IBDP Departments
Theory of Knowledge (TOK)
| Grades 11 & 12 | Rana Mneimneh dpcoord@tashschool.org |
| Grades 11 | Scot Becker scotb@tashschool.org |
| Grades 12 | Ahmad Itani ahmad.itani@tashschool.org |
Course Description
“The greatest obstacle to progress is not the absence of knowledge, but the illusion of knowledge.” Daniel Boorstin, social historian and writer.
The TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. Students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. The course is intended to be challenging and thought-provoking—as well as empowering—for students.
The course centers on the exploration of knowledge questions, which are a key tool for both teachers and students. These are contestable questions about knowledge itself, such as: “What counts as good evidence for a claim?”, “Are some types of knowledge less open to interpretation than others?”, or “What constraints should there be on the pursuit of knowledge?”.
Course Syllabus
| The Core theme: Knowledge and the Knower |
This theme encourages students to reflect on themselves as knowers and thinkers, and to consider the different communities of knowers to which we belong. |
| Optional Themes (2 out of 5) |
Two optional themes from
|
| Areas of Knowledge |
Five compulsory areas of knowledge
|
Course Assessment
| Assessment Tasks | Weighing | |
| External |
Essay on a prescribed title |
67% |
| Internal |
The Exhibition |
33% |
The TOK exhibition and the TOK essay are both marked using a global impression marking approach.
1. The exhibition Assessment Instrument
Does the exhibition successfully show how TOK manifests in the world around us?
| Excellent 9-10 |
|
The exhibition clearly identifies three objects and their specific real-world contexts. Links between each of the three objects and the IA prompt are clearly made and well explained. There is a strong justification of the particular contribution that each individual object makes to the exhibition. All, or nearly all, of the points are well-supported by appropriate evidence and explicit references to the selected IA prompt. |
| Good 7-8 |
|
The exhibition identifies three objects and their real-world contexts. Links between each of the three objects and the IA prompt are explained, although this explanation may lack precision and clarity in parts. There is a justification of the contribution that each individual object makes to the exhibition. Many of the points are supported by appropriate evidence and references to the selected IA prompt. |
| Satisfactory 5-6 |
|
The exhibition identifies three objects, although the real-world contexts of these objects may be vaguely stated. There is some explanation of the links between the three objects and the selected IA prompt. There is some justification for the inclusion of each object. Some of the points are supported by evidence and references to the selected IA prompt. |
| Basic 3-4 |
|
The exhibition identifies three objects, although the real-world contexts of the objects may be implied. Basic links between the objects and the IA prompt are made, but the explanation of these links is unconvincing and/or unfocused. There is a superficial justification for the inclusion of each object. Reasons for the inclusion of the objects are offered, but these are not supported by appropriate evidence and/or lack relevance to the selected IA prompt. There may be significant repetition across the justifications of the different objects. |
| Rudimentary 1-2 |
|
The exhibition presents 3 objects, but the real-world contexts of these objects are not stated, or the images may be highly generic images of types of object rather than being specific real-world objects. Links between the objects and the IA prompt are made, but these are minima or it is not clear what the student is trying to convey. There is very little justification offered for the inclusion of each object. The commentary on the objects is highly descriptive or consists only of unsupported assertions. |
|
0
|
| The response does not reach the standard described by the other levels or does not use one of the IA prompts provided. |
Does the student present an appropriate and cogent analysis of knowledge questions in discussing the title?
| Level 5 Excellent 9-10 |
|
Understanding knowledge questions There is a sustained focus on knowledge questions connected to the prescribed title and are well chosen – developed with investigation of different perspectives and linked effectively to areas of knowledge and/or ways of knowing. |
|
Quality of analysis of knowledge questions Arguments are clear, supported by real-life examples and are effectively evaluated; counterclaims are extensively explored; implications are drawn. |
| Level 4 Good 7-8 |
|
Understanding knowledge questions There is a focus on knowledge questions connected to the prescribed title- developed with acknowledgment of different perspectives and linked to areas of knowledge and/or ways of knowing. |
|
Quality of analysis of knowledge questions Arguments are clear, supported by real-life examples and are evaluated; some counterclaims are identified and explored. |
| Level 3 Satisfactory 5-6 |
|
Understanding knowledge questions There is a focus on some knowledge questions connected to the prescribed title-with some development and linking to areas of knowledge and/or ways of knowing. |
|
Quality of analysis of knowledge questions Some arguments are clear and supported by examples; some counterclaims are identified. |
| Level 2 Basic 3-4 |
|
Understanding knowledge questions Some knowledge questions that are connected to the prescribed title are considered, but the essay is largely descriptive, with superficial or limited links to areas of knowledge and/or ways of knowing. |
|
Quality of analysis of knowledge questions Arguments are offered but are unclear and/or not supported by effective examples. |
| Level 1 Elementary 1-2 |
|
Understanding knowledge questions The essay has only very limited relevance to the prescribed title- relevant points are descriptive. |
|
Quality of analysis of knowledge questions Assertions are offered but are not supported. |
| Irrelevant 0 |
|
Understanding knowledge questions The essay does not reach a standard described by levels 1-5 or is not a response to one of the prescribed titles on the list for the current session. |
Resources:
Below are very interesting websites rich with articles, videos, podcasts etc… that trigger thinking.
The Guardian
Big Think
Aeon
Extended Essay
| Coordinator | Rana Mneimneh dpcoord@tashschool.org |
The extended essay is a compulsory, externally assessed piece of independent research into a topic chosen by the student and presented as a formal piece of academic writing. The extended essay is intended to promote high-level research and writing skills, intellectual discovery and creativity while engaging students in personal research. This leads to a major piece of formally presented, structured writing of up to 4,000 words in which ideas and findings are communicated in a reasoned, coherent and appropriate manner.
Choice of Topic
Extended essay topics may be chosen from a list of approved DP subjects. This is normally one of the student’s six chosen subjects for the IB diploma or the world studies option.
Overview of the research Process
1. Choose the approved DP subject.
2. Choose a topic.
3. Undertake some preparatory reading.
4. Formulate a well-focused research question.
5. Plan the research and writing process.
6. Plan a structure (outline headings) for the essay.
7. Carry out the research.
Assessment Criteria
| CRITERIA | POINT SPREAD |
| A (Focus & Method) | 0-6 |
| B (Knowledge & Understanding) | 0-6 |
| C (Critical Thinking) | 0-12 |
| D (Presentation) | 0-4 |
| E (Engagement) | 0-6 |
| Total | 34 |
Best Practices
1. Choose a topic of interest
2. Adhere to TIS integrity policy
3. Manage their time and meet deadlines
4. Invest in the summer to finalize their drafts
5. View the extended essay as a learning experience and not a task by constantly reflecting on their practices
Creativity, Activity and Service (CAS)
| Coordinator | Laura Davies laurad@tashschool.org |
Course Description
Creativity, activity, service (CAS) is at the heart of the DP. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the Primary Years Programme (PYP) and Middle Years Programme (MYP).
Course Organization
CAS is organized around the three strands of creativity, activity and service defined as follows.
- Creativity—exploring and extending ideas leading to an original or interpretive product or performance.
- Activity—physical exertion contributing to a healthy lifestyle.
- Service—collaborative and reciprocal engagement with the community in response to an authentic need.
Course Completion
Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome. Some learning outcomes may be achieved many times, while others may be achieved less frequently. In their CAS portfolio, students provide the school with evidence of having achieved each learning outcome at least once through their CAS programme.
|
Learning outcomes |
Description |
|
Identify your own strengths and develop areas for growth. |
Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others. |
|
Demonstrate that challenges have been undertaken, developing new skills in the process. |
A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through new experiences or through increased expertise in an established area. |
|
Demonstrate how to initiate and plan a CAS experience. |
Students can articulate the stages from conceiving an idea to executing a plan for individual or collaborative CAS experiences. Students may show their knowledge and awareness by building on a previous experience or by launching a new idea or process. |
|
Show commitment to, and perseverance in, CAS experiences. |
Students demonstrate regular involvement and active engagement in CAS. |
|
Demonstrate the skills and recognize the benefits of working collaboratively. |
Students are able to identify, demonstrate and critically discuss the benefits and challenges of collaboration gained through CAS experiences. |
|
Demonstrate engagement with issues of global significance. |
Students are able to identify and demonstrate their understanding of global issues, make responsible decisions and take appropriate action in response to the issue either locally, nationally or internationally |
|
Recognize and consider the ethics of choices and actions. |
Students show awareness of the consequences of choices and actions in planning and carrying out CAS experiences |
All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and student reflections; it is not formally assessed.
Language A: Language and Literature SL &HL
| Grades 11 & 12 | Sean Tangey seant@tashschool.org |
| Grades 11 & 12 | Keri Zeller keriz@tashschool.org |
Course Description
IBDP Language A: Language and Literature: students will learn about the complex and dynamic nature of language and explore both its practical and aesthetic dimensions. They will explore the crucial role language plays in communication, reflecting experience and shaping the world. Students will also learn about their own roles as producers of language and develop their productive skills. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all affect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.
Course Syllabus
The model for language A: language and literature is the same at SL and HL but there are significant quantitative and qualitative differences between the levels.
| Works Read | SL | HL |
| Works in translation written by authors on the Prescribed reading list | Study of a minimum of one work | Study of a minimum of two works |
| Works originally written in the language studied, by authors on the Prescribed reading list | Study of a minimum of one work | Study of a minimum of two works |
| Free Choice | Study of two works freely chosen | Study of two works freely chosen |
| Total Work Studied | 4 | 6 |
| SL/HL |
|
Analyzing and exploring multiple text types such as: Advertisements |
Course Assessment
| SL | Assessment Component | Weighing |
| External | Paper 1: Guided textual analysis | 35% |
| Paper 2: Comparative Essay | 35% | |
| Free Choice | Individual Oral | 30% |
| HL | Assessment Component | Weighing |
| External | Paper 1: Guided textual analysis | 35% |
| Paper 2: Comparative Essay | 25% | |
| HL Essay 1200,1500 words | 20% | |
| Internal | Individual Oral | 20% |
External Assessment Criteria
Paper 1: Guided textual analysis (SL&HL)
| Criteria A | Understanding and interpretation | 5 |
| Criteria B | Analysis and Evaluation | 5 |
| Criteria C | Focus and organization | 5 |
| Criteria D | Language | 5 |
| Total | 20 marks |
Paper 2: Comparative Essay (SL&HL)
| Criteria A | Knowledge, Understanding and interpretation | 10 |
| Criteria B | Analysis and Evaluation | 10 |
| Criteria C | Focus and organization | 5 |
| Criteria D | Language | 5 |
| Total | 30 marks |
Higher Level Essay
| Criteria A | Knowledge, Understanding and interpretation | 5 |
| Criteria B | Analysis and Evaluation | 5 |
| Criteria C | Focus, organization and development | 5 |
| Criteria D | Language | 5 |
| Total | 20 marks |
Internal Assessment Criteria
Individual Oral (SL&HL)
| Criteria A | Understanding and interpretation | 10 |
| Criteria B | Analysis and Evaluation | 10 |
| Criteria C | Focus and organization | 10 |
| Criteria D | Language | 10 |
| Total | 40 marks |
Course Expectations
Students should expect to read widely and participate actively in the various learning opportunities offered. A great deal of independence and responsibility is expected. Successful students keep up with their daily tasks and regularly review the course material.
Language A: Literature SL and HL
| Russian Literature | Lyudmila Rudak lyudmilar@tashschool.org |
| Korean Literature | Minae Park minaep@tashschool.org |
Course DescriptionIBDP Language A: Literature students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism. Students explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world.
Course syllabus
The model for language A: literature is the same at SL and HL but there are significant quantitative and qualitative differences between the levels.
| Works Read | SL | HL |
| Works in translation written by authors on the Prescribed reading list | Study of a minimum of three works | Study of a minimum of four works |
| Works originally written in the language studied, by authors on the Prescribed reading list | Study of a minimum of four works | Study of a minimum of five works |
| Free Choice | Study of two works freely chosen | Study of four works freely chosen |
| Total Work Studied | 9 | 13 |
Course assessment
| SL | Assessment Component | Weighing |
| External | Paper 1: Guided textual analysis | 35% |
| Paper 2: Comparative Essay | 35% | |
| Internal | Individual Oral | 30% |
| HL | Assessment Component | Weighing |
| External | Paper 1: Guided textual analysis | 35% |
| Paper 2: Comparative Essay | 25% | |
| HL Essay 1200,1500 words | 20% | |
| Internal | Individual Oral | 20% |
External Assessment instruments/criteria
Paper 1: Guided textual analysis (SL&HL)
| Criteria A | Understanding and interpretation | 5 |
| Criteria B | Analysis and Evaluation | 5 |
| Criteria C | Focus and organization | 5 |
| Criteria D | Language | 5 |
| Total | 20 marks |
Paper 2: Comparative Essay (SL&HL)
| Criteria A | Knowledge, Understanding and interpretation | 10 |
| Criteria B | Analysis and Evaluation | 10 |
| Criteria C | Focus and organization | 5 |
| Criteria D | Language | 5 |
| Total | 30 marks |
Higher Level Essay
| Criteria A | Knowledge, Understanding and interpretation | 5 |
| Criteria B | Analysis and Evaluation | 5 |
| Criteria C | Focus, organization and development | 5 |
| Criteria D | Language | 5 |
| Total | 20 marks |
Internal Assessment Instruments/criteria
Individual Oral (SL&HL)
| Criteria A | Knowledge, Understanding and interpretation | 10 |
| Criteria B | Analysis and Evaluation | 10 |
| Criteria C | Focus, organization and development | 10 |
| Criteria D | Language | 10 |
| Total | 40 marks |
Course Expectations
Students should expect to read widely and participate actively in the various learning opportunities offered. A great deal of independence and responsibility is expected. Successful students keep up with their daily tasks and regularly review the course material.rial.
Language Acquisition SL and HL
| Russian | Umida Rasulmukhademova umidar@tashschool.org |
| Russian | Lyuba Azimova lyubova@tashschool.org |
| French | Nicolas Folio nicolasf@tashschool.org |
| English | Anca Toma ancat@tashschool.org |
IBDP Language B: Language acquisition consists of two modern language courses— language ab initio and language B—designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. Language B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet.
Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills. At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand in order to communicate. Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyze and evaluate arguments on a variety of topics relating to course content and the target language culture(s).
Course Syllabus
The curriculum is organized around five prescribed themes with which the students engage though written, audio, visual and audio-visual texts. Students develop into successful, effective communicators by considering the conceptual understandings of context, audience, purpose, meaning and variation. Communication is evidenced through receptive, productive and interactive skills.
| Theme | Guiding principle | Optional recommended topics | Possible questions |
| Identities | Explore the nature of the self and what it is to be human. | Lifestyles Health and well-being Beliefs and values Subcultures Language and identity | • What constitutes an identity? • How do language and culture contribute to form our identity? |
| Experiences | Explore and tell the stories of the events, experiences and journeys that shape our lives. | Leisure activities Holidays and travel Life stories Rites of passage Customs and traditions Migration |
• How does our past shape our present and our future? • How and why do different cultures mark important moments in life? |
| Human ingenuity | Explore the ways in which human creativity and innovation affect our world. | Entertainment Artistic expressions Communication and media Technology Scientific innovation |
• What can we learn about a culture through its artistic expression? • How do the media change the way we relate to each other? |
| Social organization | Explore the ways in which groups of people organize themselves, or are organized, through common systems or interests. | Social relationships Community Social engagement Education The working world Law and order |
• What is the individual’s role in the community? • What role do rules and regulations play in the formation of a society? |
| Sharing the planet | Explore the challenges and opportunities faced by individuals and communities in the modern world | The environment Human rights Peace and conflict Equality Globalization Ethics Urban and rural environment |
• What environmental and social issues present challenges to the world, and how can these challenges be overcome? • What challenges and benefits does globalization bring? |
The assessment outlines for language B SL and HL are identical; it is the nature of the assessment that differs and this is what distinguishes SL assessments from those of HL. For language B HL paper 1, the tasks set will require more complex language and structures and demand higher-order thinking skills. Additionally for HL, a higher word range has been provided in order to accommodate the more complex responses required. For the individual oral internal assessment, the stimulus at language B SL is a visual image that is clearly relevant to one (or more) of the themes of the course. The stimulus at language B HL is an excerpt from one of the two literary works studied.
Assessment outline for SL
Assessment outline for HL
Economics SL and HL
| Grade 11 & 12 | Jake Barrett jake.barrett@tashschool.org |
Course Description
Almost every single issue shaping the world around us has at its core an economic explanation. Your child is taking his or her first steps towards better understanding the social science discipline that will equip them to see and understand the causal relationship between economic variables and the social phenomenon shaping the societies they inhabit. Exciting time indeed. To a lesser degree your child will also be learning enough economics to help them pass their IB DP course requirements.
Trust me when I tell you that your child is on the precipice of perhaps the greatest academic journey of their young lives; one that possesses the potential to enrich them in ways they never imagined possible. I am here, ready to guide your child towards this enrichment. I trust your child is prepared to do their part as well. But do know there will be perils and challenges along the way, for economics does not relinquish its powerful secrets easily. But with great challenges, come great rewards.
Along our journey we will explore microeconomics, macroeconomics, International Economics and Developmental Economics; each new topic, more exciting than that previous.
Course Syllabus
The course is divided into four units, each lasting roughly one semester of the two years program. The four units cover Microeconomics, Macroeconomics, International Economics and Developmental Economics. Find the IB Guide information here. If you wish to explore more of the finer nuances of what this course has to offer, might I direct you to the Course Website? I suggest you begin your journey here.
Course Assessment
| SL | HL | |
|
Paper 1 (30%) Paper 2 (40%) Internal Assessment (30%) |
Paper 1 (20%) Paper 2 (30%) Paper 3 (30%) Internal Assessment (30%) |
*Paper 1 and 2 will contain HL extension material |
Geography SL and HL
| Grade 11 & 12 | Rob Battye robb@tashschool.org |
Course Description
The Diploma Programme Geography course explores how we can examine the world from the perspective of four key concepts: place, processes, power, and possibility. The course explores a variety of topics all connected to the definition of geography: what is where, why there, and why care? We will cover topics like demographics and population, climate change, resource management and security, and a number of specific option topics, chosen to suit the interests of students and the realities of our local environment. It is truly a fascinating course, dipping shamelessly into economics, history, global politics, biology, arts, language and literature, and even philosophy – for each of these, it brings in a spatial perspective that enriches and connects these topics to a central understanding of the complexity of “place”.
Course Outline
For additional details, please go to the IB Geography Syllabus online.
Course Assessment
| SL & HL | Part 1: Geographic themes These are the geography “options”. For SL, two options are chosen by the class; one additional option is chosen for HL. The class of 2023 will study Option E: Leisure, Tourism and Sport, and Option C: Extreme Environments. The HL topic for 2023 is Option G: Urban Environments. The class of 2024 will choose their options later in Semester 1. |
| Part 2: Geographic perspectives – global change These are the SL and HL core topics – population distribution and changing population, global climate, and global resource consumption and security. |
|
| HL Only | Part 3: Geographic perspectives – global interactions These are the HL core topics: power, places and networks, human development and diversity, and global risks and resilience. |
Course Assessment
Geography students are assessed through two or three papers, each with a unique structure, and their internal assessment. This student-driven investigation requires conducting fieldwork. If it is safe for our students to do so, this fieldwork is often conducted on a fieldwork trip. More details will become available as we have a better understanding of the health risks in the region throughout the year.
| SL | HL | |
| Paper 1 | Geographic Themes (35%) | Geographic Themes (35%) |
| Paper 2 | Geographic Perspectives – global change (40%) | Geographic Perspectives – global change (25%) |
| Paper 3 | n/a | Geographic perspectives – global interactions (20%) |
| Internal Assessment | Internal Assessment (25%) | Internal Assessment (20%) |
History SL and HL
| Grade 11 & 12 | Karl Mythen karlm@tashschool.org |
Course Description
The aim of the IB History course is to cover approximately 100 years of content and teach the skills necessary for not only a historian but for an enlightened international citizen. This includes not only analysis of primary and secondary sources for bias but also the art of the analytical essay. Writing is thought made visible and making one’s thoughts known in a clear manner is a large part of IB History.
Differences between HL and SL
HL students have slightly different weighting (See below) for various exam papers and the Internal Assessment and they are required to cover three more units of history that are closely connected to Europe. These three extras are what they are evaluated on within the infamous Paper 3 which consists of 3 essays, one after the other.
Course syllabus
Students will cover the following content:
| SL & HL |
Paper 1 Option: The move to global war |
|
Paper 2: Options: |
|
| HL Only |
Paper 3: History of Europe Options: |
Course Assessment
The vast majority of my assessments will generally consist of an evaluation of primary source documents or writing an essay. Essays tend to range from 3 to 5 pages in length handwritten over a 45 minute time period. There will be occasional demands that they create powerpoints, take quizzes on a reading etc. The Internal Assessment (IA) is a piece of original research on a topic of their choice that is 2,200 words in length. The research and the writing for the IA takes place in the classroom over a 2 week time period.
| External Assessments | SL%of grade | HL % of grade |
| Exam Paper 1: Questions on 5 different sources. (1 hour) | 30 | 20 |
| Exam Paper 2: Two essay questions. (1.5 hours) | 45 | 25 |
| Exam Paper 3: Three essay questions. (HL)(2.5 hours) | 0 | 35 |
| Internal Assessment (Takes place in Grade 12 Semester 1 ) | 25 | 20 |
Students should keep up with the readings and participate within class. The amount of material is so dense that there will be areas that I cannot cover in the detail which I would like. The more successful students are those that go beyond the readings I offer and begin to conduct their own research. So curiosity is important. If the student misses a class, it is up to them to catch up with whatever it is that they have missed. Students should also have an open mind. It is more than possible that their opinions could be wrong. It’s important to be willing to listen, to converse rather than browbeat and to adopt the interesting insights of others.
Resources
Kognity Units: Authoritarian states (20th century) & The move to global war
Biology SL and HL
| Grade 11 & 12 | Laura Davies laurad@tashschool.org |
| Grade 11 & 12 | Jackie O’Brien jackieo@tashschool.org |
IBDP Biology is a two year course taken in Grade 11 and Grade 12. At the end of the second year, students undergo examination of content covered during the entire course.
The course is designed in two levels – Standard Level (SL) and Higher Level (HL). The course also includes 6 required practical activities for SL and an additional 1 practical activities for HL (7 total). Students will learn important skills and content in order to successfully complete the course requirements.
Course Syllabus
The table below shows the sequence in which topics will be covered in both Grade 11 and Grade 12. This is a tentative sequence and may be altered as the year goes on.
|
Topics studied during the first year |
Topics studied during the second year |
|
Cell Biology |
Evolution and Biodiversity |
|
Molecular Biology |
Internal Assessment (I.A.) |
|
Nucleic acids (HL) |
Human Physiology |
|
Metabolism, cell respiration and photosynthesis (HL) |
Animal Physiology (HL) |
|
Genetics |
Option D: Human Physiology (SL and HL) |
|
Genetics and Evolution (HL) |
|
|
Ecology |
|
|
Plant Biology (HL) |
Course Assessment
To monitor student progress, each topic will be assessed with a test along with cumulative exams. To work toward your internal assessment (I.A.), some topics will also be assessed with a lab report.
Students are also required to participate in and reflect on their participation in a Group 4 Project, which will take place in Semester 2 of the first year (Grade 11).
External assessments (exams)
At the end of the program, the final grade will be calculated entirely from your exam results and I.A. grades. The exam is divided into three papers (or components).
Paper 1 (20%)
SL: 30 multiple-choice questions (30 marks – 45 minutes).
HL: 40 multiple-choice questions (40 marks – 1 hour).
Paper 2 (40% for SL and 36% for HL)
SL: Short-answer and extended-response questions (50 marks – 1 hour and 15 minutes)
HL: Short-answer and extended-response questions (95 marks – 2 hours and 15 minutes)
Paper 3 (20% for SL and 24% for HL)
Section A: one data-based question and several short-answer questions on experimental work.
Section B: short-answer and extended-response questions from one option.
SL: This paper will have questions on both Sections (35 marks – 1 hour).
HL: This paper will have questions on both Sections (45 marks – 1 hour 15 minutes).
Internal Assessment (20%) – Externally moderated
The IA is an individual investigation by every student. The I.A. must reference the original sources of all ideas, data and quotations. This not only respects the original author’s rights and prevents plagiarism but also increases the validity and authority of the student’s work by acknowledging their own background research and reading.
Chemistry SL and HL
|
Grade 11 & 12 |
Paul Harrison paulh@tashschool.org |
International Baccalaureate Diploma Chemistry is a two-year course that prepares students for IBDP Examinations. In addition to exams, the final marks will be determined by an internal assessment (IA), which consists of a single 10 hour individual investigation that is graded by the teacher and moderated by examiners from the IBO. All IBDP science courses have a strong emphasis on experimentation and the scientific method as a way of gaining knowledge and understanding.
Students study IB Chemistry at either Higher Level (HL) or Standard Level (SL). The main difference has to do with the time and depth of study required. Higher grades are also required of students in HL Subjects for earning the IB Diploma, for university acceptance and for the possibility of college credit.
Course Syllabus
The table below shows the sequence in which topics will be covered in both Grade 11 and Grade 12. This is a tentative sequence and may be altered as the year goes on.
|
Topics studied during the first year |
Topics studied during the second year |
|
Atomic Structure (SL and HL) |
Acids and bases (SL and HL) |
|
Stoichiometric relationships |
Internal Assessment (I.A.) |
|
Periodicity (SL and HL) |
Equilibrium (SL and HL) |
|
Chemical bonding and structure (SL and HL) |
Organic Chemistry (SL and HL) |
|
Energetics/ Thermochemistry (SL and HL) |
Measurement, data processing and analysis (SL and HL) |
|
Chemical Kinetics (SL and HL) |
Option D: Medicinal chemistry (SL and HL) |
|
Redox Processes (SL and HL) |
Assessment
To monitor student progress, each topic will be assessed with a test along with cumulative exams. To work toward your internal assessment (I.A.), some topics will also be assessed with a lab report.
Students are also required to participate in and reflect on their participation in a Group 4 Project, which will take place in Semester 2 of the first year (Grade 11).
External assessments (exams)
At the end of the program, the final grade will be calculated entirely from your exam results and I.A. grades. The exam is divided into three papers (or components).
Paper 1 (20%)
SL: 30 multiple-choice questions (30 marks – 45 minutes).
HL: 40 multiple-choice questions (40 marks – 1 hour).
Paper 2 (40% for SL and 36% for HL)
SL: Short-answer and extended-response questions (50 marks – 1 hour and 15 minutes)
HL: Short-answer and extended-response questions (95 marks – 2 hours and 15 minutes)
Paper 3 (20% for SL and 24% for HL)
Section A: one data-based question and several short-answer questions on experimental work.
Section B: short-answer and extended-response questions from one option.
SL: This paper will have questions on both Sections (35 marks – 1 hour).
HL: This paper will have questions on both Sections (45 marks – 1 hour 15 minutes).
The Internal Assessment (20%) – Externally moderated
The I.A. consists of one scientific investigation (approx. 10 hours) planned and executed by students individually. The write-up should be about 6 to 12 pages long.
IB Chemistry Resources Issued and Available to Students
* The IB Chemistry Course Guide. This guide contains a detailed outline of topics and the specific assessment statements from which all tests and exams draw their questions.
* ManageBac. Students have login information for this website which contains all of the relevant information and important deadlines for the course.
* Chemistry HL 2nd Edition Print and eText Bundle, by Brown & Ford, Pearson IB, 2014 is the main source of reading and information for the course.
* Additional resources will be issued in due course.
Physics SL and HL
| Grade 11 & 12 | Ahmad Itani ahmad.itani@tashschool.org |
International Baccalaureate Diploma Physics is a two year course preparing students for IB Examinations in May of the second year of the course. In addition to exams, the final marks will be determined by course work (internal assessment), which is graded by the teacher and moderated by an examiner from the IB. All IB Diploma science courses have a strong emphasis on experimentation and the scientific method as a way of gaining knowledge and understanding.
Course Syllabus
The table below shows the sequence in which topics will be covered in both Grade 11 and Grade 12. This is a tentative sequence and may be altered as the year goes on.
|
Core Topics |
Additional Topics HL |
|
Measurements and Uncertainties |
Wave Phenomena |
|
Mechanics |
Fields |
|
Thermal Physics |
Electromagnetic Induction |
|
Waves |
Quantum and Nuclear Physics |
|
Electricity and Magnetism |
Option Topic |
|
Circular Motion and Gravity |
|
|
Atomic, Nuclear and Particle Physics |
|
|
Energy Production |
|
|
Option Topic |
To monitor student progress, each topic will be assessed with a test along with cumulative exams. To work toward your internal assessment (I.A.), some topics will also be assessed with a lab report.
Students are also required to participate in and reflect on their participation in a Group 4 Project, which will take place in Semester 2 of the first year (Grade 11).
The Internal Assessment (20%) – Externally moderated
The I.A. consists of one scientific investigation (approx. 10 hours) planned and executed by students individually. The write-up should be about 6 to 12 pages long.
External assessments (exams)
At the end of the program, the final grade will be calculated entirely from your exam results and I.A. grades. The exam is divided into three papers (or components).
Paper 1 (20%)
40 multiple-choice questions (40 marks – 1 hour).
Paper 2 (36%)
Short-answer and extended-response questions (95 marks – 2 hours and 15 minutes)
Paper 3 (24%)
Section A: one data-based question and several short-answer questions on experimental work.
Section B: short-answer and extended-response questions from one option.
This paper will have questions on both Sections (45 marks – 1 hour 15 minutes).
IB Physics Resources Issued and Available to Students
Managebac. Students have login information for this website which contains all of the relevant information for the course. Students should interact with Managebac regularly for course and assignment information as well as for the electronic submission of assignments.
Kognity Online Textbook. This is the main source of readings and information for the course.
IB Study Guides Physics for the IB Diploma by Tim Kirk and published by the Oxford University Press is a smaller book and gives little explanation and does not build understanding. It is a quick source of review information targeting the IB Physics Course. (This will be assigned in year 2 of the program.)
Mathematics SL and HL
| Grade 11 – Applications & Interpretation HL Grade 12 – Applications & Interpretation SL |
Shiv Gaur shivg@tashschool.org |
| Grade 11 – Applications & Interpretation SL | Grace Kearton gracek@tashschool.org |
| Grade 11 & 12 – Analysis & Approaches HL | Shalini Mehan shalini@tashschool.org |
| Grade 11 & 12 – Analysis & Approaches SL | Annie Sproston annies@tashschool.org |
DP mathematics will focus on developing the skills of analysis, abstraction and generalization, risk awareness and statistical literacy, algorithmic thinking, modeling and inquiry to meet the diverse needs, interests and motivations of all our students.
There are two mathematics subjects/routes that are offered at Standard Level (SL) and and one at Higher Level (HL):
1. Mathematics: Analysis and Approaches
This course is offered this year at both SL and HL. It is designed for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will explore real and abstract applications, sometimes with technology, and will enjoy the thrill of mathematical problem solving and generalization.
2. Mathematics: Applications and Interpretation
This course is offered this year at both SL and HL for Grade 11 students and only SL for grade 12 students. It is designed for students who are interested in developing their mathematics for describing our world, modeling and solving practical problems using the power of technology. Students who take Mathematics: Applications and interpretation will be those who enjoy mathematics best when seen in a practical context.
Course content
There are 5 core topics for both courses: Number and algebra, Functions, Geometry and trigonometry, Statistics and probability and Calculus. Both courses also complete an individual exploration (IA).
For Analysis and Approaches, a calculator is not allowed on Paper 1 for HL and SL. This course places an emphasis on algebra and calculus.
For Applications and Interpretation, a calculator is allowed on all exams. This course places an emphasis on statistics, modeling, and use of technology.
Textbook
IB Mathematics, published by Oxford is the textbook we are using. Students will either have a PDF version of the text, an online resource of the text or a physical copy of the resource.
Course Requirements
A graphical display calculator is compulsory for this course. The recommended model is the Texas Instruments TI-84Plus calculator. Instruction regarding processes completed on the graphing calculators will only be provided for the TI84.
The following stationary items are required; pens and pencils, a ruler, a notebook and a folder to keep handouts and loose paper.
Assessment guidelines
TIS Assessment: TIS semester grades are predictive of final IB Exams and Assessment. TIS grades are also used by universities to give preliminary admissions or offers which must be followed up by similar results on the IB exams. TIS DP grades will generally be generated using the following weighting (This changes slightly at the end of grade 12 when the October and mock examinations are included in the reporting grades) :
65% Tests
35% Quizzes
Projects/investigations will be part of the course thus allowing students the opportunity to practice skills similar to those used for the IB Internal Assessment. Marks will be awarded using the relevant IB assessment descriptors. Test and quiz questions will be in the style of IB examinations.
All assessments will be graded on a 1 – 7 scale according to the following breakdown:
| IB 1-7 Grade | TIS Percent |
| 7 | 85-100% |
| 6 | 70-84% |
| 5 | 55-69% |
| 4 | 45-54% |
| 3 | 30-44% |
| 2 | 15-29% |
| 1 | 0-14% |
IB assessment: The final assessment at the end of the two year course will take the following format.
| ASSESSMENT HL | ||||||
| Course Name | Assessment Type | Paper | Format | GDC | Marks | Weighting |
| Analysis and Approaches | External | 1 |
Section A: short Questions Section B: Long Questions |
N0 | 110 | 30% |
| 2 |
Section A: short Questions Section B: Long Question |
YES | 110 | 30% | ||
| 3 | Maybe a problem solving paper requiring the use of spreadsheets and a graphing software | YES | 55 | 20% | ||
| Internal | IA | Mathematical Exploration | 20 | 20% | ||
| Application and Interpretation | External | 1 | Short Questions | YES | 110 | 30% |
| 2 | Long Questions | YES | 110 | 30% | ||
| 3 | Maybe a problem solving paper requiring the use of spreadsheets and a graphing software | YES | 55 | 20% | ||
| Internal | IA | Mathematical Exploration | 20 | 20% | ||
| ASSESSMENT SL | ||||||
| Course Name | Assessment Type | Paper | Format | GDC | Marks | Weighting |
| Analysis and Approaches | External | 1 |
Section A: short Questions Section B: Long Questions |
N0 | 80 | 40% |
| 2 |
Section A: short Questions Section B: Long Question |
YES | 80 | 40% | ||
| Internal | IA | Mathematical Exploration | 20 | 20% | ||
| Application and Interpretation | External | 1 | Short Questions | YES | 80 | 40% |
| 2 | Long Questions | YES | 80 | 40% | ||
| Internal | IA | Mathematical Exploration | 20 | 20% | ||
Internal assessment:
As can be seen from the table above 20% of the candidate’s final IB Mathematics score will come from an internally assessed project and therefore there will be opportunities throughout the duration of the course for your child to gain practice at these types of tasks as well as to work on the official one.
References
Mathematics: analysis and approaches course outline (from IB)
Mathematics: application and interpretation course outline (from IB)
International Baccalaureate, Diploma Programme Mathematics overview
Music
|
Grade 11 & 12 |
Alison Armstrong alisona@tashschool.org |
Course Description
The aims of IB Music programme
- explore a range of musical contexts and make links to, and between, different musical practices, conventions and forms of expression
- acquire, develop and experiment with musical competencies through a range of musical practices, conventions and forms of expression, both individually and in collaboration with others
- evaluate and develop critical perspectives on their own music and the work of others.
Difference between Higher and Standard Level
The Higher Level course allows for greater exploration of music theory into practice through an additional assessment task known as The Contemporary Music-Maker.
Course Content
Throughout the course, students embody three roles: the researcher, the creator and the performer. In these roles, they inquire, create, perform and reflect on the course’s three musical processes: Exploring music in context, Experimenting with music and Presenting music.
Areas of Inquiry (AoI) include:
- Music for sociocultural and political expression
- Music for listening and performance
- Music for dramatic impact, movement and entertainment
- Music technology in the electronic and digital age
Engagement with these AoIs takes place across three contexts:
- Personal context
- Local context
- Global context
| Assessment Details | External / Internal | SL | HL |
| Exploring Music in Context Students select samples of their work for a portfolio submission (maximum 2,400 words). |
External | 30% | 20% |
| Experimenting with music Students submit an experimentation report with evidence of their musical processes in creating and performing focused through at least two areas of inquiry in a local and/or global context. The report provides a rationale and commentary for each process. |
Internal | 30% | 20% |
| Presenting Music Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry. |
External | 40% | 30% |
| The Contemporary Music-Maker (HL only) Students submit a continuous multimedia presentation documenting their real-life project. |
Internal | N/A | 30% |
Prerequisites and Special Requirements
Students choosing IB Music need strong music notation reading skills, at least two years of music performance experience (instrument or singing) and strong analytical skills. Students need to take private music lessons with their primary instrument/voice independent of the course.
Who should choose this course?
IB Music is recommended for students who may want to pursue music as their future career and also to those with a particular interest in music history, music theory, composing, improvising, electronic music and performing music.
Who should not choose this course?
Students without preliminary music skills and knowledge should not choose IB Music. Students should know that this course is not a ‘jam’ practice session, or take the course to learn a new instrument. Individual practice is necessary for success.
Reference
International Baccalaureate, New Music Curriculum Overview
Theatre
| Grade 12 | Elizabeth Garrott elizabeth@tashschool.org |
| Grade 11 & 12 | Kirsten Chaplin Kistenc@tashschool.org |
Course Description
Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through practical inquiry, experimentation, risk taking and the presentation of ideas to others. The IB Diploma Programme theatre course is a multifaceted theatre-making course. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and as part of an ensemble. It offers the opportunity to engage actively in the creative process of inquiring, developing, presenting and evaluating. Students are encouraged to work as inquisitive and imaginative artists, transforming ideas into action and communicating these to an audience. The basis of theatre is inquiry into the human condition; what makes us human, the actions we take and the stories we tell, how we interact and how we share our visions. Students will approach these three areas from
each of the following 4 perspectives:
- Creator
- Performer
- Director
- Designer
Course objectives
- Describe the relationship between theatre and its contexts
- Identify appropriate and valuable information from research for different specialist theatre roles (creator, designer, director, and performer)
- Present ideas, discoveries and learning gained through research and practical exploration to others
- Explain the relationship and significance of the integration of production, performance and research elements
- Explore and demonstrate different ways through which ideas can be presented and transformed into action
- Explain what has informed, influenced and had impact on your work
- Evaluate your work and the work of others
- Discuss and justify choices
- Examine the impact the your work has had on others
- Demonstrate appropriate skills and techniques in the creation and presentation of theatre in different specialist theatre roles (creator, performer, director, designer)
- Demonstrate organization of material including use and attribution of sources
- Demonstrate the ability to select, edit and present work appropriately
The Journal
Students must maintain a theatre journal. It is the main record of the course and is used for all of the assessment tasks. It should be used to record:
- Challenges and achievements
- Creative ideas and experiments
- Critical analysis and experience of live theater productions as a spectator
- Detailed evaluations, feedback and reflections
- Experiences as a creator, designer, director and performer
- Research (academic and practical)
- Responses to work seen and responses to diverse stimuli
- Skills acquisition and development
Assessment Outline HL & SL - First Assessment 2024
| Assessment task | External/
Internal |
SL | HL |
| Production proposal Students at SL and HL choose a published play text they have not previously studied and formulate a vision for the design and theoretical staging of the entire play text for an audience. These ideas are presented in the form of a proposal. Each student submits the following. 1. A production proposal (a maximum of 12 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used. |
Internal | 30% | 20% |
| Research presentation Students at SL and HL plan, deliver and video record an individual research presentation (15 minutes maximum) in which they provide evidence of their academic and practical exploration and learning of a world theatre tradition they have not previously studied. Each student submits the following. 1. A video recording of the student’s research presentation (15 minutes maximum). |
External | 30% | 20% |
| Collaborative project Students at SL and HL collaboratively create and perform an original piece of theatre (lasting 7–10 minutes maximum) created from a starting point of their choice. The piece is presented to an audience as a fully-realized production. Each student submits the following. 1. A project report (a maximum of 10 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used. |
External | 40% | 25% |
| Solo theatre piece (HL only) Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of theory and create and present a solo theatre piece (lasting 4–7 minutes maximum) that demonstrates the practical application of this theory to a theatre piece for an audience. Each student submits the following. 1. A report (2,500 words maximum) plus a list of all primary and secondary sources cited. |
External | – | 35% |
Visual Arts
|
Grade 11 & 12 |
Ronald Kleijer ronald@tashschool.org |
Course Description
The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication and understanding. They range from traditional forms embedded in local and wider communities, societies and cultures, to the varied and divergent practices associated with new, emerging and contemporary forms of visual language. The IBDP visual arts course encourages students to challenge their own creativity and cultural expectations and boundaries. It is a course that develops analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers.
Course Syllabus
The course consists of three parts (both HL and SL):
- Theoretical practice; the comparative study (20% of final IB grade)
- Art-making practice; the process portfolio (40% of final IB grade)
- Curatorial practice; the exhibition (40% of final IB grade)
The students will collect their thoughts, drawings, ideas, reflections and other art-related things in their Art journal.
IB Assessment
|
HL |
SL |
|
|
Comparative study (20%) |
Compare at least three different art works by at least two artists, with commentary over 10-15 screens and a reflection about the influence of these works on their own art making practice (3-5 screens) |
Compare at least three different art works by at least two artists, with commentary over 10-15 screens |
|
Process portfolio (40%) |
13-25 screens of carefully selected evidence that demonstrates experimentation, refinement and exploration over the 2 years of the course |
9-18 screens of carefully selected evidence that demonstrates experimentation, refinement and exploration over the 2 years of the course |
|
Exhibition (40%) |
8-11 works with exhibition text for each and a curatorial rationale of 700 words (max) |
4 -7 works with exhibition text and a curatorial rationale of 400 words (max) |
GRADING SCALE FOR ALL DP SUBJECTS
Grade 7 Excellent performance
Demonstrates: conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking; a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology which is specific to the subject; familiarity with the literature of the subject; the ability to analyze and evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions; consistent evidence of critical reflective thinking; a high level of proficiency in analysing and evaluating data or problem solving.
Grade 6 Very good performance
Demonstrates: detailed knowledge and understanding; answers which are coherent, logically structured and well developed; consistent use of appropriate terminology; an ability to analyse, evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and issues, and awareness of different perspectives and contexts from which these have been developed; consistent evidence of critical thinking; an ability to analyse and evaluate data or to solve problems competently.
Grade 5 Good performance
Demonstrates: a sound knowledge and understanding of the subject using subject-specific terminology; answers which are logically structured and coherent but not fully developed; an ability to provide competent answers with some attempt to integrate knowledge and concepts; a tendency to be more descriptive than evaluative although some ability is demonstrated to present and develop contrasting points of view; some evidence of critical thinking; an ability to analyse and evaluate data or to solve problems.
Grade 4 Satisfactory performance
Demonstrates: a secure knowledge and understanding of the subject going beyond the mere citing of isolated, fragmentary, irrelevant or ‘common sense’ points; some ability to structure answers but with insufficient clarity and possibly some repetition; an ability to express knowledge and understanding in terminology specific to the subject; some understanding of the way facts or ideas may be related and embodied in principles and concepts; some ability to develop ideas and substantiate assertions; use of knowledge and understanding which is more descriptive than analytical; some ability to compensate for gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge; an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation.
Grade 3 Mediocre performance
Demonstrates: some knowledge and understanding of the subject; a basic sense of structure that is not sustained throughout the answers; a basic use of terminology appropriate to the subject; some ability to establish links between facts or ideas; some ability to comprehend data or to solve problems.
Grade 2 Poor performance
Demonstrates: a limited knowledge and understanding of the subject; some sense of structure in the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between facts or ideas; a basic ability to comprehend data or to solve problems.
Grade 1 Very poor performance
Demonstrates: very limited knowledge and understanding of the subject; almost no organizational structure in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to solve problems.
Course Expectation:
Students should expect a heavy workload in- and outside school. An IBDP VA student needs to reserve some time on a daily basis for their work; sketching, conceptual development and/or reflection demand time and may extend beyond school. For students to create a deeper understanding of the reasons behind art they are expected to visit museums, galleries, studios and other artistic events throughout the two year course. These school trips are sometimes organized by the teacher but students are encouraged to get out there individually.