IBDP Handbook 2010-11

The IB Diploma at Bandung International School

Handbook for Students and Parents
Class of 2012

Overview and Introduction p1
Vision and Mission (p1) - Learner Profile (p2) - Pathways to University (p3) - DP in a nutshell (p5) - Passing Conditions (p6)

The Diploma Programme Core p7
CAS (p7) - Extended Essay (p9) - Theory of Knowledge (p10) - Outreach (p11)

Subject Choices & Entry Requirements p12
Course Offerings (p12) - Bilingual IB Diploma (p12) - IB Certificates (p12) - Entry Requirements (p13)

HL vs SL (p13) - Flexibility of Movement (p14) - Assessment (p14) - Special Assessment Needs (p14)

Group 1 (p15) - Group 2 (p17) - Group 3 (p19) - Group 4 (p24) - Group 5 (p28) - Group 6 (p32)

Expectations, rules and requirements p34
Roles of students, faculty & parents (p34) - tips for success (p35) - IT requirements (p35)

Regulations and Academic Honesty (p36) - Causes for Concern & Discipline (p37)

Communication and Resources p38

www.bisdragons.com

Vision and Mission

The IB Diploma is a challenging and rewarding pre-university qualification which fits closely the
vision and mission of Bandung International School.

Bandung International School Vision:

At Bandung International School, it is our vision to be a
preeminent school providing world class secular education in
the English language to the children of expatriates and others
while maintaining strong links with the Indonesian community.

Grade 9 and 10 Students at the MUN in Brunei, March 2010
Bandung International School Mission:

Through relevant, challenging and engaging programmes, we inspire students to become skillful and
courageous, empowering them to participate responsibly, successfully and with integrity in the global
community.

BIS Vision and Mission adopted March 2008.

The International Baccalaureate Organisation Mission:

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.

www.bisdragons.com Class of 2012 School Code: 002171 1


The Learner Profile from the IBO.

The Learner Profile is at the centre of all the IBO’s
programmes, and is valued highly here at BIS. To be truly
successful in the Diploma Programme, students and
community members must be aware of and strive
towards the qualities that make up these profiles.

Throughout the Diploma Programme, students have
opportunities to develop their Learner Profile and
achievement in this area is recognized and rewarded.

Grade 9 and 10 Students at Telunas, March 2009


Pathways to Higher Education via BIS
Begin thinking about careers and future university choices
Grade 9

Learning the language of higher education
Work experience
Begin university, course and country search
Step One could be completed in this year Students might work on PSAT tests

Semester 1:
University entry requirements search continues and students prepare high School CV.
Careers interviews begin with Mrs Russell
Step One is recommended in Grade 10 Students might take PSAT or SAT tests
Grade 10

Semester 2:
Continue course and entry requirements search
Shortlist favourite courses and be clear on entry requirements
Interviews continue
Grade 11 subject choices made based on:
-Achievement in Grade 10* -interest -Entry requirements
*For entry into a Higher Level course, students must achieve ‘6’ or above in Grade 10.

Semester 1:
Students begin IB Diploma and BIS High School Diploma Courses
Students must continue to make contact with universities and begin application preparation
Interviews with Mrs Russell continue, based on students’ prior research into university courses
Step One could be completed for those who still need guidance in career choices
Students might take SAT or ACT tests

IB Diploma Pathway BIS High School Diploma Pathway
6 academic subjects at IB level (min 3HL) 5 or 6 academic subjects
Grade 11

Extended Essay, Theory of Knowledge Extended Essay, Theory of Knowledge
Creativity, Action and Service Creativity, Action and Service
Achievement must remain high to complete this Some or all taken at IB certificate leve, or BIS
programme satisfactorily. High School Diploma internal examinations
IB Diploma is demanding yet allows entry to and Flexibility to supplement courses with
possible course credit in many top universities preparation for specific entry requirements,
such as Korean universities, IELTS etc.
Semester 2:
Subject and pathway choices are set, along with ‘level’ designations (higher level, standard)
No more movement into subjects is allowed after semester 1.
Movement into BIS HS Diploma pathway is possible from IB Diploma, but not the other way.



Grade 12 and Beyond

Semester 1:
Students continue on their academic pathway.
Some opportunity exists for students to move from IB Diploma into BIS HS Diploma.
Students have further consultations with Mrs Russell regarding university placement and
applications. Scholarships may be considered at this stage.
Students make applications to university courses beginning the following autumn.
Step One is possible at this stage, for those in real need of further guidance.
Grade 12

Students may take SAT or ACT tests

Semester 2:
Students continue on their academic pathway.
Final preparation for IB/BIS exams and graduation.
Students have final consultations with Mrs Russell regarding university placement and
applications. Scholarships may be considered at this stage.
Some students may need to wait for exam results before making applications.
Students may take SAT or ACT tests
Graduation! IB results released in early July

Where to Now?

- Direct entry to university courses
The traditional entry route – offers of places based on High School graduation and performance.
Students begin in ‘first year’ along with others. There is a possibility of semester/ course credit for IB
subjects taken to a sufficiently high level and achievement grade. This needs to be negotiated with the
university. IB Diploma and Certificates score highly in this process, as long as conditional offers are met.
- Foundation Year
If students do not have the requirements for direct entry, they may take a foundation year to build on the
subject areas or skills they are lacking. Successful completion allows entry into the first year of the course.
- Community Colleges (USA)
Community Colleges offer vocational 2-year undergraduate courses. Students may then complete their
degree at a university. This is often the most affordable route to studying in the USA.

- Indirect Entry into a career (Postgraduate Specialisation)
A student completes a first degre and then specializes through a Masters or postgraduate qualification.
This is the case with entry to medicine in some countries, such as Australia.

- Gap Year
Students may wish to take a break for an extended period of time to travel, work, gain experience, repeat
exams or otherwise focus on their future.


The Diploma Programme in a Nutshell

For successful completion of the IB Diploma Programme, students must pass courses in all of the six
subject areas, as well as completing the core: Creativity, Action and Service (CAS), Theory of Knowledge
(ToK) and Extended Essay (EE). As you can see from the diagram below, the IBDP is a balanced
programme which provides students with the skills they need to become successful global citizens.

The Diploma Programme
©IBO

Passing conditions of the IB Diploma:

- Minimum score of 24 points (maximum 45) with successful completion of CAS, ToK and EE.
- Minimum 3 subjects taken at Higher Level (HL). Students should score above 3 in all subjects.*

Each academic subject in the IB Diploma is worth a maximum of 7 points (total 42).

Extended Essay and Theory of Knowledge are worth a maximum of 3 bonus points together – the
student must achieve a minimum ‘D’ grade in both components to be eligible for the IB Diploma.

Sustained, balanced and committed CAS participation is expected and evaluated through the use of
journals and reflective activities.

*more specific passing conditions on the following page


Specific Passing Conditions for the IB Diploma

Taken directly from the IBO’s General Regulations for the IB Diploma
http://xmltwo.ibo.org/publications/DP/Group0/d_0_dpyyy_vmx_0809_1/html/DP2008/xmltwo.ibo.org/publications/DP/Group
0/d_0_dpyyy_vmx_0809_1/pdf/DP_regs_en.pdf


The Diploma Programme Core

The Core (CAS, EE and ToK) are the true heart of the IB Diploma. Through these
components, students are challenged to become more than the sum of their
parts. The Core components are the ‘value added’ that strengthens students’
university applications and sets the IB Diploma apart from other pre-university
programmes. It helps students develop their own Learner Profile and gives them
an unforgettable high school experience.

Of course, dedication to and successful completion of the Core components are also passing
conditions of the IB Diploma. Students will be provided with a more detailed CAS Handbook.

Creativity, Action and Service
This provides a great balance to the academic load of the IB Diploma. Students are expected to spend an
average of 4-5 hours per week on CAS for at least the first three semesters of the IB Diploma
Programme. There are some great opportunities for students to complete CAS requirements on
residential and local projects and students are expected to take a leadership role in all activities.

Students must maintain a balanced and committed
approach to the three aspects of CAS:

Creativity – Creative endeavours such as the arts,
music, photography or the design of Service
projects.

Action – Activities requiring action and initiative,
such as sports, physical learning experiences and
expeditions. It’s a great chance to keep fit and active
throughout all the studying!

Service – Students perform valuable service
CAS students after a muddy football game in Aceh!
projects in the local and international communities.

Throughout the Diploma Programme, it is required that students complete some CAS projects which
encompass two or more of these aspects.



Residential CAS Opportunities

Many of the best CAS projects take place over a longer period of time or away from home, where
students become absorbed in the community around them. Some recent highlights have included trips
to Aceh and Tasikmalaya and the Grade 11 Outreach to Pangandaran.

Of course, students can design their own CAS projects during school holidays, as long as they are
approved by the CAS Coordinator and address the Learning Outcomes of CAS:

CAS Learning Outcomes

All CAS projects must meet one or more of these
Learning Outcomes:

 Increase your awareness of your own
strengths and areas for growth.
 Undertake new challenges.
 Plan and initiate activities.
 Work collaboratively with others.
 Show perseverance and commitment in your
CAS students after a food drive for people affected by flooding
activities.
 Engage with issues of global importance.
 Consider the ethical implications of your actions.
 Develop new skills.

Assessment of CAS

Although no bonus points are awarded for CAS, students are evaluated based on their commitment,
level of personal challenge and development and reflective works. Some student journals may be
randomly selected by the IBO for moderation and failure to complete CAS satisfactorily will result in a
student not being awarded the IB Diploma.



Theory of Knowledge
This course is unique to the Diploma
Programme and helps develop students’
higher-order thinking skills, as well as being
an excellent stimulus for reflection and
evalution of one’s own beliefs and values.

It is mandatory and is taught twice a week.
There are also opportunities during the
course to explore ToK beyond the classroom,
such as on Grade 11 Outreach or at the
annual ToK conference for students of IB
Diploma Programme schools in Indonesia.

The basic question “how does one know?” is
the central idea that runs through the
curriculum and students find ways to
approach this question through all of their
areas of study.

Students explore the Ways of Knowing: emotion, reason, perception and language. They also look at
different Areas of Knowledge: the arts, natural and human sciences, history, mathematics and ethics.

Through stimulating activities they reflect on themes and concepts related to all aspects of their courses
as well as the world in general, discussing in particular the nature, purpose, strengths and limitations of
various knowledge systems. Students also develop a fuller appreciation for their own and other cultures
and really get familiar with the IBO’s mission statement “that other people, with their differences, can
also be right”.

Assessment of ToK

Students are expected to write an essay of 1,200 – 1,600 words which addresses one of ten stimulus
questions provided in advance by the IBO. These essays are assessed externally.

Students must also successfully complete a solo or group presentation which is internally assessed and
which addresses how they can relate their experiences and knowledge of ToK to real-life issues. These
presentations are video recorded as some may be requested by the IBO for moderation purposes.



The Extended Essay
This is the student’s chance to go beyond the curriculum and really develop their keenest academic
interest. The Extended Essay (EE) is a 3,000 – 4,000 word piece of externally assessed research writing
on a topic of special personal interest, related to one of the student’s own academic courses.

Students begin the process of the EE on their Outreach trip in Grade 11 and are expected to complete
the bulk of their work during the summer holiday. Students choose a supervisor based on their topic
choice, who will meet and guide them periodically through the process. However, supervisors are not to
have a heavy influence on the work and the onus really is on the student to get their EE completed.

Students are expected to spend a minimum of 40 hours on their EE, including research, writing and
editing time. For students who are have selected a topic in which they are engaged and excited, this will
be no great hardship.

Universities see the EE as an excellent preparatory tool, as it develops students’ independent research
and academic writing skills and has a strong focus on academic honesty.

Note: completion of a first draft of the EE is mandatory for a student to be allowed to enter in Grade 12.
Failure to complete this draft on time will result in a student returning to Grade 11. Acceptable
minimum standards are published in the Extended Essay handbook for students.

The EE and ToK as a passing requirement of the IB Diploma

A minimum grade of ‘E’ in
both ToK and the EE is
required to be eligible for the
IB Diploma.

Up to 3 bonus points in the IB
Diploma can be awarded for
successful completion of
both components.

*other passing/failing
conditions apply.


Outreach
During the Diploma Programme, there are a number of
valuable opportunities for learning beyond the classroom.
Some of these are compulsory, others are at the student’s
discretion. Most have an added cost.

Compulsory Outreach activities:
IB DP Retreat, early in Grade 11 & 12
This short event provides an opportunity to get away from
Bandung to focus on one or more aspects of the IBDP, as
well as being a good chance to bond as a class and faculty.

Outreach Week, March of Grade 11
During this week, students have a great time covering Grade 11 boys race for the beach flags in Pangandaran
some essential ToK topics, as well as kick-starting their
Extended Essay and taking part in challenging CAS activities.

ToK Conference, late March-early April in Grade 11
This one-day event usually takes place in Jakarta and provides an exciting and thought-provoking
supplement to the in-school ToK programme.

BioCamp, early in Grade 12
This is an essential component of the IB Biology course. Students will cover the majority of the Ecology
and Conservation unit on this trip, as well as completing some major assignments.

Class field trips
Sometimes teachers will plan a field trip to tie in with students’ academic studies. These trips are a
valuable part of the course and attendance on them is compulsory.

Non-compulsory Outreach activities
Through the CAS programme in particular, there are many opportunities to get out and about in
Indonesia, taking part in service projects and having hands-on learning experiences. Keep your ear to the
ground for news of these trips, such as Pak Dani’s Aceh and Tasikmalaya projects. They are a wonderful
opportunity to complete CAS requirements and students undoubtedly have a fantastic time.


Subject Choices and Entry Requirements
Students begin the process of researching areas of career interest in Grade 9. In Grade 10, they are
given guidance interviews and opportunities to find out more about university pathways and course
entry requirements, so that they can make informed and sensible choices for the IB Diploma subjects.

Students are informed of possible course offerings and entry requirements for IB classes early in the
year so that we can plan staffing and they can prepare themselves adequately for success in the
challenges of the IB Diploma.

Course Offerings

As we are a small-scale school, we need to be prudent in our range of course offerings. Each year we
take an early interest survey in Grade 10 and use these data to plan the courses to be offered for that
cohort. Student numbers and course suitability are key factors in deciding which courses we can offer.

These are the courses we plan to offer for the graduating class of 2011. Students planning to take the
full IB Diploma must choose one from each group.

Group 1: Language A1 English A1 Indonesian A1 Korean A1ST (SL)
Group 2: Second Language* English B Indonesian B French B Chinese B
Group 3: Individuals & Societies History Economics ITGS
Group 4: Experimental Sciences Biology Chemistry

Group 5: Mathematics Mathematics HL Mathematics SL Mathematical Studies SL

Group 6: The Arts Visual Arts Or one more group 3 or 4 subject
*for students with two mother-tongue languages, two A1 choices are possible.

Bilingual Diploma

At BIS, to be eligible for a bilingual IB Diploma, a student must have two languages A1 or be studying A1
Indonesian or self-taught other language. It is not worth any extra points on the IB Diploma.

IB Certificates

All students in Grade 11 and 12 graduate with the BIS High School Diploma, accredited by CIS-NEASC (as
long as they pass their classes!). If for whatever reason a student does not wish to also complete the full
IB Diploma, they can elect to supplement their High School Diploma with some IB certificates. These are
worth a small bonus on the GPA and high achievement in these certificates may be eligible for university
credit in some countries.



Entry Requirements and Standards
At BIS, we are not selective in terms of entry to the Diploma Programme. However, we do aim to
improve standards year-on-year and to this end, we do set some entry requirements for individual
subjects. This will help students achieve their potential and reduce the harm of poor subject selection.

Entry requirements for Higher Level subjects
Students must be achieving a minimum level ‘6’ in Grade 10 semester reports.

Entry Requirements for Standard Level subjects
Students must be achieving a minimum level ‘4’ in Grade 10 semester reports.

Entry requirements for Self-taught languages A1
Students must be fluent in their written and oral mother tongue and be exceptionally self-directed in
their studies. They must find someone who can assist them in their mother tongue.

These entry requirements are in place to facilitate students’ progress and achievement in a challenging
programme. Students have been made aware of these entry requirements and have been given ample
opportunity to research the requirements of their desired university courses.

If a student is not achieving the minimum grade for entry into an IB course or level which is a
prerequisite of their preferred university or career, then he or she must put in the added effort to raise
his/her grades before the end of Grade 10. Teachers are on hand to offer support here. Students and
their families should also research alternative university courses or pathways into the desired career.

Higher Level vs Standard Level

Higher Level (HL) courses are taught over 240 hours and usually contain significant extra content over
Standard Level (SL) courses, which are taught over 150 hours. HL and SL students are taught together in
all classes, though there are times when a teacher may ask SL students to work independently while the
HL students cover their own content.

HL and SL students sit different exams, and Internal Assessment components may be assessed using
different criteria and/or tasks.

In some cases, high achievement in a HL subject can be worth course credit at university. This is to be
negotiated with the individual university, by the student and his/her family.



Flexibility of Movement
If a student feels like they have made an improper choice of subject within one month of the start of
Grade 11, it may be possible to re-select one subject. These cases are decided on an individual basis. To
avoid this, we expect students and their families to research fully their desired university pathway and
to discuss the demands of the IB courses with individual teachers.

All requests to change subject or level must be via the ‘Subject Change Form’ held by the IB
Coordinator and must have the signatures of the student, parent, teacher and a written reason
explaining their choice.

There is absolutely no movement of courses after the first semester of Grade 11, including from
Mathematics HL/SL to Mathematical Studies. At this point, so much work has been completed in these
discrete subjects that it is deemed impossible to make up the deficit in a new class.

Students may not move from SL to HL in any subject after semester 1 of Grade 11. Movement from HL
to SL may be possible after this time, but will be taken on a case-by-case basis.

At any point up to November of Grade 12, a student may elect to discontinue their studies towards an IB
Diploma or Certificate subject and work on a school-assessed course. The student is no longer eligible
for the IB Diploma, but may still achieve the BIS High School Diploma and their GPA.

Assessment in the IB Diploma
Most subjects have a substantial (20-30%) component of work which is classified as Internal
Assessment. This work is completed at various stages through the course and the school is expected to
send examples (randomly selected by IBO) for moderation by other professionals. Exams make up the
bulk of assessment in most subjects, beginning in mid-April with a visit from a Visual Arts examiner.

Individual assessment components will be made clear on the appropriate pages.

Candidates with Special Assessment Needs

The IBO allows for generous provisions to be made for students who have special assessment needs.
These must be dealt with on a case-by-case basis, through the IB Coordinator. Students will need
substantial written evidence of their special needs, which are to be submitted to the IBO one year
before their exams. Please make an appointment to see the IB Coordinator if this concerns you.


Group 1: Language A1
Subject choices available: English A1 (SL/HL), Indonesian A1 (SL/HL), Korean A1 ST (SL)

Aims
International Baccalaureate English A1 aims to develop the students' powers of expression and
appreciation of literature through the critical analysis of selected literary works. Frequent practice will
be provided in writing, discussion, and oral presentations. The literary selections are chosen in
accordance with the guidelines of the International Baccalaureate Program requirements.

The Program consists of the following parts:
Part 1: World Literature (HL: 3 works/ SL: 3 works)
 All works originally written in a language other than the A1 language
 Each work written by a different author
 All works linked by one of more aspects such as culture, genre, period, style, type of literary
study, methodology

Part 2: Detailed Study (HL: 4 works/ SL: 2 works)
 Each work chosen from a different genre

Part 3: Group of Works
 Works written in the target language and a World Literature work studied as a group
 All works chosen from the same genre category

Part 4: School’s Free Choice
 Mother-tongue works and a World Literature work studied as a group
 All works chosen “freely”
 World Literature work linked to mother-tongue work by one or more aspects (e.g. culture,
genre, theme, period, etc)

HL students are expected to cover 15 works compared to 11 for SL students.
Assessment tasks are similar for both HL and SL, though the assessment criteria do differ.
External assessments carry the same weighting in both levels, though the examinations are longer for HL
students.



Assessment

External Assessment 70%

Two written exams, externally set and externally assessed

Paper 1: Literary Commentary 25% (HL 2 hours, SL 90 minutes)

Paper 2: Literary Essay 25% (HL 2 hours, SL 90 minutes)

One Essay internally set but externally assessed

World Literature Assignments 20%

Internal Assessment 30%

Oral activities, internally set and assessed by the teacher. Samples will be sent to examiners and
externally moderated by the International Baccalaureate Organization.

School-Assisted, Self-Taught A1 candidates
Where a school is unable to offer a class for a student’s mother tongue, the SL-only self-taught option is
available. At BIS, we offer this only to students whose mother tongue fluency is very strong and who
have demonstrated true self-direction in their preparation for the IB Diploma Programme.

Self-taught students will follow a very similar course to their peers, though they will need extra
commitment to getting their tasks completed and texts finished on time. They will follow the same
overall course as their peers, though will need to study works in their own mother tongue from the
Prescribed Book list for parts 2-4.

Self-taught candidates will be given support by an A1 teacher and will be expected to join some classes
with their peers. However, it is strongly recommended that self-taught candidates also find someone
who is fluent in their own language to support them.


Group 2: Second Language
Subject choices available: English B (SL/HL), Indonesian B (SL/HL), French B (SL/HL), Chinese B (SL/HL)
Or: students may elect to take a second A1 language (English and Indonesian)

Aims

The Language B programme in the IB course is designed for study at both Higher & Standard Levels by
students with previous experience of learning the language (3 to 5 years). *

 To develop the ability to communicate accurately and effectively in speech and in writing within
a range of contexts;
 To develop the ability to understand and respond to the language demands of transactional and
social contacts;
 To provide students with a sound linguistic base for further study, work and leisure;
 To offer insights into the culture of the country (Indonesia) where the language is spoken;
 To provide the opportunity for enjoyment, creativity and intellectual stimulation.

The Program

The learner is required to use the language in a range of situations and contexts for a variety of
purposes. Equal emphasis is given to the four skills of speaking, reading, writing and listening.
There is no list of prescribed texts, but you will study a series of topics, which may include:

 Social groupings (e.g. families, minorities)
 Political institutions
 International issues (e.g. the environment, globalization)
 The media
 The arts
 Leisure activities

The topics will be studied through texts taken from a wide range of sources - course books, literature,
the press, film, television, radio etc.
Lessons are taught in the target language as much as possible and students have the opportunity to use
target language resources in lessons or at lunch times.


The format of the Higher & Standard examinations is the same, but at Higher Level one stimulus text will
be literary in nature.



Assessment

External examination 70%

Two written exams externally set and externally assessed:

Paper 1 Text Handling 40%
Reading comprehension based on a number of written texts
Written response - short writing exercise in response to a written text

Paper 2 Written 30%
One composition such as an essay, report, letter, article.

Internal Examination 30%

Individual Oral 15%
Based on stimulus chosen by student

Interactive Oral Activity 15%
May be an activity such as a class discussion or role-play

A sample of internal assessment work is sent to the IBO for moderation.

*This guideline really emphasizes that Language B is the second language and that the student is not of
the fluency required for language A1. In some cases, students may have lived here for more than 5 years
but lack the foundation in Indonesian required for A1 study. The same can be said for the other
languages B.


Group 3: Individuals and Society
Available options: Economics (SL/HL), History (HL/SL)
A student may elect to study a second choice from this group if they do not wish to
take Visual Arts.

The aims of all Group 3: Individuals and Societies courses are to:

 encourage the systematic and critical study of: human experience and behaviour; physical,
political, economic and social environments; the history and development of social and cultural
institutions

 develop in the student the capacity to identify, to analyse critically and to evaluate theories,
concepts and arguments about the nature and activities of the individual and society

 enable the student to collect, describe, analyse and interpret complex data and source
materialand to test hypotheses

 develop an awareness in the student that human attitudes and beliefs are widely diverse and
that the study of society requires an appreciation of such diversity

 enable the student to recognize that the knowledge and methodologies of the subjects in group
3 are contestable and that their study requires the acceptance of uncertainty.

Within the Group 3: Individuals and Societies subjects, there is a diversity of ways in which these aims
are achieved. Each subject will be addressed individually.

*The current Grade 11 ITGS class is a two-year, online course hosted by the Virtual High School, with
support from Mr Murphy. If student numbers are sufficient in the coming cohort, we will open ITGS as a
normal class (with HL and SL options), fully taught by Mr Murphy. If numbers are low, students will be
enrolled online. This online course is available as Higher Level only.


Economics
The study of economics is essentially about the concept of scarcity and the problem of allocation of resources.
Whilst economics involves the formulation of theories, these theories are applied to real-world examples. It
also incorporates elements of history, geography, sociology and other areas of study. Economics also has a
focus on global issues and therefore has an important role to play in promoting international cooperation and
understanding. Students will be encouraged to consider economic theories from a variety of viewpoints in
connection to different nations and cultures in the global economy.

Aims:

 provide students with a core knowledge of economics
 encourage students to think critically about economics
 promote an awareness and understanding of internationalism in economics

 encourage students' development as independent learners
 enable students to distinguish between positive and normative economics
 enable students to recognize their own tendencies for bias.

The Program consists of the following parts:

Section 1: Introduction to Economics

Section 2: Microeconomics

Section 3: Macroeconomics

Section 4: International Economics

Section 5: Developmental Economics


Interspersed within all of the sections are HL extension subtopics. HL students only will follow the unit
on the Theory of the Firm. There are significant differences between HL and SL in terms of assessment,
which will be outlined below. For this reason, movement between levels will not be possible after
semester 1 in Grade 11.



Assessment

External examination

HL 3 Written papers 80%

Extended-response question paper and a short-answer question paper.

A data response paper is the third paper.

SL 2 Written Papers 75%

Extended-response questions and a data-response question paper.

Internal Historical Investigation

The Internal Assessment task is also an integral part of the course and students are expected to
produce a portfolio of four commentaries. These are based on a news media extract, linking
economic theory to a real-world situation.

HL Commentaries 20%

SL Commentaries 25%

A sample of commentaries will be selected by the IBO for moderation.

Through studying a wide range of different aspects of the global economy, it is hoped the course will
inspire a lifelong interest in the promotion of international understanding.


History
Aims

The IB History course studies world history and offers a variety of topics on the 20th century. The aim of
the course is to:

 explain trends and developments, continuity and change through time and through individual events
 foster respect and understanding of people and events in different cultures through an international
perspective
 promote the acquisition of historical knowledge and to develop an appreciation of history as a
discipline.
 The ability to use and communicate historical knowledge and understanding is integral to the subject.
 The course also aims to stimulate a life-long love of history.

The study of history from an international perspective is profoundly important today as different
cultures and societies are increasingly in contact and interdependent. An understanding of the past is
essential to understanding the complex world we live in.

The Program

Both levels will study the Prescribed Subject which aims to develop the student's ability to comprehend,
analyze and evaluate and use source material critically as historical evidence. This core topic focuses on
Peacemaking, peacekeeping and international relations 1918 - 1936.

Both SL and HL students will also study two 20th century World History Topics. Political, social, economic,
cultural and gender issues are integrated into the study of each topic. The two topics include:

Topic 1: "Causes, Practices and Effects of War". Students will study the origin and causes of wars; the
nature of wars and the effects and results of wars.

Topic 2: "The Rise and Rule of Single Party States". Students will examine the origins, ideology,
organization, nature and impact of single party states that emerged during the 20th century.




HL students will also cover a Regional European Option. Within this option students will study the
political, social, economic and cultural events that affected Europe 1895-1995.

Assessment
External examination

HL 3 Written papers 80%

SL 2 Written Papers 75%

Internal Historical Investigation

The Internal Assessment task is also an integral part of the course and is an in-depth study of
any historical subject that interests the student. It is a problem solving activity which enables
the student to demonstrate the application of their skills and knowledge in history.

HL Historical Investigation 20%

SL Historical Investigation 25%

A sample of the historical investigations will be selected by the IBO to be sent for moderation.



Group 4: The Experimental Sciences
Available options: Biology (SL/HL), Chemistry (SL/HL)
A student may elect to study a second choice from this group if they do not wish to
take Visual Arts.

The aims of all Group 4: Experimental Sciences courses are to:

1. provide opportunities for scientific study and creativity within a global context that will
stimulate and challenge students
2. provide a body of knowledge, methods and techniques that characterize science and technology
3. enable students to apply and use a body of knowledge, methods and techniques that
characterize science and technology

1. develop an ability to analyse, evaluate and synthesize scientific information
4. engender an awareness of the need for, and the value of, effective collaboration and
communication during scientific activities

2. develop experimental and investigative scientific skills

3. develop and apply the students’ information and communication technology skills in the study
of Science

4. 8. raise awareness of the moral, ethical, social, economic and environmental implications of
using science and technology

5. develop an appreciation of the possibilities and limitations associated with science and scientists

6. encourage an understanding of the relationships between scientific disciplines and the
overarching nature of the scientific method.

Practical Work
Practical work and investigations are central to the experimental sciences, and form the core of the
courses here at BIS. Internal assessment of practical work consists of write-ups based on investigations
designed and carried out by students. As much as possible, practical work is used in the teaching of key
concepts in the experimental sciences.

In all group 4 sciences and at both levels, internally assessed practical work contributed 24% to the final
grade, where externally assessed exams contribute 76%. Students are expected to create a portfolio of
write-ups for their practical work, from which the best two examples from each criterion are put
forward for inclusion in their final grade.


Students are given ample opportunity to practice and develop these write-up skills, in
preparation for assessed, student-designed investigations later on in the course.

Assessment

In both Biology and Chemistry, the breakdown of assessment is as follows:

Internal Assessment 24%

Examples of work representing the best two grades for each criterion are put forward.

A sample of internal assessments will be selected for moderation by the IBO.

Externally Assessed Exams 76%

Paper 1: Multiple Choice
On Core and AHL content

Paper 2: On core and AHL content

Paper 3: Options

The Group 4 Project

In the second year of the Diploma Programme, all students take part in a collaborative, transdisciplinary
science project. Students work together in groups of mixed discipline and aim to use science and
technology to address a real-world scenario or problem. This is an essential part of the practical work for
internal assessment and is enjoyable and rewarding.

Use of calculators

Students are expected to have use of a GDC calculator for group 4 subjects.



Biology
Biology is the science of life: from molecules and cell structures to organisms and ecosystems, we cover
a broad spectrum of biological knowledge. We look at Biology through four key concepts: structure and
function, universality vs. diversity, equilibrium within systems and evolution. We aim to make good use
of technology in our investigations of Biology and keep up with the latest developments in the biological
sciences in the media.

Biology forms an introduction to many disciplines of further study, including medicine, veterinary
medicine, dentistry, agriculture, forestry, fisheries, nursing, and pharmacy, and students are encouraged
to explore the rich opportunities available in careers in the biosciences.

The Program

Students follow the core topics outlined below and at least two of the options suited to their level.
Core Topics Options

Higher Level & Standard Level Standard Level Only

1. Statistical Analysis A. Human Nutrition and Health
2. Cells B. Physiology of Exercise
3. The Chemistry of Life C. Cells and Energy*
4. Genetics
5. Ecology and Evolution Higher Level & Standard Level
6. Human Health and Physiology
D. Evolution
Additional Higher Level (AHL) E. Neurobiology and Behaviour
F. Microbes and biotechnology
7. Nucleic Acids and Proteins G. Ecology and Conservation
8. Cell Respiration and Photosynthesis
9. Plant Science Higher Level Only
10. Genetics
11. Human Health and Physiology H. Further Human Physiology#

*These options are pre-selected by Mr Taylor. The course involves a compulsory residential field-trip to
satisfy the requirements for the Ecology units.
# These options may be chosen depending on class interest/ composition/ ability.


For much of the first year, there is little discernible difference between HL and SL, as we learn topics
that overlap. This allows students more flexibility in their choice of level. Overall, however, there is
significantly more content in the HL syllabus and it is recommended for students who are motivated to


study Biology at university and above. Both HL and SL internal assessment works are
graded in the same way.
Chemistry
Due to student demand, Chemistry will be offered for the first time this year in place of Physics. We plan
to renovate one of the science labs to suit this purpose and to add a new stock of equipment and
chemicals to the science inventory especially for the Chemistry class.

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 Program
Students follow the core topics outlined below and at least two of the options suited to their level.

Core Topics Options

Higher Level & Standard Level SL & HL
A. Modern Analytical Chemistry
1. Quantitative Chemistry B. Human Biochemistry
2. Atomic Structure* C. Chemistry in Industry & Technology
3. Periodicity* D. Medicines & Drugs
4. Bonding* E. Environmental Chemistry
5. Energetics* F. Food Chemistry
6. Kinetics* G. Further Organic Chemistry
7. Equilibrium*
8. Acids and Bases* Extension of all topics is included for HL students.
9. Oxidation and Reduction*
10. Organic Chemistry*
11. Measurement and Data Processing

*extension of these topics is included in the HL course.


HL and SL students are assessed using the same internal assessment criteria. The core of the course is
shared between HL and SL students, with HL extension subtopics for most topics of study.



Group 5: Mathematics and Computer Sciences
Available Options: Mathematics HL, Mathematics SL, Mathematical Studies SL

Mathematics HL & SL are taught together in one class. Mathematical Studies is taught in a separate
class. This reflects the substantial difference between the two courses and it should not be perceived
that Mathematical Studies is simply and ‘easier’ version of Mathematics. Where the two courses share
some core content, there is a significant difference in content and assessment, particularly after
semester 1 of Grade 11. A student moving from one subject to another would have a huge load of
missed work to make up. For this reason, after semester 1 of Grade 11, no movement between subjects
will be permitted.

Quick note on choice of subject:
Please make sure that you choose the course and level that satisfies university prerequisites.
Mathematics SL/HL is often a prerequisite of degrees in the sciences, technology, industry and
economics. For degrees with a lesser mathematical demand, Maths Studies is usually acceptable. It is
the responsibility of the student and his/her family to research this.
To enter Higher Level Mathematics, a student must be working at Level 6 or better in the Grade 10
semester 2 report card.

Aims of the Mathematics courses

• appreciate the multicultural and historical perspectives of all group 5 courses
• enjoy the courses and develop an appreciation of the elegance, power and usefulness of the
subjects
• develop logical, critical and creative thinking

• develop an understanding of the principles and nature of the subject
• employ and refine their powers of abstraction and generalization

• develop patience and persistence in problem solving

• appreciate the consequences arising from technological developments
• transfer skills to alternative situations and to future developments
• communicate clearly and confidently in a variety of contexts.

Use of Calculators

All students are expected to own and be confident in the use of a Graphic Display Calculator. For the


class of 2011, students are using the Casio range. Please see the Maths teachers for more
information.

Mathematics HL/SL
The Mathematics courses are rigorous and demanding and require a strong background in Maths in
Grades 9 & 10. The course requires students to study a range of mathematical concepts through a
number of different methods and to varying degrees of depth.

The Program

All students cover a core of seven topics:

• Algebra

• Functions and equations

• Circular functions and trigonometry

• Matrices

• Vectors

• Statistics and probability

• Calculus

Higher Level Students also study one of the following options:

• Statistics and probability

• Sets, relations and groups

• Series and differential equations

• Discrete mathematics


There is a significant difference between Mathematics at HL and SL. HL students cover extension
material in all of the core topics, as well as an extra option. There are differences also in assessment,
which are outlined below.

Study at higher level is recommended only for students with an aptitude for maths and who are motivated
to work hard to achieve entry requirements for university courses such as mathematics, physics,
technology and engineering.



Assessment
Standard Level (SL)

External Assessment – Exams (80%)

Paper 1 Compulsory short-response and extended-response 40%, (no calculators)
questions based on the whole syllabus.

Paper 2 Compulsory short-response and extended-response 40%,

Internal assessment – Portfolio* 20%

A portfolio of two assignments, based on different areas of the syllabus, representing each of the
following activities:
• mathematical investigation
• mathematical modelling

High Level (HL)

External Assessment – Exams (80%)

Paper 1 Compulsory short-response and extended-response 30%, (no calculators)

Paper 2 Compulsory short-response and extended-response 30%,

Paper 3 Extended-response questions based mainly 20%
on the chosen syllabus option

Internal assessment – Portfolio* 20%

A portfolio of two assignments, based on different areas of the syllabus, representing each of the
following activities:
• mathematical investigation
• mathematical modelling


* The portfolio is internally assessed by the teacher and externally moderated by
the IBO.

Mathematical Studies (SL only)
This course is available at standard Level (SL) only. It caters for students with varied backgrounds and
abilities. More specifically, it is designed to build confidence and encourage an appreciation of
mathematics in students who do not anticipate a need for mathematics in their future studies.

The Program

The course consists of the study of eight topics. All topics are compulsory. Students must study all the
sub-topics in each of the topics in the syllabus as listed below. Students are also required to be familiar
with the topics listed as presumed knowledge (PK).

Topic 1 – Introduction to the graphic display calculator

Topic 2 – Number and algebra

Topic 3 – Sets, logic and probability

Topic 4 – Functions

Topic 5 – Geometry and Trigonometry

Topic 6 – Statistics

Topic 7 – Introductory differential calculus

Topic 8 – Financial mathematics

Assessment

External assessment (80%)
Written Papers:
Paper 1 Fifteen compulsory short response questions. 40%
based on the whole syllabus
Paper 2 Five compulsory extended response questions 40%
Based on the whole syllabus

Internal assessment (20%)


The Project is an individual piece of work involving the collection of information
or the generation of measurements, and the analysis and evaluation of the information
or measurements.

A sample of the projects will be selected by the IBO for moderation.

Group 6: The Arts
Available options: Visual Arts (HL/SL)
Students may instead elect to study one more subject from Group 3 or Group 4

The impulse to make art is common to all people. From earliest times, human beings have displayed a
fundamental need to create and communicate personal and cultural meaning through art. The process
involved in the study and production of visual arts is central to developing capable, inquiring and
knowledgeable young people, and encourages students to locate their ideas within international
contexts. The study of visual arts and the journey within it encourages respect for cultural and aesthetic
differences and promotes creative thinking and problem solving.

We encourage students to take on the Visual Arts option in their Diploma Programme choices –
especially those who are yet to decide where their future career may lead them or those whose
university choices do not stipulate a second Group 3 or Group 4 subject. It is an enriching and
enlightening experience!

The Program
In the first few months of the course students are (re)introduced to the basic elements and principles of
art and design through a series of projects that also introduce them to art, craft and design from a
variety of time periods and cultures. This investigation is done in workbooks and is complimented by the
students own stand-alone Studio Works.
During the second semester of the first year the students are encouraged to find and follow their own
themes which they continue to explore through their workbooks and Studio pieces until the exhibition
of their work in March or April of the following year.

Although the course outline is generally the same for both HL and SL, there are differences in the
assessment criteria and how they are applied. For greatest success, it is recommended that students
with an aptitude for visual arts choose HL, whereas those seeking to pursue art as an enrichment choose
SL.

A note about added costs
As much as possible, we try to provide materials and resources for Visual Arts. However, when students
are creating their own portfolio of works and are producing their own installations for the


examinations, it is likely that they will need extra resources beyond those we have.
Students will be expected to find and bear the cost of these extra materials.

Field trips and gallery visits are frequent compulsory parts of the course. Occasionally, a minimal
additional payment will be requested for entry or transportation.

Learning outcomes
Having followed the visual arts course at HL or SL, students will be expected to:
1. respond to and analyse critically and contextually the function, meaning and artistic qualities of
past, present and emerging art, using the specialist vocabulary of visual arts

2. develop and present independent ideas and practice, and explain the connections between
these and the work of others

3. explore and develop ideas and techniques for studio work through integrated contextual study
and first-hand observations

4. develop and maintain a close relationship between investigation and a purposeful, creative
process in studio work

5. produce personally relevant works of art that reveal evidence of exploration of ideas that reflect
cultural and historical awareness

6. develop and demonstrate technical competence and artistic qualities that challenge and extend
personal boundaries

Assessment

The art examination consists of two parts:

1. Investigative Workbooks are internally assessed by the teacher.
2. Students are interviewed by an external examiner in front of their exhibition of work

Higher Level (HL) Option A (HLA) Standard Level (SL) Option A (SLA)
• Studio work 60%  Studio work 60%
• Investigation workbooks 40%  Investigation workbooks 40%

Studio work involves practical exploration and artistic production.

Investigation work involves independent contextual, visual and critical investigation and reflection, both
visual and written.


A sample of the investigative workbooks will be selected for moderation by the IBO.

The final exhibition of students’ work will be opened to the BIS community and is one of the highlights
of the IBDP calendar – all are encouraged to come along and see what they have produced!

Expectations, Rules and Requirements
The IB Diploma is a demanding and challenging high-school qualification. As such, it can put tremendous
pressure on students and success in the programme depends on collaboration between students,
faculty and parents.

The role of the student
The student is responsible for his/her own success. The student must be organized, balanced, motivated
and must make every effort to meet the demands of the courses in which he/she has enrolled. Students
must keep accurate records of due dates, assignments and their own progress and are to act as
communication between home and school. Students must make effective use of their time and seek
assistance where required.

The role of the faculty
Faculty members are to be seen as guides or facilitators of learning in the IB Diploma. They are to
provide a clear course outline and ensure that students have covered all of the content and assessment
requirements of their course. They are to collect data on student progress and provide regular feedback
to students and the IB DP coordinator. Faculty are to assist students in their preparation for their final
exams and to provide opportunities for improvement in internal assessment components. The school
faculty should be seen as role models for the IB Learner Profile.

In addition, the IBDP Coordinator is responsible for monitoring overall student progress, keeping the
school community informed of developments in the IBDP, providing feedback and guidance to students
and parents and dealing with administrative duties as set by the IBO.

Also, the Secondary Principal and Head of School are to be present where any significant disciplinary
action or decisions about the future of a student in the IB Diploma are made.

The role of the parents/ guardians
(referred to as parents from here on)

Parents are expected to support their child’s academic and social development, and the school,
throughout the IB Diploma Programme. This is through seeking and responding to information regarding
their child’s development during the Diploma Programme and providing stable and supportive home
circumstances under which their child can make the most of their academic potential. Parents should be
on hand to discuss their child’s progress at parent-teacher and student-led conferences and should take
part in the university counseling process. Should parents have any concerns regarding their


child’s progress, they should email or make an appointment to see the IB DP Coordinator
(ibdp@bisdragons.com).

How can I help my child succeed in the IB Diploma?
This information is intended as a series of tips to help parents support and prepare their child in the IB
Diploma. It is intended to give support, not to cause offense.

1. Start early
Take part in the search for university courses and entry requirements as early as possible, so
that we can all help students make informed choices on their IB subjects and pathways.

2. Keep in touch
Ask your child what they need to be doing and what they are struggling with. Make sure that the
school has a working email and phone number for parents just in case we need to get in
contact. Please make contact with the IB DP coordinator whenever you feel it is necessary.

3. Keep your child in school
Although occasional missed days are unavoidable, it is strongly recommended that students are
not taken out of school during the school year. For each day missed, students can fall further
behind, making it difficult to achieve their potential. Please do not take extended holidays or
allow students to skip school or arrive late, missing classes.

4. Support your child at home
Please try to be aware of the demands on your child’s time in terms of assignments and CAS
projects. If necessary, help them to schedule their study time and monitor their progress
through their reports and feedback from teachers.

IT and calculator requirements
Students are expected to have access to a laptop and/or home computer with internet access for their
studies in the IB Diploma Programme. There is a great deal of written work to complete, as well as
computer-based assignments and projects for all subjects. Computers do not need to be very expensive
to be adequate for the purpose of the majority of assignments. In most cases, use of Office applications
and internet browsers are sufficient. Please ask individual teachers for further advice on specifications
that may be required for their subject.

Students are expected to have fully functioning anti-virus software and protection for any laptops and
computers they use on the school grounds. Computers and antivirus software should be updated at
least twice a week. Flash disks must be scanned before being opened on the school network.


For all mathematics subjects, students are expected to use a Graphical Display Calculator
(GDC). For more advice on make, model and price of these GDCs, please see the
mathematics department.

Regulations and Academic Honesty
To maintain fairness and progress, we need to enforce rules specific to the IB Diploma Programme.

1. School starts at 08.00am.
Students are expected to be in home-room by this time. Exceptions are made only for those
who do not have a class during period 1. These students must not arrive late for class.

2. School ends at 3.35pm (except Tuesdays, which finish at 2.45pm)
Students may only leave before this time if they do not have class in Period 8, or if they have
express written permission from parents and the Secondary Principal.

3. Use study periods effectively – they are a privilege.
This is especially important for students on self-taught language A1 and online courses.

4. The common room is a privilege.
It must be kept clean and orderly.

5. Submit work on time.
Late submissions are accepted only at the discretion of the teacher. Missed assignments may
cost essential marks in your course, so stay on top of your schedule.

6. Make good use of your free time outside school
Prioritise and stay balanced. If your work is suffering, make sacrifices.

7. Make and keep appointments with the University Placement Counselor
These are essential in finding a place for university post-BIS.

And, perhaps the biggest rule of all:

8. Pay attention to academic honesty
Every piece of work you submit must be referenced fully and appropriately, using a complete
bibliography and in-text citations. You have practiced this and know how to do it for each
subject area. Failure to adhere to this rule puts you at risk of failing a course and the IB Diploma
due to malpractice.

Academic honesty also includes avoiding collusion, cheating and deception in your assignments


and other assessed pieces of work. Penalties for offenses related to academic honesty are
heavy, and will go ona student’s permanent academic record.

OK, one more rule…

9. Enjoy the experience! 
Causes for Concern
The Cause for Concern system is in place to prevent students from falling behind or under-performing in
their IB subjects. Whenever a student misses a deadline or fails to produce work of acceptable quality,
faculty are expected to email details of the offense to the IB DP coordinator.

These Causes for Concern are recorded on file and if a trend in unacceptable progress in noted, parents
will be informed. If this trend continues, the future of a student in the IB Diploma Programme will be
brought into question.

The following is a possible scenario, though the sequence of events and sanctions taken may vary
depending on the frequency and/or severity of the offense.

1. First offense
Dealt with by teacher. In-class sanctions applied. Communication to IBDPCo.

2. Second offense.
As above. Sanctions may be more severe. Work may not be awarded credit.

3. Third offense.
Student-IBDPCo conference. Parents contacted by email regarding the offense. Sanctions may
include detentions and failure to gain credit for work. Student may be asked to complete a
progress monitor sheet, to be signed by all teachers and parents.

4. Further offenses.
Parents may be called into school to discuss their child’s future in the IBDP. Secondary principal
informed and present. Progress monitor sheets used, with possible in-school suspension.
Student will be expected to set written targets for improvement, with deadline and evidence of
outcomes.

Enforced withdrawal from the IB Diploma Programme:

If a student continues to fail to meet academic standards, despite support and sanctions,
parents will once again be called into school. The Head of School, Secondary Principal and
IBDPCo will be present. The student will be asked to withdraw from the Diploma Programme
and to select which, if any, subjects he/she would like to continue at Certificate level.



We sincerely hope that this sequence of events does not occur in the academic career of your child here
at BIS. To ensure this, we all need to work together to support and nurture their progress.

Communication and Resources
Communication
The primary method of communication in the IB DP is email.
Please ensure that student services have a recent and functioning email address for parents. Through
this medium, the IBDPCo and teachers can send news and documentary evidence of your child’s
progress.

The email address of the IB DP coordinator is ibdp@bisdragons.com

Please email me at any time with queries or concerns and I’ll do my best to get back to you in a timely
manner. Alternatively, set an appointment to see me via Ibu Noni at Student Services.

Information on courses, regulation and homework assignments are posted online at:
http://bisdragons-ibdp.wikispaces.com
It is expected that students and parents check this resource regularly. Soon, this will be replaced with
the BIS website: www.bisdragons.com

Resources:
IBDP @ BIS website: http://bisdragons-ibdp.wikispaces.com

School website: www.bisdragons.com

IBO website: http://ibo.org/diploma/index.cfm

Study skills resources: https://bisdragons-ibdp.wikispaces.com/Study+Skills

Exam rules and regulations: https://bisdragons-ibdp.wikispaces.com/Exam+Rules+and+Regulations

Quick links for university searches:

Top Universities database: http://www.topuniversities.com/



iStudentAdvisor universities search: http://www.i-studentadvisor.com/

University placement counselor email (Mrs Jan Russell): counselor@bisdragons.com


IBDP Handbook 2010-11

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IBDP Handbook 2010-11