IDEATE Diploma Program Course Outlines 2020 · IDEATE Diploma Program Course Outlines 5 IDEATE Diploma Program Course Outlines IDEATE Projects IDEATE explores students’ skills,

IDEATE Diploma ProgramCourse Outlines 2020

2 IDEATE Diploma Program Course Outlines

Diploma Program

Course Outlines

3IDEATE Diploma Program Course Outlines

IDEATEDiploma Program

Course Outlines

04 IDEATE Diploma Program

05 IDEATE Project

06 ID8 Financial Mathematics

07 ID8 Visual Arts

08 ID8 Cycles in Science

09 ID8 Theatre

10 ID8 Global Issues

11 ID8 Innovative Industries

12 ID8 Health and Leadership

Contents



Course Outlines IDEATE Diploma Program IDEATE is an innovative High School program that offers students voice and choice in their final two years of the BCIS High School Diploma. IDEATE challenges students to pursue their own ideas and transform their learning through meaningful educa-tional pursuits. It is designed to celebrate and develop students’ strengths, talents, and skills in ways that will support any future aspirations. The IDEATE Programme aims to:

• Empower students to be self-directed learners, to pursue ideas and burning questions, and to take control of their pathway towards post-secondary learning. • Inspire students to discover their strengths, passions and talents to enrich their education, take action for the greater good of all, and inspire themselves and others to strive for excellence and innovation.• Challenge all students to broaden their horizons through real-world experiences, build on prior learning and achieve to their full potential. • Develop compassion and awareness of others, and see, understand and act on the connections between learning and the world.

All IDEATE courses align with our BCIS Learning Model and Impacts of learning. This means students will inten-tionally develop skills in the following areas:

• Critical Thinking• Creative Thinking• Purposeful Doing• Connected Learning

Inquiry is at the heart of all courses and teachers will employ a variety of teaching methods and assessments that follow the design principles of the following pedagogical approaches:

• Voice and Choice• Learn by Doing• Social and Emotional Learning• Concept and context

Assessments will vary within subject groups and include tasks such as investigations, portfolios, projects, exhi-bitions, and problem-solving activities.



Course Outlines IDEATE ProjectsIDEATE explores students’ skills, interests and strengths to fulfill desired learning outcomes. All students have a mentor that help guide the outcomes of the project(s) and ensure links to the curriculum. Students can learn in a variety of contexts, such as completing personal interest projects, external work experience projects, and group IDEATE projects. The purpose is for students to transfer their knowledge from a variety of subject do-mains into a coherent project.

IDEATE Projects is a two-year course where students will undertake a combination of three types of projects throughout their two-year course:

• Personal Interest Projects  Students work on a variety of projects in areas of personal interest that they have initiated and designed.

• Work Experience Projects   Students are immersed in an environment related to their area of interest. An expert in that field assists the student with developing a project that benefits that environment and supports the students learning to school.

• Whole Group IDEATE Projects  Students work on a collective project with other IDEATE students in relation to the school mission and community.

The evidence of learning from these projects are curated into a portfolio which will be used at the student’s end of semester exhibition and form the basis of the final assessment and grade.



Course Outlines ID8 Financial MathematicsEconomists, business leaders and politicians are continually striving for financial security, stability and growth. Everyday mathematical concepts are essential for understanding the world of finance and how global econom-ics impact citizens around the world. Through the Financial Mathematics course, students will be able to use mathematical concepts to independently model, analyse and extrapolate financial and economic scenarios to suggest best case solutions. Students will use mathematical thinking to understand and make connections with macro and micro-economics, policy enactment and taxation, debt and debt management, public and private enterprises, personal wealth stability and shared resources. Students will begin their exploration by investigating their individual role in China’s economy and then extend to explore the relationships China has with global partners. Building on a prior knowledge of math, the follow-ing concepts will be extended; functions, statistics, calculus, algebra and trigonometry that best represents the contexts given. Students will move fluently between different forms of representations in math in order to choose the best mathematical concept for the scenario explored.

Course Modules:

Module Name Potential contexts Transfer Goal

Personal Finance Personal Wealth Interest rates Risk Models

Use mathematical concepts and operations to analyse the best options for personal finance.

China Economy Taxation Trade policies Micro and macro economies

Use logical reasoning to analyse and justify possible consequences of policy.

World Economy and Finance

Shared resources Public and private enterprises

Mathematically model potential solutions to global financial issues.

Student Choice Own context Develop an independent idea to solve an identified problem using Math.

Major Disciplinary Outcomes

The Key Competencies from the Chinese National Curriculum include: Mathematical modelling Data analysis



Course Outlines ID8 Visual Arts This course aims to develop & explore personal themes and ideas using a variety of media as a mode of expres-sion. This program of inquiry allows for the development of an individual ‘visual voice’. It provides an opportu-nity for students to explore, practice, resolve and understand why they and others make art, who they are as an artist, and how to express their ideas, feelings, values, and beliefs. Through a visual arts focus, learners will explore the following ‘definitions’: Exploring – Learners explore visual arts through art history and personal problems, gaining knowledge, skills, processes, and techniques in structured and unstructured ways. Practicing – Learners practice the development and improvement of knowledge, ideas, skills, process, and techniques to make art that solves creative problems. Resolving – Learners resolve problems and explorations in visual art by producing finished artworks. Understanding – Learners gain understandings, deepen insight, skills, and techniques that can be applied to solve creative problems and express intended ideas. We all understand and approach creativity in different ways so this course will allow for personalization. To that end, we have identified three components involved in the studying and making of visual arts over a two-year course.

1. Understanding existing art in history, theory, and context 2. Interpreting the world to understand and make art 3. Discovering and mastering skills, media, processes, and techniques

Students will reveal through their work a broad investigation of a variety of original ideas, processes, and give evidence that they have developed an emerging personal style.

Course-at-a-Glance

Module Description Transfer Goal

Identity Through examining art over time, place and space, students will express relationships between artists identity and culture.

Through personal discovery, students will develop an independent artistic vision.

ConceptualizationThrough examining the function and purpose of art, students will express ideas of change through conceptualization.

Using conceptual representation, students will express an idea, emotion or tell a story.

Creative/Personal Expression

Through exploring ways to discover and express ideas, feelings, nature culture, beliefs and values students will develop a body of work personal to them. Students will work on a variety of art projects in areas of personal interest.

Create a range of works that demonstrates an emerging and cohesive personal style.



Course Outlines ID8 Cycles in ScienceCycles are all around us – from our cells all the way up to astronomy! When cycles interact with each other they form a system. We can manipulate and be manipulated by cycles within and around us, and this in turn can cause complex changes to interdependent systems. This course aims to examine how an understanding of these cyclical and systemic changes can help us make positive impacts on ourselves and our environment. Through course work and projects, learners will build an understanding of a variety of cycles & systems in na-ture, potentially including;

• Life cycles • Physiological cycles • Chemical cycles • Thermodynamic cycles• Ecosystems • Weather systems• Organ systems

This course will enable learners to use scientific thinking to explain natural phenomena and recognize patterns and trends. They will apply these skills in their exploration of cycles and systems in sustainability, conservation and well-being. Through their engagement with these different modules, learners will take a deep dive into how science can help solve personal, local and global issues. This course allows learners to build on the Impacts by:

Thinking critically about our current actions as a community and being connected by considering different per-spectives when deciding the most impactful outcome. Using these perspectives and knowledge, learners will go beyond theory to create purposeful solutions to issues relevant to our community.

Course at a Glance

Module Title Possible Contexts Transfer Goal

Cycles How can we educate the BCIS community about health risks and the changes they cause in our physiological cycles?

Do we know for a fact that rising carbon dioxide levels are causing global warming?

Carbon CycleCardiac Cycle

Students will use what they have learned about a chosen cycle to take action towards one of the SDGs.

SystemsHow can we use our understanding of factors that impact well-being to create a project that can improve the health of others?

How are endangered bees and the carbon cycle related?

Well-beingBody systems

Students will use their understanding of systems to solve a problem in the community.

Complexities If politicians know about climate change why are they not following scientific advice in their policies?

Climate ChangeEconomics and politics

Students will critically examine complex systems and how they interplay to impact theirs and others’ thinking and behaviour.



Course Outlines ID8 TheatreThis course has been designed to provide a flexible range of study options for students wishing to develop their skills and understanding of theatrical art forms. It aims to foster the development of theatrical knowledge and skills, inspire students to develop a love of the-atre and empower them to use theatre to understand and express ideas about the world around them. IDEATE Theatre asks students to make personal choices about the nature and content of their learning throughout the course by giving them access to eleven different study modules over the two years of the program. ID8 Theatre encourages students to explore, comment on and take action on issues. It invites students to share their learning through performance within their own community and the wider Beijing communities. It encour-ages students to take risks as communicators and to examine the theatre arts in the world of work.

Course-at-a-Glance

Core Modules: Students select two core modules for year one and two core modules for year two.

Module Title Description

Theatre Makers Devising an original theatre work.

The Spectator Use the theatrical knowledge gained as an audience member to conceive develop and present their own theatrical projects.

Solo Performance  Solo performance to audience

World Theatre in Practice Study and performance of an unfamiliar theatre tradition

Elective Modules: Students select two elective modules for year one and two elective modules for year two.

Module Title Description

Page to Stage Performance using a published play text.

Theatre at Work Work experience placement.

Technically Speaking Develop and apply technical and design skills to authentic theatre production.

Theatre Theory Workshop Exploration on the theory and methods of a notable theorist.

Making Connections Development of an interdisciplinary theatre performance.

Asian Theatre in Theory and Practice Practical research and performance in an Asian theatre tradition.

International Students Theatre Association Festival

Use the theatrical knowledge gained as an audience member to conceive develop and present their own theatrical project.



Course Outlines ID8 Global IssuesThe Global Issues IDEATE course highlights global challenges that are defined by the United Nations as those that “transcend national boundaries and cannot be resolved by any one country acting alone” (2017). To solve such issues, 21st century learners need the ability to synthesize information from different sources, to commu-nicate their understanding of such issues and the skills to engage with others on addressing global issues. The Global Issues course is aimed at benefitting the local community, by allowing students to use their knowledge to initiate change and to have an impact. Learners will study complex problems through the lens of the UN Sustainable Development Goals (SDGs) in order to bring about change for their communities. To do this, learners will explore three overarching concepts; sustainability, environment and education. These concepts will be developed with the lens of a geographer and political scientist. The BCIS Mission is to challenge and empower students to be compassionate and inspired people, who act for the good of all and for the sustainable development of the world. To that end, this course aims to empower students to engage in systems thinking in order to acquire an in-depth understanding of how global issues, challenges shared by all of humanity, have been shaped by powerful human and physical processes. Following this course of study, the student will understand the complexity of global Issues, and be equipped with the tools needed to affect change.

Course-at-a-Glance

Module Title Description Transfer goals

BiodiversitySDG 14 Life Below WaterSDG 15 Life on LandBeijing City International School

Students will use their knowledge of biodiversity to enhance sustainability at BCIS.

Sustainable Cities

SDG 11 Sustainable Cities and Communities Generational Differences Rural urban differences Greta Thornburg Campaign

Students will simulate a circular economy using resource stewardship and the principals of sustainability.

Responsible Consumption and Production

Mindful Fashion ConsumptionSDG 12 Responsible Consumption and ProductionCircular Economy Zero Waste Economies Ecommerce i.e. Singles DayFair Trade

Students will develop an educational campaign on responsible consumption and production.

Gender Equality & Education

SDG 4 Quality Education SDG 5 Gender Equality Malala Case Study Female Genital Mutilation

Students will apply their understanding of gender equality to empower a community.



Course Outlines ID8 Innovative Industries Innovative Industries looks at the relationship between product and policy in the context of cities, countries and coalitions. The course uses the sectors of industry to analyse parameters and design solutions. Contexts explored include extraction, manufacturing, transportation, consumption and disposal methods. Innovative In-dustries is where economics meets design. Using the sustainability compass as a guide, each module will focus on a sector and use systems-thinking to deepen understanding of how industries work together in an economy and the challenges these sectors have. Students will then use this knowledge to design an economy and run it through a simulation. This course examines how design technology, economics and sustainability work together and the consequenc-es of decisions made by governments, businesses and city planners. Within modules, design thinking will play an important role in developing and designing innovations, modelling scenarios and testing ideas. The simula-tion at the end of the course will allow students to enact their knowledge and justify choices based on research and a deep understanding of systems thinking and sustainability.

Course-at-a-Glance

Module Title Description Transfer goals

Sustainability Compass Business Demonstrate understanding of the Sustainability Compass in order to apply to later modules.

Economics Overview Macroeconomics Demonstrate an understanding of macroeconomics and how different levels of industry play a role in that system.

Primary Extraction

Design an innovation that is measured against the sustainability compass.

Secondary Manufacturing

Tertiary Services

Quaternary Research and Development

Quinary Governments and Infrastructure

Simulation Economies Design a sustainable economy utilising knowledge of industries to run through a simulation.



Course Outlines ID8 Health and Leadership Strong leadership can have an impact on those around us including; creating opportunities for others, influenc-ing change in behaviour, and strategically thinking of how to move towards a better future.

In this course, students will develop insights for living and promoting a healthy lifestyle. They will explore the Princeton University’s Wellness Wheel and assessment with dimensions such as physical, emotional and social factors that impact the individual and the community. Examining the consequences of lifestyle choices, students will explore and enact personal goals that strive for positive change and learn how the dimensions of wellness are interconnected.

Through this course students will demonstrate leadership and promote well-being in the community to affect positive change. They will look at ‘self’ and how the dimensions of wellness play a role in lifestyle choices. From this understanding students will investigate how they connect within the community and how they can lead others to make healthy choices.

Some essential questions to this course include:

What is well-being?What ways am I well?How does ‘self’ connect with community? What are the aspects of leadership that can help motivate us to create positive change?

Course-at-a-Glance

Module Possible Contexts Transfer Goal

Self Dimensions of well-beingUse the Princeton University’s Wellness Wheel and assessment to further self-awareness and create personal goals.

Community Leadership skills Promote positive change in health and well-being in community.

Action Their choice of contextDevelop a proposal and take action to implement change in well-being at BCIS.

IDEATE Diploma Program Course Outlines

Main CampusT +86 10 8771 7171No.77 Baiziwan Nan Er Road, Chaoyang District, Beijing 100022, PR China ECC CampusT +86 10 6770 0766No.11 Dongbai Street, Chaoyang District, Beijing 100022, PR China E [email protected] www.bcis.cn

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IDEATE Diploma Program Course Outlines 2020 · IDEATE Diploma Program Course Outlines 5 IDEATE Diploma Program Course Outlines IDEATE Projects IDEATE explores students’ skills,