International Baccalaureate Diploma ProgrammeThe grade for TOK contributes to the overall diploma core through the award of points in conjunction ... Reflection on outcomes and personal

Mashrek International School 2012-2013

IBDP GUIDE-for studednts aged 16-19

International

Baccalaureate Diploma

Programme

An Academic

challenging &

Balanced

Programme…

...for the 21 century

needs


Table of Content Content

Introduction

The Curriculum Model

IB Learner Profile

IBDP Requirements (TOK, Extended Essay, CAS)

Subjects on offer by Mashrek

Other Requirements

Parents concerns and other frequently asked questions


Mashrek International School Statement Our mission is to teach students critical thinking, international understanding and appreciation for diversity while preserving the Arabic culture. Mashrek raises the individuals to become proud of their identity, responsible and productive citizens in their country and the whole world as well.

What is the International Baccalaureate? It was founded in 1968, the International Baccalaureate (IB) is a non-profit educational foundation based in Geneva, Switzerland. The IB is an international foundation, not associated with any particular country and free of any national, political or educational agendas. The International Baccalaureate (IB) offers high quality programs of international education to a worldwide community of schools. The three programmes for students aged 3 to 19 to help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. The three programmes are as follows: PYP The Primary Years Programme (Pre-Kindergarten to Grade 4) MYP The Middle Years Programme (Grade 5 to Grade 10) DP The Diploma Programme (Grade 11 to Grade 12)

What are IB World Schools? Schools recognized by the International Baccalaureate and offering the IB curriculum are known as IB World Schools Mashrek International School was authorized to offer the two years IB Diploma Programme in 2004 and the MYP programme in 2008, and the school offers an appropriate selection of IB subjects, taught by experienced teachers.

What is the International Baccalaureate Diploma Programme (IBDP)? The International Baccalaureate Diploma Programme is a two-year rigorous and prestigious pre-university qualification. It is highly acclaimed as a solid preparation for higher education and is recognized by universities worldwide. The programme is famed for matching breadth with depth and for its holistic outlook.


The IBDP is portrayed in the shape of a hexagon with the six academic areas around as a core. Diploma students are required to do a minimum of six subjects, one subject from each of the six subject groups represented on a hexagon. At least three and not more than four of the selected subjects must be at the Higher Level with the remaining at the Standard Level. Higher Level courses cover 240 hours of teaching time while Standard Level subjects cover 150 hours over the two-year period. In addition students must fulfill the requirements of the three core elements which lie at the core of the Hexagon i.e. The Extended Essay, Theory of Knowledge, and the Creativity, Action and Service Programme (CAS) Every subject has an internal assessment (coursework) component, which are pieces of work carried out by the student over the two-year period and marked by the teacher. The work is sent to examiners for moderation to ensure the standards are maintained. The weight age accorded to internal assessment caries between 25 to 30%.

The Curriculum Model The curriculum model of the DP places the student and the way the student learns at its center, as the child’s development is the basis of the whole educational process. Building on MYP’s areas of interaction, the Diploma Program continues with Theory of Knowledge and Creativity, Action and Service. This course and activities provide a framework for learning within and across the subject groups. They allow connections among the subjects themselves, and between the subjects and real-life issues. All six subject area curricula reflect and consider TOK and CAS issues.

Figure 1: The IB Diploma Program Framework1

1 http://www.ibo.org/diploma/curriculum

http://www.ibo.org/diploma/curriculum


Subjects offered at Mashrek International School

*Subjects on offer by Mashrek School

Group

Subject

Level

Group 1: studies in

language and

literature

English A-Literature Arabic A-Literature

HL/SL

Group 2: language

acquisition

English B

HL

Arabic B

HL & SL

Arabic ab Initio

SL

Group 3: Individuals

and societies

Economics, Business and Management and

History (Route1)

HL/SL

Group 4: Sciences

Physics, Chemistry, Biology Design and Technology

HL/SL

SL

Group 5: Mathematics

and computer science

Mathematics

HL/SL

Mathematical Studies

SL

Group 6: The Arts

Visual Arts, Theatre

HL/SL

Any subject from Group 1 to 5

HL/SL

*(Subjects on offer could change depending on the demand)


At Mashrek, the two years of the IB Diploma are taken in Grades 11 and 12. Each student is required to take six academic subjects and in addition must follow a two-year course in the theory of knowledge, must write an Extended Essay, and participate in the CAS (Creativity, Action, and Service) Programme. A Diploma Candidate must do one subject from each of the six groups of which at least three and not more than four must be pursued at the Higher Level (HL). In addition a Diploma student is required to complete the three compulsory components at the core of the hexagon. Students are encouraged to choose subjects based on their previous academic records and future career prospects. Students are discouraged to change subjects once the programme commences in September of the first year. All changes in the programme must follow the school procedure. When making subject choices students should take into consideration:

1. Aptitude and prior attainment: there is no point in choosing a course, which will prove to be beyond the ability of the student.

2. Tawjihi Equivalence requirements: a copy of the requirements, for both Science and Art Stream, will be provided to all students at the beginning of each scholastic year and is introduced to the parents and students by the IBDP coordinator.

3. Interest: The student has to be interested and enthusiastic regarding the chosen subject.

4. Career and further education: For example, a student who wishes to pursue medicine in the

UK would have to take two sciences at higher level.

5. University requirements for admission: Each programme at a university has specific course requirements that the student needs to fulfill during high school. The requirements of the university system which a student will wish to gain entry after leaving school. Germany has

particular requirements, for example. You may consult the IBO website at www.ibo.org for details regarding the policies of the universities of different countries. While we provide advice and consultation in this matter, it is the student’s responsibility to be aware of the University requirements for entering a specific programme, and therefore to make sure that these requirements are met. In addition, students are provided with information and continuous advice by the University Counselor at the school.

6. As stated above, three subjects must be chosen at Higher Level, and three at Standard Level.

7. Subjects are offered at our school based on the demand.

http://www.ibo.org/


IB Learner Profile The Learner profile outlines the kind of learner an IB student should strive to be:

INQUIRER

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

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

COMMUNICATOR

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.

KNOWLAGABLE

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

THINKER

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

PRINCIPLED

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

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 the environment.

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 evaluation a range of points of view, and are willing to grow from experience.

RISK TAKER

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

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


Theory of Knowledge Theory of Knowledge (TOK), an interdisciplinary requirement intended to stimulate critical reflection on knowledge and experience gained inside and outside the classroom, is a course of study unique to IB and is mandatory for every IB Diploma student. TOK challenges students to question the basis of knowledge – to reflect critically on how they know what they believe to be facts or the truth. It consists almost entirely of exploring questions of different sources of knowledge (perception, language, emotion, and reason) and different kinds of knowledge (scientific, artistic, mathematical, and historical). Assessment Essay (1200 – 1600 words), the topic for which is selected from a list of ten titles prescribed by the IB for each examination session. Oral Presentation Each student makes a 10-minutes presentation to the class and one written presentation planning document and presentation marking form. The grade for TOK contributes to the overall diploma core through the award of points in conjunction with the Extended Essay. A maximum of three points are awarded according to the candidates’ combined performance in both the Theory of Knowledge and the Extended Essay.

The Extended Essay IB Diploma Programme students are required to undertake original in depth research and write an extended essay of 4,000 words (maximum). This essay offers the student the opportunity to investigate a topic of special interest and to become acquainted with the kind of independent research and writing skills expected at the university level. A student may choose to write on a topic in one of the 22 subjects of the IB Diploma. It is recommended that the student devote a total of about 40 hours of private study and writing time to the essay. The student works with a teacher who acts as supervisor during the time taken. The extended essay is mandatory to be awarded an IB Diploma.

Figure 2: Mashrek Annual TOK Conference


Assessment: External Essay (4,000 words) The grade for the Extended Essay contributes to the overall diploma score through the award of points in conjunction with Theory of Knowledge (TOK). A maximum of three points are awarded according to the candidate’s combined performance in both TOK and the Extended Essay.

Figure 3: Extended Essay workshop CAS “Creativity, Action, Service” Creativity: arts, and other experiences that involve creative thinking. Action: physical exertion contributing to a healthy lifestyle. Service: an unpaid and voluntary exchange that has a learning benefit for the student. CAS should involve:

Real, purposeful activities, with significant outcomes

Personal challenge—tasks must extend the student and be achievable in scope

Thoughtful consideration, such as planning, reviewing progress, reporting

Reflection on outcomes and personal learning. All proposed CAS activities need to meet these four criteria. It is also essential that they do not replicate other parts of the student’s Diploma work. CAS activities should continue on a regular basis for at least 18 months. Successful completion of CAS is a requirement for the award of the IB diploma Students need to document their activities and provide evidence that they have achieved eight key learning outcomes.

Learning outcomes The completion decision for the school in relation to each student is, simply, “Have these outcomes been achieved?” As a result of their CAS experience as a whole, including their reflections, there should be evidence that students have:


increased their awareness of their own strengths and areas for growth

undertaken new challenges

planned and initiated activities

worked collaboratively with others

shown perseverance and commitment in their activities

engaged with issues of global importance

considered the ethical implications of their actions

developed new skills

All eight outcomes must be present for a student to complete the CAS requirement. Completion requires only that there is some evidence for every outcome. This focus on learning outcomes emphasizes that it is the quality of a CAS activity (its contribution to the student’s development) that is of most importance. The guideline for the minimum amount of CAS activity is approximately 150 hours in total. “Hour counting”, however, is not encouraged.

Figure 4: CAS activities


Subjects on offer by Mashrek International School

Group 1: studies in language and literature

2Language A/English or Arabic: consists of three courses

Language A: Literature

Language A: Language and Literature

Literature and performance (interdisciplinary subject)


Assessment Outline-Standard Level


Assessment Outline-Higher Level

2

Language A: Literature Guide, first examination 2013 (International Baccalaureate)


Group 2: language acquisition

3English, Arabic B Arabic ab initio

Interactive skills.

range of everyday situations.



3

Language B Guide, first examination 2013 (International Baccalaureate)


Group 3: Individuals and societies

4Economics, 5 Businesses and Management, 6History (Route 1)

Economics


Assessment Outline-Standard Level



4

Economics Guide, for first examination 2013 (International Baccalaureate)


Business and Management Business and Management is the rigorous and critical study of the ways in which individuals and groups interact in a dynamic business environment. It is an academic discipline that examines how business decisions are made and how these decisions make an impact on internal and external environments. The ideals of international cooperation and responsible citizenship are at the heart of business and management. The programme is designed to give students an understanding of business principles, practices and skills. Emphasis is also place on understanding technical innovation and day-to-day business functions of marketing, human resource managements and finance. However, a fundamental feature of the programme is the concept of synergy (an organization should seek an overall return greater than the sum of its parts).

Figure 5:“I Know Business” competition


Assessment outline-Standard Level


Assessment outline-Higher Level

5Business And Management Guide, for first examination 2009 (International Baccalaureate)


History




6History Guide, for first examination 2010 (International Baccalaureate)


Group Four: 7Experimental Sciences Biology, Chemistry, Physics and Design and Technology The subjects offered all promote an understanding of the concepts, principles and applications of the respective disciplines together with an appreciation of the methodology of the experimental sciences in general. Practical laboratory skills are developed and collaborative learning is encouraged by means of an interdisciplinary group project. A common curriculum model applies to all in group 4. This model offers a parallel structure at both the higher and standard levels whereby a core of material is studied by all candidates. This is further supplemented by the study of options. An awareness of moral and ethical issues is fostered and social responsibility promoted through the examination of local and global examples.

Figure 6: Experimental sciences lab (Biology) Biology: There are four basic biological concepts that run through this course: Structure and Function: students learn to appreciate that structures permit some functions while, at the same time, limiting others. Universality versus Diversity: students learn that universal features exist in a biological world of enormous diversity; species exist in a range of habitats and show adaptations that relate to structure and function; and that in a living world universality means that a diverse range of organisms are connected and interdependent. Equilibrium with systems: checks and balances exist both within living organisms and within ecosystems. The state of dynamic equilibrium is essential for the continuity of life. Evolution: the concept of evolution draws together the other themes. It can be regarded as change leading to diversity within constraints, and this leads to adaptations of structure and function.


Chemistry: Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. The Diploma Programme chemistry course includes the essential principles of the subject but also, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study science in higher education and those who do not.

Figure 7: Experimental sciences lab (Chemistry) Physics Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the smallest particle to the vast distances between galaxies. Both theory and experiments are undertaken by all students to allow them to develop traditional practical skills and techniques and also increase facility in the use of mathematics, which is the language of physics. The course also allows students to develop interpersonal skills, and information and communication technology skills which are essential in modern scientific endeavor. Design and Technology


Curriculum Model




Design & Technology: Assessment outline-Standard Level



Group 4 project:

7 Biology, Chemistry,

Physics, Design and Technology-first examination2009 (International Baccalaureate)


Group Five 8Mathematics HL, Mathematics SL or 9Mathematical Studies (SL) All Diploma candidates are required to complete a mathematics course. Choices are available to cater for differing degrees of ability and student interest. Each course aims to develop a student’s understanding of mathematics as a discipline and to promote confidence and facility in the use of mathematical language. Mathematics HL This course is designed for students with a high level of competence and a strong background in mathematics. Some students will choose to study the subject because they have a genuine interest in mathematics and enjoy meeting its challenges and problems. Others elect the higher level course to prepare for additional mathematics studies at university or because they need mathematics for related subjects such as engineering. Students should not underestimate the demands of this course; it includes some skills normally studied in first year undergraduate programmes. While students accepted onto the programme are at liberty to opt for the higher level courses of their choice, Qatar Academy will only recommend students for Mathematics


Assessment outline


Mathematics SL This is a standard level course, designed to provide a background of mathematical thought and a good level of technical ability for those not wishing to take mathematics at the higher level. It is a demanding course containing a variety of mathematical topics and is intended to provide a sound mathematical basis for those students planning to pursue further studies in fields such as chemistry, economics, geography and business administration. Some universities admit students from this course onto engineering. Students considering enrolling on Mathematics SL who intend to study a mathematics related subject at university are strongly advised to ensure that the universities to which they may wish to apply will accept students from this course. Assessment outline


Mathematical Studies (SL) This is a standard level course designed to provide a realistic option for students with varied backgrounds and abilities who will not study courses with large mathematics content at university. The skills needed to cope with the mathematical demands of a technological society are developed and emphasis is placed on the application of mathematics to real-life situations. A substantial piece of personal research, in the form of a project, is a requirement of the course. Assessment outline

8

Mathematics HL, SL first examination2008 (International Baccalaureate) 9 Mathematical Studies SL, first examination 2006 (International Baccalaureate)

Group Six: Visual Arts and Theatre

9Visual Arts The International Baccalaureate Organization Visual Arts syllabus provides a framework, which allows students to choose content and activities appropriate to their own interests and experience. Many approaches to learning are developed in the visual arts and these embrace a wide variety of EXPRESSIVE FORMS from a range of CULTURAL CONTEXTS. Throughout the course students will be exposed to a number of artistic movements, forms and attitudes to art. The course consists of teacher led and students initiated projects and outcomes. Higher level (240 hours) Standard level (150 hours) Option A (HLA) Option A (SLA) Studio work (60%) Studio work (60%) Investigation workbooks (40%) Investigation workbooks (40%)


Option B (HLB) Option B (SLB) Investigation workbooks (60%) Investigation workbooks (60%) Studio work (40%) Studio work (40%) Studio work involves practical exploration and artistic production. Investigation work involves independent contextual, visual and critical investigation and reflection, both visual and written. The interview The purpose of the interview is to assess the student’s studio work. At HL the interview should last for 30–40 minutes; at SL it should last for 20–30 minutes. During the interview, the examiner will encourage the student to talk about the technical aspects of the studio works, his or her own aims or intentions, and the relationship between the studio works and the investigation workbooks. The discussion should focus on the student’s experiences in making the studio works exhibited and how these relate to the investigation work undertaken. The student is not expected to make a prepared speech.

Option A (HL and SL) Option A is designed for students who wish to concentrate on studio practice in visual arts. Students will produce investigation workbooks to support, inform, develop and refine studio work through sustained contextual, visual and critical investigation. At both HL and SL, the investigation workbooks are integral to studio practice and should reflect the student’s critical visual and written investigation. Option B (HL and SL) Option B is designed for students who wish to concentrate on contextual, visual and critical investigation in visual arts. In their investigation workbooks students will explore fully an integrated range of ideas within a contextual, visual and critical framework and produce studio work based on their visual and written investigation. At both HL and SL, students should demonstrate connections between academic investigation and studio work.


The difference between HL and SL Because of the nature of the subject, quality work in visual arts can be produced by students at both HL and SL. The aims and assessment objectives are the same for visual arts students at both HL and SL. Through a variety of teaching approaches, all students are encouraged to develop their creative and critical abilities and to enhance their knowledge, appreciation and enjoyment of visual arts. The course content for HL and SL may be the same. However, due to the different amount of time available for each, students at HL have the opportunity to develop ideas and skills, to produce a larger body of work and work of greater depth. In order to reflect this, the assessment criteria are differentiated according to option and level. Please see the mark band descriptors in the “Assessment criteria” section for more detail. There need be no direct relationship between the number of works produced, the time spent on each, and the quality achieved: a high level of performance at either HL or SL can be achieved in both a large and small body of work.

9

Visual Arts Guide, first examination 2009 (International Baccalaureate)

10Theatre





10Visual Arts Guide, first examination 2009 (International Baccalaureate)


Deadline & Calendars These are issued by the IBDP Coordinator at the start of Year 11 and at the beginning of Year 12. These calendars give details of the due dates for the most important assignments that count towards the final IB grades, such as the Extended Essay, the Language Orals, the Internal Assessment Assignments and World Literature Essays. The purpose of these school-set deadlines is to spread the major pieces of work throughout the course, to avoid having them all due at one time. Students who abide by these deadlines find the programme less stressful. Students who do not meet deadlines (either the most important ones on the deadline calendar or deadlines set out by the subject teachers), a “Notification of students achievement” will be sent to parents.

Attendance Students are required to be present in school for at least 95% of the time during the years 11 and 12 in order to be qualified to the Diploma. All absence not covered by a doctor report must be explained by a parent in writing.

Examination Fees The examination fees for the International Baccalaureate examination, payable through the school to the International Baccalaureate, are NOT included in the school tuition fees. The awarding of the International Baccalaureate Diploma requires the payment of IB examination fees.

Academic Honesty Mashrek is committed to high standards of academic honesty. It means that all work should be based on the student’s own ideas, and that the work and ideas of others should be acknowledged with appropriate references and citations. There are different kinds of academic dishonesty or malpractice:

Plagiarism – the representation of another person’s work or idea as one’s own

Copying another person’s work and submitting it as your own

Cheating in a quiz, test or exam by copying from a book, notes or another student

Collusion – supporting someone else to be dishonest by allowing work to be copied If mal practice is detected, the consequences are likely to be severe. They range from strong warning, through no grade being issued for that piece of work to no grade being awarded for the subject concerned and withdrawal of a Diploma or Certificate.


Grade Descriptors for Term Marks

7

Excellent

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight, and always produces work of high quality.

6 Very Good

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.

5 Good

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate, and occasionally demonstrates originality and insight.

4 Satisfactory

A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

3 Mediocre

Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills, and is only able to apply them fully in normal situations with support.

2 Poor

Very limited achievement against all the objectives. The student has difficulty understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support.

1 Very Poor

Minimal achievement in terms of the objectives.


Parent Concerns and frequently asked questions: Why choose IBDP?

Because: It provides rigorous and broad-based curricula and assessments. The student maintains high academic standards common to schools worldwide. The criterion-referenced results are un-scaled. The breadth and depth of the course produces diverse skills valued by employers. It fosters critical and compassionate thinkers. It provides a global perspective. It develops oral communication skills. It allows students to develop individual talents. It opens the window between the classroom and the outside world. It fosters a lifelong interest in learning as well as becoming an informed and responsible

citizen. The IBDP philosophy promotes international understanding and a respect for the variety of

cultures. It Facilitates university entrance around the world.

Who should do IBDP?

The IBDP is a demanding pre-university programme. It is designed for highly motivated secondary school students aged 16 to 19 years. To be awarded the IB Diploma, a student must demonstrate a strong commitment to learning, in terms of mastery of subject content and in the development of skills and attitudes necessary for success at the tertiary level. The IB Diploma is highly esteemed throughout the world; hence the individual student who is awarded the IB Diploma gains access to the world’s leading universities.

The IB Diploma programme is a comprehensive two-year international curriculum that generally allows students to fulfill the requirements of their national or educational systems. The Diploma Programme incorporates the best elements of a national system.

University Acceptance Universities around the world accept the IB Diploma for admission purposes. In many universities (including in Australia and North America) IB students are given preference or advanced standing. Universities claim that IB graduates are more prepared for university studies and give respect to the Theory of Knowledge course. Most U.S. and Canadian universities will give college credit depending on the student’s higher subjects. Specific university requirements vary annually and students should keep updated. Mashrek IBDP graduates are now pursuing their studies in Universities both here in Jordan and around the world (University of Toronto, Yale University, University of Massachusetts…etc.). The University counselor will help students to fill their application forms for Universities.


Recommendation letters from teachers Students may request university recommendation letters from teachers via the counselor’s office. Changing of subjects from HL to SL or Vice Versa NO changes are allowed after the end of September in Grade 11, otherwise a student would be disadvantaged. The only exception to this is those students who opt to do Certificate and therefore drop one of their Higher Level subjects to Standard Level at the start of the second year of the Diploma. Note: Parents are advised to refer to the following document “General Regulations: Diploma Programme, for Students and Legal Guardians”. Reference:

1. www.online.ibo.org (password-protected Online Curriculum Centre website for teachers and coordinators)

2. www.ibis.ibo.org (password-protected secure IB Information System website for IB coordinators)

http://www.online.ibo.org/

http://www.ibis.ibo.org/

Documents

International Baccalaureate Diploma ProgrammeThe grade for TOK contributes to the overall diploma core through the award of points in conjunction ... Reflection on outcomes and personal