Ib options2014

International Baccalaureate St. George’s British International School

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Contents

Vision, Mission and Values Statement ...................................................................................................... 3

An Introduction to St George’s Sixth Form ............................................................................................... 5

St. George’s BIS 6th

form – student perspective 7

Introduction – What is the International Baccalaureate Diploma Programme?...................................... 8

What courses do IB Students at St. George’s study? .............................................................................. 10

IB subject requirements for common university courses ....................................................................... 12

Timeline for Option Choices ................................................................................................................... 13

The IB Curriculum at St. George’s ........................................................................................................... 14

Group 1 - Language A (Student’s first language) .................................................................................... 14

Language A: Literature 14

Language A: LANGUAGE AND LITERATURE 16

Group 2 - Languages B and Ab initio ....................................................................................................... 19


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Group 3 - Individuals and Societies ......................................................................................................... 22

Business and Management 22

Economics 23

History 25

Art History (SL) 26

Group 4 - Sciences ................................................................................................................................... 27

Biology (HL or SL) 28

Chemistry (HL or SL) 28

Physics (HL or SL) 29

Computer Science (HL or SL) 30

Environmental Systems and Societies (SL only) 32

Group 5 – Mathematics .......................................................................................................................... 33

Mathematics Higher 33

Mathematics Standard (SL) 34

Mathematical Studies (SL) 34

Group 6 - Arts and Electives .................................................................................................................... 35

Visual Arts 35

Music 36

Theatre Arts 37

Additional Requirements ........................................................................................................................ 38

Theory of Knowledge 38

Creativity, Action and Service 38

Extended Essay 39

Conditions for the award of the Diploma 39

Requirements for entry onto the SGBIS IB diploma programme ........................................................... 40

I.B. Learner Profile................................................................................................................................... 42

Recognition of IB diploma for admission to universities and colleges – Italy ........................................ 43


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VISION, MISSION AND VALUES STATEMENT

Vision Statement

St George’s British International School builds on its status as a leading British International School,

providing the highest quality education in a stimulating learning, teaching and nurturing environment

to ensure that each and every child develops his or her full potential and becomes a responsible

global citizen.

Mission Statement

St George’s British International School aims for excellence in learning and teaching, providing a

challenging and caring environment for students within an international community. The school

draws on the educational expertise of the National Curriculum of England and Wales and of the

International Baccalaureate Organisation ‘to develop the individual talents of young people and teach

them to relate the experience of the classroom to the realities of the world outside.’ Our learning and

teaching is enhanced by the use of the latest technology and we aim to ensure our students are

equipped to be active 21st century citizens.

Our curriculum sets out the knowledge and skills that are important for our students to become

successful lifelong learners, confident individuals and responsible citizens. We bring learning to life,

raise aspirations and help our students to approach existing challenges through critical and creative

thinking. We prepare them to become proactive problem solvers, imaginatively seeking out

opportunities for innovation in school and beyond.

Working towards each student fulfilling their maximum potential, we promote self-reliance, personal

development and empathy, valuing all members of the school community equally and taking

opportunities to facilitate students working together across age groups. Importantly, we believe that

cultural diversity is a positive strength and therefore we actively promote international awareness

including an understanding of different ways of

life.

We believe that this international dimension

enables us to draw on a wide pool of talents

from our pupils, parents and staff, in a sharing

supportive environment. We celebrate our

differences, and our different abilities, using

both to provide the opportunities for learners

to achieve their full potential.


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Values

We believe in six core values:

a) Excellence in learning Our students are encouraged to work effectively and willingly in

collaboration with others and to become responsible, self-confident individuals, independent

lifelong learners and to acquire and apply a diverse range of transferable skills.

b) Excellence in teaching We are a responsible employer and our staff are valued and regularly

undertake professional development. They are flexible, adaptable and ready to take on new roles

and responsibilities. They aspire to motivate and inspire our students and to be positive role

models for them. They seek to develop relationships with the local community and with other

schools nationally and internationally and keep abreast of educational changes.

c) Educational values We take the best from the UK National Curriculum and enrich it building

towards the International Baccalaureate’s diploma programme with its breadth and emphasis on

developing the ideal learner profile. We believe in skills-based learning to support the acquisition

of knowledge. Additional curricular activities enhance the education provided at St. George’s. We

place an importance on understanding the host Italian culture and society and aim for intellectual

rigor and high academic standards. We recognise the importance of, and invest in, quality

resources and facilities.

d) Pastoral values We place strong emphasis on the ideals of international understanding,

responsible citizenship and leadership, resulting in care both for ourselves, our own community

and the wider world beyond. We celebrate all our talents (and the fact that we are an

international community in Italy), while supporting all learners to develop their full potential with

self-confidence.

e) Wider world perspective We aim for all members of our community to be open minded, co-

operative and welcoming and to respect themselves and others. We take pride in our excellence

and actively promote our achievements. As valued partners in the educational process, our parents

are encouraged to participate formally and informally in the life of our establishment. Our staff

and students are encouraged to be appreciative of other cultures.

f) 21st Century Values We aim to be forward thinking, adaptable to change and are committed to

developing modern premises and technologies. Throughout our community we aim to instil the

values of caring for each other and also caring for the environment: we aim to prepare our

students for challenging times

.


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AN INTRODUCTION TO ST GEORGE’S SIXTH FORM

Hello and thank you for your interest in our Sixth Form. Being a Sixth Form student is special; you will

be at the very top of the school, the pinnacle of St George’s!

High expectations will be placed upon you immediately as you will be expected to work hard right

from the outset, studying for the International Baccalaureate (IB) Diploma. This is a demanding

academic course designed to stretch and challenge above and beyond the demands of IGCSE,

developing students as learners and young people. The IB emphasises the importance of qualities

such as being caring, determined, reflective and

prepared to take calculated risks. It demands self-

reliance and personal organisation, with students

treated with greater maturity and common aims being

shared – a three-way learning partnership between

student, school and home. Sixth formers become

successful independent learners ready for studying at

university or beginning a career. Ultimately, the Sixth

Form is the pathway to your future.

The Sixth Form at St George’s is not just about being the

academic pinnacle of the school. Sixth Form students

are role models for younger pupils – with this comes

both privilege and pressure. You will, for instance,

enjoy considerable privileges such as smaller class sizes,

more relaxed and university-like relationships with teachers who view you as young adults, the use of

a common room, a less stringent dress code and permission to leave the school grounds at

lunchtimes. However, the pressure of the IB is tangible – its core objectives and values mean you will

be expected to immerse yourself fully in the wider life of the school and our local community as well

as participating in the plethora of extra-curricular activities offered to students. There are

opportunities to help some of the younger students, to get involved with service to the community or

various different activities such as the Model United Nations, TEDx or GTV (St George’s own television

production club). You may also apply for positions of responsibility such as being a member of School

Council or a Mentor. These opportunities enrich your time in the Sixth Form and help you develop

confidence and poise; vital assets in the increasingly competitive university application process.

I firmly believe that St George’s Sixth Form is an exciting, challenging, character-building, supportive

and hugely enjoyable phase in your education. The compulsory Theory of Knowledge course enables

you to learn about different ways of learning and how to think ‘outside the box’ while the Extended

Essay (a 4000 word thesis on a subject of your choosing) involves conducting your own research with

one-to-one supervision from a dedicated teacher. This differentiates IB students from those doing A-


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Levels – your higher-level independent research skills will be honed and well-developed by the time

you complete the IB.

St George’s students achieve IB results well above the world average but we offer so much more than

just academic excellence. For instance there are numerous CAS (Creativity, Action and Service)

activities designed to promote students’ concern for the wider community and personal health and

fitness. Through CAS, Sixth Formers really shine as role models and become the backbone of school

charity events, for example, providing organisational support for the annual ‘Rock for Zambia’

concert, helping improve the environment in ‘Puliamo il Mondo’ or volunteering at the Trastevere

Soup Kitchen. In addition, Sixth Formers have responsibility for running the school-wide Student

Council, take the lead on the ZOA committee and can become House Captains to assist the Head of

House in organising events and motivating younger pupils. You can expect high quality university

application support, from seminars and presentations by representatives from key universities, to full

and professionally-written references and help with the completion of applications, whether to the

UK, USA or further afield.

There is no doubt that St George’s Sixth Form offers every student the chance to ‘step up’ and take

advantage of the many opportunities that not only look impressive on university applications but,

more importantly, help make them better global citizens. Studying the IB Diploma at St George’s is a

hallmark of academic excellence in an international setting – but it is also a time of unparalleled self-

development that ensures a positive and successful transition to the adult world of independent

learning and living.

Please do take the time to read this booklet carefully as choosing your IB subjects involves making

important, informed decisions. Visit the academic departments that are of interest to you and, above

all, ask questions! Colleagues will be happy to answer any queries or address any concerns you may

have. It is a challenging and pressurised stage of your education but I am sure your time in St.

George’s Sixth Form will be enjoyable and extremely rewarding. I want you to strive to get the very

best out of your time with us but also to enjoy your education along the way.

I wish you every success with your IGCSE examinations and look forward to the prospect of

welcoming you into our Sixth Form as a new and enthusiastic Year 12 student.

Good luck!

Head of Sixth Form


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ST. GEORGE’S BIS 6 TH FORM – STUDENT PERSPECTIVE

Life as a Sixth Form student at St. George’s is both stimulating and extremely rewarding. The trust

placed by teachers in Sixth Form students allows them to progress and achieve their full potential,

enjoying a high degree of freedom and autonomy in organising their studies. Furthermore, Sixth

Form students enjoy a number of privileges. For example, sixth formers have the exclusive use of a

classroom as a common room in which to study or relax. This space is valued hugely – the Sixth Form

students appreciate the trust placed in them by the school to be responsible and respectful of it.

IB students are required to choose six subjects to study, during the two-year course. The choices that

students make are crucial in determining their further academic studies and, ultimately, future career

opportunities. Therefore, it is extremely important that students are clear about the nature of the

courses offered and make choices that reflect a combination of their academic strengths as well as

subjects in which they’re interested. The work load at various periods throughout the year can be

intense, thus, it is important for students to structure and organise their time responsibly so that they

can complete all assignments, and meet deadlines.

An academically rigorous programme, the IB also offers students opportunities to enjoy a variety of

extra-curricular activities which can relieve the strains of academic life, as well as gain CAS hours

(these are a crucial part of the IB Diploma). CAS hours can be obtained through almost any extra-

curricular activity: the Model United Nations, Environmental Committee and Choir seem to be

amongst the most popular, however, students also volunteer for more humanitarian initiatives to

support the more needy individuals in our community.

Sixth Form students participate in various trips (depending on the subjects they choose) in order to

enhance the skills and understanding they learn in lessons. The Extended Essay allows students to

expand their knowledge and research skills and conduct a full written investigation into a topic of

personal interest – this process provides a taste of academic work at undergraduate level.

The Student Council looks forward to welcoming new members of the Sixth Form community to our

friendly and inspiring school.


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INTRODUCTION – WHAT IS THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME?

Now widely regarded as the leading school leaving qualification and recognised by the best

universities across the world, the International Baccalaureate Diploma Programme has been in place

at St George’s for the past 16 years.

The IB Diploma Programme is designed as an academically challenging and balanced programme of

education with final examinations that prepares students, normally aged 16 to 19, for success at

university and life beyond. The programme is normally taught over two years and has gained

recognition and respect from the world's leading universities. Based on the pattern of no single

country, it is a deliberate compromise between the specialisation required in some national systems

and the breadth preferred in others. IB programmes are recognized around the world and ensure an

increased adaptability and mobility for IB students but above all, they promote international

understanding through a shared academic experience.

The curriculum and pedagogy of IB programmes focus on international perspectives of learning and

teaching, while insisting that students fully explore their home culture and language. Life in the 21st

century, in an interconnected, globalized world, requires critical-thinking skills and a sense of

international-mindedness, something that International Baccalaureate Diploma Programme students

come to know and understand. The aim of all IB programmes 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.

https://www.ibo.org/programmes/index.cfm


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The information that follows is designed to help students, parents and

carers make informed choices about subject choices within the IB

Diploma. Pastoral time within school has been dedicated to

introducing Year 11 students to the aims and options within the

programme. Parents and students are encouraged to attend the Year

11 Options evening where teachers of all subject areas will be

available to answer any questions, following a short presentation on

the IB Programme.

It should be emphasised that the material below is, of necessity, only

introductory in nature and that final student programmes will have to

work within the constraints of course numbers and staff availability.

All students should consult teachers, Department Heads, the IB Co-

ordinator, Ms Andrew, the Head of Sixth Form, Mr Parkes and The

University Counsellor, Ms Kearney before making final choices.

Course choices and even choices between Higher and Standard Levels

of a course can, in some cases, determine where and in what subject

areas a student will be able to pursue further education.


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WHAT COURSES DO IB STUDENTS AT ST. GEORGE’S STUDY?

Overview

The Diploma model shows the curriculum

with the six areas of knowledge surrounding

the core subjects.

IB Diploma students are required to study

6 subjects with one from each group

3 (at least) and not more than 4 must be

taken at Higher Level (HL)

3 (maximum) must be taken at Standard

Level (SL)

The Diploma candidate must meet three additional requirements

o Submission of an Extended Essay

o Satisfactory completion of the Theory of Knowledge course

o Compulsory participation in the extra-curricular CAS programme

To be awarded the bilingual diploma a student must fulfil one or both of the following criteria:

completion of two languages selected from group 1 with the award of a grade 3 or higher in

both

completion of one of the subjects in group 3 or group 4 in a language that is not the same as

the student’s nominated group 1 language. The student must attain a grade 3 or higher in

both the group 1 language and the subject from group 3 or 4.


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Group Group title Group Focus Subjects offered

1 Language A Best language English Literature

English or Italian Language and Literature

2 Language B Second Language(intermediate) English, French, German, Italian, Spanish

Second Language (Beginner) Italian Ab Initio

3 Individuals and

Societies

Humanities History

Geography

Economics

Environmental Systems & Society (SL only)

Business and Management

Art History (SL only)

4 Sciences Sciences Biology

Chemistry

Physics

Environmental Systems and Societies (SL

only)

Computer Science

5 Mathematics High Proficiency Mathematics Mathematics HL

Intermediate Mathematics Mathematics SL

Post IGCSE Mathematics Mathematical Studies SL

6 Art and Electives The Arts Music

Theatre

Visual Arts

Or another subject from groups 1-4


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IB SUBJECT REQUIREMENTS FOR COMMON UNIVERSITY COURSES

The IB is assessed by external examiners on a scale of 1 (minimum) to 7 (maximum). The award of the

diploma requires a minimum of 24 points and the absence of disqualifying conditions.

UCAS (the official UK University admissions office) states that 4.5 ‘A’ Grades at A Level are equivalent

to 35 IB Points. Our whole school point average is 34 points. The most important advice we can give

is that if you are interested in a studying a particular course have a look at the entry requirements at

different universities. For UK universities the UCAS website can be used

www.ucas.ac.uk/students/choosingcourses/

NB Canadian universities have some very specific subject requirements e.g. Chemistry SL for all

Engineering course, Maths Standard for most business courses.

UK degree course Subjects required at IB

Medicine HL Chemistry and Biology HL(essential)

Associated medical science subjects such as Physiology, Pharmacology, Neuroscience etc.

Biology and Chemistry usually required at HL or SL

Engineering* Usually Physics HL and Maths HL (Some Universities will accept Maths SL)

Economics Economics is not always essential! Maths HL (at top Universities such as LSE) Maths SL is accepted at many Universities

Biological Sciences Biology HL Chemistry SL is required in addition to Biology at some universities

Psychology Biology SL or HL is required at some universities depending on emphasis of course.

Law No specific entry requirements but Law require a high degree of literacy so subjects that require essay writing such as History or Economics would be really useful.

Politics and International relations No specific subject entry requirement. However, the IB diploma covers a broad spectrum of subjects and St George’s students are often multi lingual and internationally minded. Ideal candidates for such courses.

http://www.ucas.ac.uk/students/choosingcourses/


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TIMELINE FOR OPTION CHOICES

January/February 2013

Mock examinations

IB introduction sessions by Heads of Department

Step 1 career sessions

IB Options booklet released

5th February

Year 11 PTE and IB options evening. Discussion of progress in year 11 and

suitability for the subject “what do you think about me taking..”

26th February

Deadline for the submission of option forms

14th March Conformation of option choices by Heads of Department.

May

IGCSE Examinations

September

Students commence IB diploma


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THE IB CURRICULUM AT ST. GEORGE’S

GROUP 1 - LANGUAGE A (STUDENT’S FIRST LANGUAGE)

This involves the study of language and literature, including selections from works in translation. The

student can choose between Language A: Literature or Language A: Language and Literature. Those

students who potentially have two languages A and are especially interested in intensive work in

language and literature may study both as A Languages, with the possibility of combining Literature

w/w Literature or Literature w/w Language and literature. (In that case, the second Language A may

either replace a Group 2 language or fulfil the Group 6 requirement.) Most students should choose

their A Language by taking into consideration which language they need for

further study, which they have best mastered, which they think in, and the

literature which they prefer.

LANGUAGE A: LITERATURE

Language A: Literature

This course is aimed at promoting “respect for the literary heritage of the

student’s home language and provides an opportunity for students to continue to develop

oral and written skills in their mother tongue while studying in a different language of instruction” (IB

Subject Guide). However, students who take this course often have different language profiles and

may be multilingual. The programme of study centres on the reading and critical discussion, orally and

in writing, of literary texts, aimed at developing “an understanding of the techniques involved in

literary criticism and the students’ ability to form independent literary judgments and to support

those ideas” (IB Subject Guide). St George’s regularly offers courses in Language A: Literature in

English although it may be possible to arrange others. In such cases, the student must make

arrangements for regular meetings with a tutor qualified in the chosen language and literature

The Language A: Literature course requires the study of 13 literary works at HL and 10 at SL, 3 (2 at

SL) of which are works in translation. Assessment takes the form of a written assignment on one work

in translation, two oral exams (individual oral commentary and presentation), and two written

examinations. The first examination paper tests the student’s ability to write a commentary on an

unseen text - the work for this paper can include some of the most stimulating and varied parts of the


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course. In the second examination a comparative essay is written: this tests the student’s ability to

make interesting and illuminating connections between the works they have read.

Assessment Outline – STANDARD Level

External Assessment (3 hours) (70%)

Paper 1: Guided literary analysis (1 hour 30 minutes) 20%

Students choose from a prose and a poetry passage and write a guided literary analysis in response to two questions.

Paper 2: Essay (1 hour 30 minutes) 25%

In response to one of three questions, students write an essay based on at least two works studied in part 3 (these will all be from the same genre).

Written Assignment 25%

Students submit a reflective statement (300-400 words) and literary essay (1,200-1,500 words) on one work in translation, studied in part 1.

Internal Assessment (30%)

Internally assessed by the teacher, externally moderated by the IB at the end of the course.

Individual Oral Commentary (10 minutes) 15%

A formal oral commentary, followed by questions on an extract from a work studied in detail from part 2. (30 marks)

Individual Oral Presentation (10-15 minutes) 15%

The presentation is based on aspects of four works studied from part 4, internally assessed and externally moderated. (30 marks)

Assessment Outline – HIGHER Level


Paper 1: Guided literary analysis (2 hours) 20%

Students choose from a prose and a poetry passage and write a guided literary analysis in response to two questions.

Paper 2: Essay (2 hours) 25%

In response to one of three questions, students write an essay based on at least three works studied (these will all be from the same genre).


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Written Assignment 25%

Students submit a reflective statement (300-400 words) and literary essay (1,200-1,500 words) on one work in translation.

Internal Assessment (30%)

Internally assessed by the teacher, externally moderated by the IB at the end of the course:

Individual Oral Commentary (20 minutes) 15%

A formal oral commentary on poetry, followed by questions (10 minutes) and then by a discussion based on one of the other works studied for this component (10 minutes).

Individual Oral Presentation (10-15 minutes) 15%

The presentation is based on aspects of four works studied in class, internally assessed and externally moderated.

LANGUAGE A: LANGUAGE AND LITERATURE

The Language A: Language and Literature course aims to develop students’ skills of textual analysis, both literary and non-literary, an understanding of the role of each text’s wider cultural context, the investigation of meaning in context and the use of language in the mass media. Six literature texts will be studied at Higher Level and four at Standard Level. The study of literature in translation, in particular, contributes to the nurturing of our students’ global perspective. Visual literacy will also be explored as viewing is part of a general multimodal literacy. A key aim of the Language A: language and literature course is “…to develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts and to encourage students to think critically about the different interactions between text, audience and purpose.” External assessment of written assignments forms 70% of the course with the 30% oral component being internally assessed.—

Assessment outline STANDARD Level


Paper 1: Textual analysis (1 hour 30 minutes) 25%

The paper consists of two unseen texts. Students write an analysis of one of these texts.

Paper 2: Essay (1 hour 30 minutes) 25%


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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.

Written task 20%

Students produce at least three written tasks based on material studied in the course. Students submit one written task for external assessment. This task must be 800–1,000 words in length plus a rationale of 200–300 words.

Internal assessment (30%)

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual Oral Commentary 15%

Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions.

Further Oral Activity 15%

Students complete at least two Further Oral Activities, one based on part 1 and one based on part 2 of the course. The mark of one Further Oral Activity is submitted for final assessment.

Assessment outline – HIGHER Level

External assessment (4 hours) (70%)

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

The paper consists of two pairs of unseen texts. Students write a comparative analysis of one pair of texts.

Paper 2: Essay (2 hours) 25%

In response to one of six questions students write an essay based on at least two of the literary texts studied in part 3. The questions are the same at SL but the assessment criteria are different.

Written tasks 20%

Students produce at least four written tasks based on material studied in the course. Students submit two of these tasks for external assessment. One of the tasks submitted must be a critical response to one of the prescribed questions for the Higher Level additional study. Each task must be 800–1,000 words in length plus a rationale of 200–300 words.


This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.


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Individual Oral Commentary 15%

Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions.

Further Oral Activity 15%

Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment.

Beyond the IB: the critical, analysis and communication skills, as well as the exposure to a

wide range of texts and topics related to language, culture and media, make Language A

study a highly valued both for entrance to university and in the world of work. Skills acquired

through the study of an A Language programme facilitate career prospects that include: public

administration, local government, the civil service, art institutions, and social services;

advertising, journalism, publishing, creative industries and public relations; education; legal

work; business, banking and retail; human resources; charities and campaigning.


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GROUP 2 - LANGUAGES B AND AB INITIO

All students must study a second language at either Higher or Standard Level.

Language B is a foreign language programme for students who have previous experience of learning

the language, at least to GCSE level or equivalent. The courses available at St George’s are in English,

Italian, French and Spanish. Other languages may be arranged.

The skills of listening, speaking, reading and writing are developed through the study of a wide range

of oral and written material alongside the further study of grammatical structures. At the end of the

courses students should be able to communicate accurately and effectively in speech and in writing

and be able to understand and respond to the language in a range of contexts. The courses, through a

list of core and optional topics, study the life and culture of the countries where the language is

spoken. Students studying for the Higher Level will also study two works of literature in the language.

This is the syllabus outline1:

1 Language B subject outline – First examinations 2013, International Baccalaureate Organization 2011


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Assessment components

Standard level Higher Level

External assessment (70%)

Paper 1 (1hr30mins) (25%)

Text handling exercises on 4 texts based on the

core.


One writing exercise of 250-400 words, based

on the options.

Written assignment (20%)

Intertextual reading followed by a written

exercise of 300-400 words plus a 100-word

rationale, based on the core.



Text-handling activities based on 5 texts

based on the core.


Two writing exercises (one task of 250-400

words based on the options and one

response of 150-250 words to a stimulus

text), based on the core.


Creative writing of 500-600 words plus a 150-

word rationale, based on the literary texts.


Internally assessed by the teacher and

externally moderated by the IB.

Individual oral (8-10mins)

Based on the options: 15mins’ preparation time

and 10mins max presentation and discussion

with the teacher.

Interactive oral activity

Based on the core: 3 classroom activities

assessed by the teacher.




Individual oral (8-10 mins)

Based on the options: 15mins’ preparation

time and 10mins max presentation and

discussion with the teacher.

Interactive oral activity




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Language Ab Initio is a language acquisition course designed for students with little or no previous

experience of the language. It is only available at Standard Level. Students have a choice between

Italian and German but a course will only run if enough students opt for it. The course covers three

themes; Individual and Society, Leisure and Work, Urban and Rural Environment.

Assessment components


Paper 1 (1hr30mins) : Receptive skills (30%)

Understanding of 4 written texts; text handling exercises.

Paper 2 (1hr) : Productive skills (25%)

2 written exercises.


A piece of writing, 200-300 words, in the target language, carried out in class under teacher

supervision.


Individual oral (10mins)

Three-part oral internally assessed and externally moderated.

Part 1: Response to a visual stimulus.

Part 2: Follow-up questions on the visual stimulus.

Part 3: General conversation including at least 2 questions on the written assignment.


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GROUP 3 - INDIVIDUALS AND SOCIETIES

The following Group 3 courses are offered at St George’s:

Business and Management, Economics, History,

Geography, Art History (SL only) and Environmental

Systems & Society (SL only).

BUSINESS AND MANAGEMENT

Business and Management is designed to give students an

insight into the most important areas of business

management and organisation, and to allow them to

become critical and effective participants in local and

world affairs. Emphasis in the course is placed on the day-

to-day business functions of marketing, human resource management, accounting and finance, plus

an additional module on Business Strategy for Higher Level students.

A variety of organisations are studied from both the private and public sectors, ranging from

multinational corporations to small local traders. Students are encouraged to apply business tools and

techniques in solving real life business problems. An understanding and appreciation of ethical

dilemmas and social responsibilities facing businesses is also developed.

Topics covered in the Business and Management Course:

Topic 1 - Business organisation and environment

Topic 2 - Human resources

Topic 3 - Accounts and finance

Topic 4 - Marketing

Topic 5 - Operations management

Topic 6 - Business strategy (HL only)

The course is assessed via a combination of the exam (75%) and internal coursework (25%).


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ECONOMICS

Economics is concerned with the search for acceptable and rising levels of economic well-being.

Individuals, businesses and governments must constantly make choices, and the use of economic

theory and knowledge helps to ensure the appropriate choices are made to maximise society’s

welfare.

Emphasis in the IB course is placed on the theories of microeconomics and macroeconomics, and how

these can then be applied to the real world issues. Prominent among these issues are fluctuations in

economic activity, international trade, economic development and environmental sustainability.

Students are encouraged in developing international perspectives, fostering a concern for global

issues, and raising awareness of their own responsibilities at local, national and international levels.

The course is assessed on the basis of the external examinations and internal coursework. The exams

comprises extended response, short – answer and data response style questions. The Coursework

contributes 20 % of the final grade for both HL and SL students.

Topics covered in Economics:

Section 1 - Microeconomics

Section 2 - Macroeconomics

Section 3 - International economics

Section 4 - Development economics


Page 24

GEOGRAPHY

The geography course embodies global and international awareness in several distinct ways,

examining key global issues such as poverty, sustainability and climate change.

Students will study the following:

Part 1: Core theme (Patterns and Change). This is compulsory for

both Higher and Standard Levels and includes populations in

transition, wealth and development, environmental sustainability

and resource consumption.

Part 2: Optional Themes. Standard Level will study two topics, Higher Level three topics. These topics

are normally Hazards and Responses, and the Food and Health, and Urban Environments. Topics may

be altered depending on the group’s preferences.

Part 3: Higher level extension: Global Interactions. This is for Higher Level only and includes

measuring global interactions, the shrinking world, economic interactions and flows, environmental

change, socio-cultural exchanges, political outcomes and global interactions at the local level.

The assessment structure is different for Higher and Standard Levels, although all students complete a

piece of fieldwork leading to a single written report of 2,500 words. Past fieldwork has involved

studying urban environments (Bracciano), perception of volcanic hazards (Naples), coastal ecosystems

(Barcelona) and beach management (Santa Severa). Students will also be encouraged to come up with

your own suggestions for places to visit.

Standard Level:

Paper 1 (1 hr 30 mins) 40% Core theme

Paper 2 (1 hr 20 mins) 35% Optional themes

Internal assessment (20 hours) 25% Based on fieldwork

Higher Level:

Paper 1(1 hr 30 mins) 25% Core theme

Paper 2 (2 hrs) 35% Optional themes

Paper 3 (1 hour) 20% Higher level extension

Internal assessment (20 hours) 20% Based on fieldwork


Page 25

HISTORY

Our IB History Course investigates 20th Century Modern World History. Students at both levels follow

a core course focusing on the following topic areas:

Topic 1: Causes and effects of war

Areas for study are WWI, WWII, Spanish Civil War, Korea and Vietnam.

Topic 2: Single Party States

Areas for study are USSR (Stalin), Germany (Hitler) and Cuba (Castro)

Topic 3: The Origins of the Cold War

Areas for study are the background, origins, spheres of influence, development and impact of the

Cold War from the end of World War II up to the Vietnam War.

At Higher level, as well as the topics above, we will be examining the following areas:

European Diplomacy and the First World War

Inter-War years – conflict and cooperation 1919-1939

The Soviet Union and Eastern Europe 1924-1964

Assessment

Standard level

Paper 1: Document Based Questions on International Diplomacy 1919-1936 30%

Paper 2: Two Essays from core topics 45%

Internal Assessment: 2,000 word Historical Investigation 25%

Higher level

Paper 1: Document Based Questions on International Diplomacy 1919-1936 20%

Paper 2: Two Essays from core topics 20%

Paper 3: Three Essays from Europe 1870+ 35%

Internal Assessment: 2,000 word Historical Investigation 25%

Approximately 75% of students who study IB History at Higher Level go on to University to

study History or a similar discipline such as Law, International Relations or Politics. Looking

further ahead, because studying history gives us tools for analyzing and explaining problems in

the past, it is an essential tool for problem-solving in the present and future. Any career that

rewards clear thinking, good writing, articulate speaking, and the ability to ask and answer

complicated questions about how the world works will be open to a student of history.


Page 26

ART HISTORY (SL)

In Rome we are ideally located for the study of Art History. The course, offers students the

opportunity to develop a detailed knowledge and understanding of our cultural heritage and its

relationship to other cultures.

We focus on two historical periods, chosen from:

Ancient Rome

The Renaissance

Baroque art

19th and 20th century art.

We will examine art and architecture within its historical context and address such issues as: the

development of style, iconography, how art can convey a political or cultural message, techniques and

materials used, and relationships between artists and patrons.

Lessons are centred on discussion of projected images, and during the course students will be

expected to lead discussion on areas that they have researched.

First-hand experience of art works is fundamental to the course, and therefore trips are organised to

other cities, as well as visits to sites and museums in and around Rome. Students are also encouraged

to visit works themselves.

Students will read widely around the subject in order to develop informed critical responses.

Emphasis is placed on an analytical approach in both written and oral work. It is not necessary for

students to have practical artistic skills.

Students have the opportunity to research an aspect of Art History of their choice for the Coursework

component. This 2000 word cross-cultural investigation is undertaken under the supervision of the

teacher.

The course is assessed by the Coursework (32%), and the final examination(68%). The examination

comprises a picture question paper (20%) and an essay paper (48%).


Page 27

GROUP 4 - SCIENCES

We offer courses in Biology, Chemistry and Physics at both Higher and Standard Level. In addition

Computer Science and Environmental Systems and Societies are available at Standard Level.

Experimental work is fundamental to all the Group 4 subjects, and significant teaching time is devoted

to practical work. The nature of the practical work varies from subject to subject but includes a

mixture of short and long-term investigations (such as practicals and subject-specific projects). All

students will complete an extended investigation to be assessed internally and that will contribute to

their final grade. Personal and interpersonal skills also form part of the final assessment via the Group

4 Project. This is an inter-disciplinary project in which students work in small teams on a topic of

common interest. Although different subjects within Group 4 place a slightly different emphasis on

the skills that are being acquired, success in any Group 4 subject requires the ability to recall, use and

apply scientific knowledge and understanding in rigorous way to order to find solutions to a range of

different problems.

Biology, Chemistry and Physics share a common assessment structure:

Standard level

Paper 1 Multiple Choice questions on the core 20%

Paper 2 Questions on the core (some choice available) 40%

Paper 3 Questions on an option studied 20%

Internal Assessment 20%

Higher level

Paper 1 Multiple Choice questions on the core 20%

Paper 2 Questions on the core (some choice available) 36%

Paper 3 Questions on the options studied 24%

Internal Assessment 20%


Page 28

BIOLOGY (HL OR SL)

The field of Biology is currently going through a rapid transformation with great leaps forward in

research and application of these findings particularly in the areas of biotechnology and genetics. The

IB Biology course reflects these rapid changes, stimulating and challenging students both academically

and where they stand ethically on many of the controversial issues facing todays’ societies.

Both Higher and Standard level students study the core topics of cell and molecular biology,

physiology, genetics, ecology and biodiversity. There are then several option topics available such as

neurobiology and behaviour, biotechnology and bioinformatics. Higher level students then go on to

study these subject areas in greater depth together with further topics such as plant biology.

Students have the opportunity to carry out investigations which they have designed and to develop

their analytical and evaluative skills.

CHEMISTRY (HL OR SL)

Chemistry is a subject that is interesting, relevant and challenging.

It is an experimental science that combines academic study with

the acquisition of practical and investigational skills. It is often

called the central science, as chemical principles underpin both the

physical environment in which we live and all biological systems. It

affects nearly everything in our lives - simply consider some of the

optional topics available in the second year of the Chemistry IB

syllabus: Materials, Biochemistry, Energy or Medicinal Chemistry.

During the first year of study, topics studied include Atomic

structure, the Periodicity, Chemical Bonding, Thermochemistry,

Chemical Kinetics, and Equilibrium. During the second year, the

main focus is on Organic Chemistry and the study of an option as

well as work on Acids/Bases, and Redox processes.

Biology is a popular group 4 option choice for many of our pupils. It provides a thorough

grounding for students to go on to study a wide range of courses at university, ranging from

medicine and dentistry to forensic science, genetics, biomedical science and environmental

management to name but a few.


Page 29

It is recommended that students who choose to study Chemistry at Higher Level should have a

reasonably good grasp of Mathematics in order to cope with the mathematical demands of the

course.

PHYSICS (HL OR SL)

Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself,

from the very smallest particles (quarks - perhaps 10-17 m in size) to the vast distances between

galaxies. IB Physics is a very wide-ranging course covering aspects of the subject from highly

theoretical areas such as quantum theory to highly practical areas such as structural engineering. The

core themes focus on many principles which will be familiar to students from Key Stage 4. However

they are studied in more depth and with greater mathematical rigour. Topics range from the concept

of energy and the study of kinematics, to the modern theories of relativity and sub-atomic physics. At

both Higher and Standard level a special option is chosen from amongst the four topics of

Astrophysics, Engineering Physics, Imaging and Relativity.

In the written examinations the emphasis is on understanding of Physics principles and their

application rather than factual recall.

It is recommended that students who choose to study Physics at Higher level also choose to study

Mathematics at Standard (not Studies) or at Higher Level in order to support the mathematical

demands of the course.

At IB level, Chemistry is also an ideal foundation for many careers: medicine, veterinary

science, dentistry, pharmacy, chemical engineering, or indeed research or project

management. Please note some of the more prestigious universities require Higher

Chemistry to study biological courses such as Biomedical Science or Dietetics.

IB Physics is very well-regarded preparation for any university “STEM” course (Science,

Technology, Engineering and Mathematics). The IB Physics course is excellent preparation and

often required preparation for the plethora of university courses in engineering, whether it be

bio-engineering or design engineering, marine or aeronautical, micro-electronic or material

engineering. The same is true of university courses in Natural Sciences, straight Physics,

Computer Sciences, etc.


Page 30

COMPUTER SCIENCE (HL OR SL)

Computer science requires an understanding of the fundamental concepts of computational thinking

as well as knowledge of how computers and other digital devices operate. The IB Diploma Programme

computer science course has recently been entirely restructured for first exams in 2014, to bring it

up-to-date with current developments in computing. It is engaging, accessible, inspiring and rigorous

and is underpinned by computational thinking. This course adopts a significantly different approach

to many other computer science courses. Computer science is seen as an experimental science so a

wide range of practical activities are used to support the theoretical content.

Computational thinking

Computational thinking is a problem-solving methodology that is applicable across a range of subject

disciplines and underpins this course. Computational thinking involves:

• thinking procedurally,

• thinking logically

• thinking ahead

• thinking concurrently

• thinking abstractly

• thinking recursively

These principles will be taught as threads within the other topics throughout the duration of the

course.

Prior learning

Past experience shows that students will be able to study computer science successfully with no

background in, or previous knowledge of, computer science. There is no requirement that students

have previously taken the IGCSE in ICT. However, some knowledge of a programming language might

be an advantage. Their approach to study, characterized by the specific IB learner profile attributes—

inquirers, thinkers and communicators—will be significant here.

Subject aims

Students should become aware of how computer scientists work and communicate with each other

and with other stakeholders in the successful development and implementation of IT solutions. While

the methodology used to solve problems in computer science may take a wide variety of forms, the

group 4 computer science course emphasizes the need for both a theoretical and practical approach.

“Computational thinking is the thought

processes involved in formulating

problems and their solutions so that the

solutions are represented in a form that

can be effectively carried out by an

information-processing agent.”


Page 31

On a practical level, the group 4 project (which all science students must undertake) mirrors the work

of computer scientists by encouraging collaboration between schools across the regions.

Syllabus outline

Syllabus component Teaching hours

Core topics, which include practical work, are:

• Topic 1: System fundamentals (20 hours)

• Topic 2: Computer organization (6 hours)

• Topic 3: Networks (9 hours)

• Topic 4: Computational thinking, problem-solving and

programming (45 hours)

80

Options

Students study one of the following options:

Option A: Databases

Option B: Modelling and simulation

Option C: Web science

Option D: Object-oriented programming (OOP)

30

Internal Assessment (IA)

Solution: Practical application of skills through the

development of a product and associated documentation

Group 4 project

30

10

Total teaching hours 150

Assessment

Paper 1 Paper 2 Internal assessment Overall

45% 25% 30% 100%

There is a recognised world-wide shortage of computer science graduates. Some recent statistics

from the USA show that there will be one million more computing jobs than graduates by the year

2020. And while less than 2.4% of graduates major in Computer Science, they are led to some of

the best paid jobs around. But one can major in computer science and do anything: a career in

medicine, law, business, politics, any type of science or engineering, and even the arts. See the

Computer Science Education Week website for more details: http://csedweek.org/ or

http://code.org

http://csedweek.org/

http://code.org/


Page 32

ENVIRONMENTAL SYSTEMS AND SOCIETIES (SL ONLY)

This is a transdisciplinary course covering aspects from group 3 (individuals and societies) and group 4

(the experimental sciences). Students will gain an insight into the relationship between societies and

the environment, what impact we have on our environment and how we can live in a more

sustainable way. The course combines aspects of Biology and Geography.

The syllabus covers a broad range of environmental issues:

The Ecosystem - An overview of ecosystems and how we measure and monitor changes within them.

Human population - Population growth and how we utilise the planet’s resources such as food, water

and energy.

Conservation and biodiversity - Why plant and animal species have become extinct. How and why we

need to conserve species.

Global warming and pollution - A study of a wide range of different types of pollution such as

depletion of the ozone layer, the problems of domestic waste disposal and global warming and

focusing on how we can lessen their impact on the environment.

Environmental values systems - The growth and development of the modern environmental

movement.

The assessment structure is:

Paper 1 Short answer questions on the core 30%

Paper 2 Case study and essay questions 50%

Internal Assessment – investigations and field work 20%


Page 33

GROUP 5 – MATHEMATICS

Three courses in Mathematics are offered at SGBIS at IB level, Mathematics at higher or standard

level and Mathematical Studies, which is also a standard level course. As Mathematics is compulsory

for the IB diploma, these courses vary greatly in mathematical content thus allowing students to find a

course best suited to their mathematical interests and talents.

MATHEMATICS HIGHER

Mathematics Higher is a very challenging course which caters for students with an excellent

background in Mathematics (preferably an A* in (I)GCSE and an A in Core 1) who are already

competent in a range of analytical and technical skills. The majority of these students will be

expecting to study mathematics at university, either as a subject in its own right or within courses

such as Physics and/or Engineering. Others may take this subject because they have a strong interest

in it and enjoy meeting its challenges. The core topics include Algebra, Trigonometry, Vector

Geometry, Statistics, Probability and Calculus. An option allows students to explore one area in more

detail. The assessment consists of three written examination papers and an internal assessment

component completed during the course, which contributes 20% to the final mark. Although clearly

very demanding, the course is likely to be highly rewarding for those students with a special passion

for Mathematics.


Page 34

MATHEMATICS STANDARD (SL)

Mathematics is the only subject with two possible options at SL. Mathematics Standard is the harder

option at SL. It caters for students who expect to go on to study subjects with significant

mathematical content, for example, Economics, Computer Science and Chemistry. The topics include

Algebra, Trigonometry, Vector Geometry, Statistics, Probability and Calculus. The students will be

introduced to important concepts in a comprehensible and coherent way, rather than insisting on

mathematical rigour. Knowledge of basic concepts and ability to apply simple techniques correctly are

required.

The course is a demanding one, as it deals with all the topics, which form the core of Maths Higher,

although at a simpler level. It is best suited to students with at least an A at (I)GCSE. The assessment

consists of two written examination papers and an internal assessment component completed during

the course, which contributes 20% to the final mark.

MATHEMATICAL STUDIES (SL)

Mathematical Studies is the easier option for students wishing to study the subject at SL. However, it

is still significantly more demanding than (I)GCSE maths and as such its difficulty should not be under-

estimated. It caters for students with varied backgrounds and abilities and it is designed to offer a

realistic mathematics course for students who are not considering a mathematics related course in

higher education. The main topics are Algebra, Financial Mathematics, Functions, Geometry,

Trigonometry, Statistics and Basic Calculus. Assessment is by way of two final examination papers

(80%) and an internally marked, externally moderated project (20%).

Calculators

All courses require the use of a graphical calculator throughout the two years and it is essential that

all students have their own from the beginning of the course. Our recommended model is the Texas

Instruments TI84plus.


Page 35

GROUP 6 - ARTS AND ELECTIVES

VISUAL ARTS

The International Baccalaureate

Visual Arts course at St George’s

both requires and enables students

to develop advanced practical and

critical skills. With such skills they

are able to pursue individual

projects in a huge range of

advanced media and techniques.

These typically range from digital

video and image manipulation to

large-scale paintings in oil on

canvas. Y13 Students are able to

use a dedicated Sixth Form Studio

area in addition to the main

teaching studios. They are also able to explore the department’s other facilities, which include

ceramic kiln and batik equipment.

The Annual Art Expedition is a central feature of the course. In recent years we have visited

Barcelona, Madrid, Paris and Florence and Venice. The investigation work produced in the galleries,

museums and urban environments of these cities, provides the foundation for much of their

subsequent studio work.

Previous experience of Art and Design to examination level is highly desirable. A grade B or above at

GCSE or equivalent should be seen as the minimum foundation for this highly intensive course.

Students without a formal qualification in Art are asked to present a portfolio of recent practical work

including a range of observational drawing.

Students may choose to study at either Higher or Standard Level. In each case they are assessed on an

exhibition of their practical studio work, a comparative study and a ‘process portfolio’. These written

and illustrated journals record their guided, personal, practical critical and historical research. To

demonstrate a fuller understanding of the work produced each student is given the opportunity to

undertake either a recorded interview or an extended written statement. There is no final written or

practical final exam. Consequently, the course best suits students who are able to work steadily

throughout the course, as everything that they produce contributes to their final grade.


Page 36

MUSIC

Music in the IB is examined

under three disciplines –

Musicology in a Listening Paper

and course work, and

Composition and Performance

both as course work.

The Musicology component

intends to prepare the student

to be able to

Listen analytically to all

kinds of music from

anywhere in the world

Analyse in depth a

major composition through the study of its score

Compare and contrast different genres of music through producing a Media Script or Web

media script or website.

Composition work is the product of work done over the total course and is recorded as well as written

as a score.

Performance is examined as a recorded recital with programme notes, again to be completed at any

time during the course.

Particularly attractive to pupils already competent in performance is the Standard Level option of

Musicology with Performance in which the recital is 50% of the final result.

It is possible for students to take this course without any previous formal musical education but they

must be prepared to take an intensive theory of music course at the start of the programme.


Page 37

THEATRE ARTS

IB Theatre is a challenging academic course studying a myriad of theatre practices across time, and

across the world. Students can take this subject without previous study of drama or theatre, although

it is advised for candidates to have good research and essay-writing skills to undertake this course.

Exploration of theatre is practical aiming to develop

research and dramaturgical skills: applied through

directing, designing sets and costumes, illuminating

texts, as well as performing a range of exciting roles

and characters to the highest possible standard.

Theatre students enjoy making and performing

global theatre while extending their knowledge of

theatre.

The course aims to appreciate and academically

explore theatre in the making, theatre in the world

and theatre in performance. One-man shows,

Shakespeare, Japanese Puppetry, Opera, Greek

theatre, contemporary Western and Eastern theatre

are all explored, as well as student-motivated areas

of independent studies such as musical theatre,

surrealist theatre and other related interests.

IB Theatre is assessed in four sections equally:

Research Investigation – this area of independent study embraces a

student-lead investigation into a unique chosen area of theatre.

Practical Performance Proposal – from a chosen stimulus provided by the

board, students holistically design a theatre performance from the point

of view of a director; utilising their creative and vision for a production

process.

Independent Project Portfolio – students lead a creative process of their

choice from start to finish and evaluate in written coursework the

effectiveness of this process.

Theatre Performance and Production Presentation – a final reflection on

the course in its entirety, critically comparing different theatre traditions

and experiences through a 20 minute presentation.

IB Theatre Studies

students are well

prepared for further

studies and careers in a

wide range of areas

including Broadcast

Journalism, Theatre and

Performance Arts,

Events Management and

leadership roles in a

variety of contexts.


Page 38

ADDITIONAL REQUIREMENTS

THEORY OF KNOWLEDGE

Theory of Knowledge (TOK) is required of all Diploma candidates. The course is an attempt to examine

critically the types, nature and limitations of different ways of knowing. By considering the roles of

language, emotion, sense perception and reason in the process of knowing, various systems of

knowledge and value judgements in relation to knowledge, students confront fundamental questions

such as “What do we know?” and “How do we know what we know?”. While philosophical in flavour

and rigour, TOK is not a course in the history of philosophy. It develops critical thinking skills central to

life within and beyond the curriculum.

In both years of the programme students must produce formal journal entries in a ToK journal where

they reflect on what they are learning and the implications of “thinking about thinking”. The final

assessment consists of an internally marked presentation on a subject of their choice as well as an IB

moderated Essay on a topic chosen from a selection of six titles published by the IBO in September.

Thus, while there is no final exam, successful completion of TOK is required for the Diploma. Core

points, which go towards the final Diploma score, are available for good work in the subject.

CREATIVITY, ACTION AND SERVICE

CAS is an integral part of the IB programme. The IBO views

it as an acknowledgement that important educational

experiences also take place outside the classroom. The will

to act in the service of the community is seen as an

important complement to the intellectual and moral

development of the student.

The CAS programme at St George’s continues throughout

both years of the Diploma. An element of all three

components is required each year. Each student develops

a programme in consultation with the CAS Supervisor.

Students usually fulfil the requirements of the programme

by combining participation in extra-curricular activities

offered at the school with service to the school or larger

community. Students need also to be involved in a long term project, combining two of the three

elements. Suitable activities engaged in privately outside the school can also be part of the CAS


Page 39

programme, if they are undertaken regularly and can be evaluated by a teacher or other responsible

adult.

The guideline for the minimum amount of CAS activity is approximately the equivalent of half a day

per school week (three to four hours per week), or approximately 150 hours in total, with a

reasonable balance between creativity, action and service.

EXTENDED ESSAY

The Extended Essay is defined by the IBO as “an in-depth study of a limited topic within a subject” (IB

subject guide). This 4000-word essay is meant to provide students with the opportunity to conduct

independent research at an introductory level. In general, the skills required to produce a successful

essay in any given subject are those the student has been using in the relevant course. It also affords

the opportunity to investigate subjects not studied in school and develop research and presentation

skills.

At St George’s, the Extended Essay is completed during years 12 and 13 and is developed via a series

of set stages. Students choose or are allocated an Extended Essay Supervisor from staff qualified in

the chosen area to guide and assist in the completion of the essay. The completed essay is externally

marked; core points are available for good work done in this area.

CONDITIONS FOR THE AWARD OF THE DIPLOMA

The diploma will be awarded to candidates whose total score, including core points, reach 24 points

and does not contain any of a number of the failing 20 conditions. A list of these conditions is on the

INTRANET:http://intranet.sgbis.it/pupils/keystages/SixthForm/11-

11%2020%20Ways%20to%20Fail%20the%20IB%20Diploma.pdf

http://intranet.sgbis.it/pupils/keystages/SixthForm/11-11%2020%20Ways%20to%20Fail%20the%20IB%20Diploma.pdf

http://intranet.sgbis.it/pupils/keystages/SixthForm/11-11%2020%20Ways%20to%20Fail%20the%20IB%20Diploma.pdf


Page 40

REQUIREMENTS FOR ENTRY ONTO THE SGBIS IB DIPLOMA PROGRAMME

The table that follows is an indication of the entry requirements per subject and level. It is intended as

a guideline to selecting an appropriate programme bearing in mind students’ strengths and

backgrounds. It is, however, only an indication and the school will always discuss individual needs

with students taking into consideration our international situation and the varied educational

experiences of our students. We try to be flexible yet fair in an attempt to find the right combination

of subjects that will give our students the best possible opportunities for the future.

As a guide we would expect students to be scoring a minimum of 12 (I)GCSE ‘entry points’ to be

considered a diploma student. In the eventuality that a student does not score this amount, either

from school report grade equivalents (in the case that the student has not completed the British

programme) or from IGCSE exams it may be more appropriate for a student to follow an IB certificate

course.


Page 41

Subject

Recommended school

report grade

Recommended (I)GCSE

grade entry point

Group 1

Literature B+ or 5+ in Lit

HL A+ Lit

SL B+ Lit 3

Language and Literature B+ or 5+ in both Lang and Lit

HL A+ Lang and Lit

SL B+ Lang and Lit 2/3

Group 2

Foreign language HL B+ or 6+ A/B 3

Foreign language SL C+ or 5+ B+ 2

Group 3

Art History

English C+ or 5+ n/a

Business and Management

English C+ or 5+ n/a 1

Maths C+ or 5+ n/a 1

Economics

English C+ or 5+ n/a 1

Maths A or 6+ n/a 3

Geography C+ or 5+ HL B+ SL C+ 2

History C+ or 5+ HL A SL B+ 2

Environmental Systems

Biology and/or Geography C+ or 5+ n/a

Group 4

Chemistry B+ or 5+ HL A SL B+ 2

Physics B+ or 5+ HL A SL B+ 2

Biology C+ or 5+ 2

Computer Science

Maths B+ or 5+

Environmental Systems -as above

Group 5

Maths HL A+ or 6+ A* and Core 1 3

Maths SL B+ or 6+ B+ 2

Maths Studies C+ or 4+ C+ 1

Group 6

Visual Art B+ or 5+ or portfolio HL A SL B+ 2

Music

ABRSM or equivalent grade

5

Theatre Arts

English Lang and/or Lit B+ or 5+ n/a 2


Page 42

I.B. LEARNER PROFILE

The aim of all IB programmes is to develop internationally minded people who, recognizing their

common humanity and shared guardianship of the planet, help to create a better and more peaceful

world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and

research and show independence in learning. They actively enjoy learning and this love of learning

will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so

doing, they acquire in-depth knowledge and develop understanding across a broad and balanced

range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and

approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in

more than one language and in a variety of modes of communication. They work effectively 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.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They

have a personal commitment to service, and act to make a positive difference to the lives of others

and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and

have the independence of spirit to explore new roles, ideas and strategies. They are brave and

articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve

personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to

assess and understand their strengths and limitations in order to support their learning and personal

development.


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RECOGNITION OF IB DIPLOMA FOR ADMISSION TO UNIVERSITIES AND COLLEGES – ITALY

Ministero dell’istruzione, dell’università e della ricerca

Dipartimento per la Programmazione e la gestione delle risorse umane, finanziarie e strumentali

Direzione Generale per gli Affari Internazionali – Uff. I -

D.M. applicativo del D.P.R. 2 agosto 2010, n. 164

VISTO il D.P.R. 2 agosto 2010, n. 164, recante semplificazione dei procedimenti di iscrizione

nell’elenco, di cui all’art. 2 della legge 30 ottobre 1986, n. 738, di istituzioni scolastiche

associate al sistema International Baccalaureate Organization I.B.O.

TENUTO CONTO del parere del Consiglio Nazionale della Pubblica Istruzione espresso

nell’adunanza del 13 luglio 2010, prot. n. 5276, riguardo ai piani di studio a cui gli studenti, in

coerenza con il riordino della scuola secondaria di secondo grado italiana, debbono

uniformare il loro corso di studio di Baccellierato Internazionale;

VISTI Gli Allegati A e B, che costituiscono parte integrante del presente decreto riguardanti

rispettivamente l’elenco dei programmi, con le relative materie suddivise per tipologia di corsi

di studio e la Tabella con il punteggio complessivo, convertito in centesimi, dei diplomi di

baccelllierato internazionale;

VISTO Il D.D.G. del 10 marzo 1999, concernente Il punteggio complessivo del diploma di

Baccellierato internazionale, rilasciato dalla scuole di Baccellierato Internazionale e dai

Collegi del Mondo Unito, riconosciute dall’Ufficio di Baccellierato Internazionale di Ginevra ed

iscritte nell’elenco, previsto dal D.P.R. 18 aprile 1994, n. 777;

CONSIDERATO che è necessario dettare istruzioni per l’applicazione del citato D.P.R.

DECRETA

ART. 1

Domanda di iscrizione nell’elenco e relativa documentazione


Page 44

1. La domanda di iscrizione nell’elenco, di cui all’articolo 2 della legge 30 ottobre 1986, n. 738,

deve essere presentata al Ministero dell’Istruzione, dell’Università e della rcerca - Dipartimento per la

Programmazione e la Gestione delle Risorse Umane, Finanziarie e Strumentali - Direzione Generale

per gli Affari Internazionali, da parte dei collegi del Mondo Unito e delle istituzioni scolastiche

straniere, operanti in Italia e all’estero, che abbiano ottenuto, da parte dell’Ufficio del Baccellierato

Internazionale di Ginevra, l’autorizzazione all’effettuazione del programma di Baccellierato

Internazionale.

2. La domanda sottoscritta dal gestore o legale rappresentante della scuola straniera, redatta in

carta legale, se presentata da scuola operante in Italia deve indicare, oltre alla propria sede e

denominazione ufficiale, anche la denominazione e la sede del collegio o dell’istituzione scolastica

straniera, deve altresì precisare se tra le prove finali preordinate al rilascio del diploma di Baccellierato

è prevista una prova scritta e orale di lingua italiana e se il punteggio attribuito a tale prova concorra

alla determinazione del punteggio di detto diploma.

3. La firma del gestore o legale rappresentante, ai sensi della legge 4 gennaio 1968 n. 15 e del

D.P.R. n. 445/2000, deve essere legalizzata dalle rappresentanze diplomatiche o consolari italiane

all’estero o da pubblico ufficiale, fatte salve le esenzioni dall’obbligo della legalizzazione, stabilite da

leggi o da accordi internazionali.

4. Alla domanda deve essere allegata la seguente documentazione:

Attestazione dell’autorizzazione - rilasciata all’Istituzione Scolastica dall’Ufficio del baccellierato

internazionale di Ginevra – all’effettuazione del programma di Baccellierato Internazionale.

Elenco dei programmi e delle discipline effettivamente attivati dalla scuola con l’indicazione del

livelli d’insegnamento, nel rispetto delle sei materie di studio, di cui almeno 3 livello medio e 3

a livello avanzato, previste, per ciascun indirizzo di studi, dall’Allegato A, citato in premessa,

unito al presente provvedimento.

L’autorizzazione o la denuncia d’inizio dell’attività ai sensi dell’art. 1 - 1° e 2° co. - D.P.R.

389/94 “Regolamento recante semplificazione dei procedimenti di autorizzazione al

funzionamento di scuole e di istituzioni culturali straniere in Italia”.


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La documentazione in lingua straniera deve essere accompagnata dalla traduzione in italiano,

certificata conforme al testo straniero dalla competente rappresentanza diplomatica o

consolare, ovvero da un traduttore ufficiale, ai sensi dell’art. 17, commi secondo e terzo della

legge 4 gennaio 1968, n. 15 e del D.P.R. n. 445/2000, fatte salve le esenzioni dall’obbligo della

traduzione, stabilite da leggi o da accordi internazionali.

ART. 2

Iscrizione nell’elenco

L’iscrizione nell’elenco è disposta con provvedimento del Ministero dell’Istruzione dell’Università e

della Ricerca.

ART. 3

Visite ispettive

Il Ministero dell’Istruzione, dell’Università e della Ricerca può disporre accertamenti tecnico-ispettivi,

presso le sedi dei Collegi del Mondo Unito e delle Istituzioni Scolastiche straniere, operanti in Italia e

all’estero, di cui al presente decreto, intesi a verificare la sussistenza dei requisiti per la permanenza

nell’elenco.

Roma, lì 18.10.2010 IL MINISTRO

F.to Gelmini


Page 46

ALLEGATO “A” All subjects can be at either HL or SL unless specified below

LICEO

LINGUISTICO

LICEO

SCIENTIFICO

LICEO

CLASSICO

LICEO

SCIENZE UMANE

Prima lingua HL Prima lingua Prima Lingua Prima lingua

Seconda lingua Seconda lingua Latino Seconda lingua

Storia o

Economia o

Geografia o

Filosofia o

Psicologia o Antropologia .

Storia o

Economia o

Geografia o

Filosofia o

Psicologia o Antropologia

Storia o

Economia o Geografia

o

Filosofia o

Psicologia o

Antropologia

Storia HL o

Economia o

Geografia o

Psicologia o

Antropologia o

Sociologia o

Pedagogia

Chimica o

Fisica o

Biologia o

Informatica o

Scienze Ambientali

Fisica o

Chimica o

Biologia

Chimica o

Fisica o

Biologia o

Informatica o

Scienze Ambientali

Chimica o

Fisica o

Biologia o

Informatica o Scienze

Ambientali

Matematica o

Studi Matematici

Matematica HL Matematica o

Studi Matematici

Matematica o

Studi Matematici

Terza Lingua Chimica o

Biologia o

Scienze Ambientali

Informatica o

Latino o

Arte

Greco Filosofia o

Storia o

Economia o

Geografia o

Arte


Page 47

ALLEGATO “B”

Tabella di conversione in centesimi

Il punteggio complessivo del diploma di baccellierato internazionale -

rilasciato dalla scuole di Baccellierato Internazionale e dai Collegi del Mondo

Unito, riconosciute dall’Ufficio di Baccellierato Internazionale di Ginevra ed

iscritte nell’elenco, previsto dal D.P.R. 2 agosto 2010, n. 164 - dovrà essere

convertito in centesimi secondo la seguente tabella:

24 = 60/100 34 = 82/100

25 = 62/100 35 = 84/100

26 = 64/100 36 = 87/100

27 = 67/100 37 = 89/100

28 = 69/100 38 = 91/100

29 = 71/100 39 = 93/100

30 = 73/100 40 = 96/100

31 = 76/100 41 = 98/100

32 = 78/100 42 = 100/100

33 = 80/100

Translation of above.

http://www.ibo.org/country/universities_rec.cfm?country_code=Italy&current_country=IT

http://www.ibo.org/country/universities_rec.cfm?country_code=Italy&current_country=IT


Page 48

The IB Diploma is recognized for the purposes of Italian state universities in Italy according to Decreto

del Presidente della Repubblica 30 ottobre 1986, n. 738.

This recognition has been further updated with art. 2 legge n.738/86 D.M. 18 ottobre 2010 applicativo

del D.P.R. 2 agosto 2010 n.164 requiring students to choose one of the following options with IB

Diploma subjects at either HL or SL unless highlighted below as indicated by the Italian Ministry of

Education:

OPTION: LANGUAGES OPTION:

SCIENCES

OPTION:

CLASSICS

OPTION:

HUMAN SCIENCES

First Language HL First Language First Language First Language

Second Language Second Language Latin Second Language

History or

Economics or

Geography or

Philosophy or

Psychology or

Anthropology

History or

Economics or

Geography or

Philosophy or

Psychology or

Anthropology

History or

Economics or

Geography or

Philosophy or

Psychology or

Anthropology

History HL or

Economics or

Geography or

Psychology or

Anthropology or

Sociology or

Pedagogy

Chemistry or

Physics or

Biology or

Computer Science or

Environmental Science

Chemistry or

Physics or

Biology

Chemistry or

Physics or

Biology or

Computer Science or


Chemistry or

Physics or

Biology or

Computer Science or


Mathematics or

Mathematical Studies Mathematics HL

Mathematics or

Mathematical Studies

Mathematics or

Mathematical Studies

Third Language

Chemistry or

Biology or


or

Computer Science or

Latin or

Arts

Greek

Philosophy or

History or

Economics or

Geography or

Arts


Page 49

In the context of the 4 options of study, the studied branches listed above should include 3 subjects at

higher level and 3 subjects at standard level. One obligatory subject characteristic for the option

should be studied at higher level as listed below:

Option classics: Latin or Greek;

Option languages: first language;

Option sciences: Mathematics;

Option social studies: Anthropology or Psychology or Sociology or History or Philosophy.

Furthermore IB Diplomas must be legalised at the Italian Consulate in Geneva, after which students

can register directly at the university. Please contact the IB Legalization Service at

[email protected] for more detailed information.

Students taking the IB Diploma at schools recognized by the Italian Ministry of Education enjoy the

same rights granted to holders of the Italian Maturità, e.g. university recognition, the right to

postpone military service or apply for appointment to the Italian civil service. For inclusion on the list,

schools must apply on an individual basis to the Ministry of Education, providing documents which

prove their competence to award the IB Diploma. The IB regional office for Africa, Europe, Middle

East will provide support and supply necessary documentation to schools wishing to be included on

this list. For further details, please contact [email protected]

Please consult the Italian Ministry of Education website to see the original text in Italian.

Ministero dell'istruzione, dell'università e della ricerca (MIUR)

Direzione Generale per gli Affari Internazionali Ufficio I

Viale Trastevere, 76/a

00153 ROMA

Italia

http://www.istruzione.it

February 2011

mailto:[email protected]

mailto:[email protected]

http://www.istruzione.it/web/istruzione/cm19_11

http://www.istruzione.it/

Documents

Ib options2014