概念。在学期的最后一部份，我们将会学习操作系统和逻辑匣。

IBO 所提供的个案研究 IB CS(电脑科学) HL课本－计算机概论(暂译) 内尔．B．戴尔著，21天内学会 JAVA程式语言罗杰斯著

第二半学

期(十一

月-十二

月)

在本学期中，我们将专注于引导学生如何结合 OOP(物件导向程式设计)的特点于解决问题中，以及程式设计与系统原理的模块化。

IB CS(电脑科学) HL课本－计算机概论(暂译) 内尔．B．戴尔著，21天内学会 JAVA程式语言罗杰斯著，电脑科学部所提供的资源、网路资源、Quizlets 网站、演讲等等。

第三半学

期(一月-

二月)

在本学期中，我们将带入许多与电脑科学有关的主题，包括：规划系统与安装，学习系统发展生命周期，系统备份技术，程式设计发展，并开始讨论关于程式设计的道德等等。

IB CS(电脑科学) HL课本－计算机概论(暂译) 内尔．B．戴尔著，21天内学会 JAVA程式语言罗杰斯著，电脑科学部所提供的资源、网路资源、Quizlets 网站、演讲等等。 https://www.cs-ib.net/

第四半学

期(二月-

四月)

在本学期中，我们将引导学生认识网路及其结构，如何评估讯息的传递，以及评论无线网路所带来的影响。

IBO 所提供的个案研究电脑科学部所提供的资源、网路资源、Quizlets网站、演讲等等。

夏季学期

(四月-六

月)

在此学期中，我们将为学生介绍抽象资料结构，数据资料结构，以及著手进行一个迷你计划的机会。

核心电脑科学进阶电脑科学(暂译) 寇斯达．狄米特夫著，电脑科学部所提供的资源、网路资源、Quizlets 网站、演讲等等。

评量题型、方式与时间每个主题结束之后的测验，模拟考

父母/监护者能提供之协助: 确定学生在放假时间透过注册线上课程练习程式设计技巧

实用网路资源 http://ib.compscihub.net/, https://csopedia.wikispaces.com/, http://ibcomp.fis.edu/

相关活动程式编写社团，硬体 Bryant活动，程式设计竞赛，亚洲英基学校联盟挑战，机器人学

电脑科学（十三年级）电脑部希望能够培养具有概念性思考和解决问题能力的学生。我们旨在引导学生认识电脑系统中的不同部分、不同部分之间的关系、资料库、硬碟、沟通与人。我们专注在提升学生应用知识和高阶程式语言于解决与电脑相关问题之能力。


第一半学

期(八月-

十月)

开始研究 IB所提供的一个个案研究。这个活动需要学生针对本科目的许多不同面向进行研究－可能包括新科技概念与额外的课目内容－也更深入。

·学习进阶的程式设计概念

·练习抽象资讯结构

资源管理

·辨认系统的资源

·了解操作系统的角色

IBO 所提供的个案研究 IB CS(电脑科学) HL课本－计算机概论(暂译) 内尔．B．戴尔著，21天内学会 JAVA程式语言罗杰斯著，电脑科学部所提供的资源、网路资源、Quizlets网站、演讲等等。

第二半学

期(十一

月-十二

月)

在本学期中，将学习辨认需要使用递回思考的情境，学生们将会需要下列知识：

·建立需要运用二维数组、堆叠与伫列的算法

·描述连结串列与树的特点与特性

·应用资料结构

主题五、六评量，以及选修

IB CS(电脑科学) HL课本－计算机概论(暂译) 内尔．B．戴尔著，21天内学会 JAVA程式语言罗杰斯著，电脑科学部所提供的资源、网路资源、Quizlets网站、演讲等等。进阶电脑科学(暂译) 寇斯达．狄米特夫著，电脑科学部所提供的资源、网路资源、Quizlets网站、演讲等等。

第三半学

期(一月-

二月)

模拟测验，第七个主题除外。一旦模拟考完成之后，学生将开始讨论与比较不同的控制系统。

IB CS(电脑科学) HL课本－计算机概论(暂译) 内尔．B．戴尔著，21天内学会 JAVA程式语言罗杰斯著

第四半学

期(二月-

四月)

在 IB课程的最后一部份，我们将专注于个案研究上，并且将研究焦点聚集在关于个案的道德层面上，并讨论如何科技和算法是如何运用在运算中。

IBO 所提供的个案研究进阶电脑科学(暂译) 寇斯达．狄米特夫著

夏季学期 IB 测验 https://www.cs-ib.net/

功课任务范例课堂作业、报告、小计划、Quizlets 作业

父母/监护者能提供之协助: 确定学生在放假时间透过注册线上课程练习程式设计技巧

http://ib.compscihub.net/, https://csopedia.wikispaces.com/, http://ibcomp.fis.edu/

相关活动程式编写社团，硬体 Bryant活动，程式设计竞赛，亚洲英基学校联盟挑战，机器人学

数学 HL （十二年级）

数学部的目标是透过结合数学与真实环境的情境，已将数学带入学生的现实生活中。数学部希望透过 IB课程使学生的成熟度与对于此科目的理解能力能够提升至另一个水平。学生的核心技能，例如：时间管理、管理与合作工作，都会在这一年中有所提升，这不但会让他们成为更好的数学家，也能协助他们为未来的学术与专业职业做准备。


动

第一半学

期(八月-

十月)

函数、函数的转换、指数/ 对数函数、多项式有理函数与不等式在第一半学期中，对于 HL的学生来说是特别忙的一个学期。在这个学期中，我们将学习一些进阶概念的基础，学生们将开始发展他们对于函数的认识，这个主题他们在国际中学教育普通证书课程中已经有一些基础。我们期许他们能够对于分辨函数中的不同特征越来越有信心，包括：指数、对数、三角与绝对函数。学生将探索与描述不同函数的转换，解决问题与找出关联函数的母函数为何。运用组合的概念，学生将发现与探索二项式定理，运用这个来解决问题，问题内包括乘法多项式。他们将学习何为多项式、有理函数及其特征。

第二半学

期(十一

月-十二

月)

三角恒等式与函数，三角函数，序列与多项式与归纳与证明三角函数将开始衍伸，并用以使用与证明三角恒等式。学生将开始学习如何运用归纳法来证明，我们鼓励他们自己练习使用不同方式来证明，例如：矛盾证明法。他们将找到解出不等式的方法，包括使用绝对表达式。学生将为了算数和等比数列和级数而形式化“n项测试”和“n项和”计算。他们将学习计算法则：排列与组合之间的差异，以及对应公式。我们也将透过归纳过程引导学生，使他们能够使用这个有利的方法于证明其他的命题中。

第三半学

期(一月-

二月)

数学探索与分化 1 所有的学生都将参加一个内部的数学评量；这个评量称之为数学探索，且占学生期末总成绩的 20%。从这个学年的开始，我们便开始协助学生提高他们的数学研究与探索能力，并找出他们最感兴趣的数学领域。数学探索的初稿将会在本学期完成，学生将写大约两千字/ 6 到10 页的报告，他们能够选择自己感兴趣的主题，进行独立研究、探索该主题。学生将在本学期更进一步探索在第一学期时学过的主题，学生将再次学习微积分，并且能够以第一法则分辨多项式。他们将认识与所有在第一学期学过的函数相关之梯度函数，并且能够快速有效率地分辨特性曲线，例如：最高与最低点。使用在第一学期学过的三角函数恒等式，学生能够解决更复杂的三角方程式，我们也鼓励他们发展自己解决这类问题的方法。我们能够习惯使用图形计算机来制图或解决这类问题。矩列行列式已经被证明是个很有用的解题工具，包括十三年级的向量问题，学生有可能在这个时候学习矩列行列式。

第四半学

期(二月-

四月)

积分 1 学生将能够运用积分找到与曲线、旋转体的体积相关的范畴。更多积分的技巧将应用在解题是，包括：代换积分法、分部积分法。

夏季学期

(四月-六

月)

复数 1 和向量 1 学生将认识复数的概念，包括：以乘积解决三次函数－在历史情境中。他们可能讨论卡尔达诺、塔尔塔利亚和其他同期的义大利数学家，并学习相关理论的元素。复数是从棣美孚定理的相关知识与应用发展而来的，可以运用复数证明三角恒等式。IGCSE(国际中学教育普通证书)课程中与向量的知识将在 IB课程中延伸。在本学期中，学生将专注于二维和三维线性方程，并使用纯量(点)解题。

功课任务范例调查，探索练习，报告自己的成果

评量题型、方式与时间学生将接受一年五次的普通测验，其中两个测验是 120分钟的模拟测验，三个将会以回家功课的方式进行。教师将会定时评聊学生的学习表现。学生将有机会接受一个六十分钟的报告 3模拟测验。

所需教具除了一般用具外，学生必须携带 TI-Nspire CX 图形计算器(非 CAS)，一对圆规，一个量角器和一把尺。学生可以带不同种类的计算机，但是所有的指示都将以 TI-Nspire CX 图形计算器为基准。学生应该在购买不同计算机之前先寻求相关建议。

父母/监护者能提供之协助: 这个年纪的孩子最需要的帮助就是有效地运用他们的时间，以确保他们能够在复习、练习和延伸阅读之间得到平衡，以达到他们对自我的期待。学生需要父母与教师的帮助与鼓励，以帮助他们制定策略规划他们自己的时间。学生特别需要他人帮忙找出自己的弱点以及加强的方法。父母应该鼓励孩子多阅读线上的数学研究。这将会大大地帮助他们写出属于自己的研究报告。在休息阅读时间时阅读数学相关书籍也非常有助益。

实用网路资源 www.myimath.com, www.bbcbitesize.com, www.khanacademy.org Numberphile 是一个非常出色的 Youtube 频道

相关活动 CCA 竞赛－帮助准备内部竞赛 CCA 友谊赛－与其他北伦敦教会的姐妹校竞赛 CCA 信息图表－运用信息图表表现世界 CCA 测略竞赛－发展一个善用策略的思维模式国际竞赛－英国数学协会青年奥林匹亚

数学 HL （十三年级）数学部的目标是运用 IB课程使学生的成熟度与对于此科目的理解能力能够提升至另一个水平。学生的核心技能，例如：时间管理、管理与合作工作，都会在这一年中有所提升，这不但会让他们成为更好的数学家，也能协助他们为未来的学术与专业职业做准备。学生在十二年级的成长都会有助于他们进入十三年级的课程，并且让他们对于组织、自我与时间管理更有自信。我们期许学生在课程结束时能够成为知识与学术领域有更高成就的学生。

课程内容

推荐书单或延伸活动

第一半学

期(八月-

十月)

本学期将专注在一系列不同的领域，包括：机率与统计，分组数据的计算，平均与方差，离散与连续数据、机率的众数与中位数，二项式，卜瓦松与一般分配、独立与互斥事件，条件概率

海斯 HL数学第 23章到第26章或是剑桥HL数学第 21章到第 24章将对自我阅读学习很有帮助

第二半学

期(十一

月-十二

月)

微积分 1 在这学期中，学生将学习数列与级数，测验趋同与趋异，幂级数，收敛区间与收敛半径，瑕积分，微积分基本定理，黎曼和的上和与下和

海斯微积分章节 B, G, H, I, J & K，剑桥微积分课本第 2、3章

第三半学

期(一月-

二月)

微积分 2 在这学期中，学生将开始探索函数极限，连续性和可微分性，罗必达法则，罗尔定理，拉格朗日均值定理，马克劳林级数展开式与泰勒展开式，以及拉格朗日误差项。

海斯微积分章节 B, C, D, E, F & L，剑桥微积分课本第 1、4章

第四半学

期(二月-

四月)

微积分 3 因为 HL课程的密集程度与高要求，学生在本学期中将没有许多时间可以复习、修正与准备测验。我们将在一边复习核心主题时，也将一边进行选修课程，这对于学生取得高分是很重要的。所有的学生都将有两个小时的核心测验，一个小时的选修测验，所有的学生都可以在报告2和报告 3使用图形计算机(非必需)(有些问题没办法有效率地在没有图形的情况下作答)

夏季学期

测验练习


评量题型、方式与时间学生将接受一年五次的普通测验，其中两个测验是 120分钟的模拟测验，三个将会以回家功课的方式进行。教师将会定时评聊学生的学习表现。学生将有机会接受一个六十分钟的报告 3模拟测验。



实用网路资源 www.myimath.com www.bbcbitesize.com www.khanacademy.org Numberphile 是一个非常出色的 Youtube 频道


数学 SL （十二年级）

数学部的目标是运用 IB课程使学生的成熟度与对于此科目的理解能力能够提升至另一个水平。学生的核心技能，例如：时间管理、管理与合作工作，都会在这一年中有所提升，这不但会让他们成为更好的数学家，也能协助他们为未来的学术与专业职业做准备。


第一半学

期(八月-

十月)

函数1

函数是数学领域中最重要的概念之一。学生将熟悉IGCSE课程中的函数定义、范畴、范围和

组合，但是将在IB SL课程中对于这些内容有更进一步的认识，包括指数和对数函数。

学生将探索一系列不同的函数，以及更复杂的合成函数。在函数变换的过程中，了解认识

函数图形的特征也是很重要的。

第二半学

期(十一

月-十二

月)

三角学 4

学生在IGCSE课程中所学的三角学相关知识将在本学期继续延展下去，包括毕达哥拉斯和复

角的特性。学生将学习如何证明三角特性的概念。

第三半学

期(一月-

二月)

统计 3

学生将复习并延伸他们对于离散与连续资料的了解。他们将学习焦点放在如何运用概率分

布以仿作与分析机率资料。二项式与一般分布也会是学习的重点之一。借由于第一学期所

学到的概念，学生将透过微分的主题开始学习微积分。学生们将拓展他们关于梯度方面的

知识，学习梯度函数。他们将透过第一法则探索极限与微分的概念，以为了特定的函数分

辨出导数。

第四半学

期(二月-

四月)

三角函数微积分 1

学生将在本学期探索Sin(x), cos(x)和tan(x)的功能，并分辨出他们的图像与特征，理解

梯度函数。学生将解决含有三角函数转换组合的问题。

夏季学期

(四月-六

月)

数学探索

所有的学生都将参加一个内部的数学评量；这个评量称之为数学探索，且占学生期末总成

绩的20%。从这个学年的开始，我们便开始协助学生提高他们的数学研究与探索能力，并找

出他们最感兴趣的数学领域。数学探索的初稿将会在本学期完成，学生将写大约两千字/ 6

到10页的报告，他们能够选择自己感兴趣的主题，进行独立研究、探索该主题。


评量题型、方式与时间学生将接受一年五次的普通测验，其中两个测验是120分钟的模拟测验，三个将会以回家功课的方式

进行。教师将会定时评聊学生的学习表现。学生将有机会接受一个六十分钟的报告3模拟测验。

在十二年级时，所有学生都将完成两份数学探索的草稿，并缴交第三份草稿和终稿。学生将会收到

一份老师给的正式回馈和一份成绩单。

所需教具除了一般用具外，学生必须携带TI-Nspire CX 图形计算器(非CAS)，一对圆规，一个量角器和一把

尺。

学生可以带不同种类的计算机，但是所有的指示都将以TI-Nspire CX 图形计算器为基准。学生应该

在购买不同计算机之前先寻求相关建议。

父母/监护者能提供之协助: 这个年纪的孩子最需要的帮助就是有效地运用他们的时间，以确保他们能够在复习、练习和延伸阅

读之间得到平衡，以达到他们对自我的期待。学生需要父母与教师的帮助与鼓励，以帮助他们制定

策略规划他们自己的时间。

学生特别需要他人帮忙找出自己的弱点以及加强的方法。

父母应该鼓励孩子多阅读线上的数学研究。这将会大大地帮助他们写出属于自己的研究报告。

在休息阅读时间时阅读数学相关书籍也非常有助益。

实用网路资源 www.myimath.com

www.bbcbitesize.com

www.khanacademy.org

Numberphile是一个非常出色的Youtube频道

相关活动 CCA竞赛－帮助准备内部竞赛

CCA友谊赛－与其他北伦敦教会的姐妹校竞赛

CCA信息图表－运用信息图表表现世界

CCA测略竞赛－发展一个善用策略的思维模式

国际竞赛－英国数学协会青年奥林匹亚

数学 SL （十三年级）数学部的目标是运用 IB课程使学生的成熟度与对于此科目的理解能力能够提升至另一个水平。学生的核心技能，例如：时间管理、管理与合作工作，都会在这一年中有所提升，这不但会让他们成为更好的数学家，也能协助他们为未来的学术与专业职业做准备。学生在十二年级的成长都会有助于他们进入十三年级的课程，并且让他们对于组织、自我与时间管理更有自信。我们期许学生在课程结束时能够成为知识与学术领域有更高成就的学生。


第一半学

期(八月-

十月)

相关 1，线性回归 2 和向量 1 学生以前学习过散布图和相关，不过他们将在这个学期更深入地学习这些概念。学生将会更熟悉操作图形计算机，以分辨与阐释相关系数。他们将会学习如何运用线性回归建立关联模式，以及什么时候是使用这些模式的时机。在 IGCSE课中，学生已经认识向量的概念、基本的向量代数和运用向量解决几何问题。在本学期，我们将再次学习这些概念，但是这次的学习焦点将放在二维和三维空间中的线上。

第二半学

期(十一

月-十二

月)

向量 2 学生将进一步学习与向量相关的知识，特别是关于三维空间中的向量、解决空间中两条线之间的问题。计算与应用向量中的纯量(点)积是本学期的学习重点之一。

第三半学

期(一月-

二月)

复习几何学生将会有许多复习时间，巩固和复习所有从十二年级开始至今所学过的内容。以上学期的学习为基础，学生将会再次复习所有与几何有关系的主题。教师会透过许多种不同的方法和活动来帮助学生复习知识、概念的理解、熟练度、解题能力与应试技巧。

第四半学

期(二月-

四月)

微积分复习我们将运用本半学期来复习课程中最进阶的主题之一。学生将复习所有他们在十二年级(以及十一年级) 中学过与微积分有关的主题。教师会透过许多种不同的方法和活动来帮助学生复习知识、概念的理解、熟练度、解题能力与应试技巧。

夏季学期

(四月-六

月)

测验复习所有学生都将参加两次一小时三十分钟的测验。学生应该在测验 2使用图形计算机(有一些问题在未使用计算机的情况下可能没办法有效率地作答)。在考试前的最后一个学期，我们将进行综合测验，主要是希望能够提供学生弹性化的协助。计时练习将会是这阶段的重要复习活动。


评量题型、方式与时间学生将接受一年五次的普通测验，其中两个测验是 120分钟的模拟测验，三个将会以回家功课的方式进行。教师将会定时评聊学生的学习表现。



实用网路资源 www.myimath.com www.bbcbitesize.com www.khanacademy.org Numberphile 是一个非常出色的 Youtube 频道


艺术与设计（十二年级）

在 IB视觉艺术课程是建立在对于我们所生活的世界之观察与诠释、发展探索与沟通不同想法与意义的能力，建立自己的视觉语言，并与他人的思想和观点相互挑战。


第一半学

期(八月-十月)

我们将为学生介绍课程中不同单元之间的关系，并以创作一个主题视觉心智图作为课程的开始，这个作品也将成为他们作品集的一部份。他们将会完成一个深度艺术家调查，并且探索视觉实验、完成他们第一个工作室作品。他们将会有机会参加静物和版画工作坊，学习新的技巧和作画方法。作为 IB视觉艺术课程的一部份，学生将会参观一个场外艺廊，体验其他艺术家的第一手创作。

·尽可能地多参观艺廊

·多阅读关于你的艺术家的资料

·观赏关于不同艺术家的纪录片

第二半学


对于每个艺术家来说，理解与回应其他艺术家、设计师与工匠的作品，包括过往和当代的，都是很重要的一个历程。学生将开始对比研究：在第一个学期，学生将学习如何把艺术品放置于特定的情境中；表达他们直觉的回应；理解功能与目的的意义、学习如何为艺术品进行专业的分析。工作室练习将持续。




第三半学

期(一月-二月)

学生将开始著手进行他们的延伸个人研究，开始研究同一主题的工作室作品之间的连贯性。在对比研究中，学生将开始探索符号与正式分析的关系，并开始理解意义在视觉艺术中是如何被表现的。学生机会参加数位工作坊、三维工作坊并参观第二个艺廊。




第四半学

期(二月-四月)

学生将完成对比研究的初稿。工作室练习将持续。我们将协助学生建立线上作品集，并稍微了解大学申请过程。




夏季学期

(四月-六月)

学生将完成他们的独立个人研究，并在 NLCS 艺术庆典中的一个开放工作室夏日活动中分享其成果，学生的作品将在一个开放的展示场中展览。我们也将给予个人假期作业的教学说明。




功课任务范例在规定期间内持续进行工作室作品。研究不同的艺术家以发掘不同的主题。完成个人作品集。两位艺术家的对比研究。

评量题型、方式与时间在每个单元中、结束时皆有作品集评量，对比研究，评量时将会以成果与报告作为依据。

所需教具尽管学校提供许多艺术材料和工具，我们也很鼓励学生准备自己的材料和工具，这样不仅能够让他们顺利地完成假期作业，也能让他们享受独立发掘和购买材料的乐趣。

Parents/guardians can help their child by:

参观艺廊和当地的展览

实用网路资源 http://www.tate.org.uk/art https://www.khanacademy.org/humanities/art-history 可以运用这个免费的网站提高你的 Photoshop技巧: https://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-beginner-s- guide/welcome-video

Co-curricular activities 艺术丰富化、YAR-年轻艺术家居民

联络人艺术部主任柯宁顿小姐(音译)

艺术与设计（十三年级）在IB视觉艺术课程是建立在对于我们所生活的世界之观察与诠释、发展探索与沟通不同想法与意义的能力，建立自己的视觉语言，并与他人的思想和观点相互挑战。


第一半学

期(八月-十月)

在课程的第二年，学生将开始学习个人工作的方式。他们将会开始筹备自己的个人展览，并且组织自己的数位作品集。学生将会透过一对一教学的方式深入讨论其对比研究，并且开始汇整他们的研究成果。学生将以分析与理解策展选择为目的拜访一间艺廊。他们将参加与策展有关的演讲和工作坊。(缴交对比研究的最终稿)




第二半学


学生将在为期一周的密集课程中完成他们的对比研究，并且缴交成品。HL学生，这个研究将延伸为一份个人报告，内容是关于艺术家的灵感是从何而来，他们又是如何将灵感转化为艺术作品的。(缴交对比研究的最终稿)




第三半学

期(一月-二月)

在完成 11个工作室作品(HL 学生)和 7个工作室作品(SL 学生)后，学生将开始为他们的期末展览进行准备工作。我们将引导他们如何准备与其作品对应的说明叙述和标题，完成展览的记录，包括：架设作品、裱框和策展准备。学生也将拍摄他们的作品，以上传至网路。




第四半学

期(二月-四月)

学生将完成所有的作品，并架设他们自己的展览。主要的展览在三月，庆祝在本课程中所完成的作品。他们也将为审查员合理地说明他们选择这些作品的理由。学生将汇整他们的作品集，并准备缴交。




夏季学期

(四月-六月)

.

功课任务范例在规定期间内持续进行工作室作品。研究不同的艺术家以发掘不同的主题。完成个人作品集。两位艺术家的对比研究。

评量题型、方式与时间在每个单元中、结束时皆有作品集评量，对比研究，评量时将会以成果与报告作为依据。

所需教具尽管学校提供许多艺术材料和工具，我们也很鼓励学生准备自己的材料和工具，这样不仅能够让他们顺利地完成假期作业，也能让他们享受独立发掘和购买材料的乐趣。

父母/监护者能提供之协助: 参观艺廊和当地的展览

实用网路资源 http://www.tate.org.uk/art https://www.khanacademy.org/humanities/art-history 可以运用这个免费的网站提高你的 Photoshop技巧: https://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-beginner-s- guide/welcome-video

相关活动参观艺廊和当地的展览

联络人艺术部主任柯宁顿小姐(音译)

音乐（十二年级）

Conceptual Content 推荐书单或延伸活动

第一半

学期

(八月-

十月)

HL 和 SL 的学生将接受经过周全考量的表演研究课程：探索具历史讯息的表演练习、提升风格、类型、装饰音、颤音和演奏技巧，以及以个人或小组的方式演奏全新且具挑战的曲目。学生将深入学习民族音乐学－如何学习西方古典传统(WCT)以外的音乐传统，特别是中东地区的音乐。双修作曲的 HL学生，将学习作曲的技巧，如：赋格、巴赫众赞歌，并且将之应用至自由创作练习中。

音乐、世界音乐与民族音乐学概论(暂译) 牛津音乐线上文章，听与阿曼、伊朗和北非有关的音乐传统

第二半

学期

(十一

月-十

二月)

学生将继续学习民族音乐学，研究拉丁美洲的音乐。接下来学生们将把学习焦点放在西方古典传统室内乐和弥撒，以及它们几世纪以来的发展。这个过程将让学生探索常见音乐类型的风格、结构和和声特征。 HL 学生将继续学习作曲，并在学期结束前完成一个完整的草稿。

牛津音乐线上文章，听与阿根廷、哥伦比亚、巴西与墨西哥有关的音乐剩下的都是噪音，阿历克斯•罗斯著

第三半

学期

(一月-

二月)

学生将学习阅读乐谱－如何更有效率地阅读乐谱、如何找到标记、音乐标记的特质，以及乐谱试着向演奏者表达什么讯息。学生将着手准备四月的其中演奏。 HL 学生将继续他们的作曲练习，并在四月时完成作曲作品一。

阅读西洋古典传统音乐历史上的

不同乐谱

第四半

学期

(二月-

四月)

学生将学习许多不同类型的爵士音乐，并且认识北欧的音乐。 HL 学生将准备完成他们的作曲作品一，并准备开始三个作曲作品中的第二个。

爵士音乐，吉登与德佛着(暂译) 牛津音乐线上文章，听与挪威、瑞典、不列颠群岛有关的音乐

夏季学

期

(四月-

六月)

学生将专注于课程作业上： HL 学生将会有一些草稿和一个完整的作曲作品，并在六月之前完成第二个作曲作品的终稿。HL和 SL 学生(被推选为表演人员的学生)将专心于准备他们的艺术周表演会。所有的学生都将完成一份音乐剧连结调查的完整草稿。

音乐分析指南，库克着

功课任务范例分析音乐的重要特征、以乐谱＋录音或是录音形式呈现，可见与不可见的。作曲作品，包括自由与技巧。演奏练习。

评量题型、方式与时间最少一个月一次的报告。每个星期的音乐欣赏日记。表演会(正式的)一年两次。 MLI(外部评量)一个总结性的评量

所需教具无。学生应该自行准备需要的乐器。学校会提供作曲材料与相关科技。

父母/监护者能提供之协助: 请确定已为学生准备他们所需要的基本器材。

实用网路资源牛津音乐线上网站(学校已订阅)

相关活动我们鼓励学生拜访、参与相关的社群(SONITAS)。额外的表演团体或表演机会。

Whom can I contact?

明蒂．洛斯科维奇 (2018年音乐部主任)

音乐（十三年级）

Conceptual Content 推荐书单或延伸活动

第一半

学期

(八月-

十月)

学生将发挥他们的分析技巧以学习正式的两组作品。学生们将研究许多不同的世界音乐传统，内容主要由学生群体与教师决定。学习西方古典传统音乐的主要种类。

沉思音乐，克尔曼着

那克森线上音乐库（待学校审核

订阅）

Half

Term 2

& 3

(Nov

–

Feb)

学生将完成音乐剧连结调查。HL学生将完成作曲作品集。HL和 SL 学生即将完成表演作品集。在一月之前，学生将只专注于准备五月音乐测验所需的工具。

新闻文章、播客、任何牛津通识读本系列的书、继续听音乐

功课任务范例分析音乐的重要特征、以乐谱＋录音或是录音形式呈现，可见与不可见的。作曲作品，包括自由与技巧。演奏练习。

评量题型、方式与时间最少一个月一次的报告。每个星期的音乐欣赏日记。表演会(正式的)一年两次。 MLI(外部评量)一个总结性的评量

所需教具无。学生应该自行准备需要的乐器。学校会提供作曲材料与相关科技。

父母/监护者能提供之协

助:

请确定已为学生准备他们所需要的基本器材。

实用网路资源牛津音乐线上网站(学校已订阅)

相关活动我们鼓励学生拜访、参与相关的社群(SONITAS)。额外的表演团体或表演机会。

Whom can I contact?

明蒂．洛斯科维奇 (2018年音乐部主任)

戏剧（十二年级）第六组的IB的戏剧课程是一个令人兴奋的课程，任何学生在这门课当中都可以有创意地表现他们自己，而不仅仅是让他们成为一个有自信的表演者而已。在本课程中除了上课外，就只有课堂作业，我们将透过学生表达自己创意想法和在表演情就中展示这些想法的的能力进行评量。这门课对于其他IB课程来说具有相辅相成的作用，在这门课程中，学生可以精进研究、合作与独立作业、整合理论与实作的能力，这些能力对于学生未来在大学的学习都非常有助益。

课程内容推荐书单或延伸活动第一半

学期(八

月-十月)

戏剧技巧合作计划我们将从认识团体合作的戏剧团体开启这个学年的学习，作为学习的一部份，学生也将组织一个剧团或是表演团体，以学习团体合作。他们将参加介绍性质的小型工作坊，学习不同创作合作作品的方法、运用顶尖剧场团体所使用的技术和理论。

学习图书馆有许多书关于：太阳马戏团疯狂集会合拍剧团及膝剧团(暂译) 经验分享剧团(暂译) 等等

第二半

学期(十一月-十

二月)

戏剧现场分析简介学生将在工作坊中相互引领，并且将纪录详细的笔记于他们的记事本中最后，学生机会在其他同学面前报告剧场的不同部份是如何共同合作，学生可以从现场表演或是在 Digitaltheatreplus中为报告选材。

https://www.digitaltheatreplus.com/ 是一个网站让学生能够在上面欣赏剧场的现场演出影像，他们应该把观赏表演的经历与心得记录于记事本中

第三半

学期(一

月-二月)

导演的笔记本导演的笔记本是一份记录了一个虚拟剧场组织过程的文件。在十二年级中，我们将探索如何实际导演一个剧场表演，我们将观察一个有名的剧场导演史丹尼拉维斯基的工作，以及他导演/训练演员的方法。

不同关于剧场导演的出版品尽可能地阅读不同类型的剧作

第四半

学期(二

月-四月)

独立计划(HL 学生) 只有 HL学生需要进行独立计划，这个计划也包括了一个独立表演，该独立表演需与一位剧场理论家有关。学生应该选择一位理论家，深入研究该理论家，并且将研究所得应用于创作独角戏中。

学习图书馆有许多书关于：罗伯特•勒佩格劳勃•威尔森贝托尔特•布莱希特碧娜•鲍许格洛托夫斯基等等

夏季学

期

(四月-

六月)

研究报告在十二年级的第三学期中，学生将开始着手研究他们将在十三年级呈现的主题。他们必须做研究，并以任一世界世上的剧场传统方式呈现。

在认识世界剧场传统之后，学生应先在网上搜寻相关信息，接着再用图书馆的书针对他们选择的主题进行研究

功课任务范例台词研读、研究功课、课堂报告、在课堂上主持工作坊

评量题型、方式与时间总结性－表演形成性－使用排演的录像

所需教具运动服装：T恤、运动裤、运动鞋

父母/监护者能提供之协

助:

大声朗读他们应该学习的台词拜访剧场

实用网路资源 https://www.digitaltheatreplus.com/

相关活动全校戏剧表演、艺术庆典演出

戏剧（十三年级）在十二年级中所学的戏剧理论、技巧、风格与类型，学生将在十三年级中将这些知识时应用在课堂作业中。他们必须以独立(只有HL学生)或团体的方式进行表演，这将会是他们学习历程、的记录和他们组织从影像材料中所得灵感的能力。请特别注意，在这堂课中只有课堂作业。在截止日期前完成课堂作业是最重要的。


第一半学

期(八月-十月)

研究报告这是学生从十二年级就开始着手进行的计划，经过整个夏天的研究，学生应该在第一学期进行 15分钟的报告，整合他们所研究的世界剧场传统中的一个面向。这个报告将会是这单元的课堂作业。

在认识世界剧场传统之后，学生应先在网上搜寻相关信息，接着再用图书馆的书针对他们选择的主题进行研究

第二半学


整合戏剧计划学生应该创造一个剧场作品，应用他们在课堂和研究剧场团体所得到的知识。学生将演出这个团体作品，并且以一篇短文记录他们创作这个作品的经过、以及一段摘要说明学生选择在短文中讨论哪些部分。

学习图书馆有许多书关于：太阳马戏团疯狂集会合拍剧团及膝剧团(暂译) 经验分享剧团(暂译) 等等

第三半学

期(一月-二月)

独立戏剧作品学生将以独立表演的方式呈现他们从所选理论家所学到的理论。这个过程将被学生记录下来，而这个纪录片机会直接转化成他们独立演出的影像。除了演出之外，课程中书写部分将会直接作为课堂作业评分。

学习图书馆有许多书关于：罗伯特•勒佩格

劳勃•威尔森贝托尔特•布莱希特碧娜•鲍许格洛托夫斯基等等

第四半学

期(二月-四月)

导演的笔记本就如标题所示，学生将从剧场导演的角度讨论如何为一个虚构的表演挑选适合的剧本。他们应该考虑剧场的各个范畴，并且参考他们所看过的剧场表演，考虑他们之前排练时所受到的影响，以及他们应该如何整合这些想法。

剧场导演的众多出版品他们应该仔细多次阅读选择的剧本，并且仔细地标上注记

夏季学期

(四月-六月)

IB 剧场课程必须在这时间点之前结束，第六组课程并没有测验

功课任务范例台词研读、研究功课、课堂报告、在课堂上主持工作坊

评量题型、方式与时间总结性－表演形成性－使用排演的录像

所需教具运动服装：T恤、运动裤、运动鞋

父母/监护者能提供之协助: 大声朗读他们应该学习的台词拜访剧场

实用网路资源 https://www.digitaltheatreplus.com/

相关活动全校戏剧表演、艺术庆典演出

Documents

ENGLISH/MANDARIN IB Diploma Handbook · 2019-05-01 · Introduction to the IB Diploma IB 国际文凭课程 Candidates studying for the diploma select six subjects from the subject