IB Course Options - British School Manila Brochure... · IB students develop strength, ... but with three important additional features, ... Loughborough are that he is now in the

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IB Course Options

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I’d like to extend a very warm welcome to you, and thank you for your interest in the IB programme at The British School Manila.

For many of our students, the IB programme is the culmination of a learning journey at BSM, which starts when they are aged four. At the other extreme, we have students who join us aged sixteen, only to do the IB course. Due to the transient nature of international students, many join us somewhere in between. Whatever your background prior to age sixteen, yprogramme to be a rigorous pre-university course, challenging in both breadth and depth, and demanding of your time, intellect and energy.

Many universities acknowledge that the IB Diploma is the best pre-university programme in existence for these very reasons. BSM’s track record at IB diploma is outstanding – with our students’ results consistently outperforming World averages on every measure. With a maximum cohort of 60 students, we pride ourselves on personalising the learning to suit individuals’ needs, and ensuring that each and every student is encouraged and guided to reach their potential. With the IB Diploma safely in their pocket, BSM students can look forward to accessing places at top universities in the UK, North America, S.E. Asia – and around the World, and our experienced guidance team works closely with students and their parents to achieve this.

The IB Diploma course is open to any student who is able to meet the stringent entry criteria and we also o er a non-diploma IB courses programme for a very small number of our own students for whom the full Diploma is not appropriate. The number of subjects on o er in our IB programme continues to grow, with new subjects being introduced whenever therdemand.

I feel very privileged to work with my team of hugely talented and highly committed teachers, and with students who simply burst with energy and potential.

I hope that you will discover, through reading this brochure, and through talking to our students and sta , that the IB programme at BSM is the very best option for you to continue your learning journey.

Welcome to the wonderful world of IB, not an end in itself, a fascinating passage.

My son recently told me he couldn’t wait to be in IB (he is only 14) and I asked him why. His response was full of the typical beginner’s enthusiasm: his perception made him witness great collaboration and tender loving care amongst IB students.I to determine if the cause for this cohesion is the rigour of the program or the care that CAS instils in students, or simply because they are reaching a certain maturity, but what is evident, is that ne ves quickly embraced by this atmosphere and soon feel integrated. IB students develop strength, academic and emotional ones, that are very attractive to younger students. I feel very privileged to work with such amazing well-rounded students and to contribute somehow to part of their intellectual growth.

It is with tremendous joy that I took on the role of leading the IB team, as it is the most dedicated, knowledgeable and inspiring set of professionals you can encounter. Besides, the rom the suppor teachers and sta s who are extremely keen on the learning experiences for students and for themselves. They are more than ready and eager to serve the IB philosophy, which encompasses all the necessary skills development that will be indispensable in future enterprises, whatever road they choose to take, and many at BSM choose to embar versities around the world.We take pride in our systems in place that endeavour to support all students regardless of their needs or demands and in our excellent exam results, always above world averages.

This guide presents a summary of subject options designed to help students make an informed choice and is supported by exhaustive subject IB guides previously shared online. It should serve as the basis of triangular conversation between parents, students and the IB team and teachers in order to ensure students choose the r tch for their education, as the 2 years of IB are a stepping-stone towards greater horizons.

It is a remarkable honour to be working with such talent forward to continue to build on what BSM alr ays to strive for further excellence in what we o er. As my son says: “I am looking forward to forge those relationships with my peers and teachers in what seems to be a tremendous intellectual challenge”. I couldn’t agree more, but as a mother, I am obviously biased.

I hope to see many of you taking on the challenge!

Mathilde MouquetIB Co-ordinator

[email protected]

Helen OldsHead of Senior [email protected]

Message from the Head of Senior School Message from the IB Co-ordinator


Student and Parents’ View

The IB Diploma Programme at The British School Manila

At the British School Manila we have chosen the International Baccalaureate Diploma programme for our students to follow as we believe it to be the best pre-university course available in the world today. Its international nature and emphasis upon a broad education is felt to best r ct the needs of the internationally minded students we have at BSM.

The programme has the strengths of a traditional broad curriculum, but with three important additional features, shown at the centre of the hexagonal curriculum model.

The Academic Curriculum

Students must also follow six subjects, one from each curriculum area shown on the hexagon. From these subjects three must be taken at higher level (HL), allowing for a degree of specialisation, and three at standard level (SL), allowing breadth to studies.

Theory of Knowledge (TOK) – a course for students to develop skills in critical thinking and r ction with threads running through all academic subjects.

Creativity, activity, service (CAS) – a programme in which students develop a sense of social responsibility and learn new skills outside the sphere of their immediate school environment.

An extended essay of 4,000 words – the opportunity for students to develop independent research skills which will take them beyin their chosen subject area.

The IB Programme

“My peers ask me for help when we have to write essays, as the EE has made me an expert in researching and analysing” Natalie Limandhibratha, 2015 cohort

“Because of the IB, Stanford University feels like a long summer camp. Not only are the concepts that I learn in college very similar to those that I covered during my IB years, but the rigor and academic standard expected of my work are not that far from what the IB required of my EEs, IAs, etc. I also feel like the IB prepares you especially well for an American education. US schools pride themselves on a

languages, the natural sciences, mathematics, the humanities and the creative arts. For the IB student, that is nothing new! “Miguel Ayala2015 cohort

“Some of the positives that Matthew has told me about since going to Loughborough are that he is now in the top Maths set as UK students often don’t do Maths after GCSE on his course, he really knows how to meet deadlines and work as part of a group, and thanks to all the work BSM did with the leadership team he is not afraid of the challenges of leading a group.” Liz Johnson (2015 cohort)

“Over the period of IB, our children learn more about subjets we know nothing about, have experiences we couldn’t have dreamed of, make choices about univeristy courses we have never heard of, have access to a lifestyle we can’t imagine. If during that time we can maintain a civilised level of communication, gain respect for their viewpoint and have them recognise we there to support them through thick and thin, we deserve the diploma too” Bill Maynard (2015 and 2016 cohort)


The IB Learner Profile

The IB learner pr eveloped by the IBO r cts the skills that we aim to develop at BSM through the IB programme and mirrors the BSM whole school mission statement.

The following is a summary based on quotes from the IBO’s learner pr klet, followed by the 10 descriptors.

The IB learner pr tement translated into a set of learning outcomes.

The attributes and descriptors of the learner prthe type of learner the IBO hopes to develop through its programme which promotes the education of the whole person, emphasising intellectual, personal, emotional and social growth through all domains of knowledge.

By focusing on the dynamic combination of knowledge, skills, independent critical and creative thought and international-

IB Learners strive to be:

InquirersThey develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

KnowledgeableThey explore concepts, ideas and issues that have local and global sig e. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and infor reatively in more than one language and in a variety of modes of communication. They work e ectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

CaringThey show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive di erence to the lives of others and to the environment.

Risk-takersThey approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

ReflectiveThey give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

mindedness, the IBO espouses the principle of educating the whole person for a life of active, responsible citizenship.

Underlying the programme is the concept of education of the whole person as a lifelong process. The learner pr rof the whole person as a lifelong learner. It provides a clear and explicit statement of what is expected of students, teachers and school administrators in terms of learning, and what is expected of parents in terms of support for that learning.

The aim of the IB programme is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

The IB Learner Pr


INTERNATIONAL-MINDEDNESS

IB DIPLOMA PROGRAMME

It should be noted that we anticipate o ering these courses subject to student demand and teacher recruitment but cannot guarantee each course will be available.

Assessing tneduts

work and awarding of the diploma

Classroom teachers and IB examiners work in partnership to ensure that students have ample opportunity to demonstrate

what they have learnt. Grades r ct attainment of knowledge and skills relative to set standards applied equally to all schools. Top grades are not, for example,

awarded to a certain percentage of students.

Who is IB for?

The IB is suited to motivated, responsible students with a combination of the following characteristics:

• An ability to cope with university courses when they leave The British School Manila.• A willingness to develop personal study habits including self discipline, self motivation and time management.• A capacity for thinking critically and creatively.• S cy in a second language, or willingness t• An international outlook and genuine concern for others.

The IB programme, while demanding, is open to the average and above-average student. It is not an elitist programme for exceptionally gifted students, but a course of studies, for either full diploma or cer tes.

Throughout their studies, students discover that e ective learners following an IB curriculum need to be motivated, knowledgeable, strategic in their learning, ethical, compassionate, r ctive and socially interactive.

Group 1:Studies in Language

& Literature

English Literature HL & SL

English Language &

Literature HL & SL

Group 3:Individuals

& Society

Business Management HL & SL

Economics HL & SL

Geography HL & SL

History HL & SL

Psychology HL & SL

Group 5:

Mathematics

Maths HL & SL

Maths Studies SL

Group 6:

The Arts & Electives

Visual Arts HL & SL

Theatre Studies HL & SL

Group 4:Experimental

Sciences

Chemistry HL & SL

Physics HL & SL

Biology HL & SL

Environmental Systems

& Societies SL

Group 2:Language

Acquisition

French HL & SL

Spanish HL & SL

Spanish ab initio SL

Mandarin HL & SL

Responsibility for all academic judgments about the quality of candidate's work rests with some 4,400 IB examiners worldwide, led by chief examiners with international

authorit s. Each year approximately 80% of candidates who

attempt the diploma succeed in earning it. Examinations are o ered in May for

northern hemisphere schools.

Course Content

APPROACHES TO TEACHING

APPROACHES TO LEARNING

CREATIVITY, ACTIVITY, SERVICE

THEO

RY O

F KNOWLEDGE EXTENDED ESSAY


Description

The TOK programme is central to the educational philosophy of the International Baccalaureate and is therefore studied by every Diploma candidate. TOK gives students an opportunity to develop critical thinking skills by inquiring into the process of knowing, rather than studying a body of knowledge – the raw material of TOK is knowledge itself. The course asks students to explore how we know what we claim to know and encourages students to analyse knowledge questions and knowledge claims. Students become aware of subjective and ideological biases and develop the ability to analyse evidence that is expressed in rational argument.

AssessmentStudents discuss how we, as ‘knowers’, interpret these areas of knowledge through ways of knowing such as reason, emotion, intuition, memory, perception and language.

Students submit an essay of up to 1600 words, which is externally assessed. They also make a group or individual presentation that is internally assessed by the teacher and self-evaluated by the student.

A letter grade from A – E is awarded which, when combined with the Extended Essay mark, can contribute to a maximum of 3 bonus points towards the Diploma total. An E is one of the Diploma’s failing conditions.

Description

The lBO's goal is to educate the whole person and foster responsible, compassionate citizens. The CAS programme encourages students to share their energy and special talents with others.

CAS is intended to complement the academic disciplines of the curriculum and to encourage the development of individual skills and interests, particularly in activities that are new to the student. With an emphasis on experiential learning, each student is expected to be involved for the equivalent of at least 3 hours per week. CAS projects are student led and include at least one long term project.

Creativity can cover a wide range of arts, drama and musical activities.

Activity may include expeditions, sports and physical training.

Service opportunities may take place in the school community, the local community or in the international community.

BSM plans a CAS trip each year during which many of these components are addressed. Students will, through these activities, develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people.

AssessmentEach student will keep a record of all their CAS activities and r ctions in an online portfolio. Whilst there is no formal assessment for CAS, random samples of students’ CAS records may be requested by the IBO regional e. Completion of the CAS programme is mandatory for the award of the full Diploma.

During TOK lessons, students spend much time engaged in in-depth discussion and investigation into knowledge questions. Students make connections between knowledge claims in various disciplines, between personal knowledge and shared knowledge and between bodies or knowledge and their own personal experience.

The following areas of knowledge are explored:

• Mathematics • History• Natural Sciences • Ethics• Human Sciences • The Arts

Theory of Knowledge (TOK) Creativity, Activity, Service (CAS)


Assessment

Component Higher Level Standard Level Weighting

Paper 1 Commentary Literary analysis 20% (2 hours) (1hr30mins)

Paper 2 Essay Essay 25% (2hours) (1hr30mins) Based on part 3 Based on part 3

Written R ctive R ctive 25%Assignment Statement Statement (300-400 words) (300-400 words) & essay (1200- & essay (1200- 1500 words) 1500 words) based on part 1 based on part 1

Internal Individual oral individual oral 15% Assessment commentary commentary and discussion, based on part 2 based on part 2

Internal Individual oral Individual oral 15% Assessment presentation presentation based on part 4 based on part 4

Description

The extended essay is an in-depth study of a topic chosen by the student in consultation with a teacher, who acts as the student’s mentor and guide throughout the process. The 4,000 word essay acquaints diploma candidates with the kind of high-level independent research and writing skills required by universities. All students who undertake the diploma must complete an extended essay.

The extended essay allows students to deepen their programme of study by selecting a topic in one of their (usually higher level) courses. It giv t-hand experience of the challenge of research. Students develop as independent learners as they manage their own research, take intellectual risks, learn to communicate e ectively and r ct on their

s.

The range of investigations undertaken by former BSM students can be seen in the following extended essay titles:

Description

English A is a literature course designed to develop a range of skills: from close reading and textual analysis to creative responses and presentation. This course challenges and stimulates the student. We study a wide variety of texts and at least three literary genres.

This course is international in its composition thus the study of texts from a number of cultures is intrinsic to the programme. This ties in closely with the spirit of IB and is an attempt to expose students to a variety of cultural stimuli. In English, the texts studied range from across the world and across the ages.

Students will:

• Engage in independent literary criticism Appreciate texts from a range of cultures, historical periods and literary traditions Understand and explore a variety of literary techniques Show a developed understanding of linguistic issues Express ideas and opinions (in written and oral media) with clarity, pr cy

Language A Literature syllabus outline:

Part 1 : Works in TranslationSL: 2 works HL: 3 works

Part 2: Detailed StudySL: 2 worksHL: 3 works

Part 3: Literary GenresSL: 3 worksHL: 4 works

Part 4: OptionsSL: 3 worksHL: 3 works

AssessmentThe essay grade is based on External assessment according to published criteria and supported by the supervisor’s report. A letter grade from A – E is awarded which, when combined with the TOK mark, can score a maximum of 3 bonus points towards the Diploma total, whilst an E is one of the Diploma failing conditions.

• How do advertisements for skin-whitening products use language and image to capitalize on the existing notion that fair skin is the standard of beauty in the Philippines?

• Should Astoria Plaza’s Housekeeping Department implement The Six Sigma Management System?

• What is the e ect of hydrogen peroxide on the structure and elasticity of human hair?

• To what extent were the social and economic changes initiated by Deng Xiaoping a key factor in the Tiananmen Protests of 1989?

• What is the role and sig rrative voice in the novel Lolita, by Vladimir Naboikov?

• To what extent does attractiveness a ect self-esteem?• How has Metallica I Modern rock Music?• Selon jean-Paul Sartre dans la scène V de la pièce Huis

Clos, est-il possible pour l’homme de vivre son existence indépendamment des autres?

The Extended Essay (EE) G1Studies in Language and LiteratureEnglish A – Literature HL & SL


Assessment

Component Higher Level Standard Level Weighting

Paper 1 Comparative Comparative 25% textual analysis textual analysis (2 hours) (1hr30mins)

Paper 2 Essay Essay 25% (2hours) (1hr30mins) Based on part 3 Based on part 3

Written Two 800-1000 Two 800-1000 20%Tasks words in length words in length

Individual Individual oral Individual oral 15% Oral commentary commentary Commentary based on part 2 based on part 2

Further Oral One further One further 15% Activity oral activity oral activityl based on part based on part 1 or 2 1 or 2

Description

The Language and Literature course incorporates the study of both language and literature. A key aim of the course is to encourage students to question the meaning generated by language and texts, by exploring how language is used as well as the text’s wider context. Students develop skills in textual analysis and deepen their understanding of both literary and non-literary texts; they explore how meaning is a ected by reading practices that ar well as by the circumstances of production and reception.

Students will:

• Read a range of texts, literary and non-literary, from di erent periods and genres Engage in close, detailed analysis of literary and non-literary texts Develop their skills in written and oral communication Engage with perspectives of people from di erent cultures Appreciate the formal, stylistic and aesthetic qualities of texts Think critically about the interactions between text, audience and purpose, and about the ways in which language, culture and context determine how meaning is constructed

Syllabus Outline

Part 1: Language in cultural contextTexts are chosen from a variety of sources, genres and media.

Part 2: Language and mass communicationTexts are chosen from a variety of sources, genres and media.

Part 3: Literature—texts and contextsSL: Two texts, one of which is a text in translation.HL: Three texts, one of which is a text in translation.

Part 4: Literature—critical studySL: Two texts. HL: Three texts.

Group 1Studies in Language& Literature

G1 - Studies in Language and Literature English A – Language & Literature HL & SL

For students with 2-5 years previous language experience

IB students will focus on developing their language skills (listening, reading, writing, speaking) to meet IB requirements. A full range of texts will be used, and a varied range of classroom activities will take place. By the end of the school year, pupils will be expected to have a good knowledge of the language and to be familiar with the world where it’s spoken.The general objectives of higher level (HL) and standard level (SL) are essentially the same.

Objectives

Aft e, students will be able to show a basic level of pr cy in the four skills of listening, reading, writing and speaking through authentic materials. Students will be able to:

• Communicate clearly and e ectively in a wide range of situations.

• Understand and use accurately oral and written forms of the language that are essential for e ective communication in a range of style and situations.

• Express ideas clear y.• Understand and analyse moderately complex written and

spoken material.• Show an awareness of, and sensitivity to, some elements

of the Target Language culture.

AssessmentThe course will be taught at both higher level and standard level in accordance with the recommended teaching hours of IB, 240 hours and 150 hours respectively. Topics are the same for higher and standard lev ty of the texts, the complexity and authenticity of the work expected from the students will be di erent.

Orals: * Individual based on a previously unseen picture (20%)* Interactive in class activity (10%)

Written assignment: based on a topic chosen by students using 3 texts (SL) or one of the 2 literature texts studied in class (HL) (SL=450-600 words/HL=650-850 words)(20%)

Reading comprehension: handling of 4 (SL) or 5 (HL) previously unseen texts (25%)

Writing: 1 exercise (SL) or 2 exercises (HL) (SL=250-400 words/HL=400-650 words)(25%)

Language B – French, Spanish or Mandarin HL & SL G2 - Language Acquisition


The focus of the Ab Initio course is on “real” communication. The students will be provided with a series of thematic units which will allow them to cope in a number of everyday life situations in a Target Language country. A wide range of activities will allow students to practice the four skills - listening reading, writing and speaking. By the end of the course, students will have acquired a general competence in the language. Moreover, they will be more aware of the cultural di erences that can be found between the countries where the target language is spoken and the rest of the world.

Objectives

The course aims to:

• Develop the students’ oral and written skills in order to deal with everyday needs in the language;

• Introduce students to the culture of countries where the language is spoken;

• Provide a general foundation in the language so that students will be able to move on to advance studies in the future.

• Stimulate the students intellectually;• Encourage a positive attitude towards learning the

language. • Aft e, the students will be able to

show a basic level of pr cy in the four skills of listening, reading, writing and speaking through authentic materials in the target language. Students will be able to:

• Understand spoken Spanish: basic questions and instructions.

• Hold ordinary conversation about daily life. • Understand short written passages.• Write short messages, postcards, etc.• Have a better understanding of cultural aspects of

Hispanic countries and people.

AssessmentExternal – 75%

• Paper 1 (1.5 hours) – Receptive skills– 30% • Paper 2 (1 hour) – Written productive skills - 25% • Written assignment – 20%

Internal – 25%

• Individual oral exam – 25%

Group 2Language

AcquisitionLanguage ab initio – French or Spanish HL & SLG2 - Language

Acquisition

Description

The course is a political one that considers a variety of the important issues faced by humanity during this century. Will there be war over food and water? Is the role of China changing the world? The students will have to be objective and prepared to argue. We look at how the world will change during the student’s lifetime. Geography lies at the interface between humanities and the sciences: it is a social science that dynamic rmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. The subject is a strong option for those wishing to tackle and social science course at university and I on the preferred subject list in the UK.

In contemporary society issues of urbanisation, population, development and environmental quality are increasingly important. Geography examines the spatial processes and perceptions of humans, as well as the interrelations between the human and natural environments. Issues of ‘where’ and ‘why’ are considered at local, regional, national and international levels. It examines key global issues, such as poverty, sustainability and climate change, which are at the forefront of many political agendas.

Objectives

At both HL and SL the aims of geography are to:• Promote a global perspective and international

understanding through geographical education;• Encourage an appreciation of the role that geography can

play in the analysis of contemporary issues at a variety of scales;

• Develop an appreciation and concern for the diversity of the natural environment and an understanding of human and physical processes;

• Promote an understanding of di erent cultures through an appreciation of their development and their inter-relationships;

• Develop an appreciation and understanding of the spatial patterns of physical and human features in the environment;

• Understand and apply the tools and techniques of geography.

Assessment

At both HL and SL students are required to study selected case studies for the relevant unit of work. There are both internal and external assessments.

Higher level only

• Core theme – populations in transition, disparities in wealth and development, patterns in environmental quality and sustainability and patterns in resource consumption (25%)

• Three optional themes – see list below (35%)• Higher Level extension paper - global interactions:

measuring global interactions, changing space – the shrinking world, economic interac ows, environmental change, socio-cultural exchanges, political outcomes, global interactions at the local level (20%)

• Internal A work report of 2,500 words (20%)

Standard level only

• Core theme – populations in transition, disparities in wealth and development, patterns in environmental quality and sustainability and patterns in resource consumption (40%)

• Two optional themes – see list below (35%)• Internal A work report of 1,500 words

(25%)

Optional themes

The following optional themes are available – these will be chosen by the teacher, to best r ct contemporary world events, at the time of teaching: • Wat cts• Oceans and their coastal margins• Extreme environments (cold and high altitude

environments; hot, arid environments)• Hazards and disasters – risk assessment and response• The geography of food and health• Urban environments

Geography HL & SL G3Individuals & Society


Description

History is the study of past human experience. It is an opportunity for students to consider the big questions about how societies and the world operate and be able to place current world events in their historical context.

There are many reasons why students should study history. For example:

• Because they enjoy it• Because it helps them to reach a deeper understanding

of the present, particularly in relation to international relations and how countries and governments work

• Because it makes students become better writers and this helps them in their other subjects

• Because it is academically challenging • Because students develop a range of highly desirable

transferable skills, such as being able to reach a complex substantiated judgment, valued by universities and future employers.

Objectives

Over the course of two years students will become adept at discussing and analysing a range of topics including:• The Move to Global War, Japanese expansion in East Asia

(1931–1941) and German and Italian expansion (1933–1940)

• ‘The origins and development of authoritarian and single-party states’

• ‘The Cold War’• Asia in the Twentieth century with a focus on the Impact

of the Second World War and 100 years of Chinese history1900-2000 (Higher level)

• IA – on a historical issue of their choice• The students will also critically use historical sources and

this is assessed on their sources paper. Teaching methods encourage independent learning, debate and discussion, an investigative approach and the development of skills that promote lifelong learning.

Assessment

How is the course assessed?

Paper 1 (Higher and Standard)Sources questions: The Move to Global War, Japanese expansion in East Asia (1931–1941) and German and Italian expansion (1933–1940)

Paper 2 (Higher and Standard)Essay questions on: The Cold War and The Origins and Development of Authoritarian and Single Party States

Paper 3 (Higher only)Essay questions on Aspects of Asia: Impact of the Second World War and China

Internal Assessment This involves an in-depth study of any topic chosen by the student. This encourages students to become historians, selecting and investigating sources before r cting on the historical process.

G3Individuals & Society History HL & SL G3

Individuals & Society

Description

Psy aviour. Pupils will gain an increased understanding of the nature of human beings, both as individual people and as members of social groups. The course uses di erent levels of analysis to study behaviour rather than being organised by content knowledge about particular types of behaviour. It requires pupils to think critically about a variety of areas of human behaviour, focusing on both research methods and theoretical explanations. It also encourages pupil’s evaluation of ideas based upon evidence, research and discussion.

Students are introduced to the philosophical assumptions, theories, resear riety of psychological perspectives, including cognitive, biological and socio-cultural levels of analysis, as well as a particular examination of developmental psychology and abnormal psychology. They will be aware of ethical issues relating to psychology and be able to carry out quantitative psychological research e ectively. Higher level students will also have a general understanding of qualitative research methods.

Psychology is increasingly international as theorists from a range of cultural backgrounds contribute to the body of knowledge. The international backgrounds of students are drawn on in class as we explore the strengths and weaknesses of various psychological theories. The teaching methods that will be adopted will encourage independent learning, debate, discussions, group work, investigative approaches and relating ideas to personal experience.

Assessment

Assessment will take two forms. Formative assessment will be frequent, with the aim of giving pupils as much feedback as possible, both positive and constructive. This type of assessment will take the form of presentations, essay plans, essays, short answer questions, completion of past exam papers (mock exams), and group research topics. Summative assessment includes the internal assessment, which comprises 20% (25% f rk. This involves the design, carrying out and formal reporting of a psychological experiment. The external examinations contribute 80% (75% for SL) of the mark. Both formative and summative assessment will be marked using IB guidelines, where appropriate. These will allow pupils to know what level they are currently standing at and what they would need to know to further their current standing.

Psychology HL & SL


G3Individuals & Society

Description

The Business Management course will prepare you and expose you to various business skills to meet the needs of a career in the corporate world. It is a varied and exciting course often revolving around decision-making about real business problems based on case study material. It is a broad foundation for any business related university degree course. You will gain an understanding of business from di erent cultural perspectives, develop critical thinking and understand the concepts of global economy, business ethics and social responsibilities of stakeholders.

If you want to understand how business organisations respond in the context of continual global change then this is an appropriate subject to pursue. Business Management is a topical subject which requires regular reading of the news and watching business television programmes. You need to have an interest in the business world and what is going on around you.

Course OutlineAt HL/SL, the course covers the following units:• Unit 1: Business organisation and the environment• Unit 2: Human Resources• Unit 3: Finance and Accounts• Unit 4: Marketing• Unit 5: Operations Management

The course is designed to be underpinned by 6 key concepts which will be embedded into teaching and assessments. These concepts are:• Change• Culture• Ethics • Globalization• Innovation• Strategy

Assessment

Higher level

External Assessment:Paper 1 (Pre-seen Case Study) - 2 ¼ hours (Weighting 35%)Paper 2 - 2 ¼ hours (Weighting 40%)

Internal Assessment:Research project 30 hours (Weighting 25%)Students prepare a research proposal and action plan, then produce a report that addresses an issue facing an organisation or analyses a decision to be made by an organisation. Maximum: 2000 words.

Standard level

External AssessmentPaper 1 (Case Study) - 1 ¼ hours (Weighting 35%)Paper 2 - 1 ¾ hours (Weighting 40%)

Internal AssessmentWritten commentary 15 hours (Weighting 25%)Written commentary based on 3-5 supporting documents about a real issue or problem facing a particular organisation. Maximum: 1500 words.

Business & Management HL & SL

Description

Economics is an extremely wide-ranging subject and it has an by, a number of other subjects

including Politics, Philosophy, Maths, Geography and History. It is based on a discrete body of thought using theory and concepts as well as fac res. This abstract nature sometimes causes Economics t “ t” subject, but those students who are curious to examine current events fr ctiv rticularly appealing. The ability to understand and explain abstract concepts and the ability to write in a logically structured manner are distinct advantages in economics.

Economics provides students with a way of analysing problems that is useful in many other subjects and careers. The current syllabus has sig tent. It should be noted that some universities either require, or strongly prefer, students wishing to study a degree in Economics to have studied Mathematics HL.

Economics is a topical course which means that success requires the regular reading of the newspapers and watching relevant television programmes. No prior knowledge of the subject is assumed.

Course Outline

The HL syllabus looks at some topics covered in SL in more depth and introduces some new topics:

Year 12 Term 1: Introduction to Economics, MacroeconomicsTerm 2: Microeconomics (Theory of the Firm)Term 3: Microeconomics Year 13 Term 1: International Economics Term 2: Development EconomicsTerm 3:

Assessment

Higher level

Paper 1: Candidates attempt 1 question from a choice of 2 (Microeconomics)Candidates attempt 1 question from a choice of 2 (Macroeconomics)1hr 30 minutes (30%) Paper 2: Data responseCandidates attempt 1 question from a choice of 2 (international economics)Candidates attempt 1 question from a choice of 2 (development economics)1hr 30 minutes (30%) Paper 3: Numerical paper (all HL topics)Candidates attempt 2 questions from a choice of 31hr (20%) Internal Assessment:3 written commentaries, 750 words each (20%)

Standard level

Paper 1: Candidates attempt 1 question from a choice of 2 (Microeconomics)Candidates attempt 1 question from a choice of 2 (Macroeconomics)1hr 30 minutes (40%) Paper 2: Data responseCandidates attempt 1 question from a choice of 2 (international economics)Candidates attempt 1 question from a choice of 2 (development economics)1hr 30 minutes (40%)

Internal Assessment:3 written commentaries, 750 words each (20%)

G3Individuals & Society Economics HL & SL


Description

The main focus of the IBDP biology course is to develop a broad, general understanding of the main concepts of the subject, which are:

• The relationship between structure and function at all levels of complexity. Students will come to realize that any particular biological structure will permit and favour some functions and, at the same time, limit others.

• Universality versus diversity: Some processes, structures and biological molecules are ubiquitous. However, these universal features exist in a biological world of enormous diversity. Species exist in a range of habitats and show adaptations that relate structure to function. At another level there is the concept of a living world in which universality means that a diverse range of organisms, including ourselves, are connected and independent.

• Equilibrium within systems: Checks and balances exist both within living organisms and within ecosystems. A state of dynamic equilibrium is essential for the continuity of life.

• The concept of evolution draws together the other main concepts. It can be regarded as change leading to diversity within constraints and leading to adaptations of structure and function.

Assessment

Assessment is in the form of:

Unit tests 50%Co-operative and individual learning exercises including homework 30%Practical investigations 20%

External assessment consists of three papers (one multiple choice and two structured), which together make up 80% of the mark. The extended write up of a practical investigation (internal assessment) will be 20% t rk.

These four concepts serve as themes that unify the various topics in the course. The core topics are followed by both standard and higher level students are listed below:

Cell Biology, Molecular Biology, Genetics, Ecology, Human Physiology, Evolution and BiodiversityHigher level students also study Nucleic Acids and Proteins, Cell Respiration, Metabolism and Photosynthesis, Plant Science, Further Genetics and Animal Physiology.

One option module will also be studied from Neurobiology and behavior, Biotechnology and bioinformatics, Ecology and conservation or Further Human Physiology. This will depend upon the preference of the teacher and students.

All Biology students will also attend a 4-da rip to the mangrove swamps of Batangas. On the trip students will learn the various techniques used in ecological research.

Description

Physics is the fundamental science which seeks to understand the basic laws governing the structure of matter and the nature of energy and the interaction between them. Its span of interest ranges from the nature of the short-range forces which operate inside the atomic nucleus to the origin and structure of the universe. What is sometimes called “The theory of everything”; Physics is also the creative force behind most of today’s new technologies.

Many people seem to think that you have to be really clever to understand ph

e. Actually, there’s very little to learn by heart and even ideas that seem r ycan end up being obvious by the end of your course of study. The level of Mathematics in the course is not demanding. What is important, however, is you ability to rapidly apply techniques to problems of algebraic, graphical and logarithmic natures. Mathematics is the tool-box of a Physicist, hence if you are slow to apply the tools you may hav ressing the assessments in a timely manner and should consider your course selection.

During the IB course you will study courses in Measurement, Mechanics, Thermal Physics, Waves, Electricity and Magnetism, Circular motion and gravitation, Atomic, nuclear and particle physics and Energy production. Higher Level students will

Assessment

School based assessment endeavors to prepare students for the deliverables expected f ve tasks. These are listed below with the weightings of tasks being dependent upon the unit and other course requirements.• Examination type assessments (Multiple choice, short or

extended answer)• Experimental investigations (Design, Conduct and

Reporting)Formative tasks prepare students for the aforementioned summative tasks. These also include similar tasks in small teams where students further develop their team-work skills.

The external assessment for IB Physics sets the major Experimental Investigation and the three examination paper weightings as 20% and 80% respectively.

further investigate Wave phenomena, Fields, Electromagnetic induction and Quantum and nuclear physics topic of selection is chosen by all students in either Relativity, Engineering physics, Imaging or Astrophysics with the depth depending on the Standard or Higher Level course chosen.

Each topic is studied separately, but there are certain fundamental principles and techniques of practical measurement and analysis which bridge the whole subject. Experimentation is an important part of the course, with the total practical scheme of work comprising some 40 hours at standard level, and 60 at higher level.

The International Baccalaureate course at The British School Manila presents a modern and international perspective of Physics. It is a demanding course aimed at stimulating and challenging students with unique and unfamiliar problems. It aims at developing strong problem solving skills and techniques which are grounded in strong physical concepts. As such, the course will prove invaluable when going on to study a science, or indeed any other degree.

G4Experimental Sciences

G4Experimental SciencesPhysics HL & SL Biology HL & SL


Description

Chemical principles underpin the physical environment in which we live and all biological systems. The unifying principles of chemistry are developed in a logical way, with laboratory investigations providing a basis for this development. In this programme great emphasis will be placed on experimentation and observation to enhance and develop experimental and practical skills.

The programme will provide a broad understanding of core concepts in chemistry such as to prepare the student for the IB examinations and for successful academic careers in science at university level. Through studying the chemistry programme students will also develop their ability to analyse and evaluate

formation critically and to recognize the limitations knowledge.

Assessment

Grades for IB candidates will be determined by internal school assessment and external evaluation by the IB organisation. The external exams consist of three papers, occupying a total of 3 hours at standard level and 4.5 hours at higher level. Internal assessment is based on practical work carried out and recorded by the students, including the Group 4 project.

Ongoing assessment will be done in the form of unit tests, co-operative learning exercises, assignment, homework and practical investigations.

Internal assessment (20%) will be in the form of an extended piece of experimental work. This will be evaluated using a set of standards devised by the IB organisation. The internal assessments are externally moderated by the IB organisation.External assessment (80%) in the form of the IB external examinations will be at the end of the course. These consist of a multiple choice paper, a written answer paper and an options paper.

Description

As a transdisciplinary subject, environmental systems and societies is designed to combine the techniques and knowledge associated with group 4 (the experimental sciences) with those associated with group 3 (individuals and societies). The environmental systems and societies course is o ered at SL only.

The prime intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students’ attention can be constantly drawn to their own relationship with their environment and the sigof choices and decisions that they make in their own lives. It is intended that students develop a sound understanding of the interrelationships between environmental systems and societies, rather than a purely journalistic appreciation of environmental issues. The teaching approach therefore needs to be conducive to students e c, ethical and socio-political aspects of issues.

The systems approach provides the core methodology of this course. I by other sources, such as economic,

Assessment

Internal formative and summative assessment is in the form of:

• Unit tests 50%• Co-operative and individual learning

exercises including homework 30%• Practical investigations 20%

External assessment consists of three papers (one multiple choice and two structured), which together make up 80%

rk. The extended write up of a practical investigation (internal assessment) will be 20% tmark.

historical, cultural, socio c, to provide a holistic perspective on environmental issues.

The aims of the environmental systems and societies course are to:

• Promote understanding of environmental processes at a variety of scales, from local to global.

• Provide a body of knowledge, methodologies and skills that can be used in the analysis of environmental issues at local and global levels.

• Enable students to apply the knowledge, methodologies and skills gained.

• Promote critical awareness of a diversity of cultural perspectives.

• Recognize the extent to which technology plays a role in both causing and solving environmental problems.

• Appreciate the value of local as well as international collaboration in resolving environmental problems.

• Appreciate that environmental issues may be controversial, and may provoke a variety of responses.

• Appreciate that human society is both directly and indirectly linked to the environment at a number of levels and at a variety of scales.

The design of the International Baccalaureate chemistry programme seeks to incorporate r king in many countries. Aexamples within a global and cultural context using international science journals and news.

Environmental Systems & Societies SLChemistry HL & SLG4Experimental Sciences

G4Experimental Sciences


Description

This course provides for students with a strong background in mathematics, and whose inter re mathematical skills and techniques are likely to be needed. It is a course that provides the students with skills needed to cope with the demands of a technological society. Emphasis is placed on the application of mathematics to real-life situations.

Summary of the course

• Algebra• Functions and Equations• Circular functions and trigonometry • Vectors• Statistics and probability • Calculus

Mathematical Exploration

Assessment

The topics above are assessed by external examinations (two papers) accounting f grade. The portfolio, which is internally assessed, contribut grade.

Recommended background knowledge

A high level of mathematical ability and background knowledge is required to handle this demanding course. Students should have attained a grade B or above in their IGCSE extended examination for mathematics or its equivalent.

Description

This course provides for students with a strong background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.

Summary of the course

Core Content: Students must study all of the following

• Algebra• Functions and Equations• Circular functions and trigonometry • Vectors• Statistics and probability • Calculus

Option: Students must study one of the following

• Statistics and probability• Sets, relations and groups• Calculus• Discrete mathematics

Mathematical Exploration

Assessment

The topics above are assessed by external examinations (three papers) accounting f grade. The portfolio, which is internally assessed, contribut grade. Recommended background knowledge

A high level of mathematical ability and background knowledge is required to handle this demanding course. Students should have attained a grade A or above in their IGCSE extended examination for mathematics or its equivalent.

G5Mathematics

G5MathematcisMathematics SLMathematics HL


Description

The art of music demands that the educated musician and music lover be able to recognise and articulate musical elements realised in diverse examples of music making. A vibrant musical education fosters curiosity in, and sensitivity to, the musical worlds which surround us. The alert mind trained in the disciplined study of music will appreciate the ways in which music integrates and manifests knowledge on multiple levels. With careful listening, the musician may become humbled by the power of music to change lives.

Music at IB Diploma level falls into the Group 6 category of subjects that are grouped as Arts and Electives. It is an advanced level course available as Standard level or Higher Level.

Students are expected to have a broad interest in music and should be of a pr rd on their chosen instrument or voice. They need not have completed GCSE or IGCSE before the commencement of the course but should have demonstrated a positive interest and commitment to music and music making.

Standard level

Students may choose between;

• Solo Performance• Group Performance• Composition

They will also;

• Study prescribed works• Study Musical Genres and styles• Do a musical Investigation

Higher level

Students will;

• Perform a solo recital• Compose 3 contrasting pieces• Study prescribed works• Study Musical Genres and styles

Description

Mathematical studies is designed tencourage an appreciation of mathematics in students who do not need mathematics in their future studies. Mathematical Studies concentrates on mathematics that can be applied to other curriculum subjects, to common general world occurrences and to topics that relate to home, work and leisure situations. Emphasis is placed on the application of mathematics based on real-life situations. It encourages students to become critical thinkers and life long learners.

The course includes a project - a piece of written work based on personal research, guided and supervised by the teacher. In this students undertake an investigation of a mathematical nature in the context of another subject in the curriculum, or a hobby or interest of their choice, using skills learned before and during the mathematical studies course. Projects may take the form of mathematical modelling, investigations, applications or statistical surveys.

Students most likely to select this subject are those whose main inter s, and for many mathematical studies students this will be their last formal mathematics course.

We internally assess students by means of termly topic tests, end of year exams, and mini projects.

Topic list

• Number and algebra• Descriptive Statistics• Sets, logic and probability• Geometry and trigonometry• Mathematical Models• Introduction to di erential calculus

Assessment

• Paper 1 (1 hour 30 minutes) 40%• Paper 2 (1 hour 30 minutes) 40%• Internal assessment 20%

Assessment

Standard Level Listening Paper 2 hours and 30 minutes 30%Musical Investigation 20% (written media script of 2000 words) Solo Performance 50% (15 minute recital) Group Performance 50%Composition 50% (2 contrasting compositions)

(only one area is chosen)

Higher LevelListening Paper 2 hours 30% Musical Investigation 20% (written media script of 2000 words)Solo Performance 25% (20 minute recital) Composition 25% (3 contrasting compositions)

Music HL & SLG5Mathematics Mathematical Studies SL G6

The Arts & Electives


Description

The aim of the IB course in Theatre is to help students understand the nature of Theatre - to understand it by making it, by experimenting with it as an artistic medium and by researching and exploring its function, history and practice.

Students will be introduced to some of the forms it takes in cultures other than their own and will take part in performances as actors as well as having the chance to direct, produce and design, r cting on their development as they proceed.

There are three key components:

• Theatre in Context• Theatre in Process• Presenting Theatre

Throughout the course, students keep a detailed journal that will infor s.

Assessment

Students are assessed in four separate areas;

• Solo Theatre Piece (35%): students devise and produce a piece of performance work inspired by a theorist and r ct on the process in their portfolio.

• Director’s Notebook (20%): students study a published play text and develop ideas regarding how it could be staged for an audience

• Research Presentation (20%): students research an unfamiliar area of theatre practice and present and demonstrat s.

• Collaborative Project (25%): students collaboratively create and present an original piece of theatre

Students should be keen to explore drama practically, take risks and experiment with a range of production roles. Although the majority of lessons are practical and many involve performance, this course also suits students who are interested in exploring the design and technical aspects of theatre, as this aspect pf theatre not only constitutes a sig rt of the course itself, but can also be pursued both as an independent interest and focus.

A major academic aspect to the course involves research and the creation of extended pieces of writing. Because students write about areas and aspects they choose to explore or productions they create themselves, the written work is very much connected to their own interests, theatrical exploration and personal creativity.

The cont red to the interests, skills and responses of each unique cohort, at the same time as providing challenge, breadth and the opportunity to become analytical, independent and creative theatre makers and thinkers.

Description

The course begins with an introductory project led by the teacher and aimed at developing core skills relating to the production of art in a variety of media. After this initial project students begin to develop their own ideas and themes, which r ct their stylistic interests and also their own thematic concerns.

At both Higher Level and Standard Level there are three components: Studio Work (40%), Process Portfolio (40%) and a Comparative Study (20%).

The Process Portfolio is evidence of the student’s experimentation and investigation of ideas and media; it can take the form of sketchbook pages, loose pieces that are not in

gital work.

The Studio Work can take many forms but is basically a number of loose outcomes that form the basis of the students’exhibition; these can be paintings, sculptures, prints, or digital outcomes.

The Comparative Study is a study that must involve at least three works of art from at least two di erent artists. In the study students get the chance to analyse artists’ work in depth, through a variety of approaches.

Assessment

External Assessment Part 1: Comparative Study – 20%(minimum 3 art works from 2 artists)• HL&SL: 10-15 screens on other artists• HL Only: 3-5 screens on how artists hav their own work• Bibliography – list of sources

Part 2: Process Portfolio – 40%(sketchbook pages)• HL 13-25 screens• SL 9-18 screens

Internal Assessment Part 3: Exhibition – 40%(loose work)• HL: 8-11 artworks with a 700 word statement• SL: 4-7 artworks with a 400 word statement

Group 6The Arts& Electives

Theatre Studies HL & SLVisual Arts HL & SLG6The Arts & Electives

G6The Arts & Electives


Aft year 11, the students attend an IB induction week. The objective is to enable the students to make informed decisions about which six subjects they will study in the diploma. Of these, they need to select three subjects to study at Higher level (HL) and three at Standard level (SL). The IB subjects chosen should be based on performance at (I)GCSE, student/parent preference and teacher advice. Students who already have a course or discipline in mind for study at a university or equivalent should carry out as much research as possible to ensure their subject choice meets the requirements of their preferred university. These requirements can vary for the same course in di erent colleges/countries. Some subjects such as language ab initio or psychology do not require previous knowledge. See the guidelines for course entry over the page. Once choices are made there is a chance that if classes are over-subscribed then a student ma e. In

this instance, the student will be advised as to appropriate other courses. The school will be sympathetic to courses chosen with a career in mind e.g. medicine. Conversely there may not be enough people for a course to be viable. The school reserves the right not to run a course in such a case and students will be advised as to a suitable alternative course.

The courses begin in August of year 12 and continue until May of y re set. Full attendance, 100%, is expected throughout the duration of the course i.e. years 12 and 13. Along the way there will be end of year exams for year 12 and mock exams in January for year 13. Whilst these exams do not count towar ey are good practice for the real thing. The grades achieved in these exams are sent to universities and o ers are often based on them.

The year 12 end of year exams are an important indicator as to the students’ progress. If a student scores below a 4 in a subject, they will be asked to resit that subject in the week before school restarts. Students failing to meet the 24 points passing grade as indicated by half term assessments or internal tests might not be allowed to continue on the course or may not sit the full diploma.

Once the courses have begun, it is ver to change them due to the pace at which the courses move. Any change must be discussed with the class teacher, the head of faculty and the IB Coordinator. Also parents would be contacted t rm the move. Students cannot, under any circumstances, change a course themselves.

There is a little mor ty with choice of level which does not need t rmed until the end of term one. Mathematics is an exception in that it w to move from SL to HL, again due to the pace of topics covered. In addition, it would also be problematic to switch from math studies to math SL. However, the sooner the students choose their HL & SL subjects, the more focused and settled they will feel with their studies.

Each course has an internal assessment (IA) component which counts for a minimum of 20% towards the students’ grade. It is therefor requirements. In addition, there is the Extended Essay and the Theory of Knowledge course that also requires the submission of essays to be moderated externally.

There will be strict IA and essay deadlines to adhere to. These must be respected – any piece of work that is submitted after

the published deadline may not be accepted and could receive a score of zero. This will a ect the grade and could lead to failing the diploma. Illness on the day of a deadline does not extend the deadline. Copies of work could be emailed to the respective teachers. Where possible, all work should be submitted to turnitin.com before handing in. Also, teachers reserve the right not to sig ework in which it is suspected outside help has been given. An interview with the student and a panel of teachers might be called to establish authenticity of the work.

requirements of CAS (Creativity, Action, Service) to be awarded the diploma.

Examinations taken at the end of year 13 are paid for with a separate billing. You can expect to pay around 600 pounds for this depending on the number of subjects taken. This is to cover the exam marking, carriage and administration required as exams and IA can be sent all over the world f grading.

Students will be made awarbe expected to be present at all relevant exams at least 30 minutes before the exam starts. More detailed information will be given to students closer to the time.

The school will make results known to all the students upon receipt of the results from the exam board, provided that all school resources are returned. This usually takes place early July. Actual diploma cer tes issued by the IBO will only be released provided that all accounts with the school are settled; including invoices for remarks and/or resits.

Guidelines for IB Diploma Students, Teacher, and Parents


A* = 4 points A = 3 points B = 2 points C = 1 points

Option 2: IB Diploma Courses (formerly known as IB Certificates)

For general acceptance onto the IB Diploma Courses, students must achieve: • A minimum of 5 points at (I)GCSE, based on the above

scale and C grade or above in at least 3 subjects, including either maths or English and A recommendation from their year 11 tutor (or previous school) that they are suitable for the IB Courses

If a student wishes to continue a subject studied at (I)GCSE, they must have

• At least a D grade in this subject and A recommendation from their year 11 teacher that further studies in this subject w

If a student wishes to take a new subject they must be able to demonstrate potential in this subject by having a grade C at (I)GCSE in a similar or related subject and must see the conditions for Economics outlined above.

Due to GCSE results being released after the IB course has started, .sedarg detciderp rieht no dessessa eb lliw yrtne esruoc laitini ’setadidnac

Once GCSE results are available, final course decisions will be made.

Please note that all final decisions on the courses that students will be accepted into rest with the IB Co-ordinator, who will seek advice from subject specialists and curriculum leaders when needed.

For general acceptance onto the Full Diploma Programme, students must achieve:

• a minimum of 10 points at (I)GCSE, based on the above scale and

• C grade or above in at least 6 subjects, including maths and English and

• A recommendation from their year 11 tutor (or previous school) that they are suitable for the IB Diploma

OR

• an average score of 1.2 or higher if fewer than 10 (I)GCSEs were taken and

• C grade or above in at least 6 subjects including maths and English and

• A recommendation from their year 11 tutor (or previous school) that they are suitable for the IB Diploma

Once the above general criteria are met, a student must then ascertain that their grades are adequate to support entry to 6 subjects – 3 at Standard Level (SL) and 3 at Higher Level (HL)

riteria as follows:

If a student wishes to continue a subject studied at (I)GCSE, they must have: • at least a C grade in this subject for Standard Level• a B grade in this subject for Higher Level

Exceptions to this are:

Group 2 – Language Acquisition

If a student wishes to pursue Language B in Group 2, they must have achieved the following:

If a student does not achieve these criteria, they should select an ab initio course in this group.

Group 3 – Individual and Societies

*Students wishing to take Economics HL should be aware that there is a considerable mathematics component in this course. They will need to take maths at standard level in order to cope with this element of the course. Under certain circumstances a student may be able to take HL Economics if they are doing maths studies, if they attend maths clinic on a weekly basis.

Group 4 – Mathematics

Option 1: IB Full Diploma Programme

Under certain circumstances the mathematics curriculum leader and IB coordinator may agree to allow a student to take a course at a level they hav for.

Students should be aware that it is possible to move to a lower level course in maths after the programme has started, but not

Groups 3 and 6

If a student wishes to take up a subject that they did not do at GCSE, they must meet the general criteria and have the support of the subject teacher. We do not recommend picking up subjects where the student puts themselves at a distinct disadvantage if they have not completed the GCSE whilst others have, however this will be considered in some cases.

IB Guidelines for acceptance

IB Language Course Min. GCSE Grade

French, Spanish, C (recommended B)Mandarin B SL

French, Spanish, B (recommended A)Mandarin B HL

Group 3 Course Min. GCSE Math Grade

Economics SL C

Economics HL* B (recommended A)

IB Maths Course Min. GCSE Grade

Maths Studies C

Maths SL A

Maths HL A*


Students must understand the basic meaning and sig related to academic honesty. This is relevant to all aspects of the Diploma study.

There are three main areas: authenticity, intellectual property and malpractice.

Authenticity

Work must be based on the student’s individual and original ideas and recognisable as his/her own language and expression. All sources must be fully and appropriately acknowledged using citations and bibliographies. Students will be given instructions on how to do this. Intellectual property

All forms of intellectual and creative expression (including patents, registered designs, trademarks, copyright) must be respected and are normally protected by law.

Malpractice

T aviour that may result in a candidate gaining unfair advantage over others in one or more assessment components.

Plagiarism

The representation of the ideas or work of another person as the candidate’s own. This includes unaltered information downloaded from an internet site as well as musical excerpts without acknowledgement of the author or composer.

Collusion

Allowing one’s work to be copied by another candidate.

Duplication

A candidate submits the same piece of work for more than one assessment component.

Misbehaviour

Taking unauthorised materials into the exam room; attempting to communicate with another student during an examination; copying the work of another student; impersonating another candidate; stealing exam papers; fabricating data; falsifying a CAS record.

Grading Scheme

Each of the six subjects o ered is graded on the following scale:

Award of the Diploma The IB Diploma will be awarded to a candidate whose total score is 24 points or above, provided all the following requirements have been met:

• Numeric grades have been awarded in all six subjects registered for the diploma.

• An approved programme of creativity, action and service (CAS) has been completed.

• Grades A to D have been awarded for both Theory of Knowledge and the Extended Essay, unless 28 points are scored in which case one grade E is permitted.

• There is no grade 1 in any subject.

• There is no grade 2 at Higher level (unless 28 or more points are scored in which case one grade 2 is permissible at Higher level).

• There is no more than one grade 2 at Standard level (unless 28 or more points are scored in which case two grade 2’s are permissible at Standard level).

• Overall, there are no more than three grade 3’s or below.

• At least 12 points have been gained on Higher level subjects (candidates who register for four Higher level subjects must gain at least 14 points at Higher level).

• At least 9 points have been gained on Standard level subjects (candidates who register for two Standard level subjects must gain at least 6 points at Standard level).

• T tee has not judged the candidate to be guilty of malpractice.

A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB Diploma.

Up to 3 bonus points can be awarded to students based on the overall performance in Theory of Knowledge and the Extended Essay. The maximum score for the diploma is 45 points.

Academic Honesty Grading Scheme & Award of the Diploma

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

Very Poor Poor Mediocre Satisfactory Good Very Good Excellent


The British School Manila IB Scholarship Programme: Your gateway to the world’s top universities

The British School Manila IB Scholarship Programme, was established in September 2004 with from British Educational Foundation Inc. and sponsors.

It aims to provide an opportunity for well- graduating high school students currently studying in the Philippines who would like to experience international education with a goal of pursuing university studies abroad.

The British School Manila IB Scholarship enrols upto 4 students annually. The programme provides 95% scholarships for two years.

For further information regarding the IB Scholarship Programme, please contact the:

Harvard University

Yale University

London School of Economics

Princeton University

Cambridge University

Admissions OTHE BRITISH SCHOOL MANILA

36th Street, University Park Bonifacio Global City 1634Taguig, Metro Manila, Philippines

Tel No. 860-4800 Email: [email protected]

Website: www.britishschoolmanila .org

USAAmerican Musical and Dramatic Arts, New YorkBoston CollegeBrandeis UniversityCalifornia State University East BayClaremont McKenna CollegeDrew UniversityFashion Institute of Technology, New YorkFordham UniversityHarvard UniversityIowa State UniversityLeHigh UniversityMenlo CollegeNew York UniversityNew York University Stern School of BusinessNortheastern UniversityParsons the New School for DesignPrinceton UniversityRandolph-Macon CollegeRhode Island School of DesignSaint Mary's CollegeSanta Clara UniversitySarah Lawrence CollegeStanford UniversitySwarthmore CollegeUniversity of California DavisUniversity of MiamiUniversity of PennsylvaniaUniversity of San DiegoUniversity of San FranciscoUniversity of Southern CaliforniaWashington and Lee UniversityWharton School of Business, University of PennsylvaniaYale University

UKUniversity of CambridgeCentral St MartinsChelsea College of Art and DesignCity University LondonGoldsmiths, University of LondonImperial College LondonKeele UniversityKings College LondonLondon School of EconomicsLondon College of FashionNewcastle UniversityNorthumbira UniversityPlymouth UniversityRoyal Holloway, University of LondonSchool of Oriental and African StudiesUniversity College of LondonUniversity of StirlingBournemouth UniversityBristol UniversityUniversity of BirminghamUniversity College of LondonUniversity of East AngliaUniversity of ExeterUniversity of HertfordshireUniversity of KentUniversity of NottinghamUniversity of ReadingUniversity of SouthamptonUniversity of St AndrewsUniversity of SussexUniversity of the West of England, BristolUniversity of YorkUniversity of Warwick

AustraliaAustralian College of Physical EducationAustralian National UniversityRoyal Melbourne Institute of TechnologyUniversity of Melbourne

CanadaMcGill UniversityUniversity of British ColumbiaUniversity of TorontoUniversity of Waterloo

AsiaKoreaYonsei University

Hong KongThe University of Hong Kong

JapanSophia University

SingaporeDe La Salle College of ArtsNanyang Technological UniversityNational University of Singapore

PhilippinesAteneo de Manila UniversityUniversity of CebuCollege of St BenildeEnderun CollegesDe La Salle UniversitySt Pedro Poveda CollegeUniversity of the Philippines

Rest of the WorldItalyPolitecnico di Milano

New ZealandUniversity of Otago

South AfricaUniversity of Cape Town

SpainUniversidad de Navarra

SwitzerlandEcole HoteliereGlion Institute of Higher EducationHotel Institute MontreuxSwitzerland Hotel Management SchoolLe Roches International School of Hotel Management

The NetherlandsAmsterdam University CollegeDelft University of TechnologyRoosevelt Academy MiddelburghWageningen University

JordanUniversity of Jordan

IB Scholarship ProgrammeWhere do BSM graduates go?

British School Manila 40

Accredited by CIS36th Street, University Park, Bonifacio Global City1634 Taguig, Metro Manila, PhilippinesTel: (632) 860 4800 • Fax: (632) 860 4900Email: [email protected] www.britishschoolmanila.org

Documents

IB Course Options - British School Manila Brochure... · IB students develop strength, ... but with three important additional features, ... Loughborough are that he is now in the