International Baccalaureate Diploma Course Descriptions Atlanta

International Baccalaureate
Diploma Course Descriptions
Atlanta International School
2010 - 2011
1
Table of Contents
The IB Diploma at Atlanta International School
2
IB Learner Profile
3
Theory of Knowledge (TOK)
3
Extended Essay
4
Creativity, Action and Service (CAS)
4
Course Descriptions
5-28
Group 1 Language
6-9
Group 2 Language
10-14
Group 3 Individuals and Societies
15-18
Group 4 Science
19-21
Group 5 Mathematics
22-24
Group 6 The Arts
25-28
IB Diploma Course Choice Form
30-31
Contacts
32
Mission
33
What is
the IB Diploma Program?
What does the Diploma Programme curriculum contain?
The curriculum contains six subject groups. Full diploma students must choose one subject from each
group of the hexagon for the two year program. Three must be taken at standard level (SL) and three must
be taken at higher level (HL). Central to the program are The Learner Profile, a Theory of Knowledge course,
150 hours of Creativity, Action and Service work and a 4000 word Extended Essay.
What’s the difference between standard and higher levels?
Time and depth. While both comprise of college level material, the higher level courses move at a faster
pace and therefore cover more material at a greater depth. For example, more works of literature are read
by students in higher level English A1 class and more hours of laboratory work are demanded of students
in higher level science classes.
Does everybody take the IB diploma or can I just do regular courses?
Everybody at AIS does the full IB diploma of six subjects, TOK, CAS and the Extended Essay. There are no
non-IB classes in 11th and 12th grade. This makes AIS true to the IB philosophy that all students will
succeed, at some level, within the program.
2
The IB Learner Profile
The Lived Curriculum
“The aim of all IB programs is to develop internationally
minded people who, recognizing their common
humanity and shared guardianship of the planet, help
to create a better and more peaceful world. IB Learners
strive to be all parts of the puzzle.
The school is committed to developing in students
the qualities, attitudes and characteristics described
in the IB learner profile...The curriculum promotes all
the attributes of the IB learner profile” (International
Baccalaureate Organization 2006)
Theory of Knowledge - TOK
Do all cultures obtain knowledge in the same way? How
do people get their information and how do they analyze
it and use it? TOK is a seventh course that all students
must take. In it they study how they know what they
know. Essentially, it is a philosophy course without the
philosophers. Students look at different ways of knowing
in general, and in each of the specific disciplines.
3
Extended Essay
Students begin the extended essay research process in February of their 11th grade year.
After narrowing their subject down they refine a title and research. The final product is a
4000 word essay that is submitted in November of senior year. Students are required to
do original research while practicing all the writing and research skills they’ll need to be
successful at university. Some examples of essay titles Atlanta International School students
have submitted are:
What effect has the North American Free Trade Agreement had on the development and
quality of life in rural Mexico? (Geography)
What role does love play in the Great Gatsby and Brave New World? (English A1)
How did historical race relations in the USA impact the current state of diversity
management in the workplace in the USA? (English Group 2)
Measuring the relative destruction and ecology of coral habitats in three Bahamian
locations. (Biology)
CAS: Creativity, Action, Service
CAS engages students in reflective, socially responsible projects beyond the classroom.
Participation encourages students to share their energies and special talents while
developing awareness, concern and the ability to work cooperatively with others. By
participating in CAS, students are able to develop a spirit of open-mindedness, lifelong
learning, discovery, and self-reliance. Determination, commitment, initiative and empathy
are the types of attitudes AIS values as the products of CAS involvement.
In preparation for this requirement and in keeping with the broader approach of fostering
the development of the whole person, students are required to accumulate 150 CAS hours in
their two years as Diploma students.
4
Group 1
Language A1
Group 1 Languagee
Language A1
This literature-based course enables students to study their first language or mother
tongue. The course aims to develop the following:
•
•
•
•
•
a personal appreciation of the literature
skills in literary criticism
strong written and oral skills
respect for the literary heritage of their first language
an international perspective
The range of texts studied in language A1 courses is broad, and students grow to
appreciate their own language’s complexity, wealth, and subtleties in a variety of
contexts. A specific aim is to engender a lifelong interest in literature and a love for
the elegance and richness of human expression. Because of the international nature
of the IB, an integral part of the program is the study of World Literature. This allows
students a broadened international perspective on human experience through the
study of works–in-translation. Higher level students read a broader ra­­nge of texts
and write one more literatu­­­­re analysis essay.
Language A1 Assessment Outline
Higher Level
Oral Commentary
Oral Presentation
Two Word Literature essays
Exams
Standard
Oral Commentary
Oral Presentation
One World Literature Essay
Exams
Percentage of Final IB Grade
15
15
20
50
6
School Supported A1 Language
SSL is a program of study within the International Baccalaureate Organization’s Diploma
Program. It is classified as an A1 course and is therefore subject to the same curricular
requirements as other first language courses. Its function is to provide diploma candidates a
means of pursuing the study of their first languages when there are too few student speakers
of that language to constitute a regular class. The SSL program is not taught as a traditional
class.
The SSL Supervisor
A full-time teacher of a language A1 in the school is appointed to supervise and advise
the candidate. The teacher collaborates with the external tutor (where available). The SSL
teacher advises the candidate on choosing a course of study and ensures that the candidate
has access to the literary works chosen before starting the course of study. The teacher
provides formal literacy training, giving general advice on the techniques required for such
tasks as essay writing and commentary. It is the schools role to ensure that the candidate
works regularly, is studying the works approved by the examiner and is preparing seriously
for the examination. The SSL teacher ensures that the candidate has regular access to
and is familiar with the assessment criteria and corresponding descriptors for all assessed
components. Wherever possible, the candidate is taught with candidates who are taking
other languages at A1 in the school.
The Candidate’s Parents / Family
More is required of families who support SSL candidates than is required of those who do
not. SSL programs are designed to accommodate language learners who study languages
other than those offered within the regular curriculum; therefore, the school needs extra
support from parents of SSL candidates. Philosophical, environmental, intellectual and
financial support are necessary from families to ensure a student’s success.
Because AIS does not provide regular curricular offerings in first languages other than
French, German, Spanish, and English, financial support is required of families presenting SSL
candidates to pay for tutors and textbooks. In some cases, a parent is sufficiently educated
and inclined to provide literary guidance themselves. If a candidate needs a tutor in the
target language, the family of the candidate is responsible for locating and remunerating
that tutor. Of course, if we are able to recommend a tutor, we will but we can not guarantee
such recommendations.
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Language A1 Literature
A Sample of Books That May be Read
World Literature
English
The President, Miguael Angel Asturias
Selected Short Stories, Anton Chekhov
The Sailor Who fell from Grace with the Sea, Yukio Mishima
Detailed Study
Selected Poetry of Bishop and Yeats, E. Bishop and W.B Yeats
The Tempest, Shakespeare
Teaching a Stione to talk, Aniie Dillard (Higher level courses only)
Daisy Miller, Henry James (Higher level courses only)
Groups of Works
Glass Menagerie, Williams
Miss Julie, Strindberg
The Importance of Being Ernest, Wilde
The Real Thing, Stoppard (Higher level courses only)
World Literature
Der Oberst hat niemand der ihm schreibt, G. Marquez
Das Geisterhaus, I.Allende
Die verlorenen Spuren, A. Carpentier
School’s Free Choice
A Doll’s House, Henrick Ibsen
The Things They Carried, Tim O’Brien
Othello, Shakespeare.
Wide Saragasso Sea, Jean Rhys (Higher level courses only)
Detailed Study
Die Leiden des jungen Werther, J.W. Goethe
Woyzeck, G. Büchner
Gedichte der Romantik
Der Steppenwolf, H.Hesse
Groups of Works
Die Physiker, F. Dürrenmatt
Galileo Galilei, B.Brecht
Draußen vor der Tür, W. Borchert
Die Nashörner, E. Ionesco
German
School’s Free Choice
Die Kunst des Liebens, E. Fromm
Die acht Todsünden der zivilisierten Menschheit,
K.Lorenz
Papalagi, E. Scheurmann.
Das vergessene Volk, M.Holzach
8
World Literature
Nous Autres, Eugène Zamiatine
Pedro Paramo, Juan Rulfo
Le Parfum, Patrick Suskind
Detailed Study
Collection of poems from various authors on the theme of
“Le Voyage”
La Cantatrice Chauve, Eugène Ionesco
Madame Bovary, Gustave Flaubert
Lettres Persanes, Montesquieu
French
Groups of Work
Les Aurores Montréales, Monique Proulx
Nouvelles, Maupassant
Bestiaire, Julio Cortazar
Une Enfance Algérienne, Leila Sebar et alii
School’s Free Choice
World Literature
Huis-Clos, Jean-Paul Sartre
Phèdre, Racine
On ne badine pas avec l’amour, Alfred.De Musset
La Cerisaie, Anton Tchékhov
El perfume, Patrick Süskind
Antígona, Sófocles
El extranjero, Albert Camus
Detailed Study
Selected Poetry of Nicanor Parra, César Vallejo, Mario Benedetti
and Pablo Neruda
La vida es sueño, Pedro Calderón de la Barca
Cien años de soledad, Gabriel García Márquez
El laberinto de la soledad, Octavio Paz (Higher level courses
only)
Spanish
Groups of Works
Crónica de una muerte anunciada, Gabriel García Márquez
Pedro Páramo, Juan Rulfo
El túnel, Ernesto Sábato
La metamorfosis, Franz Kafka (Higher level courses only)
School’s Free Choice
Aura, Carlos Fuentes
Como agua para chocolate, Laura Esquivel
La incredible y triste historia de la cándida Eréndira y de su
abuela desalmada, Gabriel García Márquez.
Antígona, Jean Anouilh
9
Group 2
Language A2, B and Ab Initio
10
IB Language A2
in English, French, German, and Spanish
This course is a study of literature, language and culture. A number of thematic topics are studied
through a variety of text and other sources. A2 is a course that is designed for a fluent language
user who is proficient in both reading and writing and who knows this language as well or nearly
as well as their A1 language but does not wish to study it at the A1 level. Students will develop
their register and writing style and should be able to express their ideas with clarity and fluency.
Higher level A2 students must develop structured persuasive arguments that are supported with
examples. Higher level students will also be expected to engage in detailed critical examination of
a wide range of texts in different forms and styles.
Examples of a set of works studied through IB 11th and 12th grade in the A2 languages are found
in the table opposite.
Language A2 Assessment Outline
Higher Level
Individual Oral
Interactive Oral
Written Tasks
Exams
Standard Level
Individual Oral
Interactive Oral
Written tasks
Exams
Percentage of Final Grade
15
15
20
50
11
Language A2 Literature
A Sample of Books That May be Read
Voltaire: Candide
French
Set of poems focusing on travel written by different French
authors (Baudelaire, Mallarmé, Rimbaud, Du Bellay) :
Parfum exotique, brise marine, l’albatros, Heureux qui
comme Ulysse, ma bohème
Andrée Chedid : la maison sans racines.
Marivaux : l’ile des esclaves
Oyono : une vie de boy
Lemsine : la Chrysalide
G.Büchner, Woyzeck
J.W.v.Goethe: Die Leid
en des jungen Werther
B.Brecht –1) Das Leben des Galilei 2) Mutter Courage 3)Der Gute
Mensch von Sezuan
W.Borchert - Draußen vor der Tür
F.Dürrenmatt –1) Die Physiker 2)Der Besuch der alten Dame
H.Böll – Die verlorene Ehre der Katharina Blum
E.Fromm – 1)Die Kunst des Liebens 2)Haben oder Sein
K.Lorenz - Die acht Todsünden der zivilisierten Menschheit
H.Scheurmann – Papalagi
F. Schiller – Die Räuber
English
Poems by César Vallejo, Pablo Neruda, Nicanor Parra, Mario Bene
detti
Ficciones by Jorge Luis Borges
Crónica de una muerte anunciada by Gabriel García Márquez
La increíble y triste historia de la cándida Eréndira y de su abuela
desalmada by Gabriel García Márquez
Como agua para chocolate. Laura Esquivel
Aura by Carlos Fuentes.
El túnel by Ernesto Sábato
German
Man’s Search for Meaning, Viktor Frankl
The Color Purple, Alice Walker
The Power of One, Courtney Bryce
Cry the Beloved Country, Alan Paton
My Children My Africa, Athol Fugard
Gods Bits of Wood, embene Ousmane
One Day in the Life of Ivan Denisovich, Solzhenitsyn
The Trial, Franz Kafka
Selections from Gitanjali, Rabindranath Tagore
Selections from The Prophet, Kahlil Gibran
Spanish
12
IB Language B
in English, French, German, and Spanish
Students that are best suited for this course are language learners that have a minimum of two
years of experience in the language. Language B aims to develop student’s skills so that they
can learn to communicate effectively in a number of situations. Students work on their everyday
exchanges in the language as well as interpreting literary texts and a wide variety of non-literary
sources. Ultimately students work towards developing mastery of language skills in this course.
Higher levels students will understand and analyze moderately complex written and spoken
texts expressing their ideas with a higher level of clarity and fluency. They will be expected to
communicate effectively in a wide range of styles and situations through an understanding of a
wider range of vocabulary than students at the standard level.
IB Language Ab Initio
at Standard Level only in French, German or
Spanish as determined by student demand
This course is designed for students taking Spanish as a foreign language for the first time. It is an
opportunity for students to develop fundamental linguistic skills and to interact in a new cultural
context Ab initio is for beginners who have no experience in the language. Students will learn to
communicate basic ideas clearly and effectively, on a variety of topics by using a limited range of
vocabulary found in common usage.
The course content focuses on everyday situations that apply to a teenager’s realm of
experience. Students are expected to show an awareness of the culture studied in their written
and oral assessments. In their written and oral expression they will address different ways of
communicating ideas through tasks such as editorial writing, appellative tasks, reporting, diary
entries, telephone conversations, class discussion, informal conversation, skits, emails and letters.
Language B or language Ab Initio Assessment Outline
Higher Level
Individual Oral
Interactive Oral
Exams
Standard Level
Individual Oral
Interactive Oral
Exams
Percentage of Final Grade
15
15
70
13
Group 2
Group 1
Group 1 and 2 at a Glance
A1 High or
Standard
Is for a fluent language user:
• studying in his/her most competent language
• normally this is the language of the environment to which
the student has been exposed from an early age or for an
extended period
Students will:
•
study literary texts and demonstrate analytical skills in
writing and speaking
A1 School
Supported
Standard
Is for a fluent language user:
• whose particular language is not one of those above
Students will:
• study literary texts and demonstrate analytical skills in
writing and speaking
A2
Is for a fluent language user:
High or Stan- • who is proficient in both reading and writing
dard
• who knows this language as well/nearly as well as his/her
A1 language but does not wish to study it as A1
Students will:
• study the language at a more complex level
• focus on literature and culture
B
Is for a language learner who:
High or Stan- • has 2-3 or more years of experience in the language
Students will:
dard
• learn to communicate effectively in a number of situations, from everyday exchanges to literary texts.
• develop mastery of language skills
Ab Initio
Standard
Is for a beginner who:
• has little or no experience of the language.
English
French
German
Spanish
English
French
German
Spanish
English
French
German
Spanish
Spanish
The Bilingual Diploma
AIS students may obtain the IB Bilingual Diploma through one of the following methods.
1. Study two languages at the A1 level or study a language A1 and a language A2.
2. Write an extended essay in one subject from Group 3 or Group 4 in a language other than his or her
language A1.
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Group 3
Individuals and Societies
15
Individuals and Societies
Studying any one of the following subjects provides for the development of a critical appreciation of
human experience and behavior; the varieties of physical, economic and social environments that people
inhabit and the history of social and cultural institutions. In addition, each subject is designed to foster in
students the capacity to identify, to analyze critically and to evaluate theories, concepts and arguments
relating to the nature and activities of individuals and societies.
Economics
Economics is a dynamic social science. The study of economics is essentially about the concept of scarcity
and the problem of resource allocation. Although economics involves the formulation of theory, it is
not a purely theoretical subject: economic theories can be applied to real-world examples. Economics
incorporates elements of history, geography, psychology, sociology, political studies and many other
related fields of study. Economics naturally must consider how economic theory is to be applied in an
international context. Students will be expected to
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•
•
•
have an understanding and knowledge of economic concepts and theories
apply economic theory to a range of circumstances and a variety of situations
analyze information through the use of economic concepts and theories
evaluate concepts and theories from different economic perspectives
International-mindedness can be defined as the ideal or practice of cooperation and understanding
among countries. Economics has an important role to play in promoting such international cooperation
and mutual understanding because of its focus on global issues. Teachers of the course aim to promote
awareness in their students of how the impact of economics can both improve cooperation and
understanding between countries and, unfortunately, cause extensive damage.
Both higher and standard level students must produce a portfolio of four commentaries, each 650–750
words, based on a news media extract, linking economic theory to a real-world situation.
The higher level course is distinguished from the standard level course by increased depth and extension
topic material on top of the core topics of Microeconomics, Macroeconomics, International Economics
and Development Economics.
Economics Assessment Outline
Higher Level
Portfolio of Four
Commentaries
Exams
Percentage of
Final Grade
20
80
Standard Level
Portfolio of Four
Commentaries
Exams
Percentage of
Final Grade
25
75
16
History
History is an exploratory subject that poses questions without providing definitive answers. In order to
understand the past, students must engage with it both through exposure to primary historical sources
and through the work of historians. Historical study involves both selection and interpretation of data and
critical evaluation of it. A study of history both requires and develops an individual’s understanding of, and
empathy for, people living in other periods and contexts. The international perspective in history provides
a sound platform for the promotion of international understanding and, inherently, the intercultural
awareness necessary to prepare students for global citizenship. Above all, it helps to foster respect and
understanding of people and events in a variety of cultures throughout the world. Both Standard and
Higher level students will study a core curriculum that includes:
One of the following 20th Century world history prescribed subject must be chosen for study:
Peacemaking, peacekeeping—international relations 1918–36
The Arab–Israeli conflict 1945–79
Communism in crisis 1976–89
The following 20th Century world history topics are studied:
Causes, practices and effects of wars
Origins and development of authoritarian and single-party states
The Cold War
Historical investigation – students develop and apply the skills of a historian by selecting and analyzing
a good range of source material and managing diverse interpretations. The investigation demands that
students search for, select, evaluate and use evidence to reach a relevant conclusion.
Higher Level completes a further Regional Study on aspects of the history of Europe and the Middle East.
This option covers major trends in Europe and the Middle East in the period from the mid 19th century to
the end of the 20th century. Europe and the Middle East are geographically close, and their similarities and
differences have resulted in periods of cooperation and enmity. Major developments included revolutions;
the decline of empires and the establishment of nation states; political, social and economic reforms; and
the emergence of dictatorships and the re-emergence of democracy.
History Assessment Outline
Higher Level
Historical Investigation
Exams
Percentage of Standard Level
Final Grade
20
Historical Investigation
80
Exams
Percentage of
Final Grade
25
75
17
Geography
Geography is a dynamic subject that is grounded in the real world and focuses on the interactions
between individuals, societies and the physical environment in time and space. Geography looks at
how people adapt and respond to change evaluating the management strategies with such change
from a local to a global scale. Geography is distinctive in that it occupies the middle ground between
social and natural sciences. Diploma Programme at AIS integrates physical and human Geography.
It is this diversity that makes Geography one of the most exciting areas of study for students in the
21st Century. The syllabus links cohesively to Middle Years Programme (MYP) although previous
geographical experience is not required. Approaches to the teaching and learning of this subject area
are as diverse as the subject itself, which include:
•
•
•
•
•
•
•
•
Locate and differentiate elements of the Earth’s surface
Read, interpret, analyze and produce maps
Read, interpret, analyze and construct graphs
Undertake statistical calculations to show patterns and changes
Manipulate and interpret data using quantitative and qualitative techniques
Undertake geographical investigation
Write and use specific case studies in the context of the scope of study
Use of geographic terminology
Assessment
Paper 1 - The Core Theme - Patterns and Change
This theme, studied by Standard and Higher Level, looks at populations in transition, their wealth,
development, environment in which they live and the resources they use.
Paper 2 – Optional Themes
Standard Level Students are required to take TWO additional Themes; Higher Level Students are
required to take THREE. Themes may include freshwater issues, hazards and disasters, leisure, sport and
tourism, geography of food and urban environments.
Paper 3 Higher Level Extension – Global Interactions HIGHER LEVEL STUDENTS ONLY
Seven compulsory topics of study that focus around our planet’s global interactions.
Geography Assessment Outline
Higher Level
Fieldwork (2,500 words)
Exams
Percentage of
Final Grade
20
80
Standard Level
Fieldwork (2,500 words)
Exam
Percentage of
Final Grade
25
75
18
Group 4
Experimental Sciences
19
Experimental Sciences
Each subject contains a body of knowledge together with scientific methods and techniques which
students are required to learn and apply. In their application of scientific methods, students develop an
ability to analyze, evaluate, and synthesize scientific information. Students plan, carry out, conclude on
and evaluate their own experiments. A compulsory group 4 project encourages students to appreciate
the environmental, social and ethical implications of science although this is not assessed as a part
of the student’s grade. This exercise is collaborative and interdisciplinary: students analyze a topic or
problem which can be investigated in each of the science disciplines offered by the school. It is also an
opportunity for students to explore scientific solutions to global questions.
Biology
There are four basic biological concepts that run throughout the biology course. These are structure
and function; universality versus diversity; equilibrium within systems, and evolution.
Both standard and higher level students study the core topics: Chemistry of Life; Cells; Genetics; Ecology
and Evolution; Human Health and Physiology and Statistics. Higher level students have five more topics
to study that extend the depth of knowledge studied in the core topics, or like Plants, introduce new
concepts over and above those studied by standard level students. All students also study from two
option topics. Examples are Ecology and Conservation, and options on Human Physiology. Higher level
students study their options in more depth than standard level students.
Chemistry
Chemistry is an experimental science that combines academic study with the acquisition of practical
and investigational skills. It is called the central science, as chemical principles underpin both the
physical environment in which we live and all biological systems. Apart from being a subject worthy
of study in its own right, chemistry is a prerequisite for many other courses in higher education,
such as medicine, biological science and environmental science, and serves as useful preparation for
employment.
Both standard and higher level students study the core topics: Quantitative Chemistry; Atomic
Structure; Periodicity; Bonding; Energetics; Kinetics; Equilibrium; Acids and Bases; Oxidation and
reduction; Organic chemistry; Measurement and Data Processing. Higher level students have nine more
topics to study that extend the depth of knowledge studied in the core topics. All students also study
from two option topics. Higher level students study their options in more depth than standard level
students. Examples are Medicines and Drugs and Environmental Chemistry.
20
Physics
Physics is a natural science which aims to describe the various phenomena that occur in nature in
terms of simpler phenomena. It involves the study of concepts involving matter and its motion
through space and time, as well as all applicable concepts including energy and force. It is
conducted in order to gain a better understanding of natural phenomena and ultimately how the
universe is structured and how it behaves. Students are given the opportunity to practice the use
of scientific method to test the validity of physical theories. Students carry out experiments and
use their observations and conclusions drawn to compare these with the theory in question. The
study of Physics at the high school level also leads to a broad range of career paths within the
sciences and many engineering disciplines.
Both standard and higher level students study the core topics; Physics and Physical Measurement;
Mechanics; Thermal Physics; Oscillations and Waves; Electric Currents; Fields and Forces; Atomic
and Nuclear Physics ; Energy, Power and Climate Change. Higher level students have six more
topics to study that extend the depth of knowledge studied in the core topics, or as in Digital
Technology, introduce new concepts over and above those studied by standard level students.
All students also study from two option topics. Higher level students study their options in more
depth than standard level students. Examples are and Astrophysics and Electromagnetic waves.
Experimental Sciences Assessment Outline
Higher Level and Standard
Investigations
Exams differentiated by level
Percentage of Final Grade
24
76
21
Group 5
Mathematics
22
Mathematics
These three courses serve to accommodate the range of needs, interests and abilities of students, and
to fulfill the requirements of various university and career aspirations. The aims of these courses are to
enable students to develop mathematical knowledge, concepts and principles; develop logical, critical
and creative thinking and employ and refine their powers of abstraction and generalization. Students
are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of
its cultural and historical perspectives.
Higher Level Mathematics
Calculus, Probability, Statistics
Mathematics Higher Level caters to students with a good background in math who are competent
in a range of analytical and technical skills. The majority of these students will include mathematics
as a major component of their university studies, either as a subject in its own right or within courses
such as physics, engineering and technology. Others may take this subject because they have a
strong interest in mathematics and enjoy meeting its challenges at the highest levels. This course is a
demanding one, requiring students to study a broad range of mathematical topics through a number
of different approaches and to varying degrees of depth.
The Mathematics Higher Level syllabus consists of the study of seven core topics: Algebra; Functions
and Equations; Circular Functions and Trigonometry; Vectors; Matrices; Statistics and Probability; and
Calculus. In addition, students are required to study all the sub-topics in an option topic. At AIS, this
topic is Series and Differential Equations.
Students are required to submit two pieces of work, based on different areas of the syllabus,
representing two types of tasks: mathematical investigation and mathematical modeling. This portfolio
forms part of the student’s final grade.
Mathematics Higher Level Assessment Outline
Higher Level
Portfolio
Exams
Percentage of Final Grade
20
80
23
Standard Level Mathematics
Calculus
Mathematics Standard Level caters to students who anticipate a need for a sound math background in
preparation for their future studies. Students must possess knowledge of basic concepts and be equipped
with the skills needed to apply mathematical techniques correctly. It is a demanding course since it
contains a broad range of math topics.
The students most likely to select this subject expect to study subjects which have a significant
mathematical content (Engineering, Biology, Chemistry, Economics, Geography, Psychology and Business
Administration) or plan to attend a highly selective university requiring calculus. All candidates study:
Number and Algebra; Functions and Equations; Circular Functions and Trigonometry; Matrices; Vector
Geometry; Statistics and Probability, and Calculus. Students produce several assignments on different
areas of the syllabus; the two best assignments, based on the requirements, are chosen for the portfolio.
The assignments are based on the math topics above and must include mathematical investigation and
mathematical modeling.
Standard Level Mathematical Studies
Statistics
Mathematical Studies SL caters to students with varied backgrounds and abilities. The nature of
Mathematical Studies is such that it concentrates on mathematics which can be applied to contexts
related, as far as possible, to other curriculum subjects, to common general world occurrences, and to
topics that relate to home, work and leisure situations.
The course includes a project where students must produce a piece of written work based on personal
research. The project provides an opportunity for students to carry out a mathematical investigation in the
context of another course being studied or a hobby or interest of their choice, using skills learned before
and during the course. This project involves the collection and/or generation of data; the mathematical
analysis of such data; and a final evaluation of the results and validity of that data. Candidates should
have presumed knowledge of topics covered in Algebra I and Geometry as well as an introduction to
Trigonometry, Statistics, and Probability. Knowledge of Algebra II is also recommended.
Eight topics are studied: Introduction to the Graphical Display Calculator; Number and Algebra; Sets, Logic,
and Probability; Geometry and Trigonometry; Statistics (including both Descriptive Statistics and Simple
Hypothesis Testing); Functions; Financial Mathematics; Introductory Differential Calculus.
Mathematics Standard Level Assessment Outline
Mathematics Standard
Portfolio
Exams
Mathematics Studies
Project
Exams
Percentage of Final Grade
20
80
24
Group 6
The Arts
25
The Arts
The subjects in group six allow a high degree of adaptability to different cultural contexts. The emphasis
is on creativity in the context of disciplined, practical research into the relevant genres. The assessment
of these subjects reflects an eclectic attempt to combine contrasting aesthetics and forms of assessment
from around the world. In particular, there is no indication of a western-oriented bias. The arts are rigorous
academic subjects.
Music
The study of music allows for explorations of shared human perceptions and emotions which temper our
lives. The art of music demands that the educated musician be able to recognize and articulate musical
elements realized in diverse examples of music making. The alert mind trained in the disciplined study
of music will appreciate the ways in which music integrates and manifests knowledge on multiple levels.
With careful listening, the musician may become humbled by the power of music to change lives. IB music
encompasses the areas of performance, composition, and musical perception. The required components are
the solo or group performance, including a junior and senior music recital; a sustained, independent musical
investigation in the format of a media script; and an extensive listening paper (exam) at the end of the twoyear sequence focusing on detailed analysis of a musical work prescribed by the IB.
Atlanta International School enhances the IB Music curriculum by requiring successful completion of the
following areas: basic musical literacy as demonstrated through oral and written analysis of music; basic
knowledge and understanding of music history; informal in-class and peer-group performances and/
or discussions of student musical compositions; concert attendance and music criticism; reading and
understanding a musical score; and extensive exploration of world music and cultures.
In particular, the IB Music curriculum demands of its successful candidates the ability to intelligently and
effectively discuss the most basic elements of all music: time, sound, pitch, notation, beat, meter, rhythm,
intervals, scalar relationships, key signatures, triads and chords, basic musical forms/styles/genres, and the
interaction of melody and harmony.
In addition to all of the above requirements, students in the IB Music program are given ample opportunity
for individual, focused, sustained exploration of topics of musical interest. These projects are self-paced
and, in some cases, self-assessed, and are presented in the format of informal class forum, supplemented by
documentation and extensive write-up as a journal project. The music journal is a chronological record of
the IB music student’s development and growth across the two-year sequence of the program.
Music Assessment Outline
Higher Level
Listening Exam
Musical Investigation
Solo Performance
Composition
Percentage of
Final Grade
30
20
25
25
Standard Level
Listening Exam
Musical Investigation
Solo or Group Performance
or
Composition
Percentage of
Final Grade
30
20
50
26
Theatre
The Theatre core syllabus at HL and SL consists of three interrelated areas. Students are required to explore
these three areas from the perspective of dramaturgy, director, performer, group ensemble, production
team member and spectator.
1. Theatre in the making: this area is intended to equip the student with the knowledge and skills necessary
to perform; devise, plan and realize a theatre performance; design, realize an element of production;
provide technical support in a theatre performance and observe theatre.
2. Theatre in performance: this area involves students in the application of the knowledge and skills
developed in “Theatre in the Making” through participation in theatre performances in the different
capacities of performer, director, designer, and as a member of a production team.
3. Theatre in the world: the practical and theoretical exploration of a range of theatre traditions and cultural
practices from around the world and from different historical periods.
Independent project: the pursuit of an independent interest in theatre, which may have arisen from their
studies within the course. Students at HL are required to choose one from the following two options.
Option A: Devising Practice – develop and explore in depth the devising and actualization of a performance.
Option B: Exploring Practice – undertake a comparative study of theatre in advanced practice.
Journal: The journal is a means of recording personal growth in theatre and lays a foundation for the
independent project portfolio.
Theater Assessment Outline
Higher Level
Percentage of Standard Level
Final Grade
25
Research Investigation
1,500-1,750 words
Percentage of
Final Grade
25
Practical Performance
Proposal
250 words with a 1,0002000 word report
25
Practical Performance
Proposal
250 words
25
Theatre Performance and
Production Presentation
30 minutes
25
Theatre Performance and Production
Presentation
20 minutes
25
Independent Project Portfolio
3,000 words
25
Independent Project Portfolio
2,000 words
25
Research Investigation
2,000 to 2,550 words
27
Visual Art
The Visual Art course has two elements: the Investigation Workbook and the Studio Work. The two work
hand in hand in order to direct students in the understanding and creating of art. At the end of the twoyear course, students present their body of work in:
The Investigation Workbook
1. Critical Analysis – must show a methodical, critical examination of the meaning and significance of both
the visual and functional qualities of art related to the theme under consideration.
2. Contextual Research – workbooks contain compelling evidence of thorough and consistent research
into socio-cultural and historical contexts of more than one culture, including some unconventional
approaches by the candidate.
3. Visual Research – workbooks illustrate a comprehensive exploration of the range of visual qualities
and the representation of ideas related to themes, demonstrated through various types of original and
recycled images, media experiments, and technical practice.
4. Integration – The work exhibits a natural, close and consistent relationship between research, both
visual and written, and artistic production reflecting analysis, synthesis and exploration.
The Studio Work
1. Imaginative Expression – The candidate’s explorations are creative and imaginative. Ideas and forms are
consistently and intelligently presented in an adventurous manner, resulting in surprising and unusual
images which challenge existing conventions.
2. Purposeful Exploration – There is evidence that the candidate’s explorations of ideas are clearly and
strongly integrated with his/her life and cultural context.
3. Meaning and Function – The studio work exhibits a synthesis of conceptual content, formal knowledge,
and technical skill. It has strong personal socio-cultural or aesthetic meaning. The relationship
between form, function, and meaning is very clear and appropriate.
4. Formal Qualities – The studio work consistently shows strong evidence of a thoughtful and inventive
use of the elements and principles of design.
5. Technical Skills – The studio work shows an outstanding technical competence, and demonstrates a
highly appropriate use of media in relation to the intended expressive purposes of the work.
Visual Art Assessment Outline
Option A - HL and SL
Percentage of
Final Grade
Studio Work
60
Investigation Workbook 40
Option B - HL and SL
Percentage of
Final Grade
Studio Work
40
Investigation Workbook 60
28
Forms
29
Course Selection Form
Group 1
Language A1
English A1 HL
English A1 SL
French A1 HL
French A1 SL
German A1 HL
German A1 SL
Spanish A1 HL
Spanish A1 SL
SSL SL
Group 2
Language A2 or B
or ab initio
English A2 HL
English A2 SL
French A2 HL
French A2 SL
German A2 HL
Group 3
Individuals
and Societies
Economics HL
Economics SL
Geography HL
Geography SL
History HL
Group 4
Science
Group 5
Mathematics
Group 6
The Arts *
Biology HL
Math HL
Biology SL
Math Standard SL
Chemistry HL Math Studies SL
Chemistry SL
Physics HL
Music HL
Music SL
Theatre HL
Theatre SL
Art HL
German A2 SL
Spanish A2 HL
Spanish A2 SL
English B HL
English B SL
French B HL
French B SL
German B HL
History SL
Physics SL
Art SL
* You may
take a second
subject from
any of the
other groups
instead of
group 6.
However, we
encourage
you to do an
Arts subject.
German B SL
Spanish B HL
Spanish B SL
ab initio SL**
Questions
**If you chose language ab initio, please list which language (French, German or Spanish) you would
like to learn, in order of preference. #1 is your top choice, #2 is your second choice, #3 is your third
choice. You can leave 2 and/or 3 blank if you have no second or third choice. Instead, note what other
subject you would take if your language ab initio were not avaliable due to low demand.
1.
2.
3.
Do you have plans to attend college overseas?
Do you have any ideas on college majors or career paths?
Explain why you picked your sixth course.
What courses do you enjoy most?
Which are most challenging for you?
30
Name
Course
Higher Level (HL)
Please specify carefully
your choice of Language
to avoid ambiguity
Standard Level (SL)
Please specify carefully
your choice of Language
and Mathematics to
avoid ambiguity
Student Signature
Parent Signature
Advisor Signature
Office Use Only:
Late
Counselor
Signature
No
Yes
Teacher Initial
Teacher Comment
Contacts
International Baccalaureate Diploma Coordinator
Françoise Monier
International Baccalaureate Middle Years Coordinator Jennifer Weyburn
[email protected]
404 841 3881
[email protected]
404 841 3840 ext. 214
Group Leaders
Group 1 Language
Brandon Rogers
[email protected]
Group 2 Language
Virginia Ferandel
Group 3 Individuals and Societies
Darren Rollins
Group 4 Science
Ron Frigon Group 5 Mathematics
Sarah Locke
Group 6 The Arts
Robert Warren
Head of Secondary School
Patrick Hurworth
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
404 841 3888
32
Mission
Our new century needs and will be shaped by extraordinary individuals. Meeting the challenges
and opportunities of an interdependent world will require versatile intellectual competence and
uncompromising commitment. Those who thrive in and contribute to this world will have a solid
sense of who they are, and respect for who others are, as individuals, as members of a group,
as citizens of their nation, and as members of a global community. They will have a rigorous
academic preparation and a passion to become the best they can be and to help others achieve
their best. The mission of Atlanta International School is to develop such individuals.
To fulfill this mission, we envision Atlanta International School:
continuing to develop and deserve a worldwide reputation as an exemplary center of teaching
and learning, a school that achieves and sets, within the framework of the International Baccalaureate, world-class standards in bilingual education, promotes international understanding,
develops the whole child, and lives its core values of respect, diversity, effort and joy of learning;
maintaining an optimal size composition of faculty and students so that opportunities for individual learning, mutual understanding, and community feeling are maximized;
connecting to the local global community through the active participation of its multilingual
students, alumni and staff, who, in their work and further education, help to shape and improve
the world through their knowledge, understanding and hope.
Atlanta International School will not discriminate on the basis of race, color, sex, national and
ethnic origin, age, religion, gender preference or disability in the administration of its educational policies, admission, scholarship and loan programs, and athletic and other school-administered programs.