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Interna onal Baccalaureate St George’s Bri sh Interna onal School

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Contents

Vision, Mission and Values Statement …………………………………………………………………………… 4

An Introduc on to St George’s Sixth Form …………………………………………………………………… 6

St George’s BIS 6th form ‐ student perspec ve 8

Introduc on ‐ What is the Interna onal Baccalaureate Diploma Programme? ……………. 9

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

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

Timeline for Op on 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 ini o ……………………………………………………………………………….. 18


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Group 3 ‐ Individuals and Socie es…………... …………………………………………..………………… 21

Business Management 21

Economics 22

Geography 23

History 24

Art History 26

Group 4 ‐ Sciences ………………….…………………………………………………………………………………. 27

Biology 27

Chemistry 28

Physics 29

Computer Science 29

Environmental Systems and Socie es (SL only) 31

Group 5 ‐ Mathema cs ………………….………………………………………………………………………….. 32

Mathema cs Higher 32

Mathema cs Standard (SL) 32

Mathema cal Studies (SL) 33

Group 6 ‐ Arts and Elec ves ………….………………………………………………………………………….... 34

Visual Arts 34

Music 35

Theatre 36

Addi onal Requirements ………………….………………………………………………………………………… 38

Theory of Knowledge 38

Crea vity, Ac on and Service 38

Extended Essay 39

Condi ons for the award of the Diploma 39

Recommenda ons for entry onto the SGBIS IB programme .……………………………………. 39

I.B. Learner Profile …………………………………………………………………………………………………….. 41

Recogni on of IB diploma for admission to universi es and colleges ‐ Italy ……………….. 42


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VISION, MISSION AND VALUES STATEMENT

Vision Statement

St George’s Bri sh Interna onal School is a leading Bri sh Interna onal School, providing the

highest quality educa on in a s mula ng learning, teaching and nurturing environment to en‐

sure that each and every child develops his or her full poten al and becomes a responsible global

ci zen.

Mission Statement

St George’s Bri sh Interna onal School aims for excellence in learning and teaching, providing a

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

draws on the educa onal exper se of the Na onal Curriculum of England and Wales and of the

Interna onal Baccalaureate Organisa on ‘to develop the individual talents of young people and

teach them to relate the experience of the classroom to the reali es 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 ac ve 21st century ci zens.

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

successful lifelong learners, confident individuals and responsible ci zens. We bring learning to

life, raise aspira ons and help our students to approach exis ng challenges through cri cal and

crea ve thinking. We prepare them to become proac ve problem solvers, imagina vely seeking

out opportuni es for innova on in school and beyond.

Working towards each student fulfilling their maximum poten al, we promote self‐reliance, per‐

sonal development and empathy, valuing all members of the school community equally and tak‐

ing opportuni es to facilitate students working together across age groups. Importantly, we be‐

lieve that cultural diversity is a posi ve strength and therefore we ac vely promote interna onal

awareness including an understanding of different ways of life.

We believe that this interna onal dimension enables us to draw on a wide pool of talents from

our pupils, parents and staff, in a sharing suppor ve environment. We celebrate our differences,

and our different abili es, using both to provide the opportuni es for learners to achieve their

full poten al.

Values

We believe in six core values:

a) Excellence in learning Our students are encouraged to work effec vely and willingly in collab‐

ora on with others and to become responsible, self‐confident individuals, independent life‐

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


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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 responsibili es. They aspire to mo vate and inspire our students and to be posi ve

role models for them. They seek to develop rela onships with the local community and with

other schools na onally and interna onally and keep abreast of educa onal changes.

c) Educa onal values We take the best from the UK Na onal Curriculum and enrich it building

towards the Interna onal Baccalaureate’s diploma programme with its breadth and empha‐

sis on developing the ideal learner profile. We believe in skills‐based learning to support the

acquisi on of knowledge. Addi onal curricular ac vi es enhance the educa on 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 facili es.

d) Pastoral values We place strong emphasis on the ideals of interna onal understanding, re‐

sponsible ci zenship and leadership, resul ng 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 inter‐

na onal community in Italy), while suppor ng all learners to develop their full poten al with

self‐confidence.

e) Wider world perspec ve We aim for all members of our community to be open‐minded, co‐

opera ve and welcoming and to respect themselves and others. We take pride in our excel‐

lence and ac vely promote our achievements. As valued partners in the educa onal process,

our parents are encouraged to par cipate formally and informally in the life of our estab‐

lishment. Our staff and students are encouraged to be apprecia ve of other cultures.

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

to developing modern premises and technologies. Throughout our community we aim to ins l

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

our students for challenging mes


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AN INTRODUCTION TO ST GEORGE’S SIXTH FORM

High expecta ons will be placed upon you immedi‐

ately as you will be expected to work hard right

from the outset, studying for the Interna onal Bac‐

calaureate (IB) Diploma. This is a demanding aca‐

demic course designed to stretch and challenge

above and beyond the demands of IGCSE, develop‐

ing students as learners and young people. The IB

emphasises the importance of quali es such as be‐

ing caring, determined, reflec ve and prepared to

take calculated risks. It demands self‐reliance and

personal organisa on, 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 universi‐

ty or beginning a career. Ul mately, the Sixth Form

is the pathway to your future.

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!

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 rela onships 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 lunch mes.

However, the pressure of the IB is tangible – its core objec ves and values mean you will be ex‐

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

as par cipa ng in the plethora of extra‐curricular ac vi es offered to students. There are op‐

portuni es to help some of the younger students, to get involved with service to the community

or various different ac vi es such as the Model United Na ons, TEDx or GTV (St George’s own

television produc on club). You may also apply for posi ons of responsibility such as being a

member of School Council or a Mentor. These opportuni es enrich your me in the Sixth Form

and help you develop confidence and poise; vital assets in the increasingly compe ve universi‐

ty applica on process.

I firmly believe that St George’s Sixth Form is an exci ng, challenging, character‐building, sup‐

por ve and hugely enjoyable phase in your educa on. 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 choice) involves conduc ng


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your own research with one‐ to‐one supervision from a dedicated teacher. This differen ates IB

students from those doing A‐Levels – your higher‐level independent research skills will be honed

and well‐developed by the me you complete the IB.

Steve Vickers

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 (Crea vity, Ac vity

and Service) ac vi es designed to promote students’ concern for the wider community, and

personal health and fitness. Through CAS, Sixth Formers really shine as role models and be‐

come the backbone of school charity events, for example, providing organisa onal support for

the annual ‘Rock for Zambia’ concert, helping improve the environment through the ‘Retake

Roma’ project or volunteering at the Trastevere Soup Kitchen. In addi on, Sixth Formers have

responsibility for running the school‐wide Student Council, take the lead on the ZOA commi ee

and can become House Captains to assist the Head of House in organising events and mo ‐

va ng younger pupils. You can expect high quality university applica on support, from semi‐

nars and presenta ons by representa ves from key universi es, to full and professionally‐

wri en references and help with the comple on of applica ons, 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 opportuni es that not only look impressive on university applica‐

ons but, more importantly, help make them be er global ci zens. Studying the IB Diploma at

St George’s is a hallmark of academic excellence in an interna onal se ng – but it is also a

me of unparalleled self‐development that ensures a posi ve and successful transi on to the

adult world of independent learning and living.

Please do take the me 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 ques ons! Colleagues will be happy to answer any queries or address

any concerns you may have. It is a challenging and pressurised stage of your educa on but I

am sure your me 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 me with us but also to enjoy your educa‐

on along the way.

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

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

Head of Sixth Form


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ST GEORGE’S BIS 6TH FORM ‐ STUDENT PERSPECTIVE

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

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

poten al, enjoying a high degree of freedom and autonomy in organising their studies. Further‐

more, 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 respon‐

sible and respec ul 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, ul mately, fu‐

ture career opportuni es. Therefore, it is extremely important that students are clear about the

nature of the courses offered and make choices that reflect a combina on 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 me responsibly so that they can complete all assignments, and meet deadlines.

An academically rigorous programme, the IB also offers students opportuni es to enjoy a variety

of extra‐curricular ac vi es which can relieve the strains of academic life, as well as fulfil their

CAS requirements (these are a crucial part of the IB Diploma). These can be met through almost

any extra‐curricular ac vity: the Model United Na ons, Retake Roma and Choir seem to be

amongst the most popular, however, students also volunteer for more humanitarian ini a ves

to support the more needy individuals in our community.

Sixth Form students par cipate 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 stu‐

dents to expand their knowledge and research skills and conduct a full wri en inves ga on 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 DIPOLMA PROGRAMME?

Now widely regarded as the leading school leaving qualification and recognised by the best uni-versities 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 sys-tems and the breadth preferred in others. IB programmes are recognized around the world and en-sure an increased adaptability and mobility for IB students but above all, they promote internation-al 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 Pro-gramme students come to know and understand. The aim of all IB programmes is to develop inter-nationally minded people who, recognising their common humanity and shared guardianship of the planet help to create a better and more peaceful world.

The informa on that follows is designed to help students, parents and carers make

informed choices about subject choices within the IB Diploma. Pastoral me within

school has been dedicated to introducing Year 11 students to the aims and op ons

within the programme. Parents and students are encouraged to a end the Year 11

Op ons evening where teachers of all subject areas will be available to answer any

ques ons, following a short presenta on 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 con‐

straints of course numbers and staff availability. All students should consult

teachers, Department Heads, the Head of Sixth Form ‐ Mr Vickers, the IB Co‐

ordinator ‐ Ms Andrew 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 educa on.

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


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WHICH COURSES DO IB STUDENTS AT ST GEORGE’S STUDY?

The Diploma model shows the curriculum

with the six areas of knowledge surround‐

ing 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)

Overview

The Diploma candidate must meet three addi onal requirements

Submission of an Extended Essay

Sa sfactory comple on of the theory of Knowledge course

Compulsory par cipa on in the extra‐curricular CAS programme

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

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

both

Comple on 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 a ain 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 tle Group Focus Subjects offered

1 Language A Best language English Literature

English or Italian Language and Lit‐

erature

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

Spanish

Second Language (Beginner) Italian Ab Ini o

Spanish Ab Ini o

3 Individuals and

Socie es

Humani es History

Geography

Economics

Environmental Systems & Society

(SL only)

Business and Management

4 Sciences Sciences Biology

Chemistry

Physics

Environmental Systems and Socie‐

es (SL only)

5 Mathema cs High Proficiency Mathema cs Mathema cs HL

Intermediate Mathema cs Mathema cs SL

Post IGCSE Mathema cs Mathema cal Studies SL

6 Art and Elec ves 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 condi ons.

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

alent 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 par cular course have a look at the entry

requirements at different universi es. For UK universi es the UCAS website can be used

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

UK degree course Subjects required at IB

Medicine HL Chemistry and Biology HL (essen al)

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 Universi es will accept Maths SL)

Economics Economics is not always essen al! Maths SL or HL is required at most universi es Maths Studies is acceptable at some universi es when combining Economics with other humani es

Biological Sciences Biology HL Chemistry SL is required in addi on to Biology at many uni‐versi es

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

Law No specific entry requirements but Law require a high de‐gree of literacy so subjects that require essay wri ng such as History or Economics would be really useful.

Poli cs and Interna onal rela‐ons

No specific subject entry requirement. However, the IB di‐ploma covers a broad spectrum of subjects and St George’s students are o en mul lingual and interna onally minded. Ideal candidates for such courses.

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

Engineering course, Maths Standard for most business courses.


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TIMELINE FOR OPTION CHOICES

December 2015 ‐ January

2016

Mock examina ons

IB introduc on sessions by Heads of Department

Step 1 career sessions

IB Op ons booklet released

12th January Year 11 PTE and IB op ons evening. Discussion of progress in year

11 and suitability for the subject “what do you think about me

taking..”

8th February Deadline for the submission of op on forms

8th March Confirma on of op on choices by Heads of Department.

May

IGCSE Examina ons

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 selec ons from works in transla on.

The student can choose between Language A: Literature or Language A: Language and Litera‐

ture. Those students who poten ally have two languages A and are especially interested in in‐

tensive 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 considera on which language they

need for further study, which they have best mastered, which they think in,

and the literature which they prefer.

LANGAUGE A : LITERATURE

Language A: Literature

This course is aimed at promo ng “respect for the literary heritage of the student’s home lan‐

guage and provides an opportunity for students to con nue to develop oral and wri en skills in

their mother tongue while studying in a different language of instruc on” (IB Subject Guide).

However, students who take this course o en have different language profiles and may be mul‐

lingual. The programme of study centres on the reading and cri cal discussion, orally and in

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

literary cri cism 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 and Italian although it may be possible to arrange others. In such cases, the student must

make arrangements for regular mee ngs with a tutor qualified in the chosen language and liter‐

ature. As the IB requirements for the different assessments are quite complex, the IB Co‐

ordinator encourages students to select a language taught at St George’s whenever possible.

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 transla on. Assessment takes the form of a wri en assignment on

one work in transla on, two oral exams (individual oral commentary and presenta on), and two

wri en examina ons. The first examina on paper tests the student’s ability to write a commen‐

tary on an unseen text ‐ the work for this paper can include some of the most s mula ng and

varied parts of the course. In the second examina on a compara ve essay is wri en: this tests

the student’s ability to make interes ng and illumina ng connec ons between the works they

have read.


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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 re‐sponse to two ques ons.

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

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

Wri en Assignment 25%

Students submit a reflec ve statement (300‐400 words) and literary essay (1,200‐1,500 words) on one work in transla on, 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 ques ons on an extract from a work studied in detail from part 2. (30 marks)

Individual Oral Presenta on (10‐15 minutes) 15%

The presenta on 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 re‐sponse to two ques ons.

Paper 2: Essay (2 hours) 25%

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

Wri en Assignment 25%

Students submit a reflec ve statement (300‐400 words) and literary essay (1,200‐1,500 words) on one work in transla on.

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 ques ons (10 minutes) and then by a discus‐sion based on one of the other works studied for this component (10 minutes).


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LANGAUGE 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. Visu-al 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, audi-ence 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%

In response to one of six ques ons students write an essay based on both the literary texts studied in part 3. The ques ons are the same at HL but the assessment criteria are different.

Wri en task 20% Students produce at least three wri en tasks based on material studied in the course. Students submit one wri en task for external assessment. This task must be 800–1,000 words in length plus a ra onale 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 ques ons.

Further Oral Ac vity 15%

Students complete at least two Further Oral Ac vi es, one based on part 1 and one based on part 2 of the course. The mark of one Further Oral Ac vity is submi ed for final assessment.

Individual Oral Presenta on (10‐15 minutes) 15%

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


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Assessment outline – HIGHER Level

External assessment (4 hours) (70%)

Paper 1: Compara ve textual analysis (2 hours) 25%

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

Paper 2: Essay (2 hours) 25%

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

Wri en tasks 20%

Students produce at least four wri en tasks based on material studied in the course. Students submit two of these tasks for external assessment. One of the tasks submi ed must be a cri cal response to one of the prescribed ques ons for the Higher Level addi onal study. Each task must be 800–1,000 words in length plus a ra onale 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 ques ons.

Further Oral Ac vity 15%

Students complete at least two further oral ac vi es, one based on part 1 and one based on part 2 of the course. The mark of one further oral ac vity is submi ed for final assessment.

Beyond the IB: the cri cal, analysis and communica on 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 administra on, local government, the civil service, art ins tu ons, and

social services; adver sing, journalism, publishing, crea ve industries and public

rela ons; educa on; legal work; business, banking and retail; human resources; chari es

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, Spanish and German.

The skills of listening, speaking, reading and wri ng are developed through the study of a wide

range of oral and wri en material alongside the further study of gramma cal structures. At the

end of the courses students should be able to communicate accurately and effec vely in speech

and in wri ng and be able to understand and respond to the language in a range of contexts. The

courses, through a list of core and op onal 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 examina ons 2015, Interna onal Baccalaureate Organiza on 2011


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Standard level

Higher Level

External assessment (70%)

Paper 1 (1hr30mins) (25%)

Text handling exercises on 4 texts based on the

core.


One wri ng exercise of 250‐400 words, based

on the op ons.

Wri en assignment (20%)

Inter‐textual reading followed by a wri en

exercise of 300‐400 words plus a 150‐200 word

ra onale, based on the core.



Text‐handling ac vi es based on 5 texts

based on the core.


Two wri ng exercises (one task of 250‐400

words based on the op ons and one re‐

sponse of 150‐250 words to a s mulus text,

based on the core.)


Crea ve wri ng of 500‐600 words plus a 150‐

250 word ra onale, based on the literary

texts read.


Internally assessed by the teacher and external‐

ly moderated by the IB.

Individual oral (8‐10mins)

Based on the op ons: 15mins’ prepara on

me and 10mins max presenta on and discus‐

sion with the teacher.

Interac ve oral ac vity

Based on the core: 3 classroom ac vi es as‐

sessed by the teacher.




Individual oral (8‐10 mins)

Based on the op ons: 15mins’ prepara on

me and 10mins max presenta on and dis‐

cussion with the teacher.

Interac ve oral ac vity



Language Ab Ini o is a language acquisi on course designed for students with li le or no pre‐

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

between Italian and Spanish 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.


Page 20


Paper 1 (1hr30mins) : Recep ve skills (30%)

Understanding of 4 wri en texts; text handling exercises.

Paper 2 (1hr) : Produc ve skills (25%)

2 wri ng exercises.


A piece of wri ng, 200‐350 words, demonstra ng intercultural understanding and wri en in

the target language.


Individual oral (10mins)

Three‐part oral internally assessed and externally moderated.

Part 1: Response to a visual s mulus.

Part 2: Follow‐up ques ons on the visual s mulus.

Part 3: General conversa on including at least 2 ques ons on the wri en assignment.

Assessment components


Page 21

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 MANAGEMENT

Business Management in the IB programme studies business

func ons, management processes and decision‐making in con‐

temporary contexts of strategic uncertainty. It examines how

business decisions are influenced by factors internal and exter‐

nal to an organisa on, and how these decisions impact upon its

stakeholders, both internally and externally. Business Manage‐

ment also explores how individuals and groups interact within

an organisa on, how they may be successfully managed and how they can ethically op mise the

use of resources in a world with Increasing scarcity and concern for sustainability.

The rela onship between concepts, the contexts and content of the discipline of business man‐

agement can be illustrated with a triangular diagram. Concepts are anchored in the tools, tech‐

niques and theories of the subject and come alive through case studies and examples. Together,

these help students to acquire a holis c and integrated understanding of business management.

Topics covered in the Business Management Course:

Unit 1 ‐ Business organisa on and environment

Unit 2 ‐ Human resource management

Unit 3 – Finance and accounts

The integrated rela onships of concepts, content and context – IB Business Management Guide


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Unit 4 – Marke ng

Unit 5 ‐ Opera ons management

These topics will be studied by all students at a core level. Those op ng for HL will study them

either in more depth or with addi onal components

The course is assessed via a combina on of the external exams (75%) and internal coursework

(25%).

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 fluc‐

tua ons in economic ac vity, interna onal trade, economic development and environmental

sustainability. The ethical dimensions involved in the applica on of economic theories and poli‐

cies permeate throughout the economics course as students are required to consider and reflect

on human end‐goals and values

The Economics course encourages students to develop interna onal perspec ves, fosters a con‐

cern for global issues, and raises students’ awareness of their own responsibili es at a local, na‐

onal and interna onal level. The course also seeks to develop values and a tudes that will ena‐

ble students to achieve a degree of personal commitment in trying to resolve these issues, appre‐

cia ng our shared responsibility as ci zens of an increasingly interdependent world.

Topics covered in Economics Course:

Sec on 1 ‐ Microeconomics

Sec on 2 ‐ Macroeconomics

Sec on 3 ‐ Interna onal economics

Sec on 4 ‐ Development economics

These topics will be studied by all students at a core level. The main difference for those studying

at HL is the quan ta ve nature of addi onal topics and the addi on of ‘Theory of the Firm’.

The course is assessed on the basis of the external examina ons (75%) and internal coursework

(25%).

Whether as a poten al subject to study at university or as a new humani es subject,

studying IB Economics enables us to understand be er the world in which we live. The

interac ons between people, governments and organisa ons form the basis of everyday

life and economics develops the ability to analyse these cri cally.


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GEOGRAPHY

The Geography course embodies global and interna onal awareness in several dis nct ways,

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

Students will study the following:

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

both Higher and Standard Levels and includes popula ons in

transi on, wealth and development, environmental sustainability

and resource consump on.

Part 2: Op onal 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 Interac ons. This is for Higher Level only and includes

measuring global interac ons, the shrinking world, economic interac ons and flows,

environmental change, socio‐cultural exchanges, poli cal outcomes and global interac ons 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 wri en report of 2,500 words. Past fieldwork

has involved studying urban environments (Valencia and Bracciano), percep on of volcanic

hazards (Naples), coastal ecosystems (Barcelona) and beach management (Santa Severa).

Students will also be encouraged to come up with your own sugges ons for places to visit.

Standard Level:

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

Paper 2 (1 hr 20 mins) 35% Op onal 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% Op onal themes

Paper 3 (1 hour) 20% Higher level extension

Internal assessment (20 hours) 20% Based on fieldwork

The IB Geography course provides a solid founda on for which students are prepared to

study BSc. Or BA Geography, Geography with Poli cs, Geography with Economics and

Geography with Environmental Science (assuming the other component has also been

studied).


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HISTORY

Our IB History Course inves gates 20th Century Modern World History. Students at both levels follow a core course focusing on the following topic areas: Paper 1: The move to global war This prescribed subject focuses on military expansion from 1931 to 1941. Two case studies are studied from different regions of the world. The first case study explores Japanese expansionism from 1931 to 1941, and the second case study explores German and Italian expansionism from 1933 to 1940. The focus of this prescribed subject is on the causes of expansion, key events, and interna onal responses to that expansion. Discussion of domes c and ideological issues are considered in terms of the extent to which they contributed to this expansion, for example, economic issues, such as the long‐term impact of the Great Depression will be assessed in terms of their role in shaping more aggressive foreign policy. Paper 2: Authoritarian states (20th century) This topic focuses on exploring the condi ons that facilitated the rise of authoritarian states in the 20th century, as well as the methods used by par es and leaders to take and maintain power. We explore the emergence, consolida on and maintenance of power, including the impact of the leaders’ policies, both domes c and foreign, upon the maintenance of power. We will study a minimum of three authoritarian states from different regions around the world. We will choose from the following: Mussolini, Stalin, Mao and Castro Causes and effects of 20th century wars This topic focuses on the causes and effects of war in the 20th century. We explore wars from more than one region of the world and these will include Cross‐regional wars: First World War (1914–1918); Second World War (1939–1945); European war: Spanish Civil War (1936–1939)

Higher level students only Paper 3 Europe and the First World War (1871–1918) In this topic we will study the shorter and longer term origins of the First World War. We will cover the

breakdown of European diplomacy pre‑1914 and the crises that occurred in interna onal rela ons. Spe‐

cific areas of study will include European diplomacy and the changing balance of power a er 1871; impe‐rial expansion in Africa and Asia, and its impact on European diplomacy; the Congress of Berlin and Euro‐pean Alliance system. The foreign policy of Kaiser Wilhelm II: domes c condi ons that impacted on Ger‐man foreign policy; its impact/influence on other countries, including Britain, France, Russia and Austria‐Hungary the rela ve importance of the Alliance system; the decline of the O oman Empire; German for‐eign policy; Austria‐Hungary, Russia and Balkan na onalism; the arms race and diploma c crises; the July Crisis of 1914


Page 25

Versailles to Berlin: Diplomacy in Europe (1919–1945) In this sec on we will study interna onal rela ons in Europe from 1919 to 1945 with ini al emphasis on the Paris Peace Se lement: its goals, impact and the problems rela ng to its enforcement. A empts to promote collec ve security and interna onal coopera on through the League of Na ons and mul lateral agreements (outside the League mechanism), arms reduc on and the pursuit of foreign policy goals with‐out resort to violence will be covered. This sec on also addresses the individual foreign policies of Italy, Germany, France, Britain and Russia/Soviet Union, looking at the aims, issues and success of each one.

Assessment Standard level Paper 1: Document Based Ques ons 30% Paper 2: Two Essays from core topics 45% Internal Assessment: 2,000 word Historical Inves ga on 25% Higher level Paper 1: Document Based Ques ons 20% Paper 2: Two Essays from core topics 20% Paper 3: Three Essays from HL Topics 35% Internal Assessment: 2,000 word Historical Inves ga on 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, Interna onal Rela ons or Poli cs.

Looking further ahead, because studying history gives us tools for analyzing and explain‐

ing problems in the past, it is an essen al tool for problem‐solving in the present and

future. Any career that rewards clear thinking, good wri ng, ar culate speaking, and the

ability to ask and answer complicated ques ons about how the world works will be open

to a student of history.


Page 26

ART HISTORY

In Rome we are ideally located for the study of Art

History. The course, offers students the oppor‐

tunity to develop a detailed knowledge and un‐

derstanding of our cultural heritage and its rela‐

onship to other cultures.

We focus on historical periods, chosen from: An‐

cient Greece, Ancient Rome, The Renaissance,

Baroque art and 19th and 20th century art.

We examine art and architecture within its histor‐

ical context and address such issues as: the devel‐

opment of style, iconography (meaning), how art

can convey a poli cal or cultural message, techniques and materials, rela onships between

ar sts and patrons.

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

expected to make presenta ons and lead discussion on areas that they have researched.

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

ised to other ci es, such as Florence. This year we a ended an Art History conference in Lon‐

don. We also visit sites and museums in and around Rome, including ‘behind‐the‐scenes’ oppor‐

tuni es, such as our visit last year to the Va can Museums Restora on laboratories. Students

are also required to visit works for themselves.

Students are guided in their reading around the subject in order to develop informed cri cal

responses, and they make use of the great wealth of websites available. Emphasis is placed on

an analy cal approach in both wri en and oral work. It is not necessary for students to have

prac cal ar s c skills.

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

Coursework component. This 2000 word cross‐cultural inves ga on is undertaken under the

supervision of the teacher. The course is assessed by the Coursework (32%), and the final ex‐

amina on (68%). The examina on comprises a picture ques on paper (20%) and an essay paper

(48%).

I.B. Art History allows students to develop a life‐long interest in all aspects of Art and

Architecture. Some students go on to study Art History at university, and the course

would be a useful step towards careers in, for example: exhibi on and museum

cura ng, restora on, tourism, and the art market.


Page 27

GROUP 4 ‐ SCIENCES

We offer courses in Biology, Chemistry, Physics and Computer Science at both Higher and Stand‐

ard Level. In addi on, Environmental Systems and Socie es is available at Standard Level.

Experimental work is fundamental to the

Group 4 sciences, and significant teaching

me is devoted to this. The nature of the

experimental work varies from subject to

subject but includes a mixture of short and

long‐term inves ga ons. All students will

complete an extended inves ga on to be

assessed internally that will contribute to

their final grade. Personal and interperson‐

al skills also form part of the final assess‐

ment 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 scien fic knowledge and understanding in rigorous way to order to find solu ons to a

range of different problems.

Biology, Chemistry and Physics share a common assessment structure:

Standard level

Paper 1 Mul ple Choice ques ons on the core 20%

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

Paper 3 Ques ons on an op on studied 20%

Internal Assessment 20%

Higher level

Paper 1 Mul ple Choice ques ons on the core 20%

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

Paper 3 Ques ons on the op ons studied 24%

Internal Assessment 20%

BIOLOGY

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

research and applica on of these findings par cularly in the areas of biotechnology and gene cs.

The IB Biology course reflects these rapid changes, s mula ng and challenging students both ac‐

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

socie es.


Page 28

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

physiology, gene cs, ecology and biodiversity. There are then several op on topics available

such as neurobiology and behaviour, biotechnology and bioinforma cs. 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 inves ga ons which they have de‐

signed and to develop their analy cal and evalua ve skills.

Biology is a popular group 4 op on 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 den stry to forensic science, gene cs, biomedical science and

environmental management to name but a few.

CHEMISTRY

Chemistry is a subject that is interes ng, relevant

and challenging. It is an experimental science

that combines academic study with the acquisi‐

on of prac cal and inves ga onal skills. It is

o en called the central science, as chemical prin‐

ciples 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 op onal topics available in the sec‐

ond 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 Kine cs, and Equilibrium. During the second year, the

main focus is on Organic Chemistry and the study of an op on as well as work on Acids/Bases,

and Redox processes.

It is recommended that students who

choose to study Chemistry at Higher Level

should have a reasonably good grasp of

Mathema cs in order to cope with the

mathema cal demands of the course.

At IB level, Chemistry is also an ideal founda on

for many careers: medicine, veterinary science,

den stry, pharmacy, chemical engineering, or

indeed research or project management. Please

note some of the more pres gious universi es

require Higher Chemistry to study biological

courses such as Biomedical Science or Diete cs.


Page 29

PHYSICS

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

itself, from the very smallest par cles (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 theore cal areas such as quantum theory to highly prac cal areas such as structural engi‐

neering. 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 mathema cal rigour. Topics

range from the concept of energy and the study of kinema cs, to the modern theories of rela v‐

ity and sub‐atomic physics. At both Higher and Standard level a special op on is chosen from

amongst the four topics of Astrophysics, Engineering Physics, Imaging and Rela vity.

In the wri en examina ons the emphasis is on understanding of Physics principles and their ap‐

plica on rather than factual recall. It is recommended that students who choose to study Phys‐

ics at Higher level also choose to study Mathema cs at Standard (not Studies) or at Higher Level

in order to support the mathema cal demands of the course

IB Physics is very well‐regarded prepara on for any university “STEM” course (Science,

Technology, Engineering and Mathema cs). The IB Physics course is excellent prepara on

and o en required prepara on for the plethora of university courses in engineering,

whether it be bio‐engineering or design engineering, marine or aeronau cal, micro‐

electronic or material engineering. The same is true of university courses in Natural Sci‐

ences, straight Physics, Computer Sciences, etc.

COMPUTER SCIENCE

Computer science requires an understanding of the fundamental concepts of computa onal

thinking as well as knowledge of how computers and other digital devices operate. The IB Diplo‐

ma Programme computer science course is engaging, accessible, inspiring and rigorous and is

underpinned by computa onal 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 prac cal ac vi es are used to support the theore cal content.

Ten Reasons to Study Computer Science

1. Compu ng is part of everything we do! 2. Exper se in compu ng enables you to solve complex, challenging problems. 3. Compu ng enables you to make a posi ve difference in the world. 4. Compu ng offers many types of lucra ve careers. 5. Compu ng jobs are here to stay, regardless of where you are located. 6. Exper se in compu ng helps even if your primary career is something else. 7. Compu ng offers great opportuni es for true crea vity and innova veness. 8. Compu ng has space for both collabora ve work and individual effort. 9. Compu ng is an essen al part of well‐rounded academic prepara on. 10. Future opportuni es in compu ng are without boundaries.


Page 30

Learn To Think Computa onally

Computa onal thinking is a problem‐solving methodology that is applicable across a range of

subject disciplines and underpins this course. Computa onal thinking involves:

thinking procedurally

thinking logically

thinking ahead

thinking concurrently

thinking abstractly

thinking recursively

“Computa onal thinking is the thought

processes involved in formula ng prob‐

lems and their solu ons so that the solu‐

ons are represented in a form that can be

effec vely carried out by an informa on‐

processing agent.”

These principles will be taught as threads within the other topics throughout the dura on 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 stu‐

dents have previously taken the IGCSE in ICT. Their approach to study, characterized by the spe‐

cific IB learner profile a ributes—inquirers, thinkers and communicators—will be significant here.

Subject aims

Students should become aware of how computer scien sts work and communicate with each

other and with other stakeholders in the successful development and implementa on of IT solu‐

ons. While the methodology used to solve problems in computer science may take a wide varie‐

ty of forms, the group 4 computer science course emphasizes the need for both a theore cal and

prac cal approach.

Syllabus outline

Core topics, which include prac cal work, are:

Topic 1: System fundamentals (20 hours)

Topic 2: Computer Organisa on (6 hours)

Topic 3: Networks (9 hours)

Topic 4: Computa onal thinking, problem‐solving and programming (45 hours)

HL Extension:

Topic 5: Abstract Data Structures (23 hours)

Topic 6: Resource management (8 hours)

Topic 7: Control (14 hours)


Page 31

Op ons

Students study one of the following op ons:

Op on A: Databases

Op on B: Modelling and simula on

Op on C: Web science

Op on D: Object‐oriented programming (OOP)

Computer Science is above all a discipline that spans theory and prac ce. It requires thinking

both in abstract terms and in concrete terms. Ge ng computers to do what you want them to

do requires intensive hands‐on experience. But computer science can be seen on a higher level,

as a science of problem solving. An important skill, which will help all students reach their full

poten al.

ENVIRONMENTAL SYSTEMS AND SOCIETIES (SL ONLY) GROUP 3 OR 4

This is a transdisciplinary course covering aspects from group 3 (individuals and socie es) and

group 4 (the experimental sciences). Students will gain an insight into the rela onship between

socie es 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 including:‐

Ecosystems and Ecology. An overview of ecosystems and how we measure and monitor chang‐

es within them.

Biodiversity and conserva on. Why plant and animal species have become ex nct. How and

why we need to conserve species.

Food produc on. Current ways we produce food and how we can sustainably increase produc‐

on to feed the growing popula on on our planet.

Atmospheric systems and climate change. ‐ A study of a wide range of different types of pollu‐

on issues such as deple on of the ozone layer, photochemical smog and global warming.

Human popula on ‐ Popula on growth and its impacts on ecosystems and socie es

Prac cal work is an important part of Environmental Systems. Students will undertake a wide

variety of prac cal ac vi es both in the laboratory and field work. It provides an opportunity for

students to gain and develop skills and techniques which will consolidate their understanding of

the concepts the course covers.

Assessment Components Weigh ng %

Two wri en examina ons papers consis ng of a case study, short answer ques ons and 2 essays from a choice of 4.

75

Internal assessment 25


Page 32

GROUP 5 ‐ MATHEMATICS

There are three courses in Mathema cs at IB level: Mathema cs HL, Mathema cs SL and Mathe‐ma cal Studies SL. As Mathema cs is compulsory for the IB diploma, these courses vary greatly in mathema cal content thus allowing students to find a course best suited to their mathema cal interests and talents.

MATHEMATICS HIGHER

MATHEMATICS HL is a very challenging course that caters for students with an excellent back‐ground in Mathema cs (preferably an A* in (I)GCSE and an A in Core 1) who are already compe‐tent in a range of analy cal and technical skills. The majority of these students will be expec ng to study Mathema cs at university, either as a subject in its own right or within courses such as Physics, Engineering, Compu ng or Economics. The core topics include Algebra, Trigonometry, Vector Geometry, Sta s cs, Probability and Calculus. In HL, students also study an op on topic that allows them to explore one area in more detail. The assessment consists of three wri en examina on papers ‐ a non‐calculator paper and two calculator papers, and a mathema cal in‐ves ga on 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 Mathema cs.

MATHEMATICS STANDARD

Mathema cs is the only subject with two possible op ons at Standard Level.

MATHEMATICS SL is the harder and the more abstract op on at Standard Level and so students need an A or an A* in (I)GCSE. It caters for students who expect to go on to study subjects with


Page 33

significant mathema cal content, for example: Economics, Computer Science and Chemistry. The topics include Algebra, Trigonometry, Vector Geometry, Sta s cs, Probability and Calculus. 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. The assessment consists of two wri en examina on papers ‐ a non‐calculator paper and a calculator paper, and a mathema cal inves ga on component completed during the course, which contributes 20% to the final mark.

MATHEMATICAL STUDIES (SL)

This is the easier and the more prac cal op on at Standard Level. However, it is s ll significantly more demanding than (I)GCSE Maths and as such its difficulty should not be underes mated. It is designed to offer a Mathema cs course for students who are not considering a Mathema cs related course in higher educa on, for example: Business, Management, Languages, Humani es including Law, Medicine, Sociology and Psychology. The main topics are Algebra, Financial Mathema cs, Func ons, Geometry, Trigonometry, Sta s cs and Basic Calculus. Assessment is by way of two calculator papers (80%) and a sta s cal inves ga on component completed dur‐ing the course, which contributes 20% to the final mark.

When choosing their Mathema cs IB course, students should carefully consider their mathe‐ma cal ability, their university course choices and actual universi es. Students are advised to search the UCAS (www.ucas.com) website to see their specific university undergraduate course requirements.

Calculators

All courses require the use of a graphical calculator throughout the two years and it is essen al

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

the Texas Instruments TI84plus.

http://www.ucas.com


Page 34

GROUP 6 ‐ ARTS AND ELECTIVES

VISUAL ARTS

The Interna onal Baccalaureate Visual Arts course at

St George’s both requires and enables students to

develop advanced prac cal and cri cal skills. With

such skills they are able to pursue individual projects

in a huge range of advanced media and tech‐

niques. These typically range from performance and

digital video/ photography to large‐scale pain ngs in

oil on canvas. Y13 Students are able to use a dedicat‐

ed Sixth Form Studio area in addi on to the main

teaching studios. They are also able to explore the

department’s other facili es, which include a laser

cu er, ceramic kiln and ba k equipment.

The Annual Art Expedi on is a central feature of the course. In recent years we have visited Bar‐

celona, Madrid, Paris, Florence and Venice. The inves ga on work produced in the galleries, mu‐

seums and urban environments of these ci es, provides the founda on for much of their subse‐

quent studio work.

Previous experience of Art and Design to examina on level is highly desirable. A grade B or

above at GCSE or equivalent should be seen as the minimum founda on for this highly intensive

course. Students without a formal qualifica on in Art are asked to present a por olio of work

including a range of observa onal drawing. In each case they are assessed on an exhibi on of

their prac cal studio work, a compara ve study into the work of ar sts that par cularly interest

them and a ‘process por olio’. These mixed media journals record their guided, personal, prac ‐

cal, cri cal and historical research and experimenta on. There is no final wri en or prac cal fi‐

nal exam. Instead the students present an exhibi on of their best studio work at the end of the

course. 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.

IB Visual Arts at either HL or SL is an essen al op on for any students considering an Art or

Design based career pathway. Our ex‐students have gone on to study and work in fields including

film, TV, architecture, fashion, vehicle design, stage and theatre design, illustra on and fine art.

Our students’ work has won awards in many na onal and interna onal compe ons including

the IBO Interna onal Art Compe on and the Saatchi prize.

For further informa on: h p://issuu.com/greg_morgan/docs/ib_art_presenta on_2014

http://issuu.com/greg_morgan/docs/ib_art_presentation_2014


Page 35

MUSIC

Music in the IB is examined under three disciplines:

Musicology in a Listening Paper and course work; and

Composi on and Performance, both as course work.

The Musicology component intends to prepare the stu‐

dent to be able to:

Listen analy cally to all kinds of music from any‐

where in the world

Analyse in depth two major composi ons through

the study of their scores

Compare and contrast different genres of music

through producing a Media Script or Web media

script or website

Composi on work is the product of work done over the total course and is recorded as well as

wri en as a score.

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

any me during the course.

Par cularly a rac ve to pupils already competent in performance is the Standard Level op on 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 educa on but

they must be prepared to take an intensive course in music theory at the start of the pro‐

gramme.

Studying IB Music gives you the power to engage with music more deeply as a per‐

former, listener, and composer (at HL). The theore cal study of music history and

theory is sufficiently rigorous that it is accepted as a serious academic subject for

entry to all university courses. There are many Music and Music Technology courses

available at universi es and conservatoires, from which music graduates enter a

broad range of professions both in and out of the world of music and the crea ve

arts. Possible careers in music include performing, composing and arranging, educa‐

on and music therapy, music administra on and management, music produc on

and the wider crea ve industries.


Page 36

THEATRE

IB Theatre is an extremely challeng‐

ing but rewarding mul faceted the‐

atre‐making course of study. It gives

students the opportunity to make

theatre as creators, designers, di‐

rectors and performers, encourag‐

ing discovery through experimenta‐

on, the taking of risks and the

presenta on of ideas to others. The

theatre course encourages students

to appreciate that through the pro‐

cesses of researching, crea ng, pre‐

paring, presen ng and cri cally reflec ng on theatre – as par cipants and audience members –

they gain a richer understanding of themselves, their community and the world. Students can

take this subject without previous study of drama or theatre, although it is advised for candi‐

dates to be able to undertake independent research and develop their wri ng skills.

Explora on of theatre is prac cal, aiming to develop research and dramaturgical skills: applied

through direc ng, designing sets and costumes, illumina ng texts, as well as performing a range

of exci ng roles and characters to the highest possible standard. Theatre students enjoy making

and performing theatre from around the world whilst extending their knowledge of a variety of

theatre prac ces, styles and genres.

The course aims to inspire and mo vate students to appreciate and academically explore Thea‐

tre in Context, Theatre Processes and Presen ng Theatre – applica on of skills. One‐person

shows, Shakespeare, Japanese Puppetry, Opera, Greek Theatre, Contemporary Western and

Eastern Theatre are all explored, as well as student‐mo vated areas of independent studies such

as Musical Theatre, Theatre of the Absurd and other styles, genres and interests.

IB Theatre is assessed in four tasks:

Task 1: Solo Theatre Piece (HL only) External Assessment 35% –

Research a theatre theorist not previously studied, iden fy an aspect(s) of their theory and pre‐

sent a solo theatre piece (4‐8 minutes) based on this aspect(s) of theory.

Task 2: Director’s Notebook (SL and HL) External Assessment SL 35% HL 20% –

Choose a published play text not previously studied and develop ideas regarding how it could be

staged for an audience.


Page 37

Task 3: Research Presenta on (SL and HL) External Assessment SL 30% HL 20% –

Plan and deliver an individual presenta on to peers (15 minutes maximum) outlining and physi‐

cally demonstra ng independent research into a conven on of a theatre tradi on not previously

studied.

Task 4: Collabora ve project (SL and HL) Internal Assessment SL 35% HL 25% –

Collabora vely create and present an original piece of theatre (13‐15 minutes) for and to a speci‐

fied target audience, created from a star ng point chosen by the group.

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. It is a course about cri cal

thinking and inquiring into the process of knowing. The TOK course examines how we know

what we claim to know. It does this by encouraging students to analyse knowledge claims and

knowledge ques ons. A dis nc on between shared knowledge and personal knowledge is

made. The TOK course iden fies and studies eight areas of knowledge (Religious knowledge sys‐

tems, Indigenous religious systems, History, Natural Sciences, Human Sciences, Maths, the Arts,

Ethics and History) and six areas of knowledge (Maths, Natural Sciences, Human Sciences, the

Arts, Ethics and History). While philosophical in flavour and rigour, TOK is not a course in the

history of philosophy. It develops cri cal thinking skills central to life within and beyond the cur‐

riculum.

In both years of the programme students must produce formal journal entries in an online ToK

journal where they reflect on what they are learning and the implica ons of “thinking about

thinking”. The final assessment consists of an internally marked presenta on on a subject of

their choice as well as an IB moderated Essay on an topic chosen from a selec on of six tles

published by the IBO in September. Thus, while there is no final exam, successful comple on of

TOK is required for the Diploma. Core points, which go towards the final Diploma score, are

CREATIVITY, ACTIVITY AND SERVICE

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

views it as an acknowledgement that important edu‐

ca onal experiences also take place outside the

classroom. The will to act in the service of the com‐

munity is seen as an important complement to the

intellectual and moral development of the student.

The CAS programme at St George’s con nues

throughout both years of the Diploma. An element

of all three components is required each year. Each

student develops a programme in consulta on with

the CAS Supervisor allowing for a reasonable balance

between crea vity, ac vity and service. Students

usually fulfil the requirements of the programme by

combining par cipa on in extra‐curricular ac vi es 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 ac vi es engaged in privately outside the school can also be

part of the CAS programme, if they are undertaken regularly and can be evaluated by a teacher


Page 39

or other responsible adult.

The guideline for the minimum amount of CAS ac vity is approximately the equivalent of half a

EXTENDED ESSAY

The Extended Essay is defined by the IBO as “an in‐depth study of a limited topic within a sub‐

ject” (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 pro‐

duce a successful essay in any given subject are those the student has been using in the relevant

course. It also affords the opportunity to inves gate subjects not studied in school and develop

research and presenta on 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 comple on of the essay. The completed

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

CONDITIONS FOR 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 condi ons.

A list of these condi ons is on the Intranet:h p://intranet.sgbis.it/pupils/keystages/SixthForm/11

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

RECOMMENDATIONS FOR ENTRY ONTO THE SGBIS IB DIPLOMA PROGRAMME

The table that follows is an indica on of the entry recommenda ons per subject and level. It is

intended as a guideline to selec ng an appropriate programme bearing in mind students’

strengths and backgrounds. It is, however, only an indica on and the school will always discuss

individual needs with students taking into considera on our interna onal situa on and the var‐

ied educa onal experiences of our students. We try to be flexible yet fair in an a empt to find

the right combina on of subjects that will give our students the best possible opportuni es 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, ei‐

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

Bri sh programme) or from( I)GCSE exams it may be more appropriate for a student to follow an

IB cer ficate course.

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





Page 40

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 por olio HL A SL B+ 2

Music ABRSM or equivalent grade 5

Theatre

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


Page 41

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 in-quiry 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 bal-anced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recog-nize 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 re-spect 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.

Reflec ve They give though ul considera on to their own learning and experience. They are

able to assess and understand their strengths and limita ons in order to support their learning

and personal development.


Page 42

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. applica vo del D.P.R. 2 agosto 2010, n. 164

VISTO il D.P.R. 2 agosto 2010, n. 164, recante semplificazione dei procedimen di iscrizione nell’elenco, di

cui all’art. 2 della legge 30 o obre 1986, n. 738, di is tuzioni scolas che associate al sistema

Interna onal Baccalaureate Organiza on 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 studen , in coerenza con il

riordino della scuola secondaria di secondo grado italiana, debbono uniformare il loro corso di

studio di Baccellierato Internazionale;

VISTI Gli Allega A e B, che cos tuiscono parte integrante del presente decreto riguardan

rispe vamente l’elenco dei programmi, con le rela ve materie suddivise per pologia di corsi

di studio e la Tabella con il punteggio complessivo, conver to 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 iscri e nell’elenco,

previsto dal D.P.R. 18 aprile 1994, n. 777;

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

DECRETA

ART. 1

Domanda di iscrizione nell’elenco e rela va documentazione

1. La domanda di iscrizione nell’elenco, di cui all’ar colo 2 della legge 30 o obre 1986, n. 738, deve

essere presentata al Ministero dell’Istruzione, dell’Università e della rcerca ‐ Dipar mento per la

Programmazione e la Ges one delle Risorse Umane, Finanziarie e Strumentali ‐ Direzione Generale

per gli Affari Internazionali, da parte dei collegi del Mondo Unito e delle is tuzioni scolas che

straniere, operan in Italia e all’estero, che abbiano o enuto, da parte dell’Ufficio del Baccellierato

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


Page 43

Internazionale di Ginevra, l’autorizzazione all’effe uazione del programma di Baccellierato

Internazionale.

2. La domanda so oscri a dal gestore o legale rappresentante della scuola straniera, reda a 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’is tuzione scolas ca

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

Baccellierato è prevista una prova scri a e orale di lingua italiana e se il punteggio a ribuito a tale

prova concorra alla determinazione del punteggio di de o 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 diploma che o consolari italiane all’estero o

da pubblico ufficiale, fa e salve le esenzioni dall’obbligo della legalizzazione, stabilite da leggi o da

accordi internazionali.

4. Alla domanda deve essere allegata la seguente documentazione:

A estazione dell’autorizzazione ‐ rilasciata all’Is tuzione Scolas ca dall’Ufficio del baccellierato

internazionale di Ginevra – all’effe uazione del programma di Baccellierato Internazionale.

Elenco dei programmi e delle discipline effe vamente a va dalla scuola con l’indicazione del

livelli d’insegnamento, nel rispe o 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’a vità ai sensi dell’art. 1 ‐ 1° e 2° co. ‐ D.P.R. 389/94

“Regolamento recante semplificazione dei procedimen di autorizzazione al funzionamento di

scuole e di is tuzioni culturali straniere in Italia”.

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

cer ficata conforme al testo straniero dalla competente rappresentanza diploma ca o consolare,

ovvero da un tradu ore 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, fa e 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 ispe ve

Il Ministero dell’Istruzione, dell’Università e della Ricerca può disporre accertamen tecnico‐ispe vi,

presso le sedi dei Collegi del Mondo Unito e delle Is tuzioni Scolas che straniere, operan in Italia e

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

nell’elenco.


Page 44

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 La no 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

Informa ca o

Scienze Ambientali

Fisica o

Chimica o

Biologia

Chimica o

Fisica o

Biologia o

Informa ca o

Scienze Ambientali

Chimica o

Fisica o

Biologia o

Informa ca o

Scienze Ambientali

Matema ca o

Studi Matema ci

Matema ca HL Matema ca o

Studi Matema ci

Matema ca o

Studi Matema ci

Terza Lingua Chimica o

Biologia o

Scienze Ambientali

Informa ca o

La no o

Arte

Greco Filosofia o

Storia o

Economia o

Geografia o

Arte


Page 45

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 iscri e nell’elenco, previsto dal D.P.R. 2 agosto 2010,

n. 164 ‐ dovrà essere conver to 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

Transla on of above.

h p://www.ibo.org/country/universi es_rec.cfm?country_code=Italy&current_country=IT

The IB Diploma is recognized for the purposes of Italian state universi es in Italy according to

Decreto del Presidente della Repubblica 30 o obre 1986, n. 738.

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


Page 46

This recogni on has been further updated with art. 2 legge n.738/86 D.M. 18 o obre 2010 ap‐

plica vo del D.P.R. 2 agosto 2010 n.164 requiring students to choose one of the following op‐

ons with IB Diploma subjects at either HL or SL unless highlighted below as indicated by the Ital‐

ian Ministry of Educa on.

OPTION: LANGUAGES OPTION:

SCIENCES

OPTION:

CLASSICS

OPTION:

HUMAN SCIENCES

First Language HL First Language First Language First Language

Second Language Second Language La n 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


Mathema cs or

Mathema cal Studies Mathema cs HL

Mathema cs or

Mathema cal Studies

Mathema cs or

Mathema cal Studies

Third Language

Chemistry or

Biology or


or

Computer Science or

La n or

Arts

Greek

Philosophy or

History or

Economics or

Geography or

Arts


Page 47

In the context of the 4 op ons of study, the studied branches listed above should include 3 sub‐

jects at higher level and 3 subjects at standard level. One obligatory subject characteris c for the

op on should be studied at higher level as listed below:

Op on languages: first language;

Op on sciences: Mathema cs;

Op on social studies: History;

Op on classics: not offered at St George’s.

Furthermore IB Diplomas must be legalised at the Italian Consulate in Geneva, a er which stu‐

dents can register directly at the university. Please contact the IB Legaliza on Service at

legaliza [email protected] for more detailed informa on.

In our experience, students who opt to include Business Management as their humanity subject have been able to have their diploma legalised. Please speak with the IB coordinator for further informa on.

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

the same rights granted to holders of the Italian Maturità, e.g. university recogni on, 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 Educa on, providing docu‐

ments which prove their competence to award the IB Diploma. The IB regional office for Africa,

Europe, Middle East will provide support and supply necessary documenta on to schools wish‐

ing to be included on this list. For further details, please contact [email protected]

Please consult the Italian Ministry of Educa on 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

h p://www.istruzione.it

February 2011

mailto:[email protected]

mailto:[email protected]

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

http://www.istruzione.it


Page 48

Documents

Interna onal Baccalaureate St George’s Bri sh Interna onal ...fluencycontent-schoolwebsite.netdna-ssl.com/File... · Interna onal Baccalaureate St George’s Bri sh Interna onal