Program of Studies 2016-17 - East Hartford Public Schools

Transcription

THE CONNECTICUT IB ACADEMY
EAST HARTFORD, CONNECTICUT
THECONNECTICUTIBACADEMY
ANINTERNATIONALBACCALAUREATEWORLDSCHOOL©
PROGRAMOFSTUDIES
for
2016‐2017
Caryn W. Stedman, Principal
The Michael H. Abelon Campus
East Hartford, CT 06118
Ph (860) 622-5590 Fax (860) 622-5555
The Connecticut IB Academy
An International Baccalaureate World School©
Caryn W. Stedman, Principal
The Michael H. Abelon Campus
857 Forbes Street
East Hartford, CT 06118
Ph (860) 622-5590 Fax (860) 622-5555
DearCIBAStudentsandParents,
We are pleased to offer CIBA’s Program of Studies catalogue for 2016‐17. The catalogue will assist you in
understanding the International Baccalaureate Programmes offered at CIBA as well as the requirements for CIBA
graduation and those necessary to complete the requirements to obtain the International Baccalaureate Diploma.
Students and their parents or guardians should review this carefully before they make an appointment with Mr.
Spillertoplantheircourseofstudy.
CIBAisamagnetschoolwithInternationalBaccalaureateasitsmagnettheme.ThismeansthatEVERYstudentatCIBA
isinafullIBProgrammeforallfouryears.TakingallIBcoursesandcompletingtherequirementsfortheIBDiploma
arerequired.
EverycourseofferedatCIBAisanIBcourseandisofferedatthemostrigorouslevelsappropriateforthestudents.
PleasekeepinmindthatmanyexpertsconsidertheDiplomaProgrammecoursesmorechallengingthansimilarAP
classes.CIBAiscurrentlyinthecandidacyphaseforofferingtheIBMiddleYearsProgramme(MYP)forgradesnine
and ten with authorization expected in 2017. This means that this year, ALL students in grades 9 and 10 are in an
International Baccalaureate MYP Programme. The MYP provides students with a rich, concept‐based learning
experience and helps to ensure that students are prepared to be successful on the International Baccalaureate
DiplomaexamsandtofulfilltherequirementsinordertoobtainthefullIBDiploma.
The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final
examinationsthatpreparesstudents,aged16to19,forsuccessatuniversityandlifebeyond.Ithasbeendesignedto
addresstheintellectual,social,emotionalandphysicalwell‐beingofstudents.TheMiddleYearsProgramme(MYP)for
grades 9 and 10 is described by the IB as “a challenging framework that encourages students to make practical
connections between their studies and the real world.” The IB programmes have a high level of respect and
recognition among the world’s leading higher education institutions which results in advanced course standing,
coursecredit,scholarshipsandotheradmissionsrelatedbenefitsforCIBAstudents.
The Connecticut IB Academy (CIBA), as an International Baccalaureate World School© follows the IB models for
eachprogramme.Thisisademanding,balancedcourseofstudyinvolvingeightacademicareasingradesnineandten
and six academic areas in grades eleven and twelve. Subjects within the groups in both programmes are studied
concurrentlyandincludeboththehumanitiesandthesciences.
Suchcourserequirementsenablestudentstoexploresomesubjectsindepthandothersmorebroadly,aformulathe
InternationalBaccalaureateOrganizationdescribesas“adeliberatecompromisebetweentheearlyspecializationof
some national systems and the breadth found in others” ‐ and one which we believe ensures exposure to a wider
varietyofchallenges.
Sincerely,
CarynW.Stedman
Principal
CIBAProgramofStudiesTableofContents
Contents
CIBAPhilosophyofTeachingandLearning…………………………………………………. 1
TheIBlearnerprofile…………………………………………………………………………………2
TheApproachestoLearning……………………………………………………………………… 3
GraduationRequirements…………………………………………….............................………. 5
TheMiddleYearsProgramme……………………………………………………………………7
TheDiplomaProgramme…………………………………………………………………….……. 8
CIBACourseSelectionMatrix……………………………………………………………………. 9
KeyConceptsandGlobalContexts……………………………………………………………… 10
Group1–Studiesinlanguageandliterature–English………………….…………….. 11
Group2‐LanguageacquisitionChinese…………………………………………………..… 14
Group2‐LanguageacquisitionSpanish…………………………………………………….. 17
Group3–IndividualsandSocieties……………………………………………………………
20
Group4–Sciences……………………………………………………………………………………
23
HealthandPhysicalEducation……………………………………………………………….….
28
Group5–Mathematics……………………………………………………………………………... 29
Group6–TheArts……………………………………………………………………………………
32
Design/Technology…………………………………………………………………………………… 34
TheIBMYPCore………………………………………………………………………………………35
PersonalProject(PP)
ServiceasAction(SA)
TheIBDPCore…………………………………………………………………………………………36
TheoryofKnowledge(TOK)
TheExtendedEssay(EE)
Creativity,Activity,Service(CAS)
On‐linecourses………………………………………………………………………………………….. 36
CIBA’sPhilosophyofTeachingandLearning
The Connecticut IB Academy’s philosophy of teaching and learning aligns with the approaches
supported by recent research on best practices in education and advocated by the International
Baccalaureate.
AsanInternationalBaccalaureateWorldSchool ©authorizedtooffertheDiplomaProgramme(DP
grades11&12)andasacandidateschoolfortheMiddleYearsProgramme(MYPgrades9&10),CIBA
believesthatstudentscanachievetoahighlevelbyworkingcloselywiththeirclassmatesandteachers
using a rigorous curriculum that allows them to construct meaning and make sense of the world.
Students at CIBA are highly motivated to succeed and are encouraged to develop themselves as
inquiring, knowledgeable, principled and caring people who want to make a difference in the world
throughabroadunderstandingofglobalissues,interculturalunderstandingandrespect.
Teaching and learning at CIBA are centered on the student’s exploration of the world around them
through the various disciplines and through interdisciplinary study. Students and teachers work
together to construct meaning through deep conceptual understanding in each subject area. The
InternationalBaccalaureateapproachweavestogetherdepthofcontentunderstandingwithconceptual
study through real world connections, defined as “global contexts.” Students not only develop
academic skills, but they work on their social, emotional and metacognitive skills through explicit
practice in communication, collaboration, self‐management, research, reflection, and thinking. The
ultimategoalistoempowerCIBAstudentsascaring,ethicalyoungpeoplewithapassionforalifetime
oflearningindependentlyandincollaborationwithothersandawell‐developedsenseofinternational
mindedness.
EducationforInternationalMindedness
Educationforinternationalmindednessvaluestheworldasthebroadestcontext
forlearning,developsconceptualunderstandingacrossarangeofsubjectsand
offersopportunitiestoinquire,actandreflect
1
TheIBlearnerprofile
TheInternationalBaccalaureate®(IB)learnerprofiledescribesabroadrangeofhumancapacitiesand
responsibilitiesthatgobeyondacademicsuccess.AtCIBA,weemphasizetheseattributesinallofour
curricularandco‐curricularactivities.Wecelebratestudentsandadultswhoexemplifyeachofthese
attributes.Weaskstudentsandadultstoreflectonthesescapacitiesandresponsibilitiestoidentify
howtheycanlearntobetterrespectthemselves,othersandtheworldaroundthem.
Theprofileaimstodeveloplearnerswhoare:
Inquirers‐Wenurtureourcuriosity,developingskillsforinquiryandresearch.Weknowhowtolearn
independentlyandwithothers.Welearnwithenthusiasmandsustainourloveoflearningthroughout
life.
Knowledgeable‐Wedevelopanduseconceptualunderstanding,exploringknowledgeacrossarange
ofdisciplines.Weengagewithissuesandideasthathavelocalandglobalsignificance.
Thinkers‐Weusecriticalandcreativethinkingskillstoanalyseandtakeresponsibleactionon
complexproblems.Weexerciseinitiativeinmakingreasoned,ethicaldecisions.
Communicators‐Weexpressourselvesconfidentlyandcreativelyinmorethanonelanguageandin
manyways.Wecollaboratereflectively,listeningcarefullytotheperspectivesofotherindividualsand
groups.
Principled‐Weactwithintegrityandhonesty,withastrongsenseoffairnessandjustice,andwith
respectforthedignityandrightsofpeopleeverywhere.Wetakeresponsibilityforouractionsandtheir
consequences.
Open‐minded‐Wecriticallyappreciateourownculturesandpersonalhistories,aswellasthevalues
andtraditionsofothers.Weseekandevaluatearangeofpointsofview,andwearewillingtogrow
fromtheexperience.
Caring‐Weshowempathy,compassionandrespect.Wehaveacommitmenttoservice,andweactto
makeapositivedifferenceinthelivesofothersandintheworldaroundus.
Risk‐takers‐Weapproachuncertaintywithforethoughtanddetermination;weworkindependently
andcooperativelytoexplorenewideasandinnovativestrategies.Weareresourcefulandresilientin
thefaceofchallengesandchange.
Balanced‐Weunderstandtheimportanceofbalancingdifferentaspectsofourlives—intellectual,
physical,andemotional—toachievewell‐beingforourselvesandothers.Werecognizeour
interdependencewithotherpeopleandwiththeworldinwhichwelive.
Reflective‐Wethoughtfullyconsidertheworldandourownideasandexperience.Weworkto
understandourstrengthsandweaknessesinordertosupportourlearningandpersonaldevelopment.
2
TheIBApproachestoLearning
The IBO describes the “Approaches to Learning” (ATLs) as the roadmap to the IB learner profile. At
CIBAwehaveimplementedtheseastheCIBACReSTS.“Throughapproachestolearning(ATL)inallIB
programmes,studentsdevelopskillsthathaverelevanceacrossthecurriculumthathelpthem“learn
how to learn”. ATL skills can be learned and taught, improved with practice and developed
incrementally.Theyprovideasolidfoundationforlearningindependentlyandwithothers.ATLskills
help students prepare for, and demonstrate learning through, meaningful assessment. CIBA’s CReSTS
provide a common language that students and teachers can use to reflect on, and articulate on, the
processoflearning.(MYP:FromPrinciplesIntoPractice,IBO,2015)
IB programmes identify five ATL skill categories, expanded into developmentally appropriate skill
clusters. These five areas are common across all IB Programmes from kindergarten through grade
twelve,buthaveage‐appropriatequestionsandindicatorsateachlevel.TheApproachestoLearning–
CIBA CReSTS ‐ are not add‐ons or in addition to the curricular requirements of the International
BaccalaureateProgrammes,butareanintegralpartofthecurricularandco‐curricularactivities.They
are the road map to assisting students to fully exemplify the “IB Learner Profile” and as such, are
explicitlytaught,reinforcedandassessedineachyearofanyIBProgramme.Implementingthesemust
beapartoftheregularcurricularpracticesofclassroomteachers.Theyarealsousedastheframework
forallinstructionalandbehaviorinterventions.
All teachers at CIBA are responsible for integrating and explicitly teaching ATL skills. Over time,
studentsshoulddevelopclearandsophisticatedunderstandingsofhowtheylearnbestandhowthey
can evaluate the effectiveness of their learning. This kind of self‐regulated (independent and
autonomous)learninghelpsstudents:
 reflectpurposefullyontheirlearning(metacognition)
 understandthediversityofhumanlearningneeds
 evaluateandprovideevidenceoftheirlearning
 meetMYPsubjectgroupaimsandobjectives
 shareresponsibilityforcreatingproductive,cooperativeandsafelearningenvironments
 developtheconfidencetotrynewstrategiesandexplorenewconceptsandcontextsfor
learning
 prepareforfurtherstudyandresponsibleparticipationinlocalandglobalcommunities.
 ATL skills are informed by, and support the development of, the attributes of the IB learner
profile.
Developing students’ ATL skills is about more than simply developing their cognitive skills. It is also
aboutdevelopingaffectiveandmetacognitiveskills,andaboutencouragingstudentstoviewlearningas
somethingthatthey“doforthemselvesinaproactiveway,ratherthanasacoverteventthathappens
totheminreactiontoteaching”(Zimmerman2000:65).BydevelopingATLskillsandtheattributesof
the learner profile, DP students can become “self‐regulated learners” (Kaplan 1998). Self‐regulated
learners have learned how to set learning goals, ask good questions, self‐interrogate as they learn,
generate motivation and perseverance, try out different learning processes, self‐monitor the
effectivenessoftheirlearning,reflectonachievement,and
makechangestotheirlearningprocesseswherenecessary(ZimmermanandSchunk1989,deBruinet
al.2011,Wolters2011).
3
Theterm“skill”isthereforeusedinabroadsenseintheDPtoencompasscognitive,metacognitive,and
affective skills. Cognitive skills include all the information‐processing and thinking skills, often called
“study skills” in a school environment. Affective skills are the skills of behaviour and emotional
management underpinning attitudinal factors such as resilience, perseverance and self‐motivation,
whichoftenhavealargeroletoplayineducationalachievement.Metacognitiveskillsaretheskillsthat
students can use to monitor the effectiveness of their learning skills and processes, to better
understandandevaluatetheirlearning.Althoughtheseskillsmaybeinusewhenmanifestingacertain
natural ability or talent, they are different to both of these because proficiency in any skill can be
increased through the deliberate use of techniques and strategies, feedback and challenge. Skills are
thereforehighlyteachable.(ApproachestoLearningintheDP,IBO2015)
IntheDP,aswellasinthePrimaryYearsProgramme(PYP)andMiddleYearsProgramme(MYP),these
cognitive, metacognitive and affective skills are grouped into the same five ATL categories, whichwe
havereorganizedintotheCIBACReSTS:
FACULTY/STAFF C COMMUNICATION Re RESEARCH S SOCIAL T THINKING S SELF‐
MANAGEMENT STUDENTS (Models all of the student expectations as well as the attributes from Domain 4 of TEVAL) We communicate respectfully and effectively. We communicate frequently and proactively with students and families about student academic and behavioral performance in a culturally responsive and timely manner. We use media and technology ethically and responsibly. We create and innovate based on research. We participate actively in professional learning. We model safe, ethical use of information and technology. We take steps to prevent the misuse of technology We collaborate with others showing empathy and respect. We collaborate with colleagues on an ongoing basis to synthesize and analyze data to improve student learning. We analyze and evaluate issues and ideas and consider various perspectives. We engage in ongoing reflection and self‐evaluation to engage with colleagues to improve professional practice. We plan and keep ourselves organized. We reflect on our actions and our work. We collaborate with our colleagues to plan major assessments/assignments to reduce student stress. We provide accurate, fair and specific feedback to our students in a timely fashion 4
CIBAGRADUATIONREQUIREMENTS
Studentsmustselectaminimumofsixcreditseachyear.AccordingtoEastHartfordBoardofEducationPolicya
minimumof22creditsisrequiredforhighschoolgraduation,includingthesuccessfulcompletionof:
4creditsinEnglish(MYP4,MYP5,DPI,DPII)
3creditsinMathematics(MYP4,MYP5,DPI,DPII)
3creditsinSocialStudies,(MYP4USHistoryMYP5CivilSocieties,DPHistoryIorITGSI)
2creditsinScience(MYP4IntegratedSciences(incl.life&physical),MYP5IntegratedSciences(inc.life
&physical),DPIChemistry,DPBiologyI,orSPSHESI)
2creditsinHealth/PhysicalEducation
CompletionofCASrequirements(seeCASPolicy)asdefinedbytheInternationalBaccalaureate
Requirements(1creditCAS/EEcompletion)
PROMOTIONPOLICY
Promotionisbasedonthefollowingminimumrequirements:
ToGrade10:
4.50credits
ToGrade11:
10.00credits
ToGrade12:
16.00credits
IBMYPREQUIREMENTS
In addition to completing the required classes as described above and in the course overview, students must
complete the International Baccalaureate Middle Years Programme Personal Project. This is a project which is
started at the end of 9th grade and is completed in the spring of the 10th grade. The MYP Personal Project is a
sustained, self‐directed inquiry completed by the individual student. The MYP Personal Project encourages
studentstoreflectontheirlearningandtheoutcomesoftheirwork–keyskillsthatpreparethemforsuccessin
further study, the workplace and the community. Each student’s project is moderated externally by the
InternationalBaccalaureate.Inaddition,studentshavetheoptionoftakingadditionalMYPexternalassessments
inothersubjectsattheendofgrade10tobeeligibleforIBCourseResultsandtheIBMYPCertificateshouldthey
sochoose.
IBDIPLOMAREQUIREMENTS
The IB Diploma requires that students complete a specific number of course hours in each of the six subject
groups over two years. Each of these subjects has an internal written assessment, project, assessment or oral
assessmentthatisarequiredcomponentofthecourseandmayberequiredforgraduation(dependinguponthe
course).TheIBalsorequiresthecompletionoftheTOK,ExtendedEssayandCreativity,ActivityandService.The
internal assessments serve as a final indicator of whether the student has met the aims and objectives of the
course and are calculated as approximately 20% of the final exam grade. All students who attend CIBA are
expectedtocompletetheentirerangeofinternalandexternalcomponentsoffortheIBDiploma.AchievingtheIB
Diploma is above and beyond the requirements for graduation and the achievement of a regular high school
diploma and has a high level of respect and recognition among the world’s leading higher education
institutions which results in advanced course standing, course credit, scholarships and other
admissionsrelatedbenefitsforCIBAstudents.
5
TheIBExamsareaseriesofsixpapers(examinations)thataregivenintheDiplomaProgramcourses.
CIBAcurrentlypaysforstudentstotakeon‐lineDPcoursesandfortheregistrationandexamfeesfor
all students. Failure to take the exam for an on‐line course that a student has taken will resultin an
accountabilitytothestudentforthecostoftheon‐linecourse(about$2500).Failuretocompletethe
required internal assessment and/or the external component of any IB exam will result in an
accountability for the cost of each exam (currently $110), possibly the cost of registration ($165 per
student)andfailureofthecourse.
The external exam papers are each scored on a 1‐7 scale, and the scores are combined holistically. Three
additionalpointsareavailablebasedonperformanceinTOKandtheExtendedEssay,foratotalof45possible
points.Studentsmustscoreaminimumof24pointstoearnanIBDiploma.
o A minimum of three of the papers must be for higher level (HL) courses, and 12 of the total
pointsmustbeearnedintheseHLexams.
 ExtendedEssay
 TheoryofKnowledge
 CASrequirements(currentlyrequiredforgraduation)
Adaptedfrominformationprovidedbytheofficialwebsiteofthe
InternationalBaccalaureate:
www.ibo.org
6
TheInternationalBaccalaureate®MiddleYearsProgrammeModel
IBMiddleYearsProgrammestudents(everystudentatCIBAingradesnineandten)studyallofthesubjectsoftheMYP
concurrentlywiththeexceptionofArtandDesign/technologywhichareofferedforoneyeareachingradesnineandten.All
studentsbeginaPersonalProjectattheendofthe9thgradewhichiscompletedinthespringofthe10thgradeandmoderated
externallybytheIBO.
Language&Literature
LanguageAcquisition
IndividualsandSocieties
Sciences
PhysicalandHealthEducation
Mathematics
Arts
Design/Technology
ProgramCore:
Service
ThePersonalProject
7
TheInternationalBaccalaureate®DiplomaProgrammeModel
IBDiplomaProgrammestudentsmustchooseonesubjectfromeachoffivegroups(1to5),ensuringbreadthofknowledge
andunderstandingintheirbestlanguage,additionallanguage(s),thesocialsciences,theexperimentalsciencesand
mathematics.Studentmaychooseeitheranartssubjectfromgroup6,orasecondsubjectfromgroups1to5.
GroupOne:StudiesinLanguage&Literature
GroupTwo:LanguageAcquisition
GroupThree:IndividualsandSocieties
GroupFour:Sciences
GroupFive:Mathematics
GroupSix:TheArts
ProgramCore:
 ExtendedEssay
 TheoryofKnowledge
 CreativityActionService(CAS)
8
CIBACOURSESELECTIONMATRIXFOR2016‐17
Grade9
Grade10
Grade11
(IBMYP4)
(IBMYP5)
(IBDiplomaI)
Group1
Studiesin
Language
and
Literature
Group2
Language
Acquisition
Group3
Individuals
andSocities
MYP4
English9
MYP5
English10
DPEnglish
(Literature)I
(SL/HL)
MYP4Spanish
MYP5Spanish
DPSpanishI(ab
initio/SL/HL)
MYP4Chinese
MYP5Chinese
DPChineseI(ab
initio/SL/HL)
MYP4
USHistory
MYP5Globaland
Civicissues
DPHistoryI
TopicsinWorld
History(SL/HL)
MYP5Mathematics
II
DP
MathematicsI
(SL)
MYP5Artistic
Methods
DPVisualArtsI
(SL/HL)
Personal
Project/SA
PersonalProject/SA
DPTheoryof
KnowledgeI
EE
CAS
IB‐DPOnline
Courses
Band/Orchestra
DPTheoryof
KnowledgeII
EE
CAS
IB‐DPOnline
Courses
Band/Orchestra
Group4
Sciences
MYP4Integrated
SciencesI
MYP5Integrated
SciencesII
Group5
Mathematics
Group6
TheArts
IBMYP
Core
IB‐DPCore
Online
courses
Other
DPSpanishII
(abinitio/
SL/HL)
DPChineseII
(abinitio/
SL/HL)
DPHistoryII
MYP4
MathematicsI
DPEnglish
(Literature)II
(SL/HL)
(for2016‐17only)
TopicsinWorld
History(SL/HL)
DPInformation
Technologyina
GlobalSocietyII
(SL/HL)
DPBiologyII
(SL/HL)
DPChemistryII
(SL/HL)
DPSports,
Exercise&
HealthScience
II(SL)(2017‐18)
DP
MathematicsII
(SL)
DPMath
StudiesII
(SL)
DPVisualArts
II(SL/HL)
MYP4Design
Technology
Grade12
(IBDiplomaII)
MYP4
PhysicalandHealth
Education
MYP5
PhysicalandHealth
Education
Gradpoint/BYU
Gradpoint/BYU
Band/Orchestra
Band/Orchestra
9
DPInformation
Technologyina
GlobalSocietyI
(SL/HL)
DPBiologyI
(SL/HL)
DPChemistryI
(SL/HL)
DPSports,
Exercise&
HealthScienceI
(SL)
THEIBKEYCONCEPTSANDGLOBALCONTEXTS
TeachingandlearningintheIBisconceptualandplacedinglobalcontextstohelpstudentsmakeconnections
betweentheirclassroomexperiencesandtheworldaroundthem.Bigconceptualunderstandingalsoassists
studentsinapplyingtheirknowledgeandskillstonewsituations.TheIBidentifiesKEYCONCEPTSforeach
discipline,withtheotherconceptssupportingthekeyconceptsas“related.”InadditiontheIBidentifiedsix
GLOBALCONTEXTSthroughwhichalllearningisframed.ThesearefoundintheMYPandintheDP.
KEYCONCEPTS:
Aesthetics
Connections
Form
Perspective
Change
Creativity
Globalinteractions
Relationships
Communication
Culture
Identity
Systems
Communities
Development
Logic
Time,placeandspace
Teachers must use these concepts to develop the curriculum. Schools may identify and develop additional
conceptstomeetlocalcircumstancesandcurriculumrequirements.
GLOBALCONTEXTS:
Global contexts direct learning towards independent and shared inquiry into our common humanity and shared
guardianshipoftheplanet.Theglobalcontextsare:
•
identitiesandrelationships
•
orientationinspaceandtime
•
personalandculturalexpression
•
scientificandtechnicalinnovation
•
globalizationandsustainability
•
fairnessanddevelopment.
Teachersmustidentifyaglobalcontextforteachingandlearning,ordevelopadditionalcontextsthathelpstudents
exploretherelevanceoftheirinquiry(whyitmatters).
10
GROUP1–STUDIESINLANGUAGEANDLITERATURE:ENGLISH
MYP4English901001Grade95periods/week1.00credit
Studentsneedtodevelopanappreciationofthenatureoflanguageandliterature,ofthemanyinfluencesonit,
andofitspowerandbeauty.Theyareencouragedtorecognizethatproficiencyinlanguageisapowerfultoolfor
communication in all societies. Furthermore, language and literature incorporates creative processes and
encourages the development of imagination and creativity through self‐expression. The aims of language and
literatureingrade9(MYP4)atCIBAaretoenablestudentstouselanguageas:avehicleforthought,creativity,
reflection, learning, self‐expression, analysis, and social interaction; develop the skills involved in listening,
speaking,reading,writing,viewing,andpresentinginavarietyofcontexts;developcritical,creative,andpersonal
approachestostudyingandanalyzingliteraryandnon‐literarytexts;engagewithtextsfromdifferenthistorical
periods and a variety of cultures; explore and analyze aspects of personal, host, and other cultures through
literaryandnon‐literarytexts;explorelanguagethroughavarietyofmediaandmodes;developalifelonginterest
in reading; and apply linguistic and literary concepts and skills in a variety of authentic contexts. Through
thematicunits,framedaroundthekeyconceptsofcommunication,connections,creativity,andperspective;the
global contexts; and focused genre study, students begin to identify connections between life and literature.
Studentsareengagedinthestudyofthelanguageandliteratureofcommunitiesandtheirculturethroughawide
rangeofliteraryandnon‐literarytexttypes,writingstyles,andtechniques,whichallowstudentstocommenton
thesignificanceofpossiblecontexts,audiences,purpose,andtheuseoflinguisticandliterarydevices.(ibo.org)
Theyexplorethewritingprocessthroughfrequentformal,informalandcreativewritingopportunities.Students
learntolistenandspeakeffectivelyindifferentsituations‐‐creativeandexpository,individualandcollaborative.
Theunitsaregroundedinthedifferentliterarygenres,movingthroughelementsoffictionandtheshortstory,an
introductiontopoetry,thedramaofWilliamShakespeare,andculminatingwithmemoir(publishedandoriginal).
Alloftheseunitsintegratereadingsandwritingsoffictionandnonfictiontextsofmultiplegenres,drawingfrom
theseinordertoshowthedistinctionsbetweenthem,aswellastheconnectionsacrosstheminthehopesthat
students will transfer their knowledge and skills into many different forms of literature and language. MYP 4
English 9 emphasizes the communication skills and concepts that will help students learn to improve their
writing,loveandenjoyliterature,anddevelopalife‐longappreciationforthepoweroflanguage.
MYP5English1001002Grade105periods/week1.00credit
Studentscontinuetoimprovetheirwritingandtheirstudyofliteratureandlanguagethematically,withaspecific
focus on the key concepts of communication, connections, creativity and perspective; the global contexts, and
further genre study. They are encouraged to recognize that proficiency in language is a powerful tool for
communication in all societies. The aimsof languageand literature in grade 10 (MYP 5) at CIBA are to enable
students to use language as a vehicle for thought, creativity, reflection, learning, self‐expression, analysis and
socialinteraction;developtheskillsinvolvedinlistening,speaking,reading,writing,viewingandpresentingina
varietyofcontexts;developcritical,creativeandpersonalapproachestostudyingandanalysingliteraryandnon‐
literary texts; engage with text from different historical periods and a variety of cultures; explore and analyse
aspectsofpersonal,hostandotherculturesthroughliteraryandnon‐literarytexts;explorelanguagethrougha
varietyofmediaandmodes;developalifelonginterestinreading;andapplylinguisticandliteraryconceptsand
skills in a variety of authentic contexts. (ibo.org) Furthermore, language and literature incorporates creative
processesandencouragesthedevelopmentofimaginationandcreativitythroughself‐expression.Theyexamine
theglobalcontextsfoundinthenovelanddrama,identifyingcommonthreadsandconnectionsinvariouspieces
ofliteratureacrossculturesandtimeperiods.Theyforminsightsintohumannatureandobservehowthemesand
conceptsinhistoryrepeatthemselves.Studentsconnectcontemporaryworldeventstotheliteratureexploredin
class, while increasing their vocabulary with an emphasis on writing cogent, powerful prose. Frequent
opportunitiesfordevelopingargumentative,explanatory,andcreativewritingenhancestudentunderstandingof
the material. Interaction in small and large groups increases student proficiency in oral skills and problem
solving. Students master the ability to take a position and defend it with textual support, both orally and in
writing. MYP 5 English 10 continues to prepare students in improving their writing, love and enjoyment of
literature, and developing a life‐long appreciation for the power of language. The units target two genres
specifically:theNovelandDrama.WeopenwithastudyofShakespeare’sclassicaldrama,andthenexamineboth
aclassicplayandoneofitsmodernizations.Thisthematicallytransitionstothestudyoftyrannyanddespotism
11
withanexaminationofmodernnovels.Studentsmakerealworldconnectionsbydrawingparallelswithcurrent
politicaleventsandideologies.Inthesecondsemester,theAmericanDreambecomesthefocus,andweexamine
its treatment in both novels and plays of American writers. The study of these texts will enable students to
successfullycompletetherequirementsoftheDPIandIIEnglishLiteraturecourses.
DPEnglishI(SL/HL)01007Grade115periods/week1.00credit
Teaching hours
Syllabuscomponent
Part1:Worksintranslation
SL:TwoworksHL:
Threeworks
Allworksarechosenfromthetitlesintheprescribedliteratureintranslation(PLT)
list.
Part2:Detailedstudy
SL:Twoworks
HL:Threeworks
Allworksarechosenfromtheprescribedlistofauthors(PLA)forthelanguageA
beingstudied,eachfromadifferentgenre.
Part3:Literarygenres
SL:Threeworks
HL:Fourworks
Allworksarechosenfromtheprescribedlistofauthors(PLA)forthelanguageA
beingstudied,allfromthesamegenre.
Part4:Options
SL:Threeworks
HL:Threeworks
Worksarefreelychoseninanycombination.
Totalteachinghours
SL
HL
40
65
40
65
40
65
30
45
150
240
Thisisthefirstyearofatwo‐yearintensivestudyofEnglishliterature,inwhichParts1and4(above)oftheIBDP
syllabus are covered. The aims of the DP Literature course are to introduce students to a range of texts from
different periods, styles, and genres; to develop in students the ability to engage in close, detailed analysis of
individualtextsandmakerelevantconnections’todevelopthestudents’powersofexpression,bothinoraland
written communication; to encourage students to recognize the importance of the contexts in which texts are
written and received; to encourage, through the study of texts, an appreciation of the different perspectives of
peoplefromothercultures,andhowtheseperspectivesconstructmeaning;toencouragestudentstoappreciate
theformal,stylisticandaestheticqualitiesoftextstopromoteinstudentsanenjoymentof,andlifelonginterest
in, language and literature; to develop in students an understanding of the techniques involved in literary
criticism;andtodevelopthestudents’abilitytoformindependentliteraryjudgmentsandtosupportthoseideas.
Over these two years, students develop their analytical and creative skills, in oral and written communication,
honingtheirabilitiestoviewtextscriticallyandfromavarietyofliteraryperspectives.AccordingtoIBO,amain
courseobjectiveisthatstudentsrecognizethat"literatureisconcernedwithourconceptions,interpretationsand
experiencesoftheworld.Thestudyofliteraturecanthereforebeseenasanexplorationofthewayitrepresents
thecomplexpursuits,anxieties,joysandfearstowhichhumanbeingsareexposedinthedailybusinessofliving"
(IBOLiteratureSubjectGuide5).Studentsfrequentlypracticewritingandspeakinginbothformalandinformal
settings,workingindependentlyandcollaboratively.Theystudythenovelthroughthreeworksintranslationas
well as three dystopian texts originally written in English. For works in translation, students engage in
12
Interactive Orals, write Reflective Statements, and create a series of Supervised Writings through which they
examinetheinfluenceofhistoricalandculturalcontextonliterarytexts.Studentsdeveloponeoftheseresponses
into their Written Assignment, an IBDP External Assessment. For the dystopian novels, students design and
present their 10‐15 minute Individual Oral Presentations, an IBDP Internal Assessment. There is a conscious
effort to make links to TOK, in particular to explore whether literary works are products of their time or free‐
standingworksofart,aswellasaconsiderationofwhatthetruepurposeofaliteraryworkisinrespecttoits
contemporary and future audiences. Furthermore, the course explicitly teaches approaches to learning, with a
strong focus on thinking and communicating, as facilitated by activities and lesson designs that develop social,
self‐management, and research skills. Together, with IBDP English II, this course prepares students for the IB
examination at the Standard or Higher Level, along with promoting a lifelong appreciation and enjoyment of
literature.
CollegeResearch&Writing01102Grade111dayaweek.25credit/year
Studentswilldeveloptheirresearchskills,learnseveralformattingprotocols,workonorganizationalprinciples
in developing various modes of college writing, including the essay, the research paper, and the literature
review.(required)
DPEnglishII(SL/HL)01007Grade125periods/week1.00credit
This is the second year of a two‐year course wherein students continue a rigorous study of English literature,
completing Part 2 and Part 3 of the IBDP syllabus (above). Students demonstrate an increasing proficiency in
creativeandanalyticalthinkingskillsthroughtheirspeechandwriting,withastrongfocusonreadingliterature
like a scholar and developing and supporting independent literary arguments through speech and writing.
Students engage in detailed and critical examinations of written works from a variety of genres, periods, and
styles.Theselectionofliteratureenablesstudentsrecognizetheirconnectionstotheworldaroundthemthrough
global contexts, while also acknowledging the importance of the historical and cultural context from which
literaryworksareproduced.Theregularanalysisandcommentaryuponnovels,essays,poems,andplayshelps
students explore the ToK question of sufficient evidence for literary study, as well as whether different
interpretations, especiallyof dramatic works, enhanceor diminish the value andmeaningof the original. Allof
theseunitsandapproachestoliteraturepreparestudentsfortheEnglishPaper1ExaminMay.Additionally,this
studyismorenarrowlyassessedthrougha20‐minuteIndividualOralCommentary,anIBDPInternalAssessment
which takes place just after mid‐year. As well, the students perform an intensive study of drama through four
plays, which is assessed through the English Paper 2 Exam in May. This course continues to teach and refine
students’ approaches to learning in regard to thinking and communicating, and activities and lesson designs
furtherdevelopsocial,self‐management,andresearchskills.Aswell,thecourseencouragesstudentstodevelopa
personalappreciationofandlifelonginterestinliteratureandsupportsthecrafting,refinement,andvalidationof
theirpersonalviewsandvoices.
13
GROUP2–LANGUAGEACQUISITION
CHINESE
MYP4ChineseI06401Grade95periods/week1.00credit
The ability to communicate in a variety of modes in more than one language is essential to the concept of an
internationaleducationthatpromotesmultilingualismandinterculturalunderstanding,bothofwhicharecentral
totheIB’sandCIBA’smission.ThestudyofMandarinChineseatCIBAprovidesstudentswiththeopportunityto
developinsightsintothefeatures,processesandcraftoflanguageandtheconceptofculture,andtorealizethat
therearediversewaysofliving,behavingandviewingtheworld.TheaimsofteachingandlearningMandarin
Chinese at CIBA are to: gain proficiency in Chinese while supporting maintenance of English or other home
languages;developarespectfor,andunderstandingof,variousChineselinguisticandculturalheritages;develop
thestudent’scommunicationskillsnecessaryforfurtherlanguagelearning;enablethestudenttodevelopmulti‐
literacyskills;enablethestudenttodevelopanappreciationofavarietyofliteraryandnon‐literarytextsandto
developcriticalandcreativetechniquesforcomprehensionandconstructionofmeaning;enablethestudentto
recognizeanduselanguageasavehicleofthought,reflection,self‐expressionandlearninginothersubjects,and
as a tool for enhancing literacy; enable the student to understand the nature of language and the process of
languagelearning,whichcomprisestheintegrationoflinguistic,culturalandsocialcomponents;offerinsightinto
the cultural characteristics of the communities where the language is spoken; encourage an awareness and
understandingoftheperspectivesofpeoplefromownandothercultures,leadingtoinvolvementandactionin
own and other communities and foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language
learning.Studentslearntolisten,speak,readandwriteinMandarinChinesethroughthefourkeyconceptsof
communication, connections, creativity and culture in the six global contexts, thus students develop a deep
understanding of China and Chinese culture as well as facility in the language. Teachers identify the global
contextsforteachingandlearningtohelpstudentsexploretherelevanceoftheirinquiry.Whilemanyinquiries
into language acquisition concepts naturally focus on personal and cultural expression, and identities and
relationships, courses in this subject group will, over time, offer students multiple opportunities to explore all
globalcontextsinrelationshiptotheaimsandobjectivesofMandarinChinese. Studentsapproachthestudyof
MandarinChinesethroughtheuseofauthenticChineselanguageviaavarietyofreadings,dialogues,recordings,
videos,newspapers,andmagazines.
MYP5ChineseII06402Grade105periods/week1.00credit
ThisisthesecondyearofthestudyofMandarinChineseandbuildsontheconceptualfoundationscreatedinMYP
4 Chinese I. The main focus of this course continues to be providing students with the opportunity to develop
insightsintothefeatures,processesandcraftoflanguageandtheconceptofculture,andtorealizethatthereare
diversewaysofliving,behavingandviewingtheworld.Studentscontinuetolearntolisten,speak,readandwrite
inMandarinChinesethroughthefourkeyconceptsofcommunication,connections,creativityandculturein
thesixglobalcontexts,thusstudentsdevelopadeepunderstandingofChinaandChinesecultureaswellasfacility
in the language. Teachers identify the global contexts for teaching and learning to help students explore the
relevance oftheir inquiry. While many inquiries intolanguageacquisitionconcepts naturallyfocusonpersonal
and cultural expression, and identities and relationships, courses in this subject group will, over time, offer
students multiple opportunities to explore all global contexts in relationship to the aims and objectives of
Mandarin Chinese. Students approach the study of Mandarin Chinese through the use of authentic Chinese
languageviaavarietyofreadings,dialogues,recordings,videos,newspapers,andmagazines.
IndividualpracticeinspeakingandlisteningthroughtheuseoftheLanguageLabwillbeapriority.Theinstructor
willworktoadministeravarietyoforalandwrittenactivitiesthroughouttheyearthatwillhelpbothstudents
andteachermonitorprogress.ChineseIIdevelopsstudents’languageskillsandpreparesthemforsuccessinthe
DPLanguageAcquisitionChineseprogram.CIBAexpectsstudentswhotakeChineseIandIItocontinueintothe
DPChineseIIIandIVclassesandtotakeeithertheSLorHLtest.
14
DPChineseIII(abinitio/SL/HL)06411Grade115periods/week1.00credit
DP Language B Group 2 Chinese consists of language ab initio and language B that are designed to provide
studentswiththenecessaryskillsandinterculturalunderstandingtoenablethemtocommunicatesuccessfullyin
an environment where Mandarin Chinese is spoken. This process encourages the learner to go beyond the
confinesoftheclassroom,expandinganawarenessoftheworldandfosteringrespectforculturaldiversity.IB‐DP
Group2languagecoursesuseabalancebetweenapproachestolearningthatareteacher‐centered(teacher‐led
activitiesandassessmentintheclassroom)andthosethatarelearner‐centered(activitiesdesignedtoallowthe
students to take the initiative, which can also involve student participation in the evaluation of their learning).
Theteacherisbestplacedtoevaluatetheneedsofthestudentsandisexpectedtoencouragebothindependent
and collaborative learning. The two modern language courses—language ab initio and language B—develop
students’linguisticabilitiesthroughthedevelopmentofreceptive,productiveandinteractiveskills.Theaimsof
DPChinesearetoenablestudentsto:
●
●
●
●
●
●
communicateclearlyandeffectivelyinarangeofsituations,demonstratinglinguisticcompetenceand
interculturalunderstanding
uselanguageappropriatetoarangeofinterpersonaland/orculturalcontexts
understandanduselanguagetoexpressandrespondtoarangeofideaswithaccuracyandfluency
organizeideasonarangeoftopics,inaclear,coherentandconvincingmanner
understand,analyseandrespondtoarangeofwrittenandspokentexts
understand and use works of literature written in the target language of study (HL only).
TheworkoftheclasswillbeconductedmostlyinChinese.Therearefivetopicsinthiscourse:Communication
and media (Internet and telephone); Global Issues (Climate change and environment); Social relationship
(Celebrationsandrelationships);Customsandtraditions(Uniform,dresscodeandfood);andLeisure(hobbies
andsports).Forthehigherlevelsession(HL),twoliteratureworksareaddedtothecoursecurriculum.Through
variousactivitieswithintegrationoftechnologyanddifferentiationteaching,studentswillprogressivelydevelop
anawarenessandunderstandingoftheperspectivesofpeoplefromotherculturesaswellasharnessinglinguistic
competenceasasmoothtransitionfromMYPtoDP.Studentswillbepresentedwithalargervarietyofauthentic
readingtextsandlisteningexperiences,andwillbeaskedtowritelongertextsandparticipateinmorecomplex
oral tasks. Students will have more opportunities to learn about and participate in various Chinese arts, crafts,
and leisure activities. They will also be presented with a more in‐depth look at Chinese history, food, and
technology.Thosepracticeswillpromoteglobalengagement,multilingualismandinterculturalunderstandingas
wellasforstudentstodevelopdeeperunderstandingoftheirownperspective,beliefsandassumptions(DPATL
P1). This course also encourages students to investigate the link between the four ways of knowing (reason,
emotion,perceptionandlanguage)andadditionallanguageacquisition(LanguageBGuidePage72013).
DPChineseIV(abinitioSL/HL)06411Grade125periods/week1.00credit
ThiscourseisthefinalyearoftheDPLanguageAcquisition(SL/HL)curriculuminChinese.Itbuildsonlanguage
skillslearnedinthepreviousthreeyearsofstudy.Bytheendofthiscourseofstudy,studentsshouldbeableto:
●
●
●
●
●
●
communicate clearly and effectively in Mandarin Chinese in a range of situations, demonstrating
linguisticcompetenceandinterculturalunderstanding
useMandarinChineseappropriatelyinarangeofinterpersonaland/orculturalcontexts
understandanduseinMandarinChinesetoexpressandrespondtoarangeofideaswithaccuracyand
fluency
understandanduseworksofliteraturewritteninChinese(HLonly).
The majority work of the class will be conducted in Chinese, and stress will be placed on authentic and
challenging readings and language tasks. Students continue to study the five topics in DP Chinese III and
emphasizes the concept that links their learning to local and global content (DP ATL P1). During the course,
students will expand theirawarenessofthe role of language in relation to other areas of knowledge andmake
specificconnectionstoToK.Stresswillbeplacedonauthenticandchallengingreadingsincludingliteratureand
15
language tasks of the Chinese speaking world. Stress also will be placed on authentic and challenging readings
includingliteratureandlanguagetasks.Inthehigherlevel(HL)session,studentswillbepresentedwithalarger
varietyofauthenticlanguageexperiencesandwillbeaskedtoproduceagreatervarietyoftexts.Inaddition,this
course prepares students for the DP Mandarin Chinese Language B examination. The first assessment is an
externalWrittenAssignmentwhichgivesstudentsachancetoreflectuponanddevelopfurtherunderstandingof
acoretopicanddevelopintertextualreceptiveandproductiveskills.Thispaperisconductedbystudentsunder
the instructor’s guidance in the first semester. The second assessment is an internal oral exam which enables
students to demonstrate their ability in the application of their interactive skills. Students will have chances to
practicetheirconversationwithpeersandteacherinclassroomand/orlanguagelab.Finallystudentswilltake
paper1andpaper2examsinMaytoassesstheirreceptiveandwrittenskills.Differenttextformatsandreading
andwritingtechniqueswillbetaughtinclass.StudentswilltaketheIB‐DPLanguageAcquisitionExam(abinitio,
HLorSL)inChineseinMayoftheirSeniorYear
16
GROUP2–LANGUAGEACQUISITION
SPANISH
MYP4SpanishI06101Grade95periods/week1.00credit
Theabilitytocommunicateinavarietyofmodesinmorethanonelanguageisessentialtotheconceptofaninternational
education that promotes multilingualism and intercultural understanding, both of which are centraltotheIB’sand
CIBA’smission. The study of Spanish at CIBA provides students with the opportunity to develop insights into the
features,processesandcraftoflanguageandtheconceptofculture,andtorealizethattherearediversewaysofliving,
behaving and viewing the world. The aims of teaching and learning Spanish at CIBA are to: gain proficiency while
supporting maintenance of English or other home languages; develop a respect for, and understanding of, various
Spanishlinguisticandculturalheritages;developthe student’scommunication skillsnecessaryfor further language
learning; enable the student to develop multi‐literacy skills; enable the student to develop an appreciation of a
variety of literary and non‐literary texts and to develop critical and creative techniques for comprehension and
construction of meaning; enable the student to recognize and use language as a vehicle of thought, reflection, self‐
expression andlearning in other subjects, and asa tool forenhancing literacy; enable the student to understand the
natureoflanguageandtheprocessoflanguagelearning,whichcomprisestheintegrationoflinguistic,culturalandsocial
components;offerinsightintotheculturalcharacteristicsofthecommunitieswherethelanguageisspoken;encourage
an awareness and understanding of the perspectives of people from own and other cultures, leading to
involvement and action in own and other communities and foster curiosity, inquiry and a lifelong interest in, and
enjoyment of, language learning. Students learn to listen, speak, read and write in Spanish through the four key
conceptsofcommunication,connections,creativityandcultureinthesixglobalcontexts,thusstudentsdevelopa
deepunderstandingofvariousSpanish‐speakingculturesaswellasfacilityinthelanguage.Teachersidentifythe
global contexts for teaching and learning to help students explore the relevance of their inquiry. While many
inquiriesintolanguageacquisitionconceptsnaturallyfocusonpersonalandculturalexpression,andidentitiesand
relationships,coursesinthissubjectgroupwill,overtime,offerstudentsmultipleopportunitiestoexploreallglobal
contextsinrelationshiptotheaimsandobjectivesofSpanish. StudentsapproachthestudyofSpanishthroughthe
use of authentic Spanish language via a variety of readings, dialogues, recordings, videos, newspapers, and
magazines.
MYP5SpanishII06102Grade105periods/week1.00credit
ThisisthesecondyearofthestudyofSpanishandbuildsontheconceptualfoundationscreatedinMYP4Spanish
I.Themainfocusofthiscoursecontinuestobeprovidingstudentswiththeopportunitytodevelopinsightsinto
thefeatures,processesandcraftoflanguageandtheconceptofculture,andtorealizethattherearediverseways
ofliving,behavingandviewingtheworld.Studentscontinuetolearntolisten,speak,readandwriteinSpanish
throughthefourkeyconceptsofcommunication,connections,creativityandcultureinthesixglobalcontexts,
thusstudentsdevelopadeepunderstandingofvariousformsofSpanishandSpanishcultureaswellasfacilityin
the language. Teachers identify the global contexts for teaching and learning to help students explore the
relevance oftheir inquiry. While many inquiries intolanguageacquisitionconcepts naturallyfocusonpersonal
and cultural expression, and identities and relationships, courses in this subject group will, over time, offer
studentsmultipleopportunitiestoexploreallglobalcontextsinrelationshiptotheaimsandobjectivesofSpanish.
StudentsapproachthestudyofSpanishthroughtheuseofauthenticSpanishlanguageviaavarietyofreadings,
dialogues,recordings,videos,newspapers,andmagazines.
IndividualpracticeinspeakingandlisteningthroughtheuseoftheLanguageLabwillbeapriority.Theinstructor
willworktoadministeravarietyoforalandwrittenactivitiesthroughouttheyearthatwillhelpbothstudents
andteachermonitorprogress.SpanishIIdevelopsstudents’languageskillsandpreparesthemforsuccessinthe
DPLanguageAcquisitionSpanishprogram.CIBAexpectsstudentswhotakeSpanishIandIItocontinueintothe
DPSpanishIIIandIVclassesandtotakeeithertheSLorHLtest.Thefourlanguageskillsinaculturalcontext
throughtheuseofclassactivitiesandthelanguagelaboratory.CIBAexpectsstudentswhotakeSpanishIandIIto
continueintotheDPSpanishIIIandIVclassesandtotakeeithertheSLorHLtest.
17
DPSpanishIII(abinitioSL/HL)06103Grade115periods/week1.00credit
DP Language B Group 2 Spanish consists of language ab initio and language B (SL/HL) that are designed to
provide students with the necessary skills and intercultural understanding to enable them to communicate
successfullyinanenvironmentwhereSpanishisspoken.Thisprocessencouragesthelearnertogobeyondthe
confinesoftheclassroom,expandinganawarenessoftheworldandfosteringrespectforculturaldiversity.IB‐DP
Group2languagecoursesuseabalancebetweenapproachestolearningthatareteacher‐centered(teacher‐led
activitiesandassessmentintheclassroom)andthosethatarelearner‐centered(activitiesdesignedtoallowthe
students to take the initiative, which can also involve student participation in the evaluation of their learning).
Theteacherisbestplacedtoevaluatetheneedsofthestudentsandisexpectedtoencouragebothindependent
and collaborative learning. The two modern language courses—language ab initio and language B—develop
students’linguisticabilitiesthroughthedevelopmentofreceptive,productiveandinteractiveskills.Theaimsof
DPSpanisharetoenablestudentsto:
●
●
●
●
●
●
communicateclearlyandeffectivelyinarangeofsituations,demonstratinglinguisticcompetenceand
interculturalunderstanding
uselanguageappropriatetoarangeofinterpersonaland/orculturalcontexts
understandanduselanguagetoexpressandrespondtoarangeofideaswithaccuracyandfluency
understandanduseworksofliteraturewritteninthetargetlanguageofstudy(HLonly).
The work of the class will be conducted mostly in Spanish. There are five topics in this course. Students learn
Spanishthroughtherequiredthreetopics,Communicationandmedia,GlobalissuesandSocialrelationship
and the two additional topics, Science and technology and Customs and Traditions. For the higher level
session(HL),twoliteratureworksareaddedtothecoursecurriculum.Throughvariousactivitieswithintegration
oftechnologyanddifferentiationteaching,studentswillprogressivelydevelopanawarenessandunderstanding
of the perspectives of people from other cultures as well as harnessing linguistic competence as a smooth
transition from MYP to DP. Students will be presented with a larger variety of authentic reading texts and
listeningexperiences,andwillbeaskedtowritelongertextsandparticipateinmorecomplexoraltasks.Students
willhavemoreopportunitiestolearnaboutandparticipateinvariousSpanisharts,crafts,andleisureactivities.
Theywillalsobepresentedwithamorein‐depthlookatSpanishhistory,food,andtechnology.Thosepractices
will promote global engagement, multilingualism and intercultural understanding as well as for students to
developdeeperunderstandingoftheirownperspective,beliefsandassumptions(DPATLP1).Thiscoursealso
encouragesstudentstoinvestigatethelinkbetweenthefourwaysofknowing(reason,emotion,perceptionand
language)andadditionallanguageacquisition(LanguageBGuidePage72013).
DPSpanishIV(abinitioSL/HL)06111Grade125periods/week1.00credit
ThiscourseisthefinalyearoftheDPLanguageAcquisition(SL/HL)curriculuminSpanish.Itbuildsonlanguage
skillslearnedinthepreviousthreeyearsofstudy.Bytheendofthiscourseofstudy,studentsshouldbeableto:

communicate clearly and effectively in Spanish in a range of situations, demonstrating linguistic
competenceand intercultural understanding

useSpanishappropriatelyinarangeofinterpersonaland/orculturalcontexts

understandanduseSpanishtoexpressandrespondtoarangeofideaswithaccuracyandfluency



understandanduseworksofliteraturewritteninSpanish(HLonly).
The majority work of the class will be conducted in Spanish, and stress will be placed on authentic and
challenging readings and language tasks. Students continue to study the five topics in DP Spanish III and
emphasizes the concept that links their learning to local and global content (DP ATL P1). During the course,
students will expand theirawarenessofthe role of language in relation to other areas of knowledge andmake
18
specificconnectionstoToK.Stresswillbeplacedonauthenticandchallengingreadingsincludingliteratureand
languagetasksoftheSpanishspeakingworld.Inthehigherlevel(HL)session,studentswillbepresentedwitha
larger variety of authentic language experiences and will be asked to produce a greater variety of texts. In
addition, this course prepares students for the DP Spanish Language B examination. The first assessment is an
externalWrittenAssignmentwhichgivesstudentsachancetoreflectuponanddevelopfurtherunderstandingof
acoretopicanddevelopintertextualreceptiveandproductiveskills.Thispaperisconductedbystudentsunder
the instructor’s guidance in the first semester. The second assessment is an internal oral exam which enables
students to demonstrate their ability in the application of their interactive skills. Students will have chances to
practicetheirconversationwithpeersandteacherinclassroomand/orlanguagelab.Finallystudentswilltake
paper1andpaper2examsinMaytoassesstheirreceptiveandwrittenskills.Differenttextformatsandreading
andwritingtechniqueswillbetaughtinclass.StudentswilltaketheIB‐DPLanguageAcquisitionExam(abinitio,
HLorSL)inSpanishinMayoftheirSeniorYear
19
GROUP3–INDIVIDUALSANDSOCIETIES
MYP4U.S.History–Reconstruction‐present04103Grade95periods/week1.00credit
TheaimsofMYP4U.S.Historyaretoencourageandenablestudentsto:
 appreciatehumanandenvironmentalcommonalitiesanddiversitythroughU.S.Historyfromthemid‐
19thcenturytothepresent
 understandtheinteractionsandinterdependenceofindividuals,societiesandtheenvironmentinU.S.
Historyfromthemid‐19thcenturytothepresent
 understandhowbothenvironmentalandhumansystemsoperateandhaveevolvedinU.S.Historyfrom
themid‐19thcenturytothepresent
 identifyanddevelopconcernforthewell‐beingofhumancommunitiesandthenaturalenvironment
inU.S.Historyfromthemid‐19thcenturytothepresent
 actasresponsiblecitizensoflocal,U.S.andglobalcommunitiesandunderstandthatU.S.Historyisa
partoftheglobalhistoryoftheperiod
 developinquiryskillsthatleadtowardsconceptualunderstandingsoftherelationshipsbetween
individuals,societiesandtheenvironmentsinwhichtheylive.
Modern U.S. History examines the history of the United States from the Reconstruction era (post‐Civil War)
throughthepresenttime,examiningthehistoryoftheU.S.initsglobalcontext.ItbuildsonearlyU.S.history,
taught in 8th grade according to the Connecticut state frameworks adopted in 2015. The course invites
studentstobuildmeaningandanunderstandingofthedevelopmentoftheU.S.aftertheCivilWarasapartof
the global order through the key concepts of change, global interactions, time, place and space, and
systems.Relatedconceptsimportanttohistoryalsoinformtheexploration–causality,civilization,conflict,
cooperation,culture,governance,identity,ideology,innovationandrevolution,interdependence,perspective
and significance. While concepts important to history naturally focus on location and chronology it is
important that students have multiple opportunities to explore global contexts that direct learning towards
independentandsharedinquiryintoourcommonhumanityandsharedguardianshipoftheplanet.Usingthe
worldasthebroadestcontextforlearning,studentsinMYP4ModernU.S.Historyshoulddevelopmeaningful
explorationsof:






identities and relationships
orientation in time and space
personal and cultural expression
scientific and technical innovation
globalization and sustainability
fairness and development.
MYP5Global&CivicIssues04156Grade105periods1.00credit
TheaimsofMYP5GlobalandCivicIssuesistoencourageandenableCIBAstudentsto:



analyseandunderstandthedevelopmentofcivilsocietiesandgovernmentsindifferentcontexts,
includingtheU.S.governmentandconstitution
appreciatehumanandenvironmentalcommonalitiesanddiversitythroughaninvestigationofcurrent
andhistoricsocial,economic,politicalandenvironmentalissues
understandtheinteractionsandinterdependenceofindividuals,societiesandtheenvironment
understandhowbothenvironmentalandhumansystemsoperateandevolve

identifyanddevelopconcernforthewell‐beingofhumancommunitiesandthenaturalenvironment

actasresponsiblecitizensoflocal,U.S.andglobalcommunities


developinquiryskillsthatleadtowardsconceptualunderstandingsoftherelationshipsbetween
individuals,societiesandtheenvironmentsinwhichtheylive.
The Global and Civic Issues course explores the pressing social, political, economic and environmental
problems of the globe to today and the development of civil societies and representative governments and
theircapacitytoaddresstheseissues.Throughthekeyconceptsofchange,globalinteractions,time,place
20
andspace,andsystems,studentdevelopanunderstandingoftheconceptsthatshapedandcontinuetoshape
U.S.governmentandpolicyandotherformsofgovernmentintheworld.Relatedconceptsimportanttocivil
societiesalsoinformtheexploration–authority,citizenship,conflict,cooperation,globalization,government,
ideologies,integration,interdependence,leadership,powerandrights.
It is important that students have multiple opportunities to explore global contexts that direct learning
towardsindependentandsharedinquiryintoourcommonhumanityandsharedguardianshipoftheplanet.
Usingtheworldasthebroadestcontextforlearning,studentsinMYP5GlobalandCivicIssuesshoulddevelop
meaningfulexplorationsof:






identities and relationships
orientation in time and space
personal and cultural expression
scientific and technical innovation
globalization and sustainability
fairness and development.
DPWorldHistoryTopics(SL/HL)04054Grade11(&12for2016‐17)5periods/week
1.00credit
DP Topics in World History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive
discipline,allowingopportunityforengagementwithmultipleperspectivesandapluralityofopinions.Studying
historydevelopsanunderstandingofthepast,whichleadstoadeeperunderstandingofthenatureofhumans
and of the world today. The IB Diploma Programme (DP) history course is a world history course based on a
comparative and multi‐ perspective approach to history. It involves the study of a variety of types of history,
includingpolitical, economic, social andcultural,and providesa balance ofstructure and flexibility. Thecourse
emphasizestheimportanceofencouragingstudentstothinkhistoricallyandtodevelophistoricalskillsaswellas
gainingfactualknowledge.Itputsapremiumondevelopingtheskillsofcriticalthinking,andondevelopingan
understanding of multiple interpretations of history. In this way, the course involves a challenging and
demanding critical exploration of the past. There are six key concepts that have particular prominence
throughout both years of the DP history course – change, continuity, causation, consequence, perspectives and
significance.Thecourseisalsodesignedinsuchawayastoexplicitlyreinforcetheemphasisonthedevelopment
ofinternational‐mindedness.
Asaresultofparticipationinthetwo‐yearsequenceofthiscourse,studentswill:

developanunderstandingof,andcontinuinginterestin,thepast

encouragestudentstoengagewithmultipleperspectivesandtoappreciatethecomplexnatureof
historicalconcepts,issues,eventsanddevelopments

promoteinternational‐mindednessthroughthestudyofhistoryfrommorethanoneregionofthe
world

developanunderstandingofhistoryasadisciplineandtodevelophistoricalconsciousness
includingasenseofchronologyandcontext,andanunderstandingofdifferenthistoricalperspectives

developkeyhistoricalskills,includingengagingeffectivelywithsources

increasestudents’understandingofthemselvesandofcontemporarysocietybyencouragingreflection
onthepast.
The prescribed topic explored in depth in this course, “Conquest and its Impact”, explores through two case
studies:ThefinalstagesofMuslimruleinSpainandTheconquestofMexicoandPeru.Thefirstoftheselected
topicsis“Societiesintransition(1400–1700)”whichexploressocietalchangeandcentersonthetransitionfrom
the medieval to the modern world; a period of dramatic economic, social and cultural change. The second is
“CausesandeffectsofEarlyModernwars(1500–1750)”.TheEarlyModernperiodsawdramaticincreasesin
thesizeandscopeofwars,aswellasmajorchangestothenatureofwarfarebecauseofdevelopmentssuchasthe
widespread use of gunpowder. This topic explores the causes and consequences of conflicts, as well as the
practicesofwarfareinthisperiod.Thistwoyearsequenceisoneoftheoptionsforfulfillingtherequirementfor
Group3(orcanbeusedforthegroup6replacement).
21
DBGrade12DetailedRegionalHistory(TBD)04054Grade12(starting2017‐18)
5periods/week1.00credit
TBDbymutualconsentofteachers,studentsandCIBAadministrationduringthe2016‐17academicyear.
HistoryofAfricaandtheMiddleEast:
·TradeandtheriseanddeclineofAfricanstatesandempires(800–1600)
·Africaundercolonialism(1890–1980)
·WarandchangeintheMiddleEastandNorthAfrica(1914–1945)
OR
HistoryofEurope:
•
TheAgeofExplorationanditsimpact(1400–1550)
•
TheReformation(1517–1572)
•
AbsolutismandEnlightenment(1650–1800)
DPGrade11InformationTechnologyinaGlobalSociety(ITGSSL/HL)5periods/week
1.00credit
Information Technology in a Global Society (ITGS) is the study and evaluation of the impacts of information
technology(IT)onindividualsandsociety.Itexplorestheadvantagesanddisadvantagesoftheaccessanduseof
digitizedinformationatthelocalandgloballevel.ITGSprovidesaframeworkforthestudenttomakeinformed
judgments and decisions about the use of IT within social contexts. The increasingly widespread use of IT
inevitablyraisesimportantquestionswithregardtothesocialandethicalconsiderationsthatshapeoursociety
today.ITGSoffersanopportunityforasystematicstudyoftheseconsiderations,whoserangeissuchthattheyfall
outsidethescopeofanyothersinglediscipline.(IBO,ITGSSubjectGuide2012)
Theaimsoftheinformationtechnologyinaglobalsociety(ITGS)courseareto:




enablethestudenttoevaluatesocialandethicalconsiderationsarisingfromthewidespreaduseofITby
individuals,families,communities,organizationsandsocietiesatthelocalandgloballevel
developthestudent’sunderstandingofthecapabilitiesofcurrentandemergingITsystemsandto
evaluatetheirimpactonarangeofstakeholders
enablestudentstoapplytheirknowledgeofexistingITsystemstovariousscenariosandtomake
informedjudgmentsabouttheeffectsofITdevelopmentsonthem
encouragestudentstousetheirknowledgeofITsystemsandpracticalITskillstojustifyITsolutionsfora
specifiedclientorend‐user.
ThemaindifferencebetweenITGSandcomputersciencerelatestothefocusofstudy.ITGSisabouthowpeople
are affected by systems already in use and those planned for the future. Computer science looks first at the
technologyand then later at its interaction with those affected by it. Some degree of overlap between the two
subjectsisintentional,inevitableanddesirable.StudentsinITGSwillmakeconnectionstoTOKbyinvestigating
waysofknowinginthetechnologicalandsocialworldandhowthesemayintersect.Thecoursewillalsorequire
studentstobeabletocompetentlyusearangeofdigitaltechnologies(digitalliteracy).IBOITGSSubjectGuide2013
This two year sequence is one of the options for fulfilling the requirement for Group 3 (or can be used for the
group6replacement).
22
GROUP4–SCIENCES
MYP4IntegratedSciencesI03051Grade95periods/week1.00credit
With inquiry at the core, the MYP sciences framework aims to guide students to independently and
collaboratively investigate issues through research, observation and experimentation. The MYP sciences
curriculummustexploretheconnectionsbetweenscienceandeverydaylife.Astheyinvestigaterealexamplesof
scienceapplications,studentswilldiscoverthetensionsanddependenciesbetweenscienceandmorality,ethics,
culture, economics, politics, and the environment. The key concepts contributed by the study of sciences are
change,relationshipsandsystems.Globalcontextsdirectlearningtowardindependentandsharedinquiryinto
our common humanity and shared guardianship of the planet. Using the world as the broadest context for
learning,studentsinMYP4sciencescandevelopmeaningfulexplorationsof
• identitiesandrelationships
• orientationintimeandspace
• personalandculturalexpression
• scientificandtechnicalinnovation
• globalizationandsustainability
• fairnessanddevelopment.
Scientificinquiryalsofosterscriticalandcreativethinkingaboutresearchanddesign,aswellastheidentification
ofassumptionsandalternativeexplanations.Studentsshouldlearntoappreciateandrespecttheideasofothers,
gaingoodethical‐reasoningskillsandfurtherdeveloptheirsenseofresponsibilityasmembersoflocalandglobal
communities.Learningscienceinvolvesmorethansimplylearningtechnicalterminology.TheMYPconsidersall
teacherstobelanguageteachersand,thus,MYPsciencesshouldenablestudentstoaccess,useandcommunicate
scientificknowledgecorrectlyandconfidentlyinoral,writtenandvisualmodes.
TheaimsofMYPsciencesaretoencourageandenablestudentsto:
• understandandappreciatescienceanditsimplications
• considerscienceasahumanendeavourwithbenefitsandlimitations
• cultivateanalytical,inquiringandflexiblemindsthatposequestions,solveproblems,construct
explanationsandjudgearguments
• developskillstodesignandperforminvestigations,evaluateevidenceandreachconclusions
• buildanawarenessoftheneedtoeffectivelycollaborateandcommunicate
• applylanguageskillsandknowledgeinavarietyofreal‐lifecontexts
• developsensitivitytowardsthelivingandnon‐livingenvironments
• reflectonlearningexperiencesandmakeinformedchoices.
The scientific process of inquiring, designing, processing and evaluating is represented by MYP sciences
objectives B (inquiring and designing) and C (processing and evaluating). The visual representation in figure 4
showsthedynamicrelationshipbetweenthefourareasofexperimentaldesignandreporting.
MYP5IntegratedSciencesII03101Grade105periods/week1.00credit
With inquiry at the core, the MYP sciences framework aims to guide students to independently and
collaboratively investigate issues through research, observation and experimentation. The MYP sciences
curriculummustexploretheconnectionsbetweenscienceandeverydaylife.Astheyinvestigaterealexamplesof
scienceapplications,studentswilldiscoverthetensionsanddependenciesbetweenscienceandmorality,ethics,
culture, economics, politics, and the environment. The key concepts contributed by the study of sciences are
change,relationshipsandsystems.Globalcontextsdirectlearningtowardindependentandsharedinquiryinto
our common humanity and shared guardianship of the planet. Using the world as the broadest context for
learning,studentsinMYP4sciencescandevelopmeaningfulexplorationsof
• identitiesandrelationships
23
•
•
•
•
•
orientationintimeandspace
personalandculturalexpression
scientificandtechnicalinnovation
globalizationandsustainability
fairnessanddevelopment.
Scientificinquiryalsofosterscriticalandcreativethinkingaboutresearchanddesign,aswellastheidentification
ofassumptionsandalternativeexplanations.Studentsshouldlearntoappreciateandrespecttheideasofothers,
gaingoodethical‐reasoningskillsandfurtherdeveloptheirsenseofresponsibilityasmembersoflocalandglobal
communities.Learningscienceinvolvesmorethansimplylearningtechnicalterminology.TheMYPconsidersall
teacherstobelanguageteachersand,thus,MYPsciencesshouldenablestudentstoaccess,useandcommunicate
scientificknowledgecorrectlyandconfidentlyinoral,writtenandvisualmodes.
TheaimsofMYPsciencesaretoencourageandenablestudentsto:
• understandandappreciatescienceanditsimplications
• considerscienceasahumanendeavourwithbenefitsandlimitations
• cultivateanalytical,inquiringandflexiblemindsthatposequestions,solveproblems,construct
•
•
•
•
•
explanationsandjudgearguments
developskillstodesignandperforminvestigations,evaluateevidenceandreachconclusions
buildanawarenessoftheneedtoeffectivelycollaborateandcommunicate
applylanguageskillsandknowledgeinavarietyofreal‐lifecontexts
developsensitivitytowardsthelivingandnon‐livingenvironments
reflectonlearningexperiencesandmakeinformedchoices.
The scientific process of inquiring, designing, processing and evaluating is represented by MYP sciences
objectives B (inquiring and designing) and C (processing and evaluating). The visual representation in figure 4
showsthedynamicrelationshipbetweenthefourareasofexperimentaldesignandreporting.
DIPLOMAPROGRAMMESCIENCES–BIOLOGY,CHEMISTRY,SPORTS,EXERCISEANDHEALTH
SCIENCES
Scienceitselfisaninternationalendeavour—theexchangeofinformationandideasacrossnationalboundaries
hasbeenessentialtotheprogressofscience.Thisexchangeisnotanewphenomenonbutithasacceleratedin
recent times with the development of information and communication technologies. Indeed, the idea that
science is a Western invention is a myth—many of the foundations of modern‐day science were laid many
centuries before by Arabic, Indian and Chinese civilizations, among others. Teachers are encouraged to
emphasizethiscontributionintheirteachingofvarioustopics,perhapsthroughtheuseoftime‐linewebsites.
Thescientificmethodinitswidestsense,withitsemphasisonpeerreview,open‐mindednessandfreedomof
thought,transcendspolitical,religiousandnationalboundaries.Throughstudyingbiology,chemistryorSEHS,
studentsshouldbecomeawareofhowscientistsworkandcommunicatewitheachother.Whilethescientific
methodmaytakeonawidevarietyofforms,itistheemphasisonapracticalapproachthroughexperimental
workthatcharacterizesthesesubjects.
TheaimsofsciencesatCIBAenablestudents,throughtheoverarchingthemeoftheNatureofscience(NOS),to:
• appreciatescientificstudyandcreativitywithinaglobalcontextthroughstimulatingandchallenging
opportunities
acquireabodyofknowledge,methodsandtechniquesthatcharacterizescienceandtechnology
applyanduseabodyofknowledge,methodsandtechniquesthatcharacterizescienceandtechnology
developanabilitytoanalyse,evaluateandsynthesizescientificinformation
developacriticalawarenessoftheneedfor,andthevalueof,effectivecollaborationandcommunication
duringscientificactivities
• developexperimentalandinvestigativescientificskillsincludingtheuseofcurrenttechnologies
•
•
•
•
24
•
•
•
•
developandapply21stcenturycommunicationskillsinthestudyofscience
becomecriticallyaware,asglobalcitizens,oftheethicalimplicationsofusingscienceandtechnology
developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology
developanunderstandingoftherelationshipsbetweenscientificdisciplinesandtheirinfluenceonother
areasofknowledge.
DPChemistryI(SL/HL)03107Grade116periods/week1.20credit
“Chemistry is an experimental science that combines academic study with the acquisition of practical and
investigational skills. It is often called the central science, as chemical principles underpin both the physical
environmentinwhichweliveandallbiologicalsystems.”(ibo.org)Apartfrombeingasubjectworthyofstudyin
itsownright,chemistryisaprerequisiteformanyothercoursesinhighereducation,suchasmedicine,biological
science and environmental science, andserves as useful preparation for employment. This isthe first yearofa
twoyearcoursewithemphasesonphysicalchemistry,environmentalchemistry,andenergysources.TheNature
ofScience(NOS)isanoverarchingthemeinbothyearsofthiscourse,andstudentswillbuildontheirconceptual
understandingsofchange,relationshipsandsystemsfromtheirMYPexperience.Thestudentgainsaninformed
appreciationofthematerialworldandhis/herrelationshiptoit.Studentsalsolearnhowchemistryunderliesthe
issues of responsibly developing and utilizing sources of energy and maintaining a healthy environment.
Internationalismisstudiedasstudentsresearchthestrategiesthatdifferentcountriesemploytoaddressenergy‐
and pollution‐related problems. Students will engage in discussion on such questions as what it means for a
disciplinetobeascience,orwhetherthereshouldbeethicalconstraintsonthepursuitofscientificknowledge
and on making comparisons between the methodologies of science and those of other areas of knowledge and
makeconnectionstoToK.Theprocessesofacquiringandevaluatingscientificknowledgeareemphasized.
DPChemistryII(SL/HL)03107Grade126periods/week1.20credit
ThiscourseisthesecondyearoftheDiplomaProgrammegeneralchemistrycoursewithemphasesonphysical
chemistry,environmentalchemistry,andenergysources.TheNatureofScience(NOS)isanoverarchingthemein
bothyearsofthiscourse,andstudentswillbuildontheirconceptualunderstandingsofchange,relationshipsand
systems from their MYP experience. They will understand that “Chemistry is an experimental science that
combinesacademicstudywiththeacquisitionofpracticalandinvestigationalskills.Itisoftencalledthecentral
science, as chemical principles underpin both the physical environment in which we live and all biological
systems.”(ibo.org).Thestudentgainsaninformedappreciationofthematerialworldandhis/herrelationshipto
it. Students also learn how chemistry underlies the issues of responsibly developing and utilizing sources of
energy and maintaining a healthy environment. Internationalism is studied as students research the strategies
that different countries employ to address energy‐ and pollution‐related problems. The processes of acquiring
andevaluatingscientificknowledgeareemphasized.Eachstudentwilldesignandcarryoutanexperimentbased
upon a self‐selected research question as their internal assessment assignment. Students will take the IB
Chemistryexamination(SLorHL)attheendofgrade12.
DPBiologyI(SL/HL)03057Grade116periods/week1.20credit
Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through
reproductionandnaturalselection,havegivenrisetothe8millionorsodifferentspeciesalivetoday.Estimates
vary,butoverthecourseofevolution4billionspeciescouldhavebeenproduced.Mostoftheseflourishedfora
periodoftimeandthenbecameextinctasnew,betteradaptedspeciestooktheirplace.Therehavebeenatleast
fiveperiodswhenverylargenumbersofspeciesbecameextinctandbiologistsareconcernedthatanothermass
extinctionisunderway,causedthistimebyhumanactivity.Nonetheless,therearemorespeciesaliveonEarth
todaythaneverbefore.Thisdiversitymakesbiologybothanendlesssourceoffascinationandaconsiderable
challenge.
TheNatureofScience(NOS)isanoverarchingthemeinbothyearsofthiscourse.Studentwillunderstandthat
“Biologistsattempttounderstandthelivingworldatalllevelsusingmanydifferentapproachesandtechniques.
Atoneendofthescaleisthecell,itsmolecularconstructionandcomplexmetabolicreactions.Attheotherendof
the scale biologists investigate the interactions that make whole ecosystems function.” (ibo.org) Course topics
include:cellbiology;molecularbiology;genetics;ecology;evolutionandbiodiversity;humanphysiology;nucleic
acids;metabolism,cellrespiration,andphotosynthesis;plantbiology;andanimalphysiology.Atleast60hoursof
25
classroom time is devoted to performing laboratory work that covers a range of topics and skills, including a
multidisciplinarygroupproject,aswellasanindividualinvestigation.StudentswillmakeconnectionstoTOKas
theyinvestigatewaysofknowinginthesciences.Assessmentswillcenteruponthenatureofscience,andwill
include practicals, long‐term projects, and computer simulations, as well as general laboratory and fieldwork.
StudentsarerequiredtotaketheDPBiologySLorHLexaminationattheendofgrade12.Thisisthefirstyearof
a two‐year biology sequence course is designed to enable students to apply and use a body of knowledge,
methods, and techniques that characterize the study of biology. There are three key concepts of focus: change,
relationships,andsystems.
DPBiologyII(SL/HL)03057Grade126periods/week1.20credit
Thisisthesecondyearofatwo‐yearbiologysequencecourseisdesignedtoenablestudentstoapplyandusea
body of knowledge, methods, and techniques that characterize the study of biology. There are three key
conceptsoffocus:change,relationships,andsystems.TheNatureofScience(NOS)isanoverarchingthemein
bothyearsofthiscourse.Studentwillunderstandthat“Biologistsattempttounderstandthelivingworldatall
levels using many different approaches and techniques. At one end of the scale is the cell, its molecular
construction and complex metabolic reactions. At the other end of the scale biologists investigate the
interactions that make whole ecosystems function.” (ibo.org) Course topics include: cell biology; molecular
biology; genetics; ecology; evolution and biodiversity; human physiology; nucleic acids; metabolism, cell
respiration, and photosynthesis; plant biology; and animal physiology. At least 60 hours of classroom time is
devoted to performing laboratory work that covers a range of topics and skills, including a multidisciplinary
groupproject,aswellasanindividualinvestigation.StudentswillmakeconnectionstoTOKastheyinvestigate
waysofknowinginthesciences.Assessmentswillcenteruponthenatureofscience,andwillincludepracticals,
long‐term projects, and computer simulations, as well as general laboratory and fieldwork. Students are
requiredtotaketheDPSLorHLBiologyexaminationattheendofgrade12.
DPSports,ExerciseandHealthScience(SL)Grade115periods/week1.0credit
This is the first year of a two‐year course in group four (experimental science). Students need a strong
backgroundinsciences,mathematicsandThiscourse,asagroupfour(science)course,will:










provideopportunitiesforscientificstudyandcreativitywithinaglobalcontextthatwill
stimulateandchallengestudents
provideabodyofknowledge,methodsandtechniquesthatcharacterizescienceandtechnology
enablestudentstoapplyanduseabodyofknowledge,methodsandtechniquesthat
characterizescienceandtechnology
developanabilitytoanalyse,evaluateandsynthesizescientificinformation
engenderanawarenessoftheneedfor,andthevalueof,effectivecollaborationand
communicationduringscientificactivities
developexperimentalandinvestigativescientificskills
developandapplythestudents’informationandcommunicationtechnologyskillsinthe
studyofscience
raiseawarenessofthemoral,ethical,social,economicandenvironmentalimplicationsofusing
scienceandtechnology
developanappreciationofthepossibilitiesandlimitationsassociatedwithscienceandscientists
encourageanunderstandingoftherelationshipsbetweenscientificdisciplinesandthe
overarchingnatureofthescientificmethod.
SHES involves the study of the science that underpins physical performance and provides the opportunity to
apply the vast amount of information across a range of sub‐disciplines that contribute to our understanding of
health and human performance in relation to sport and exercise. The course incorporates the traditional
disciplinesofanatomyandphysiology,biomechanics,psychologyandnutrition,whicharestudiedinthecontext
of sport, exercise and health. Students will cover a range of core and option topics and carry out practical
(experimental)investigationsinbothlaboratoryandfieldsettings.Studentswillcompleteaninternalassessment
26
that comprises 24% of their IB Exam score. This will provide an opportunity to acquire the knowledge and
understandingnecessarytoapplyscientificprinciplesandcriticallyanalyzehumanperformance.Theinstructor
explicitlyaddressestheApproachestoLearninginthescientificandsportscontext.Whererelevant,thecourse
willaddressissuesofinternationaldimensionandethicsbyconsideringsport,exerciseandhealthrelativetothe
individualandinaglobalcontext.
Thisisthesecondyearofatwo‐yearcourseingroupfour(experimentalscience).Bytheendofthistwo‐year
sequence,studentwillbeexpectedto:
1.
Demonstrateanunderstandingof:
a. scientificfactsandconcepts
b. scientificmethodsandtechniques
c. scientific terminology
d. methodsofpresentingscientificinformation.
2.
Applyanduse:
a. scientificfactsandconcepts
c. scientificterminologytocommunicateeffectively
d. appropriatemethodstopresentscientificinformation.
3.
Construct,analyseandevaluate:
a. hypotheses,researchquestionsandpredictions
c. scientificexplanations.
Demonstratethepersonalskillsofcooperation,perseveranceandresponsibility
appropriateforeffectivescientificinvestigationandproblemsolving.
Demonstratethemanipulativeskillsnecessarytocarryoutscientificinvestigationswith
precisionandsafety.
4.
5.
SHES involves the study of the science that underpins physical performance and provides the opportunity to
apply the vast amount of information across a range of sub‐disciplines that contribute to our understanding of
health and human performance in relation to sport and exercise. The course incorporates the traditional
disciplinesofanatomyandphysiology,biomechanics,psychologyandnutrition,whicharestudiedinthecontext
of sport, exercise and health. Students will cover a range of core and option topics and carry out practical
(experimental)investigationsinbothlaboratoryandfieldsettings.Thiswillprovideanopportunitytoacquirethe
knowledgeandunderstandingnecessarytoapplyscientificprinciplesandcriticallyanalyzehumanperformance.
Students will complete an internal assessment that comprises 24% of their IB Exam score. The instructor
explicitlyaddressestheApproachestoLearninginthescientificandsportscontext.Whererelevant,thecourse
willaddressissuesofinternationaldimensionandethicsbyconsideringsport,exerciseandhealthrelativetothe
individualandinaglobalcontext.StudentsarerequiredtotaketheDPSEHSexam(SL)inMayoftheSeniorYear.
27
PHYSICALANDHEALTHEDUCATION
MYP4Health&PhysicalEducation08001Grade9Fourdays/week1.0credit
Physical and health education at CIBA aims to “empower students to understand and appreciate the value of
beingphysicallyactiveanddevelopthemotivationformakinghealthylifechoices.”(ibo.org)Tothisend,the9th
gradephysicalandhealtheducationcoursesfosterthedevelopmentofknowledge,skillsandattitudesthatwill
allow the student to make healthy choices and the consequences of substance abuse. “Physical and health
education focuses on both learning about and learning through physical activity. These help students to
developapproachestolearning(ATL)skillsacrossthecurriculum.Physicalandhealtheducationcontributesa
unique perspective to the development of the attributes of the IB learner profile, promoting the health of
individualsandcommunities.”(ibo.org)
TheaimsofMYPphysicalandhealtheducationatCIBAaretoencourageandenablestudentsto:
•
useinquirytoexplorephysicalandhealtheducationconcepts
•
participateeffectivelyinavarietyofcontexts
•
understandthevalueofphysicalactivity
•
achieveandmaintainahealthylifestyle
•
collaborateandcommunicateeffectively
•
buildpositiverelationshipsanddemonstratesocialresponsibility
•
reflectontheirlearningexperiences.
There is an emphasis on sportsmanship and the development of teamwork. Water safety, basic instruction in
strokedevelopment,andotheraquaticactivitiesareincludedasessentialtoasafeandhealthylifestyle.Where
relevant,thecoursewilladdressissuesofinternationaldimensionandethicsbyconsideringsport,exerciseand
healthrelativetotheindividualandinaglobalcontext.
MYP5Health&PhysicalEducation08003Grade10Fourdays/week1.0credit
The 10th grade physical and health education at CIBA continues to “empower students to understand and
appreciate the value of being physically active and develop the motivation for making healthy life choices.”
(ibo.org) To this end, the 10th grade physical and health education courses foster the development of
knowledge, skills and attitudes that will allow the student to make healthy choices and the consequences of
substance abuse. “Physical and health education focuses on both learning about and learning through
physical activity. These help students to develop approaches to learning (ATL) skills across the curriculum.
Physical and health education contributes a unique perspective to the development of the attributes of the IB
learner profile, promoting the health of individuals and communities.” (ibo.org) There is an emphasis on
individualsportskillsandskillsinsuchactivitiesastennis,badminton,weightandfitnesstraining.Thehealth
educationprogramemphasizestheimportanceofresponsibleandeducateddecisions.Allstudentsatthisgrade
level will receive instruction in a variety of topics including drug and alcohol abuse, AIDS, and sexually
transmitted diseases, nutrition, and other lifestyle choices. Students will receive Red Cross CPR and First Aid
instruction.CertificationisawardedtothosewhoqualifyandmeetthestandardssetforthbytheAmericanRed
Cross.Whererelevant,thecoursewilladdressissuesofinternationaldimensionandethicsbyconsideringsport,
exerciseandhealthrelativetotheindividualandinaglobalcontext.
SeedescriptionunderGroupFour(Sciences)
28
GROUP5–MATHEMATICS
Mathematics can be found in nature, in science, in reasoning, in music, and in just about every other aspect of our lives often
connecting different disciplines through its use. “This prevalence of mathematics in our lives, with all its interdisciplinary
connections,providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryforstudentsstudyingthefull
diploma.”(IBDP Mathematics SL Guide) DP mathematics courses includethe processes of mathematicalinquiry, modeling, and
application,aswellastheappropriateuseoftechnology.ThroughDPmathematicscourses,studentslearntoenjoymathematics,
communicateclearly,appreciatehowtechnologyandmathematicsinfluenceeachother,appreciatetheinternationaldimensions
in mathematics, and appreciate the contribution of mathematics to other disciplines and as an “area of knowledge” in TOK.
Mathematicscanaddacertaintythatismissinginmanyofthewaysofknowing,andtheultimatequestionofwhethermathis
discoveredorinventedwillbeexplored.
MYP4IntegratedMathematics102061Grade95periods/week1.00credit
MathematicsatCIBAisfirmlyrootedtheIBapproach,aimsandobjectives.CIBAbelievesthatallstudentsshould
enjoy mathematics, develop an understanding of the principles and nature of mathematics and develop logical,
criticalandcreativethinkinginmathematicalthinkingandproblem‐solving.MYP4Integratedmathematicsgoes
beyondAlgebra1andGeometry,engagingstudentsinprobabilityandstatistics.Studentswilldeepenandextend
understanding of linear relationships. They will learn geometry terms, solve proportions, factor and solve
quadraticequations,simplifypolynomials,explorequadrilaterals,polygons,areaandvolume.Thecourseteaches
studentsaboutgeometricrelationshipsintrianglesandplanefigures,specialrighttriangles,basictrigonometry,
familiesoffunctions,trianglesandhowtoapplytheirknowledgetoprovetheorems.Studentswillextendtheir
knowledgetoapplyandtransferskillstoawiderangeofreal‐lifesituations,otherareasofknowledgeandfuture
developments.
Studentswillbeableto:
•
•
•
•
•
•
•
•
•
•
•
•
•
enjoymathematics,developcuriosityandbegintoappreciateitseleganceandpower
developanunderstandingoftheprinciplesandnatureofmathematics
communicateclearlyandconfidentlyinavarietyofcontexts
developlogical,criticalandcreativethinking
developconfidence,perseverance,andindependenceinmathematicalthinkingandproblem‐solving
developpowersofgeneralizationandabstraction
applyandtransferskillstoawiderangeofreal‐lifesituations,otherareasofknowledgeandfuture
developments
appreciatehowdevelopmentsintechnologyandmathematicshaveinfluencedeachother
appreciatethemoral,socialandethicalimplicationsarisingfromtheworkofmathematiciansand
theapplicationsofmathematics
appreciatetheinternationaldimensioninmathematicsthroughanawarenessoftheuniversality
ofmathematicsanditsmulticulturalandhistoricalperspectives
appreciatethecontributionofmathematicstootherareasofknowledge
developtheknowledge,skillsandattitudesnecessarytopursuefurtherstudiesinmathematics
developtheabilitytoreflectcriticallyupontheirownworkandtheworkofothers.
This course is designed to help students appreciated how developments in technology and mathematics have
influenced one another, to use technology and models to investigate and explore mathematical ideas and
relationships to develop multiple strategies for analyzing complex situations verbally, numerically, graphically,
and symbolically. Mathematics teachers are responsible for developing meaningful ongoing opportunities for
interdisciplinaryteachingandlearning.Mathematicsoffersmanyopportunitiesforinterdisciplinaryteachingand
learning.Possibleinterdisciplinaryunitsinthissubjectgroupcouldincludeinquiriesinto:
•
•
•
collectingandanalysingstatisticaldatainphysicalandhealtheducationclasses
applyinggeometryknowledgeindesignprojects
investigatingthelinksbetweenmusicaltheoryandmathematicalsequences.
29
MYP5IntegratedMathematics202061Grade105periods/week1.00credit
This course expands on the concepts learned in MYP 4 Integrated Mathematics I. Students will deepen their
enjoymentofmathematics,theirunderstandingoftheprinciplesandnatureofmathematicsandfurtherdevelop
logical, critical and creative thinking in mathematical thinking and problem‐solving. Students will discuss and
appreciate the moral, social and ethical implications arising from the work of mathematicians and the
applicationsofmathematicsandappreciatetheinternationaldimensioninmathematicsthroughanawarenessof
the universality of mathematics and its multicultural and historical perspectives. Students will appreciate the
contributionofmathematicstootherareasofknowledge,developtheknowledge,skillsandattitudesnecessary
topursuefurtherstudiesinmathematicsanddeepentheirabilitytoreflectcriticallyupontheirownworkandthe
workofothers.Bytheendofthisclass,studentswillbeableto
•
enjoymathematics,developcuriosityandbegintoappreciateitseleganceandpower
•
•
•
developlogical,criticalandcreativethinking
•
developconfidence,perseverance,andindependenceinmathematicalthinkingandproblem‐solving
•
developpowersofgeneralizationandabstraction
•
applyandtransferskillstoawiderangeofreal‐lifesituations,otherareasofknowledgeandfuture
developments
•
•
•
appreciatetheinternationaldimensioninmathematicsthroughanawarenessoftheuniversality
ofmathematicsanditsmulticulturalandhistoricalperspectives
•
appreciatethecontributionofmathematicstootherareasofknowledge
•
developtheknowledge,skillsandattitudesnecessarytopursuefurtherstudiesinmathematics
•
developtheabilitytoreflectcriticallyupontheirownworkandtheworkofothers.
Students will review and deepen concepts learned in IM1 and will review graphing the coordinate plane,
graphicalandalgebraicapproachestosolvingsystemsofequationsandconstructions,isometrictransformations
and a variety of non‐linear relationships. They will learn about analyzing data, standard deviation and normal
distributions, arithmetic and geometric sequences, trigonometric functions, applications of trigonometry and a
varietyoffunctions.ThiscoursewillpreparestudentsforDPMathematicsSL,whichalljuniorstake.
DPMathematicsSL02132Grade115periods/week1.00credit/year
TheaimsofMathematicsatCIBAaretoenablestudentsto:
●
●
●
●
●
●
●
●
●
●
enjoymathematics,anddevelopanappreciationoftheeleganceandpowerofmathematics
developlogical,criticalandcreativethinking,andpatienceandpersistenceinproblem‐solving
employandrefinetheirpowersofabstractionandgeneralization
applyandtransferskillstoalternativesituations,tootherareasofknowledgeandtofuture
developments
appreciatetheinternationaldimensioninmathematicsthroughanawarenessofthe
universalityofmathematicsanditsmulticulturalandhistoricalperspectives
appreciatethecontributionofmathematicstootherdisciplines,andasaparticular“areaof
knowledge”intheTOKcourse.
All CIBA students in the 11th grade will take year one of the Mathematics SL course as it will provide a strong
foundation for year two of Mathematics SL and Mathematical Studies SL. Throughout the DP mathematics SL
course, students will be encouraged to develop their understanding of the methodology and practice of the
disciplineofmathematics.Theprocessesofmathematicalinquiry,mathematicalmodellingandapplications
andtheuseoftechnologywillbeintroducedappropriately.Theseprocesseswillbeusedthroughoutthecourse,
30
and not treated in isolation. The IB learner profile encourages learning by experimentation, questioning and
discovery. In the IB classroom, students should generally learn mathematics by being active participants in
learning activities rather than recipients of instruction. At CIBA, teachers therefore provide students with
opportunities to learn through mathematical inquiry. Mathematics SL includes a review of Advanced Algebra,
exploresfunctionsandequations,circularfunctionsandtrigonometry,statisticsandprobability.Attheendofthe
11thgrade,students,withtheinputoftheirteachers,willselectMathematicsSLorMathematicalStudiesSL
DPMathematics02132Grades125periods/week1.00credit/year
This is year two of the course DP Mathematics SL. It is designed for students who already possess solid
understandingofthemathematicalconceptsexploredinyearoneofthecourseandwhoareequippedwiththe
skillsacquiredduringthefirstyearofthecourse.Thiscoursemeetstheneedsofstudentswhowillneedasound
mathematicalbackgroundastheyprepareforfuturestudiesinsubjectssuchaschemistry,economics,psychology
and business administration. Mathematics “is dominated by reason, and some mathematicians argue that their
subject is a language, that it is, in some sense, universal. However, there is also no doubt that mathematicians
perceive beauty in mathematics, and that emotion can be a strong driver in the search for mathematical
knowledge.”(ibo.org)Itisthroughtheexplorationofsuchargumentsthatstudentsmakeconnectionswiththe
Theory of Knowledge. DP Mathematics SL year two emphasizes the learning of mathematics by encouraging
studentstobeactiveparticipantsinlearningactivitiesratherthanrecipientsofinstruction.Thiscoursefocuses
on the introduction of mathematical concepts through the development of mathematical techniques. Topics
include but are not limited to algebra, functions, trigonometry, calculus, probability, statistics, and vectors.
StudentsarerequiredtotaketheDPMathematicsexam(SL)inMayoftheirsenioryear.
DPMathematicalStudies02131Grade125periods/week1.00credit/year
Inthiscourse,DPMathematicalStudies,studentswillhavetheopportunitytounderstandandappreciateboththe
practical use of mathematics and its aesthetic aspects. The emphasis of the course is on the application of the
mathematicsandtechniques.Itoffersstudentsopportunitiestolearnimportantconceptsandtechniquesandto
gainanunderstandingofavarietyofmathematicaltopics.Itpreparesstudentstobeabletosolveproblemsina
varietyofsettings,todevelopmoresophisticatedmathematicalreasoningandtoenhancetheircriticalthinking.
Topicsincludestatistics,functions,calculus,financialmathematics,symboliclogic,andothers.Thestudentswill
expandtheirappreciationforandunderstandingofmathematicswhilecompletingtheInternalAssessment.The
instructor will specifically use the Approaches to Learning to assist students managing their work and make
connectionstoToKonthenatureofknowinginmathematics.StudentsarerequiredtotaketheDPMathematical
Studiesexam(SL)inMayoftheirsenioryear.
31
GROUP6–THEARTS
MYP5ArtandDesign05154Grade105periods/week1.00credit
AtCIBA,artsstudentshaveopportunitiestofunctionasartists,aswellaslearnersofthearts.Artistshavetobe
curious. By developing curiosity about themselves, others and the world, students become effective learners,
inquirers and creative problem‐solvers. Students develop through creating, performing and presenting arts in
waysthatengageandconveyfeelings,experiencesandideas.Itisthroughthispracticethatstudentsacquirenew
skillsandmasterthoseskillsdevelopedinpriorlearning.TheaimsoftheArtscourseatCIBAaretoencourage
andenablestudentsto:
● createandpresentart
● developskillsspecifictothediscipline
● engageinaprocessofcreativeexplorationand(self‐)discovery
● makepurposefulconnectionsbetweeninvestigationandpractice
● understandtherelationshipbetweenartanditscontexts
● respondtoandreflectonart
● deepentheirunderstandingoftheworld.
MYP5Arts,aprerequisiteforDPVisualArts(SL/HL),allowsstudentstocreateandpresentart,developskills
specific to the discipline and engage in a process of creative exploration and self‐discovery. Students will
demonstratetheacquisitionanddevelopmentoftheskillsandtechniquesofvariousartformsanddemonstrate
theapplicationofskillsandtechniquestocreateandpresentart.Studentswilllearntocritiquetheirownartand
the art of others. Students will have the opportunity to explore various media and techniques through studio
work.Thestudentswillexperiencethefundamentalcoreofartanddesignandwillfocusonthesethroughtheir
work as well as in discussion, peer critiques, and assessments. Some topics explored are: one‐ and two‐point
perspective,penandink,abstraction,thehumanfigure,andthree‐dimensionalart.
StudentswhodonotwishtotakeDPVisualArtsfortheirDPGroup6mustselecta
secondcourseingroups2,3,or4
32
DPVisualArtsA(SL/HL)05173Grade115periods/week1.00credit
The DP “visual arts course encourages students to challenge their own creative and cultural expectations and
boundaries.Itisathought‐provokingcourseinwhichstudentsdevelopanalyticalskillsinproblem‐solvingand
divergent thinking, while working towards technical proficiency and confidence as art‐makers. In addition to
exploringandcomparingvisualartsfromdifferentperspectivesandindifferentcontexts,studentsareexpected
toengagein,experimentwithandcriticallyreflectuponawiderangeofcontemporarypracticesandmedia.The
courseisdesignedforstudentswhowanttogoontostudyvisualartsinhighereducationaswellasforthosewho
areseekinglifelongenrichmentthroughvisualarts.”(ibo.org)InmakingconnectionstoToK,studentsstudythe
variousartisticwaysthroughwhichknowledge,skillsandattitudesfromdifferentculturalcontextsaredeveloped
andtransmitted.Thiscourserequiresthatstudentsfocusprimarilyonself‐improvementandself‐discoveryand
expressionthroughtheirartwork.Itprovidesstudentswithadeeperideaofwhatartanddesigncanmeanfor
working artists today as well as for themselves. Students will incorporate the mastered foundations into each
lesson and project. Each lesson is open‐ended. Students are required to complete a Visual Arts Journal
(sketchbook) that will include sketches and research information pertaining to each individual art project.
Studentswillbegiventheopportunitytoexplorevariousgalleryshowsandmuseums.Assessmentwillincludea
studentportfolioaswellastheVisualArtsJournal.
DPVisualArtsB(SL/HL)05173Grade125periods/week1.00credit
This is a continuation of the concepts, themes, skill development, creativity, self‐expression and reflection
students embarked upon in DP Visual Arts A. The focus is on the exploration of self in order to challenge and
explore ideas through various media. Each project is open‐ended and individualized in order to meet each
student’s creative needs. Students are required to concentrate on a specific personal goal and/or challenge in
ordertoimproveasartiststhroughouttheyear.Studentswillexperiencehowtoputupandstrikeagalleryshow
bysettingupastudent‐basedartshowattheendoftheyear.StudentswhooptfortheHLwillbeassessedat
greaterbreadthandgreaterdepthintheirlearning.TheHLassessmenttasksrequirestudentstoreflectonhow
theirownworkhasbeeninfluencedbyexposuretootherartistsandforthemtoexperimentingreaterdepthwith
additional art‐making media, techniques and forms. HL students are encouraged to produce a larger body of
resolved works and to demonstrate a deeper consideration of how their resolved works communicate with a
potential viewer. Assessment will include a professional student portfolio, Visual Arts Journal, as well as the
student‐basedartshow.
StudentswhodonotwishtotakeArtfortheirDPGroup6mustselectasecond
courseingroups2,3,or4.
33
DESIGN/TECHNOLOGY
MYP4Design10003/05169Grade95periods/week1.00credit
“Design is the link between innovation and creativity, taking thoughts and exploring the possibilities
and constraints associated with products or systems, allowing them to redefine and manage the
generation of further thought through prototyping, experimentation and adaptation. It is human‐
centered and focuses on the needs, wants and limitations of the end user” (ibo.org) At CIBA, Design
Technology challenges all students to apply practical and creative thinking skills as well as the
knowledge and ability to use competently a range of technological tools, to solve design problems.
The study of design technology at CIBA is approached through the concepts of communication,
communities, development and systems and uses the Design Cycle as a tool for inquiry and problem
solving. Design technology helps students to enjoy the design process, develop knowledge and skills
fromavarietyofdisciplinestodesignandcreatesolutions,andtouseandapplytechnologyeffectively
and ethically. Students are encouraged to develop their own inquiry and analysis of problems, to
propose and create feasible solutions and to test and evaluate these solutions. In MYP 4/5 Design, a
“solution can be defined as a model, prototype, product or system that students have developed and
created independently.” (ibo.org) CIBA encourages students to explore the role of design in both
historical and contemporary contexts, make interdisciplinary connections and complete a number of
designprojectsduringthecourse.TheCIBADesignTechnologycoursespecificallypreparesstudents
forthestudyofInformationTechnologyinaGlobalSociety(ITGS)(page14)atCIBAorforthestudyof
computerscienceordesigntechnologyelsewhere.
SeethedescriptionofInformationTechnologyinaGlobalSociety(ITGS)onpage14.design ideas
34
THEIBMYPCORE
PERSONALPROJECT
All CIBA MYP students are required to complete along‐term project, where they decide what they
want to learn about, identify what they already know, discovering what they will need to know to
completetheproject,andcreateaproposalorcriteriaforcompletingit.Theybeginthisworkatthe
end of their ninth grade year, research over the summer and complete the project, process journal
andwrittenreflectionthroughtheirtenthsgradeyear(MYP5).Attheendoftheir10thgrade(MYP5)
year, their work is presented in a symposium. Students must upload and submit their work to the
InternationalBaccalaureateOrganizationforexternalscoring.
TheaimsoftheMYPPersonalProjectaretoencourageandenablestudentsto::






participateinasustained,self‐directedinquirywithinaglobalcontext
generatecreativenewinsightsanddevelopdeeperunderstandingsthroughin‐depth
investigation
demonstratetheskills,attitudesandknowledgerequiredtocompleteaprojectoveran
extendedperiodoftime
communicateeffectivelyinavarietyofsituations
demonstrateresponsibleactionthrough,orasaresultof,learning
appreciatetheprocessoflearningandtakeprideintheiraccomplishments.
StudentatCIBAuseManagebactoplanandmanagetheirMYPPersonalProject,tocommunicatewith
theiradvisorsandtosubmittheirprojects.
SERVICEASACTION
ActionandservicehavealwaysbeensharedvaluesoftheIBcommunity.
Studentstakeactionwhentheyapplywhattheyarelearningintheclassroomandbeyond.IBlearners
strivetobecaringmembersofthecommunitywhodemonstrateacommitmenttoservice—makinga
positivedifferencetothelivesofothersandtotheenvironment.CIBAstudentsarerequiredtoengage
inserviceasactionandrecordtheirworkandreflectionsinManagebac,
35
THEIBDPCORE
Made up of the three required components, the DP core aims to broaden students’ educational
experience and challenge them to apply their knowledge and skills. These three components are
designedtobringtheknowledge,skillsandunderstandingsthestudenthasachievedthroughinquiryin
thesixsubjectareastogether.
Thethreecoreelementsare:
 Theoryofknowledge,inwhichstudentsreflectonthenatureofknowledgeandonhowwe
knowwhatweclaimtoknow.
 Theextendedessay,whichisanindependent,self‐directedpieceofresearch,finishingwitha
4,000‐wordpaper.
 Creativity,activity,service,inwhichstudentscompleteaprojectrelatedtothosethree
concepts.
THEORYOFKNOWLEDGE
TheoryofKnowledge04304Grades11and12Fourdays/week1.00credit/year
ThefocusoftheTheoryofKnowledgecourseisstudyingwhatweknowandhowweknowitinorderto
allow students to reflect upon and appreciate the importance of critical thinking and the nature of
knowledge.Studentsareledtomakeconnectionsbetweentheirclassroomandnon‐classroomknowledgeand
experience as they examine the conventions, methodologies, and perspectives that shape how knowledge is
formed in eight identified areas of knowledge: mathematics, the natural sciences, the human sciences, the arts,
history, ethics, religious knowledge systems, and indigenous knowledge systems. Students develop a critical
awarenessofthefieldsofknowledge;studytheprocedures,processes,andmethodologiesofeachfield;recognize
the biases inherent in each discipline; understand and appreciate the importance of inquiry as a basis of
knowledge; and analyze the impact of eight identified ways of knowing (language, sense perception, emotion,
reason, imagination, faith, intuition, and memory). Students will discern the differences between shared and
personal knowledge, while also recognizing the innate overlap and influence between the two; the individual
cannotbeheldapartfromthecommunity,locallyorglobally,andneithercanthecommunityexistapartfromthe
individual.
Studentsworkbothindependentlyandcollaborativelytoestablishcoreunderstandingsofthewaysofknowing
andtheknowledgeframeworksfortheareasofknowledge.Muchofthecourseinvolvesartifactexamination,as
studentscriticallyandcloselyexaminenewsarticles,worksofart,fieldstudies,andculturalobjectsinorderto
formulateknowledgequestionsthattranscendspecificreal‐lifeissues.Theywill recognizeandconsiderthefar
reaching implications of these knowledge questions across disciplines and situations in order to see the links
between the ways of knowing and the areas of knowledge. Students will examine and assess the validity of
evidence or justification for knowledge, as well as the extent to which knowledge conventions are (or are not)
transferableacrossdifferentdisciplinesandcontexts.
The ultimate goal of TOK is to support students in their critical and reflective examination of their personal
beliefs, assumptions, and perspectives. This examination of the self is enriched and empowered by students’
abilitytoadoptandconsiderdiverse,andoftentimescompeting,worldviewsandvalues.Throughthisawareness
of their place in a global society, as well as their agency within it, students can lead more deliberate and
responsible lives. TOK is an intrinsic part of all the disciplines that comprise the IBDP curriculum, and the
connectionsmadeoccurwithinandbeyondthiscourse—ineveryclassroom,ineverysubject.
36
EXTENDEDESSAY
OneoftheCoreRequirementsfortheIBDiplomaisthecompletionoftheExtendedEssay,a4,000wordpaper
writtenbytheDiplomaCandidate.Studentschoosesubjectareas,topics,andadvisors.
Theresearchandwritingprocessbeginsinthejunioryear.Studentstakefieldtripstolocalcollegestointroduce
themtocollegeresearchfacilitiesandallowthemaccesstothoseresources.
Studentsareexpectedtodevotemanyhourstotheproductionofasolid,college‐qualitypaper.Writingbegins
inthefallofgrade11,andthefinalpaperishandedinduringthefirstsemesterofthestudents’senioryear.
During the process of writing the Extended Essay, students are responsible for meeting with their advisor to
discuss progress. Completion of the Extended Essay is the best method for students to demonstrate college
readiness to prospective colleges, universities and scholarship committees. A timeline is provided, and if
studentsfollowthisguidetheywillfindthattheyarebetterabletocompletetheEssayinatimelyfashion.
CREATIVITY,ACTIVITY,SERVICE(CAS)
Creativity,Activity,ServiceGrades9‐12
AllstudentsattheConnecticutIBAcademyarerequiredtocompleteCreativity,Activity,andService(CAS)asa
graduationrequirement.EachstudentwillberequiredtoproduceaCASportfolio.Thisportfolioisacollectionof
evidencethatshowcasesCASexperiencesandstudentreflections.IncarryingoutthecriticalreflectiononaCAS
activitythestudentcanbeguidedtoenhancetheprocessbyusingtheWaysofKnowingandtheIBlearnerprofile
when looking at the experience. Students are encouraged to make deep connections between their learning in
CASandtheirsubjectandTheoryofKnowledgelearning,andconsiderhowonemayhelptheother.Completion
oftheCASprogramisbasedthefulfillmentofthesevenCASlearningoutcomes,increasedawarenessoftheirown
strengths and areas for growth, undertaking new challenges, planed and initiated activities, worked
collaborativelywithothers,shownperseveranceandcommitmenttotheiractivities,engagedwithissuesofglobal
importance, consider the ethical implications of their actions and developing new skills Students must provide
throughreflectionevidenceofachievementofeachofthesevenlearningoutcomes.Asaculminatingrequirement,
eachstudentwillwriteaself‐evaluationinwhichhe/shereflectsonalloftheCASactivitiesinwhichhe/shehas
participated.ThereportwillreviewtheCASexperienceasithasinfluencedtheindividual’sinterestsandpersonal
philosophy.
IB‐DPONLINECOURSES
ThroughacooperativeeffortwiththeIBandPamojaEducation,CIBAisabletoofferanumberofcoursesonline
forourstudents.Thiseffortisintendedtoofferawiderrangeofelectivestostudentswhomaybelookingfor
courseswearenotabletoofferinschool.
Students who are interested in taking an online course must apply and be approved by Administration and
Guidance.Studentsareassignedoneclassperiodperdaytoworkontheironlinecourse;studentswhochoose
an online course must be organized, self‐motivated and willing to devote the necessary time to this work.
Studentswhoregisterforanon‐lineDPcoursethroughPamojamustcommittotakingbothyearsofthecourse
andtocompletingthefullrangeofassessmentsandexamsconnectedtotheIBcourse.Failuretocompletethe
courseand/ortherequirementswillresultinanaccountabilityforthecostofthecourse.
37
“The Connecticut IB Academy does not discriminate on the basis of race, color, religious creed,
national origin, sex, learning disability, physical disability, age, marital status, sexual
orientation, mental retardation or past/present history of mental disorder in its admission
policies, programs and activities. The following person has been designated to handle inquiries
regarding the non-discrimination policies: Mrs. Caryn W. Stedman, Principal, 857 Forbes
Street, East Hartford CT 06118. Tel: 860.622.5590.”
38

Program of Studies 2016-17 - East Hartford Public Schools

Transcription

Similar documents

MYP January Newsletter KG

here - The Codrington School

26th January 2016 - RBK International Academy

Sonia Kovalevsky Math Day Poster

Author - Center for Innovation in Education

here

Newsletter March 2016 - Eastern Public School

Drawing Math Stories: Linking Language, Art, and

Newsletter December 2014