2021 -2022 IB Pathways Guide - Rabat American School

Choosing Your Grade 11 and 12

Course Options

Differentiated Pathways to University

Class of 2023 March 2021

Contents

RAS GUIDING STATEMENTS 3

VISION 3MISSION 3PROFILE OF GRADUATES 3

GETTING TO THE NEXT STAGE 4

THE RAS GRADES 11 & 12 ‘3 PATHWAYS’ APPROACH 4THE IB DIPLOMA PROGRAM MODEL 5

PATHWAY 1 - THE RAS HIGH SCHOOL DIPLOMA 6

PATHWAY 2 - IB COURSE CERTIFICATES 7PATHWAY 3 - THE FULL IB DIPLOMA 8THE 3 PATHWAYS – VISUAL SUMMARY 10

COURSE SELECTION 10

HIGHER LEVEL (HL) COURSE PREREQUISITES 10STANDARD LEVEL (SL) COURSE PREREQUISITES 10

FAILURE TO MEET PREREQUISITES 11

PAMOJA ONLINE IBDP COURSE 11IB BACKGROUND INFORMATION 11THE 3 PATHWAYS AND PLANNING FOR UNIVERSITY / COLLEGE 12

RAS IBDP COURSES 13

GROUP 1 – STUDIES IN LANGUAGE AND LITERATURE 13LANGUAGE A: LANGUAGE and LITERATURE - ENGLISH / FRENCH 13GROUP 2 – LANGUAGE ACQUISITION 17LANGUAGE B: ARABIC OR FRENCH 17

LANGUAGE B: SPANISH AB INITIO / FRENCH AB INITIO 20

GROUP 3 – INDIVIDUALS AND SOCIETIES 23ECONOMICS. HISTORY, GLOBAL POLITICS 23GROUP 4 - SCIENCES 30BIOLOGY, CHEMISTRY, PHYSICS, SPORTS AND EXERCISE HEALTH SCIENCE 30

GROUP 5 - MATHEMATICS 34

I. COURSE DESCRIPTIONS AND AIMS 34II. CURRICULUM MODEL OVERVIEW 35III. ASSESSMENT MODEL IN MATHEMATICS 36

GROUP 6 – THE ARTS / ELECTIVES 38

VISUAL ARTS 38CORE COMPONENTS 40

CREATIVITY, ACTIVITY, SERVICE (CAS) 40

COMMUNITY SERVICE (CS) – PATHWAYS 1 & 2 ONLY 41EXTENDED ESSAY 44THEORY OF KNOWLEDGE 45

PAMOJA EDUCATION ONLINE COURSES 46

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COURSE OPTIONS TIMELINE & PROCESS 47

TIMELINE 47PROCESS 47CONTACTS 47

APPENDIX 48

APPENDIX A – RAS BOARD POLICY - GRADUATION REQUIREMENTS 48

1. Cover Artwork courtesy of Stella Lee: ‘Peaches’ on Oil Canvas, Class of 2020

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RAS GUIDING STATEMENTS

Vision

Learning in a world community.

Pursuing excellence in an environment of unity, mutual respect, and understanding.

Mission

The Rabat American School is a world learning community, preparing its students for higher

education by inspiring academic excellence, intellectual curiosity, effective communication,

service, and integrity.

Profile of Graduates

RAS Graduates are:

1. Knowledgeable, Inquisitive and Thoughtful

● cultivate the skills to explore new ideas, concepts, and issues

● acquire a depth of knowledge and understanding in a wide range of disciplines

● develop curiosity and a habit of lifelong learning

● recognize and practice critical thinking skills to solve problems and reflect on their own

learning and decision making.

2. Effective Communicators

● understand and express ideas clearly and confidently when writing, listening, and speaking

● communicate in multiple languages and modalities

● willingly collaborate and communicate to problem-solve

3. Open-Minded, Principled, Reflective and Caring

● value their own and others’ cultural backgrounds

● actively seek new perspectives and viewpoints

● respect and seek justice for all members of the learning community

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GETTING TO THE NEXT STAGE

THE RAS GRADES 11 & 12 ‘3 PATHWAYS’

APPROACH

As students head into Grades 11 and 12 they step into the last two years

of their secondary school life and the world of college preparation. While

some students may know exactly what career path they would like to follow and then choose the

right university and major, a great many students do not. How should they prepare for

university, and have the right qualifications, taking into account their strengths as a student?

At RAS we have three pathways to choose from that will get students into the college of their

choice. All students that graduate from RAS earn a US Diploma and this forms the foundation

for the qualifications needed to get into a university in the USA, Canada and Europe.

The Grades 11 and 12 3 Pathways approach at RAS is based on courses within the IB Diploma

Program (IBDP), this being because it is felt that the combination of the academic rigor of the

IBDP and the approaches to teaching and learning offered by the program best prepare RAS

students for the life and learning that follows graduation. In short, the program encapsulates

what is articulated in the school’s foundation documents – mission, vision, beliefs and the Profile

of Graduates. The fact that, time and again, those who have followed IBDP-based courses report

that they appear so much better prepared for college courses than their contemporaries who did

not take such courses, speaks volumes.

This approach means that all students in Grades 11 and 12 will:

1. Continue a program of study that enables them to both earn the credits required and

meet all other conditions to be awarded the RAS High School Diploma.

2. Study within IBDP courses only (including the option of studying up to one course

online with Pamoja);

3. Take courses in all six DP subject groups;

4. Take the ‘Core’ element of Theory of Knowledge (ToK);

5. Either undertake the full Creativity, Activity and Service (CAS) ‘Core’ element or a

modified Community Service (CS) version.

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THE IB DIPLOMA PROGRAM MODEL

All RAS students must choose one course from each of the

following subject groups:

• Group 1: Studies in Language and Literature

• Group 2: Language Acquisition

• Group 3: Individuals and Societies

• Group 4: Experimental Sciences

• Group 5: Mathematics

• Group 6: The Arts or Electives (an additional

course from a group listed above)

Subjects are studied at either higher level (HL - courses representing 240 teaching hours

across the two years) or standard level (SL - courses representing 150 teaching hours).

The grading scheme in use for IBDP final grades is from 1 to 7 and is described as follows: 7:

excellent; 6: very good; 5: good; 4: satisfactory; 3: mediocre; 2: poor; 1: very poor. Please note

that RAS also issues grades on a 1 to 7 scale for its report cards and does not “translate” these

grades in any way to any other grading scale (e.g. A to F) for any reason. The IB awards

the same number of points for HL and SL courses, reflecting the IB’s belief in the importance of

achievement across a broad range of academic disciplines. HL and SL courses differ in scope but

are assessed against the same grade descriptors, with HL candidates expected to demonstrate

the various elements of the grade descriptors across a greater body of knowledge, understanding

and skills.

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PATHWAY 1 - THE RAS HIGH SCHOOL DIPLOMA

In Grades 11 and 12 students will continue to earn credits towards their RAS High School

Diploma: graduation at the end of Grade 12 is based on meeting the requirements of this

Diploma as set out in Board policy (see Appendix A). Students who have transferred into

RAS during the high school years will have credits from previous schools counted towards

their Diploma.

Students must take one subject in each of the six subject groups but, subject to meeting the

course prerequisites, can take them at standard level (SL) or higher level (HL). They must

take the ‘Core’ element of Theory of Knowledge (ToK), the school’s Community Service (CS)

element, but are not required to undertake an Extended Essay.

This path allows more time to focus on:

• Passing high school courses with strong grades on the transcript;

• Preparing for other college entrance assessments such as the SAT;

• Extra-curricular development (community service & broadening interests);

• Taking part in productions and developing the craft for a drama student;

• Developing athletic skills and tournament experience for the athlete.

The advantage is:

• A broad curriculum for those who have not yet decided on a specific major or career

path;

• A rigorous curriculum recognized for preparing students both to study at the

university level and to adjust to university life;

• Annual final exams emphasizing that year’s work rather than exams at the end of a

2-year course that assess the whole course content.

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PATHWAY 2 - IB COURSE CERTIFICATES

In choosing this pathway, students can build on the Pathway 1 requirements by choosing to

follow all or some subjects through the external examination at the IB level. This provides them

with a distinct advantage in specific majors that may require strong passes in specified subjects

for college acceptance e.g. chemistry and physics for engineering. The advantage is:

• University credit for specific subjects;

• Added rigor increases students competitive edge in the college admissions process;

• The broad curriculum suits students who have not yet decided on a specific major or

career path.

As a result of either their preference, or of not meeting the course prerequisites, students

may choose to take less than the three HL subjects required to be eligible for the award of the

full Diploma (Pathway 3). They must take the ‘Core’ element of Theory of Knowledge (ToK),

the school’s Community Service (CS) element, but are not required to undertake an

Extended Essay.

An IB Diploma Program course result (DPCR), otherwise known as ‘IB Certificate’ – based on the

1-7 scale - will be awarded by the IB for any IB subject completed fully (all work and assessment

requirements) across the two years. For subjects not examined by the IB, students will sit a RAS

final exam in both grades 11 and 12, assessing just that year’s work.

IB certificates can be used in conjunction with a RAS diploma to earn advanced standing credit at a

post-secondary institution. The award of IB Certificates is independent of a RAS high school

diploma. The conditions of award for a RAS high school diploma are determined by the school and

are not contingent on any external examinations (see Appendix A).

This combined pathway is a common university preparation route, and one which many RAS

students find to be the most suitable.

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PATHWAY 3 - THE FULL IB DIPLOMA

In addition to Pathway 1, the student will benefit from the further development of their research

and analytical skills that will give them an overall advantage in all subject areas. The advantage

is:

• Preparation for college level courses and load;

• The opportunity to complete an academic research paper, with guidance, prior to

going to university;

• Advanced placement and course credit potential up to as much as their freshman

year in university;

• The broad curriculum suits students who have not yet decided on a specific major or

career path.

This path is for the more academically motivated student, as time dedication is required. The course

produces a student that has an incredible work ethic, works well under pressure, is a deep analytical

thinker, a problem solver and cares what happens in the world around them.

The awarding of the full IB Diploma requires a minimum total of 24 points in the six courses (3

SL and 3 HL) with no failing condition (see IBDP Coordinator for full details of failing

conditions), the satisfactory completion of the Theory of Knowledge course, completion of an

Extended Essay, and fulfillment of all CAS requirements.

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THE 3 PATHWAYS – VISUAL SUMMARY

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COURSE SELECTION

Grade 10 students, and their parents, will be engaged in a course selection process that runs

from February to April in the calendar year the students will enter Grade 11. The process will

consist of written information, presentations and a clear selection process: the latter will involve

both students, their teachers and administrators.

In selecting their courses, students will have to be mindful of both the subjects they choose and

the level (SL/HL). In order to ensure that students are matched to courses in which they can be

successful in Grades 11 and 12, each level has prerequisites, i.e. conditions that must be met

before the student is allowed to take that subject at that level.

Higher level (HL) course prerequisites

To be eligible to enter HL courses unconditionally, by the end of Grade 10 students should have:

1. A grade of 5, 6 or 7 in the Knowledge & Understanding criterion of the subject or in the most

closely related subject, i.e. another subject from the same IBDP subject group;

Students will be permitted to enter HL courses on a conditional status if by the end of Grade 10:

1. They have attained a grade of 4 in the Knowledge & Understanding criterion of the

subject or in the most closely related subject, i.e. another subject from the same IBDP

subject group;

In order for the conditional status to be converted to full HL status, by the Winter Break of

Grade 11 the student must have achieved and maintained their achievement grade of 5 into the

DP.

Standard level (SL) course prerequisites

To be eligible to enter SL courses unconditionally, by the end of Grade 10 students should have:

1. A grade of at least a 4 in the Knowledge & Understanding criterion of the subject or in the

most closely related subject, i.e. another subject from the same IBDP subject group;

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Students will be permitted to enter SL courses on a conditional status if by the end of Grade 10:

1. They have attained a grade of 3 in the Knowledge & Understanding criterion of the

subject or in the most closely related subject, i.e. another subject from the same IBDP

subject group;

In order for the conditional status to be converted to full SL status, by the Winter Break of Grade

11 the student must have raised their achievement grade to a 4.

Failure to meet prerequisites

The situation of students who are failing to meeting course prerequisites by the Winter Break of

Grade 11 will be reviewed on a case-by-case basis: RAS reserves the right at any point in the Diploma

Program to withhold access to IB Diploma examinations, to move students from HL to SL, etc. if it is

felt that the student is not sufficiently engaged and is not making a serious attempt to be successful.

In determining this, the school will take account of factors such as attendance, tardiness, assignment

submission/non-submission data, engagement in class, etc.

Pamoja online IBDP course

Subject to meeting the requirements of the school, students may be permitted to take one IBDP

subject as an online course provided that it is not available as a face-to-face option at RAS, and

they are an IBDP diploma candidate. The school’s decision regarding the suitability of a student

for this option will be final.

IB BACKGROUND INFORMATION

Rabat American School began offering the IB Diploma Program (IBDP) in 1992, primarily

because our commitment to offering students a broad and balanced educational experience,

combined with our aim to enable our students to reach their full academic potential, is well

served by the rigor of the IBDP. The aim of the program is to “develop internationally minded

people who, recognizing their common humanity and shared guardianship of the planet, help to

create a better and more peaceful world.” (What is an IB Education? 2013)

The mission of the International Baccalaureate is, “to develop inquiring, knowledgeable and caring

young people who help to create a better and more peaceful world through intercultural

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understanding and respect.” The IB Diploma Program is one of the most challenging and

comprehensive courses of study a high school can offer. In this program, students build life-

long skills of analysis, critical thinking and time management. Colleges around the world

recognize this, and are keen to attract students who either have the full IB Diploma or who have

studied in IBDP courses.

It is true that the rigors of the IB Diploma Program can challenge even the ablest students. One

reason is that the academic schedule combined with the co-curricular expectations, may leave

limited time for activities to which students have grown accustomed. Some students may have a

difficult time adjusting to the demands of the program initially. However, students who have

earned the IB Diploma report a strong sense of accomplishment and feel that the time and effort

were well spent. They also feel that the program is an excellent preparation for university.

When the program was introduced, and right through to the Class of 2016, students could choose to

take either IBDP courses in Grades 11 and 12 or to take alternative courses designed to provide them

with the credits necessary to meet the graduation requirements of the RAS High School Diploma. For

all graduating classes from the Class of 2017 forward the Grades 11 and 12 program will consist only

of IB Diploma courses: however, students will be able to choose a variety of pathways to college or

work beyond Grade 12 using DP courses as the foundation for this. It is believed that this ‘hybrid’

approach will best enable us to both meet the needs of individual students while still maintaining the

rigor and value of a RAS education.

THE 3 PATHWAYS AND PLANNING FOR UNIVERSITY /

COLLEGE

The IBDP-based Grades 11 and 12 program is the second half of the RAS high school

experience, and is key in preparing students for admission to universities and colleges

around the world. Personal strengths and career exploration occur throughout Grades 10

and 11; with university admissions planning underway from the second semester of Grade 11

and through into Grade 12. It is important that the IBDP course selections align with

eligibility requirements for university undergraduate programs. The RAS University

Counselor is available to students and parents to assist making Grades 11/12 subject choices

that meet requirements for desired post-secondary programming.

During the university application process, it is strongly encouraged that students research

their post-secondary options, and apply strategically and deeply to ensure a university

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placement in which they can flourish both personally and academically: this means having

both aspirational and ‘safety’ options in their planning.

RAS IBDP COURSES

GROUP 1 – Studies in Language and Literature

Language A: Language and Literature - English and French

All students are required to take the Language and LIterature - English.

If your French is as strong as your English, you may decide to take French in Group 1 also -

thereby earning a bilingual diploma. Alternatively, you will study your second language in Group

2 (language acquisition).

From the IB Diploma Language A: Language and Literature Guide (2019):

• The language A: language and literature course aims to develop in students the

skills of textual analysis and the understanding that texts, both literary and

non-literary, can be seen as autonomous yet simultaneously related to

culturally determined reading practices. An understanding of the ways in

which formal elements are used to create meaning in a text is combined with an

exploration of how that meaning is affected by reading practices that are

culturally defined and by the circumstances of production and reception.

In view of the international nature of the IB and its commitment to intercultural understanding,

the language A: language and literature course does not limit the study of texts to the products

of one culture or of the cultures covered by any one language. The study of literature in

translation from other cultures is especially important to IB Diploma Program students because

it contributes to a global perspective, thereby promoting an insight into, and understanding of,

the different ways in which cultures influence and shape the experiences of life common to all

humanity.

Language A: Language and Literature Course Structure

Parts of the Course:

Readers, writers and texts

Non-literary texts are chosen from a variety of sources and media to represent as wide a

range of text types as possible, and works are chosen from a variety of literary forms. The

study of the non-literary texts and works focuses on the nature of language and

communication and the nature of literature and its study. This study includes the

investigation of how texts themselves operate as well as the contexts and complexities of

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production and reception. Focus is on the development of personal and critical responses to

the particulars of communication.

Time and space

Non -literary texts and literary works are chosen from a variety of sources, literary forms and

media that reflect a range of historical and/or cultural perspectives. Their study focuses on the

contexts of language use and the variety of ways literary and non-literary texts might both

reflect and shape society at large. The focus is on the consideration of personal and cultural

perspectives, the development of broader perspectives, and an awareness of the ways in which

context is tied to meaning.

Intertextuality: connecting texts

Non-literary texts and literary works are chosen from a variety of sources, literary forms and

media in a way that allows students an opportunity to extend their study and make fruitful

comparisons. Their study focuses on intertextual relationships with possibilities to explore

various topics, thematic concerns, generic conventions, modes or literary traditions that have

been introduced throughout the course. The focus is on the development of critical response

grounded in an understanding of the complex relationships among texts.

Distinction between SL and HL

The model for language A: language and literature is the same at SL and HL but there are

significant quantitative and qualitative differences between the levels. The SL course is 150

hours, while the HL course is 240 hours.

SL students are required to study four literary works and a number of non-literary texts that are

equivalent in teaching and learning time, whereas HL students are required to study six literary

works and a number of non-literary texts that are equivalent in teaching and learning time.

In paper 1, both SL and HL students are presented with two previously unseen non-literary

extracts or texts from different text types, each accompanied by a guiding question. SL students

are required to write a guided analysis of one of these, while HL students must write guided

analyses of both non-literary extracts or texts.

In addition, HL students will have a fourth assessment component, the higher level (HL) essay,

a written coursework task that requires students to explore a line of inquiry in relation to a

studied non-literary text or texts, or a literary text or work. The outcome of this exploration is a

1200-1500 word essay in which HL students are expected to demonstrate a deeper

understanding of the nature of linguistic or literary study.

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Language A: Language and Literature Assessment Structure SL

Assessment Component Weighting

External Assessment: (3 hours) 70%

Paper 1: Guided textual analysis (1 hour 15 minutes) 35%

The paper consists of two non-literary passages, from two different text types, each

accompanied by a question. Students choose one passage and write an analysis of it.

(20 marks) 35%

Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question students

write a comparative essay based on two works studied in the course. (30 marks)

Internal assessment 30%

This component consists of an individual oral which is internally assessed by the

teacher and externally moderated by the IB at the end of the course.

Individual oral (15 minutes)

Supported by an extract from one non-literary text and one from a literary work,

students will offer a prepared response of 10 minutes, followed by 5 minutes of

questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is presented through the

content and form of two of the texts that you have studied.

(40 marks)

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Language A: Language and Literature Assessment Structure

HL

Assessment Component Weighting

External Assessment: (4 hours) 80%

Paper 1: Guided textual analysis (2 hours 15 minutes) 35%

The paper consists of two non-literary passages, from two different text types, each

accompanied by a question. Students write an analysis of each of the passages. (40

marks)

Paper 2: Comparative essay (1 hour 45 minutes) 25%

The paper consists of four general questions. In response to one question students

write a comparative essay based on two works studied in the course. (30 marks)

HL essay 20%

Students submit an essay on one non-literary text or a collection of non-literary texts

by one same author, or a literary text or work studied during the course. (20 marks)

The essay must be 1,200-1,500 words in length.

Internal assessment: Individual oral (15 minutes)

This component consists of an individual oral which is internally assessed by the teacher and

externally moderated by the IB at the end of the course.

Supported by an extract from both on non-literary text and one from a literary work, students

will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher,

to the following prompt:

Examine the ways in which the global issue of your choice is presented through the content and

form of two of the works that you have studied (40 marks).

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GROUP 2 – Language Acquisition

Language B: Arabic or French

Language B is an additional language-learning course designed for students with some previous

learning of that language. It may be studied at either SL or HL. The main focus of the course is

on language acquisition and development of language skills. These language skills should be

developed through the study and use of a range of written and spoken material. Such material

will extend from everyday oral exchanges to literary texts, and should be related to the

culture(s) concerned. The material is chosen to enable students to develop mastery of language

skills and intercultural understanding, not solely for the study of specific subject matter or

content.

The language B syllabus approaches the learning of language through meaning. Through the

study of the core and the options at SL and HL, plus two literary works at HL, students build the

necessary skills to reach the assessment objectives of the language B course through the

expansion of their receptive, productive and interactive skills. SL and HL are differentiated by

the recommended number of teaching hours, the depth of syllabus coverage, the study of

literature at HL, and the level of difficulty and demands of assessment and assessment criteria

From the IB Diploma Language B Guide:

Assessment objectives:

The following assessment objectives are common to both language B and language ab initio.

The level of difficulty of the assessments, and the expectations of student performance on the

tasks, are what distinguishes the three modern language acquisition courses.

1. Communicate clearly and effectively in a range of contexts and for a variety of purposes.

2. Understand and use language appropriate to a range of interpersonal and/or intercultural

contexts and audiences.

3. Understand and use language to express and respond to a range of ideas with fluency and

accuracy.

4. Identify, organize and present ideas on a range of topics.

5. Understand, analyze and reflect upon a range of written, audio, visual and audio-visual

texts.

Texts:

In theory, a text is anything from which information can be extracted, including the wide

range of oral, written and visual materials present in society.

For example:

-single and multiple images, with or without written text

-non-literary and literary written texts and extracts

-broadcast media texts: films, radio and television programs, and their scripts

-oral texts: presentations, debates, interviews, speeches, recorded conversations, and their

transcripts

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-electronic texts that share aspects of the above areas: text messaging, web pages and blogs,

social media and video-sharing websites.

Distinction between SL and HL:

Both language B subjects are available at SL and HL, subject to demand. The courses give

students the possibility of reaching a high degree of competence in an additional language while

exploring the culture(s) where that language is spoken. The courses aim to develop the students’

linguistic competence and intercultural understanding. There is a common syllabus at SL and

HL (with literature as an additional component of the HL course). The differences between

levels are determined by the assessment objectives, the depth and breadth of syllabus coverage,

the assessment details, the assessment criteria, literature coverage and suggested teaching

hours.

The use of literary works to develop students’ receptive and productive skills is encouraged at all

levels of language acquisition in the DP; however, in terms of formal requirements of the

syllabus and assessment outline, the study of two literary works originally written in the target

language is a requirement at HL in language B. HL students are expected to understand

fundamental elements of the literary works studied, such as themes, plot and characters. In

language acquisition courses, specifically language B HL, literature is intended as a stimulus for

ideas to be explored, principally through oral assessment.

Prescribed themes:

Five prescribed themes are common to the syllabuses of language B and language ab initio;

the themes provide relevant contexts for study at all levels of language acquisition in the DP,

and opportunities for students to communicate about matters of personal, local or national,

and global interest.

The five prescribed themes are:

• identities

• experiences

• human ingenuity

• social organization

• sharing the planet.

The themes allow students to compare the target language and culture(s) to other languages

and cultures with which they are familiar. The themes also provide opportunities for students

to make connections to other disciplinary areas in the DP.

- Audience: Students understand that language should be appropriate for the person(s)with whom one is communicating. Stimulus questions – How can the perceived needsand interests, or previous knowledge, of the recipients of a text influence itsproduction? – How would the language used in a given text need to change if the samebasic message needed to be communicated to a different audience?

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-Context: Students understand that language should be appropriate to the situation inwhich one is communicating. Stimulus questions – How does the situation or settinginfluence the production or reception of a text? – How is the relationship between theproducer and the recipient(s) of a text (or the relationship of interlocutors in aconversation) reflected in language use?

-Purpose: Students understand that language should be appropriate to achieve a desiredintention, goal or result when communicating. Stimulus questions – When I read or listento a text, what helps me to understand the intention of the person who produced the text?When I need to communicate for a specific reason, how do I plan my message andlanguage use in order to achieve my goal?

-Meaning: Students understand that language is used in a range of ways tocommunicate a message. Stimulus questions – How are literal and figurative(non-literal) language used by producers of texts to create desired effects? – What doesthe producer of a text do to make the message clear (or, on the contrary, to make itambiguous) when there is no opportunity for the recipient(s) to reply to the text?

- Variation: Students understand that differences exist within a given language, and thatspeakers of a given language are generally able to understand each other. Stimulusquestions : How or why does a language change over time, across geographical boundariesor from one social or cultural group to another? What does it mean to say that aspects of atext are “lost in translation” from one language to another?

Language B: Assessment Structure SL

Assessment component Weighting

External assessment (3 hours) 75%

Paper 1 (1 hour 15 minutes)

Productive skills—writing (30 marks)

One writing task of 250–400 words from a choice of three, each from a different

theme, choosing a text type from among those listed in the examination25%

instructions.


Receptive skills—separate sections for listening and reading (65 marks)

Listening comprehension (45 minutes) (25 marks)

Reading comprehension (1 hour) (40 marks) 50%

Comprehension exercises on three audio passages and three written texts, drawn

from all five themes.

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Internal Assessment:

This component is internally assessed by the teacher and externally moderated by the IB at theend of the course.

Individual oral assessment (15 minutes preparation, 15 minutes presentation and discussion)A conversation with the teacher, based on a visuals stimulus, followed by discussion based on anadditional theme (30 marks).

Language B: Assessment Structure HL


External assessment (3 hours, 30 minutes) 75%


Productive skills—writing (30 marks)

One writing task of 450-600 words from a choice of three, each from a different

theme, choosing a text type from among those listed in the examination25%

instructions.

Paper 2 (2 hours)

Receptive skills—separate sections for listening and reading (65 marks)

Listening comprehension (1 hour) (25 marks)

Reading comprehension (1 hour) (40 marks) 50%

Comprehension exercises on three audio passages and three written texts, drawn

from all five themes.

Internal Assessment:

This component is internally assessed by the teacher and externally moderated by the IB at the

end of the course.

Individual oral assessment (15 minutes preparation, 15 minutes presentation and discussion)

A conversation with the teacher, based on a visuals stimulus, followed by discussion based on

an additional theme (30 marks).

Language B: Spanish ab Initio and French ab Initio

The Language ab initio courses are part of Group 2 and are available only at standard level. The

course is designed for students who wish to learn a new language, and learn about intercultural

understanding of Spanish/French speaking countries around the world. Language ab initio is a

language acquisition course designed to provide students with the necessary skills and

intercultural understanding to enable them to communicate successfully in an environment

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where the language studied is spoken. This process encourages the learner to go beyond the

confines of the classroom, expanding an awareness of the world and fostering respect for

cultural diversity. The group 2 courses use a balance between approaches to learning that are

teacher-centered (teacher-led activities and assessment in the classroom) and those that are

learner-centered (activities designed to allow the students to take the initiative, which can also

involve student participation in the evaluation of their learning). The language ab initio courses

are designed for students with little or no prior experience of the language they wish to

study.

Aims of Spanish ab initio and French ab initio courses:

● develop students’ intercultural understanding

● enable students to understand and use the language they have studied in a range of

contexts and for a variety of purposes

● encourage, through the study of texts and through social interaction, an awareness

and appreciation of the different perspectives of people from other cultures

● develop students’ awareness of the role of language in relation to other areas of

knowledge

● develop students’ awareness of the relationship between the languages and cultures

with which they are familiar

● provide students with a basis for further study, work and leisure through the use of an

additional language

● provide the opportunity for enjoyment, creativity and intellectual stimulation

through knowledge of an additional language.

There are five assessment objectives for the language ab initio course. Students will be assessed

on their ability to:

● demonstrate an awareness and understanding of the intercultural elements related to

the prescribed topics.

● communicate clearly and effectively in a range of situations.

● understand and use accurately the basic structures of the language.

● understand and use an appropriate range of vocabulary.

● use a register and a format that are appropriate to the situation.

Course details:

150 hours over 2 years

Ab initio is considered European standard and basic framework A1 to A2 language level.

TOK and CAS are connected to the course through intercultural understanding.

21

Ab Initio: Assessment Structure

During the second year of the course students do the following assessment tasks:

Internal assessment 20% of final grade Written task 200 - 350 words

demonstrating intercultural

understanding and written in

Spanish.

Paper 1 30% of final grade External assessment,

(1 hour 30 minutes) understanding of 4 written

texts, text-handling exercises

(40 marks).

Paper 2 25% of final grade Two compulsory writing

(1 hour) exercises (25 marks).

Individual oral 25% of final grade Three part oral internally

assessed by the teacher and

externally moderated by IB

towards the end of the course.

Themes:

The three themes (individual and society, leisure and work, urban and rural environment) are

made up of a series of 20 topics. These serve as the foundation for the acquisition of the

language and the study of different text types (listed in “External assessment details”). Through

the study of the three interrelated themes, students will develop the skills necessary to fulfill the

assessment objectives of the language ab initio course.

It is important to note that the order of the content is not an indication of how the themes and

topics should be taught. They are interrelated and teachers adopt an integrated and cyclical

approach to teaching. The topic of shopping, for example, may be treated under any of the

three themes and could be revisited at several stages of the two-year course.

Topics:

Individual and society Leisure and work Urban and rural

environment

Daily routines Employment Environmental concerns

Education Entertainment Global issues

Food and drink Holidays Neighborhood

Personal details, appearance Media Physical geography

and character

Physical health Sport Town and services

Relationships Technology Weather

Shopping Transport

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Conclusion:

The IB Spanish Ab initio and IB French Ab initio courses are enlightening and challenging

courses where students are introduced to the language and intercultural understanding. Due to

the limited time (150 hours), students are strongly recommended to do Spanish and French

language study in their free time and on a regular basis. Simply expecting to learn Spanish or

French during class time is not enough to successfully graduate from the course. The course is

aimed at students who wish to learn a new language, learn about global and cultural themes and

possibly consider learning and mastering this language once they have graduated from High

School.

GROUP 3 – Individuals and Societies

Economics

Economics is an exciting, dynamic subject that allows students to develop an understanding of

the complexities and interdependence of economic activities in a rapidly changing world. The

economics course, at both SL and HL, uses economic theories to examine the ways in which

choices are made:

1. at the level of producers and consumers in individual markets (microeconomics)

2. at the level of the government and the national economy (macroeconomics)

3. at an international level where countries are becoming increasingly interdependent

through international trade and the movement of labour and capital (the global

economy).

Given the rapidly changing world, economic activity and its outcomes are constantly in flux.

Therefore, students are encouraged, throughout the course, to research current real-world

issues. Through their own inquiry, it is expected that students will be able to appreciate both the

values and limitations of economic models in explaining real-world economic behaviour and

outcomes. By focusing on the six real-world issues through the nine key concepts, students of

the economics course will develop the knowledge, skills, values and attitudes that will encourage

them to act responsibly as global citizens.

(Adapted from the Official IB Economics Guide by C. Jones)

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Time Economics: Components

HL: 95 Microeconomics

hours Areas of study: Individual decisions and actions in a free market. Government

SL: 35 interventions in free markets, in terms of taxes, price controls, regulation, etc. The

hours failures of markets to arrive at socially beneficial results in various situations. HL

Students have a large requirement for additional topics, based primarily on the

Theory of the Firm, or the study of how firms (companies and corporations) make

economic decisions.

Macroeconomics

HL: 50 Areas of study: The operation of an economic system, generally at the national

hours level. Methods of measuring economic activity (such as GDP) and their limitations.

SL: 40 Government interventions in economic systems through monetary and fiscal

hours policies. The often conflicting goals faced by a government in terms of low

inflation, high unemployment, economic growth, income equality, etc. HL

Students are expected to have a deeper understanding of competing economic

philosophies and schools of thought, and especially to be able to mathematically

calculate economic statistics and relationships.

HL: 45 International Trade

hours Areas of Study: The economic relationships between nations. The advantages and

SL: 25 benefits of free trade vs. protectionism, strong vs. weak currencies, etc. The

hours problems created by trade imbalances. HL includes additional topics such as

mathematical analyses of exchange rates, terms of trade, etc.

HL: 30 Development Economics

hours Areas of Study: The challenges of poor countries to achieve economic growth and

SL: 30 development. Typical obstacles that prevent development. The role of government

hours policies and institutions. The role of international aid and trade. There are no

additional HL topics in this section.

Assessment at Higher Level Assessment at Standard Level

External Paper 1: Paper 1:

(Writing) Extended response paper. Two Extended response paper. Two questions

questions in the form of short writing in the form of short writing prompts.

prompts. Students must answer one Students must answer one question on

question on microeconomics, and one microeconomics, and one on

60% of final on macroeconomics. (1.5 hours). macroeconomics. (1.5 hours).

grade

Paper 2: Paper 2:

Data response paper. Two questions Data response paper. Two questions with

with a provided source (such as a a provided source (such as a news article).

news article). Students must answer Students must answer one question on

one question on international trade, international trade, and one on

and one on development. Both also development. Both also include micro

include micro and macroeconomic and macroeconomic concepts. (1.5 hours)

concepts. (1.5 hours)

Paper 3:

Quantitative questions and diagrams

based on all sections of the syllabus.

Student answers two questions from a

choice of three. (1 hour)

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Internal Portfolio of student Portfolio of student commentaries:

commentaries: Three student commentaries, each in the

Three student commentaries, each in form of a written analysis of economic

20% of final the form of a written analysis of concepts found in a selected news source.

grade economic concepts found in a selected The choices must represent three of the

news source. The choices must four sections of the syllabus. This

represent three of the four sections of component is assessed by the teacher,

the syllabus. This component is and moderated by the IB.

assessed by the teacher, and (750 words x 3 commentaries)

moderated by the IB.

(750 words x 3 commentaries)

History

History is a dynamic, contested, evidence-based discipline that involves an exciting

engagement with the past.

History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive

discipline, allowing opportunity for engagement with multiple perspectives and a plurality of

opinions. Studying history develops an understanding of the past, which leads to a deeper

understanding of the nature of humans and the world today.

The IB Diploma Program history course aims to promote an understanding of history as a

discipline, including the nature and diversity of sources, methods and interpretations. It

involves the study of a variety of types of history, including political, economic, social and

cultural, and provides a balance of structure and flexibility. The course emphasizes the

importance to think historically and to develop historical thinking skills as well as gaining

factual knowledge. It puts a premium on developing the skills of critical thinking, and on

developing an understanding of multiple interpretations of history. They are further expected to

understand historical developments at national, regional and international levels and learn

about their own historical identity through the study of the historical experiences of different

cultures.

In addition, the course is designed to:

• encourage engagement with multiple perspectives and appreciation of the complex

nature of historical concepts, issues, events and developments

• develop the capacity to identify, analyze critically and evaluate theories, concepts and

arguments about the nature and activities of the individual and society

• enable students to collect, describe and analyze data used in studies of society, test

hypotheses, and interpret complex data and source material

• develop an understanding of history as a discipline and to develop historical

consciousness including a sense of chronology and context, and an understanding of

different historical perspectives

• develop an awareness that human attitudes and beliefs are widely diverse and that

the study of society requires an appreciation of such diversity

• increase students’ understanding of themselves and of contemporary society by

encouraging reflection on the past.

25

- From the official IBDP History Subject Guide

26

History Course Assessment

Global Politics

The 21st century is characterized by rapid change and increasing interconnectedness,

impacting individuals and societies in unprecedented ways and creating complex global

political challenges. Global politics is an exciting, dynamic subject that draws on a variety of

disciplines in the social sciences and humanities, reflecting the complex nature of many

contemporary political issues. The study of global politics enables students to critically engage

with different and new perspectives and approaches to politics in order to comprehend the

challenges of the changing world and become aware of their role in it as active global citizens.

The Diploma Programme global politics course explores fundamental political concepts such as

power, equality, sustainability and peace in a range of contexts. It allows students to develop an

understanding of the local, national, international and global dimensions of political activity

and processes, as well as to explore political issues affecting their own lives. The course helps

students to understand abstract political concepts by grounding them in real-world examples

and case studies. It also invites comparison between such examples and case studies to ensure a

wider and transnational perspective.

27

The core units of the course together make up a central unifying theme of “people, power and

politics”. The emphasis on “people” reflects the fact that the course explores politics not only at a

state level but also explores the function and impact of non-state actors, communities, groups

and individuals. The concept of “power” is also emphasised as being particularly crucial to

understanding the dynamics, tensions and outcomes of global politics. Throughout the course,

issues such as conflict, migration or climate change are explored through an explicitly political

lens: “politics” provide a uniquely rich context in which to explore the relationship between

people and power.

Global Politics Aims

The aims of the global politics course at SL and HL are to enable students to:

1. understand key political concepts and contemporary political issues in a range of

contexts

2. develop an understanding of the local, national, international and global dimensions of

political activity

3. understand, appreciate and critically engage with a variety of perspectives and

approaches in global politics

4. appreciate the complex and interconnected nature of many political issues, and

develop the capacity to interpret competing and contestable claims regarding those

issues.

28

GROUP 4 - Sciences

Biology, Chemistry, Physics, Sports and Exercise Health Science

Which science course will you choose? From the respective IB Diploma Guides:

● Biology is the study of life, from molecular construction and complex metabolic

reactions of cells to the interactions that make whole ecosystems function.

● Physics seeks to explain the universe itself from the very smallest particles -

currently accepted as quarks, which may be truly fundamental - to the vast

distances between galaxies.

● Chemistry is the branch of experimental and academic science that deals with the

identification of the substances of which matter is composed; the investigation of their

properties and the ways in which they interact, combine, and change; and the use of

these processes to form new substances. It is often called the central science, as

chemical principles underpin both the physical environment in which we live and all

biological systems.

● The IBDP course in sports, exercise and health science standard and higher levels,

involve the study of the science that underpins physical performance. The course

incorporates the traditional disciplines of anatomy and physiology, biomechanics,

psychology and nutrition. Students cover a range of topics and carry out practical

(experimental) investigations in both laboratory and field settings. This provides an

opportunity to acquire the knowledge and understanding necessary to apply

scientific principles and critically analyze human performance. Where relevant,

the course will address issues of international dimensions and ethics by considering

sport, exercise and health relative to the individual in a global context.

Lab work is integral to any science course and students will carry out their own 10-hour

experiment which is the internal assessment for the class. 40/20 (HL/SL) additional hours will

be spent on other labs during the two-year course. Another 10 hours will be spent on the Group

4 project, a collaborative activity where students from different science subjects work together

on a scientific or technological topic, allowing for concepts and perceptions from across the

disciplines to be shared in order to “develop an understanding of the relationships between

scientific disciplines and their influence on other areas of knowledge”.

30

Biology, Physics and Chemistry

IB Biology Topics IB Physics Topics IB Chemistry Topics

Standard

level (95

hours)

Cell Biology

Molecular Biology

Genetics

Evolution,

Biodiversity

Human Physiology

Measurements and

Uncertainties

Mechanics

Thermal Physics

Waves

Electricity and Magnetism

Circular Motion and

Gravitation

Atomic, Nuclear and

Particle Physics

Energy Production

Stoichiometric relationships

Atomic Structure

Periodicity

Chemical Bonding and

Structure

Energetics

Kinetics

Equilibrium

Acids, Bases

Redox Processes

Organic Chemistry

Measurement, Data and

Processing

Additional

Higher level

(60)

Nucleic Acids

Metabolism, Cell

Respiration,

Photosynthesis

Plant Biology

Genetics, Evolution

Animal Physiology

Wave Phenomena

Fields

Electromagnetic Induction

Quantum and Nuclear

physics

Atomic Structure

Transition Metals

Chemical Bonding and

structure

Energetics

Kinetics

Equilibrium

Acids, Bases

Redox Processes

Organic Chemistry

Measurement, Data and

Analysis

One A. Neurobiology, A. Relativity A. Materials

Option Behavior B. Engineering Physics B. Biochemistry

(25/15 B. Biotechnology and C. Imaging C. Energy

hours Bioinformatics D. Astrophysics D. Medicinal Chemistry

HL/SL) C. Ecology and

Conservation

D. Human Physiology

31

Assessment at Assessment at

Higher Level Standard Level

Internal Assessment 10 hour individual Investigation, 20% Overall Weighting

External: Paper 1 45 minutes 1 hour

Multiple Choice 20% Overall Weighting 20% Overall Weighting

No Calculator 30 Questions (30 Marks) 40 Questions (40 Marks)

(No mark deductions for Core Material Core + AHL Material

incorrect answers)

External: Paper 2 1 hour 15 minutes 2 hours 15 minutes

Short Answer 40% Overall Weighting 36% Overall Weighting

Extended Response 50 Marks 95/95/72 Marks (Chem/Phys/Bio)

(Data Based Question: Core Material Core + AHL Material

Biology)

Calculators Permitted

External: Paper 3 1 hour 1 hour 15 minutes

Short Answer 20% Overall Weighting 24% Overall Weighting

Extended Response 35 Marks 45 Marks

(Data Based Question: Core Material + SL Core Material + AHL Option

Chemistry and Physics) Option

Calculators Permitted

Sports and Exercise Health Science

SEHS Topics

Standard Level (80 hours) Anatomy

Exercise Physiology

Energy Systems

Movement Analysis

Skills in Sport

Measurement and Evaluation of Human Performance

Higher Level (50 hours) Further Anatomy

Endocrine System

Fatigue

Friction and Drag

Skill Acquisition and Analysis

Genetics and Athletic Performance

Exercise and Immunity

32

Students are required to study two options SL ( 30 hours), HL (50 hours):

Optimizing physiological performance, psychology of sports, physical activity and health,

Nutrition for sports, exercise and health.

Assessment of SEHS

Type of Assessment Format of

Assessment

Time Weight of Final

Grade %

External SL: 3 hrs

HL: 4.5 hrs

SL: 80

HL: 80

Paper 1 SL: 30 multiple

choice questions on

core

HL - 40 multiple

choice questions on

core + AHL

SL: 0.75 hrs

HL: 1 hr

SL: 20

HL: 20

Paper 2 One data based and

several short answer

questions

SL: one extended

response question

HL two of four

extended

SL: 1.25 hrs

HL: 2.25 hr

SL: 35

HL: 35

Paper 3 Several short answer

questions in each of

the two options

HL: additional

extended response

SL: 1.hrs

HL: 1.25 hr

SL: 25

HL: 25

Internal SL/HL: 10 SL/HL: 20

Individual

Investigation

SL/HL: 10 SL/HL: 20

33

GROUP 5 - Mathematics

The math courses are called Mathematics: Analysis and approaches and Mathematics:

Applications and interpretation. Both subjects are being designed to appeal to students with

varying levels of ability and motivation in mathematics, but will be developing their

mathematics fluency, their ability to think mathematically, to recognize mathematics around

them and to be able to use their mathematics in either abstract or contextual settings.

I. Course descriptions and aims

Mathematics: Analysis and Approaches is intended for students who wish to pursue studies in

mathematics at university or subjects that have a large mathematical content; it is for students

who enjoy developing mathematical arguments, problem solving and exploring real and

abstract applications, with and without technology. Mathematics: Analysis and approaches will

be a development from the current Mathematics HL and SL subjects.

Mathematics: Applications and Interpretation is being designed for students who enjoy

describing the real world and solving practical problems using mathematics; those who are

interested in harnessing the power of technology alongside exploring mathematical models and

enjoy the more practical side of mathematics.. Both Mathematics: Analysis and approaches and

Mathematics: Applications and interpretation will be offered at HL and SL, and within each

subject the SL course will be a complete subset of the HL course.

The aims of all DP mathematics courses are to enable students to:

• develop a curiosity and enjoyment of mathematics, and appreciate its elegance and

power

• develop an understanding of the concepts, principles and nature of mathematics

• communicate mathematics clearly, concisely and confidently in a variety of contexts

• develop logical and creative thinking, and patience and persistence in problem

solving to instill confidence in using mathematics

• employ and refine their powers of abstraction and generalization

• take action to apply and transfer skills to alternative situations, to other areas of

knowledge and to future developments in their local and global communities

• appreciate how developments in technology and mathematics influence each other

• appreciate the moral, social and ethical questions arising from the work of

mathematicians and the applications of mathematics

• appreciate the universality of mathematics and its multicultural, international and

historical perspectives

• appreciate the contribution of mathematics to other disciplines, and as a particular

“area of knowledge” in the TOK course

• develop the ability to reflect critically upon their own work and the work of others

• independently and collaboratively extend their understanding of mathematics.

34

II. Curriculum model overview

Mathematics Analysis and Approaches

Syllabus Component Suggested Suggested Teaching

Teaching Hours - HL

Hours - SL

Topic 1 – Number and algebra 19 39

Topic 2 – Functions 21 32

Topic 3 -Geometry and trigonometry 25 51

Topic 4 – Statistics and probability 27 33

Topic 5 – Calculus 28 55

The “toolkit” and Mathematical exploration 30 30

Total Teaching Hours 150 240

Mathematics Applications and Interpretations

Syllabus Component Suggested Suggested Teaching

Teaching Hours - HL

Hours - SL

Topic 1 – Number and algebra 16 29

Topic 2 – Functions 31 42

Topic 3 -Geometry and trigonometry 18 46

Topic 4 – Statistics and probability 36 52

Topic 5 – Calculus 19 41

The “toolkit” and Mathematical exploration 30 30

Total Teaching Hours 150 240

III. Assessment Model in Mathematics

Analysis and approaches SL



Paper 1 (90 minutes) 40%

No technology allowed. (80 marks)

Section A

Compulsory short-response questions based on the syllabus

Section B

Compulsory extended-response questions based on the syllabus


Technology required. (80 marks)

Section A


Section B


35

Internal Assessment


end of the course.

Mathematical exploration

Internal assessment in mathematics is an individual exploration. This is a piece of writing work

that involves investigating an area of mathematics (20 marks).

Analysis and approaches HL




No technology allowed. (110 marks)

Section A


Section B




Section A


Section B 20%


Paper 3 (60 Minutes)


Two compulsory extended response problem-solving questions.

Internal assessment 20%

This component is internally assessed by the teacher and externally moderated by

the IB at the end of the course.


Internal assessment in mathematics is an individual exploration. This is a piece of

written work that involves investigating an area of mathematics (20 marks).

Applications and interpretations SL



Paper 1 (90 minutes) 40%Technology required. (80 marks)


Paper 2 (90 minutes) 40%Technology required. (80 marks)


36

Internal Assessment


end of the course.


Internal assessment in mathematics is an individual exploration. This is a piece of writing work

that involves investigating an area of mathematics (20 marks).

2. Chellah Flower courtesy of Luca Reinhold, Class of 2020

37

GROUP 6 – The Arts / Electives

In Group 6 students can either take an Art subject OR an additional subject from any of the

other groups, subject to the school’s ability to staff and schedule the options.

Visual Arts

IB Diploma Program Visual Arts is a two-year course that begins in Grade 11 and ends in Grade

12. It is a highly rigorous and academic program which allows students to explore the subject of

Visual Arts through both theoretical and art-making practice. Students are expected to

“challenge their own creative and cultural expectations and boundaries”, and to “develop

analytical skills in problem-solving and divergent thinking, while working towards technical

proficiency and confidence as art-makers” (IBO, 2014). The course requires a high level of

dedication, organization, and initiative. It is highly recommended to have previous course

credit in a Grade 9 or Grade 10 Visual Arts course.

Through research, reflection, and art-making practice, students are required to investigate

the following:

Visual Arts in Context Hours

• Examine and compare the work of artists from different cultural contexts. SL: 50

• Consider the contexts influencing their own work and the work of others. HL: 80

• Make art through a process of investigation, thinking critically and

experimenting with techniques.

• Apply identified techniques to their own developing work.

• Develop an informed response to work and exhibitions they have seen and

experienced.

• Begin to formulate personal intentions for creating and displaying their own

artworks.

Visual Arts Methods Hours

• Look at different techniques for making art. SL: 50

• Investigate and compare how and why different techniques have evolved and HL: 80

the processes involved.

• Experiment with diverse media and explore techniques for making art.

• Develop concepts through processes informed by skills, techniques and media.

• Evaluate how their ongoing work communicates meaning and purpose.

• Consider the nature of “exhibition”, and think about the process of selection

and the potential impact of their work on different audiences.

Communicating Visual Arts Hours

• Explore ways of communicating through visual and written means. SL: 50

• Make artistic choices about how to most effectively communicate knowledge HL: 80

and understanding.

• Produce a body of artwork through a process of reflection and evaluation,

showing a synthesis of skill, media and concept.

• Select and present resolved works for exhibition.

• Explain the ways in which the works are connected.

• Discuss how artistic judgments overall presentation.

Students are required to maintain art journals for documenting their creative process; this

includes but is not limited to experimentation, research, reflections, analysis, and responses to

artwork seen.

38

Assessment:

At the conclusion of the visual arts course, students are expected to:

• Demonstrate knowledge and understanding of specified content

• Demonstrate application and analysis of knowledge and understanding

• Demonstrate synthesis and evaluation

• Select, use and apply a variety of appropriate skills and techniques

This is assessed both externally by IB examiners, and internally in three tasks: the

Comparative Study, Process Portfolio, and Exhibition.

External assessment tasks SL HL

Task 1: Comparative Study 20% 20%

Students analyse and compare different artworks by different artists.

This independent critical investigation explores artworks, objects, and artifacts

from differing cultural contexts. The study is submitted as a series of slides,

with an additional document that includes a works cited list.

SL: 10–15 slides

HL: 10–15 + 3–5 slides connecting student’s work/practices to the artists

examined

Task 2: Process Portfolio 40% 40%

Students submit carefully selected materials which evidence their

experimentation, exploration, manipulation, and refinement of a variety of

visual arts activities during the two-year course. The art journal is a

fundamental tool for gathering this evidence. The portfolio is submitted as a

series of slides:

SL: 9–18 slides demonstrating exploration of at least two different art-making

forms.

HL: 13–15 slides demonstrating exploration of at least three different art-

making forms

Internal assessment tasks SL HL

Task 3: Exhibition 40% 40%

Students submit for assessment a selection of resolved artworks from their

exhibition. The selected pieces should show evidence of their technical

accomplishment during the visual arts course and an understanding of the use

of materials, ideas and practices appropriate to visual communication.

SL: 4–7 images of artworks with exhibition text for each, and a 400 word

curatorial rationale.

HL: 8–11 images of artworks with exhibition text for each, and a 700 word

curatorial rationale.

Source: “Visual Arts.” IBO.org. International Baccalaureate Organisation, n.d. Web. 16 Feb. 2016

39

Core components

Creativity, Activity, Service (CAS)

Elements of CAS

Creativity, activity, service (CAS) is at the heart of Pathway 3, the full IBDP, involving

students in a range of activities that take place alongside their academic studies. The

component’s three strands, often interwoven with particular activities, are characterized as

follows:

● Creativity—exploring and extending ideas leading to an original or interpretive product

or performance. This may include visual and performing arts, digital design, writing,

film, culinary arts and crafts.

● Activity—physical exertion contributing to a healthy lifestyle. Pursuits may include

individual and team sports, dance, outdoor recreation, fitness training, and any other

form of physical exertion that purposefully contributes to a healthy lifestyle.

● Service—collaborative and reciprocal engagement with the community in response to an

authentic need. Through Service, students develop and apply personal and social skills

in real-life situations involving decision-making, problem solving, initiative,

responsibility, and accountability for their actions.

Service experiences can be approached using the Service Learning model. Service Learning is

the development and application of knowledge and skills towards meeting an identified

community need. In this research-based approach, students undertake service initiatives often

related to topics studied in the curriculum, utilizing skills, understanding and values developed

in these studies. Service Learning builds upon students’ prior knowledge and background,

enabling them to make links between their academic disciplines and their Service experiences.

CAS encourages students to be involved in local, national and international activities as

individuals and as part of a team, enabling them to enhance their personal, interpersonal,

social and civic development. It can be both challenging and a personal journey of

self-discovery. CAS activities are usually real and purposeful with significant outcomes,

extending the student while involving planning, reviewing progress, reporting and reflection on

outcomes and personal learning.

Aims

Within the DP, CAS provides the main opportunity to develop many of the attributes described

in the IB learner profile. For this reason, the aims of CAS have been written in a form that

highlights their connections with the IB learner profile. The CAS Program aims to develop

students who:

-enjoy and find significance in a range of CAS experiences involving intellectual,

physical, creative, emotional and fun elements

-meaningfully reflect upon their experiences

-identify goals, develop strategies and initiate further actions for personal growth

40

-explore new possibilities, embrace new challenges and adapt to new roles

-actively participate in planned, sustained, and collaborative CAS

-understand that they are members of local and global communities with

responsibilities towards each other and the environment.

Learning outcomes

Successful completion of CAS is a requirement for the award of the IB diploma. CAS is not

formally assessed but students need to document their activities and provide evidence that

they have achieved all key learning outcomes:

• Identify own strengths and develop areas for growth

• Demonstrate that challenges have been undertaken, developing new skills in the

process

• Demonstrate how to initiate and plan a CAS experience

• Show commitment to and perseverance in CAS experiences

• Demonstrate the skills and recognize the benefits of working collaboratively

• Demonstrate engagement with issues of global significance

• Recognize and consider the ethics of choices and actions.

Workload

• Minimum one month, collaborative student initiated & approved CAS Project.

• Ongoing participation (minimum of one experience per month), reflection and

documentation of all three streams: Creativity, Activity & Service to meet all seven

Learning Outcomes.

• 3 CAS Interviews with CAS Coordinator.

• Fully documented evidence of all experiences.

Service trip

In order to set students up for success in their CAS experience, all students in Grade 11 will be

required to attend the annual service trip to Zawiya Ahansal.

Community Service (CS) – Pathways 1 & 2 Only

Service consists of collaborative and reciprocal engagement with the community in response to

an authentic need. Through Service, students develop and apply personal and social skills in

real-life situations involving decision-making, problem solving, initiative, responsibility, and

accountability for their actions.

Service experiences can be approached using the Service Learning model. Service Learning is

the development and application of knowledge and skills towards meeting an identified

community need. In this research-based approach, students undertake service initiatives often

related to topics studied in the curriculum, utilizing skills, understanding and values developed

in these studies. Service Learning builds upon students’ prior knowledge and background,

enabling them to make links between their academic disciplines and their Service experiences.

CS encourages students to be involved in local, national and international activities as

individuals and as part of a team, enabling them to enhance their personal, interpersonal,

social and civic development. It can be both challenging and a personal journey of

41

self-discovery. CS activities are usually real and purposeful with significant outcomes,

extending the student while involving planning, reviewing progress, reporting and reflection

on outcomes and personal learning.

Aims

Within the Pathways 1 & 2, CS provides the main opportunity to develop many of the

attributes described in the RAS Profile of Graduates. The CS program aims to develop

students who:

-enjoy and find significance in a range of service experiences involving intellectual,

physical, creative, emotional and fun elements

-meaningfully reflect upon their experiences

-identify goals, develop strategies and initiate further actions for personal growth

-explore new possibilities, embrace new challenges and adapt to new roles

-actively participate in planned, sustained, and collaborative service

-understand that they are members of local and global communities with

responsibilities towards each other and the environment.

Learning outcomes

Successful completion of CS is a requirement for the award of the RAS diploma. To fulfill

graduation requirements for Community Service (CS), Pathways 1 & 2 students must engage in

a minimum of two (2) experiences in both grades 11 and 12 that are meaningfully reflected on

and supported by evidence.

Each reflection must address a minimum of one of the following 7 CAS Learner Outcomes

and each reflection must be supported by evidence:

• Identify own strengths and develop areas for growth

• Demonstrate that challenges have been undertaken, developing new skills in the

process

• Demonstrate how to initiate and plan a CAS experience

• Show commitment to and perseverance in CAS experiences

• Demonstrate the skills and recognize the benefits of working collaboratively

• Demonstrate engagement with issues of global significance

• Recognize and consider the ethics of choices and actions.

Workload

• Minimum of two authentic Service based experiences in each of grades 11 and 12:

minimum total of four across the two years.

• Written/recorded reflections on Managebac alongside documented evidence of all

experiences.

• Meeting one or more of the seven CAS Learning Outcomes

• 2 CS interviews with the CAS Coordinator.

Service trip

In order to set students up for success in their CAS experience, all students in Grade 11 will be

required to attend the annual service trip to Zawiya Ahansal.

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3. Paper Quilling courtesy of Rodrigo Reyes Retana Gonzalez, Class of 2022

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Extended Essay

The extended essay is an in-depth study of a focused topic chosen from the list of approved

DP subjects—normally one of the student’s six chosen subjects, or in World Studies. World

Studies provides students the opportunity to carry out an in-depth interdisciplinary study of

an issue of contemporary global significance, utilizing two IB disciplines. Both are intended

to promote high-level research and writing skills, intellectual discovery and creativity,

engaging students in personal research in a topic of their own choice, under the guidance of a

supervisor (a teacher in the school). This leads to a major piece of formally presented

structured writing, in which ideas and findings are communicated in a reasoned, coherent

and appropriate manner.

The extended essay, including the world studies option, is a compulsory, externally assessed piece

of independent research/investigation. Presented as a formal piece of scholarship containing no

more than 4,000 words, it is the result of approximately 40 hours of student work, and concluded

with a short interview, or viva voce, with the supervising teacher .

The aims of the extended essay, including the World Studies option, are to provide students

with the opportunity to:

• pursue independent research on a focused topic

• develop research and communication skills

• develop creativity and critical thinking

• engage in a systematic process of research

• experience the excitement of intellectual discovery.

Sample extended essay topics chosen by RAS students:

ECONOMICS: To what extent did the Moroccan microcredit institution, FONDEP,

contribute to the development of its clients and their removal from the poverty cycle?

VISUAL ARTS: How do Banksy’s murals qualify him as either an artist or a vandal?

CHEMISTRY: What chemical changes occur as polyethylene terephthalate is exposed to

electromagnetic radiation from the sun ?

WORLD STUDIES: To what extent has the USAID’s Phase V project contributed to Morocco’s

economic development by creating a strategic medical plan to reduce maternal mortality?

ENGLISH LITERATURE: How far are social and political factors fundamental to the

marginalization and ultimate downfall of the protagonists in the novel “Requiem for a Dream”

by Hubert Selby, and the short story “Men in the Sun” by Ghassan Kanafani?

PSYCHOLOGY: To what extent do secure and insecure preoccupied attachments between

mother and child influence a child’s learning process in primary school?

The EE contributes to the overall diploma score through the award of points in conjunction

with TOK. A maximum of three points are awarded according to a student’s combined

performance in both TOK and the extended essay.

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Theory of Knowledge

Theory of knowledge (TOK) is a course about critical thinking and inquiring into the process of

knowing, rather than about learning a specific body of knowledge. It plays a special role in the

DP by providing an opportunity for students to reflect on the nature of knowledge, to make

connections between areas of knowledge and to become aware of their own perspectives and

those of the various groups whose knowledge they share. It is a core element undertaken by all

DP students, and schools are required to devote at least 100 hours of class time to the course.

The overall aim of TOK is to encourage students to formulate answers to the question “how do

you know?” in a variety of contexts, and to see the value of that question. This allows students to

develop an enduring fascination with the richness of knowledge.

The aims of the TOK course are to:

- make connections between a critical approach to the construction of knowledge,

the academic disciplines and the wider world

- develop an awareness of how individuals and communities construct knowledge and

how this is critically examined

- develop an interest in the diversity and richness of cultural perspectives and

an awareness of personal and ideological assumptions

- critically reflect on their own beliefs and assumptions, leading to more

thoughtful, responsible and purposeful lives

- understand that knowledge brings responsibility which leads to commitment and

action.

External assessment

Part 1: Essay on a Prescribed Title 67%

One essay on a title chosen from a list of six prescribed titles.

Internal assessment

Part 2: Presentation 33%

One presentation to the class by an individual or a group (max of three persons);

approximately 10 minutes per student.

One written presentation planning document for each student.

TOK contributes to the overall diploma score through the award of points in conjunction

with the extended essay. A maximum of three points are awarded according to a student’s

combined performance in both TOK and the extended essay.

TOK credit is a requirement for the award of a RAS High School Diploma.

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Pamoja Education Online Courses

Pamoja Education is the IB-approved provider of online IB courses that RAS partners with.

Subject to quite strict prerequisites, and based on the individual student’s needs, RAS may

facilitate the offering of a maximum of one online course per student. Our trained site-based

coordinator (SBC) oversees our Pamoja students, monitors their progress, and acts as liaison

between the students, the online teachers and parents. It is important to note that Pamoja

courses are offered at an extra cost charged by the provider. Parents and students are advised to

check the details of the fee arrangements very carefully before committing.

The following is taken from the Pamoja website (www.pamojaeducation.com):

How online lessons work:

In virtual classes of between 15-25 students from all over the world, our online teachers

introduce weekly lessons, guide discussion and provide feedback to promote lifelong

learning habits.

Teachers instruct students using written explanations, screencasts and live sessions, as well as

engaging in group and private discussions.

Forums and blogs encourage students to reflect on their learning. Online resources support

students, and news feeds contextualize subjects within current events.

Our online teachers are always available to help if students have questions. Trained

Site-Based Coordinators at the school provide extra face-to-face guidance.

The results:

Pamoja students complete the same external assessments as regular IB students, so universities

view online IB diplomas with the same status as traditional class-based courses.

In order to take an online course at RAS, certain conditions have to be met.

Students must:

• be able to work independently

• be responsible about meeting deadlines.

• have access to a computer and to the Internet (at home)

• be comfortable with working on the web, uploading and downloading files.

• understand and agree to ethical behavior in an online learning community.

Students will also be expected to have a strong record of academic honesty.

The school’s decision regarding allowing any student to take an online course will be final. In

order to be eligible for any online course, the student must meet the prerequisites for the

nearest equivalent course in their Grade 10 program, e.g. a student wishing to take Psychology

(Group 3) would have to meet the prerequisites via their Grade 10 History course.

A prior record of success in face-to-face classes is not necessarily a guide to success in an

online course: the learning environment is very different, as is the relationship with the

teacher. Students should only consider taking an online course where they can make a

pressing case for it over taking one face-to-face at RAS.

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COURSE OPTIONS TIMELINE & PROCESS

Timeline

February/March – subject presentations in-class

Feb 16 – Grade 10 Parent Information Evening via Zoom

Post-5th March - options timeline to be announced.

Process

The options process will include the following components:

• Informational materials shared with students and parents;

• Subject presentations will take place in-class for each subject group;

• Information evening – students hear more about the 3 pathways through grades 11 and

12 and can look at subject options in depth;

• Course selection process – students, teachers and parents will be involved in a process to

draft subject choices;

• Documentation of outcomes – students and parents will sign-off on a document

outlining their preferred subject choices and levels.

Note: RAS does not guarantee to make all options available as the development of the Year 11/12

program depends upon a) the subject permutations chosen by students being able to be

scheduled, and b) there being sufficient students interested in any course to warrant running it.

Once all preferences have been collected and collated, the Secondary School administrative team

will review these and conference with any students and families as necessary.

Contacts

Some useful contacts in school:

- Dr Fabienne Gerard – IBDP / Pathways Coordinator, [email protected]

- Dr Rachael Gerbic - Secondary Counselor, [email protected]

- Ms Carson LeMaster – CAS Coordinator, [email protected]

- Ms Julie Milligan – Assistant Principal, [email protected]

- Dr Ted Fuller– Principal, [email protected]

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mailto:[email protected]

mailto:[email protected]

APPENDIX

RAS Board Policy - Graduation Requirements

All high school students are required to pursue the RAS diploma, which is typically earned at the end of

Grade 12. The purpose in establishing these graduation requirements is to ensure that RAS students are

well prepared for post-secondary education.

In order to receive a high school diploma from Rabat American School, each student must earn a total of

25 (twenty-five) credits. Students earn one credit for each year-long course that is successfully completed.

To earn the high school diploma, these credits must be distributed among the subject areas as follows:

English 4

Social Studies 3

Math 3

Science 3

PE/Health 2

World Languages 2 in the same language

Fine Arts 2

Theory of Knowledge 1

Elective courses 5

The courses listed above are the minimum requirements for graduation. Students wishing to pursue a

post-secondary school education will be encouraged to take additional courses. All students will be

enrolled in a minimum of six courses per semester, plus Theory of Knowledge in grades 11 and 12.

***In addition to the RAS high school diploma, students may earn an International Baccalaureate

Diploma or Course Certificates by meeting the requirements established by the International

Baccalaureate.

Non-credit requirements

All graduating students must have met the school’s requirements for Community Service (CS) as set out

in the Secondary School’s operational and procedural documents.

International Baccalaureate Diploma

In addition to the RAS high school diploma, students may earn an International Baccalaureate

Diploma or Course Certificates by meeting the requirements established by the International

Baccalaureate.

Honors Diploma

Students may earn an RAS honors diploma by completing a minimum of 27 credits, graduating with a

minimum Grade 11 and 12 IBDP course grade average of 5.5/7 and having four credits in each of the

following academic subjects - English, World Languages, Science, Maths and a subject from Group 3

(Individuals and Societies) of the IB Diploma.

Maximum Age at Graduation

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A student must complete the requirements for graduation before his or her 21st birthday.

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2021 -2022 IB Pathways Guide - Rabat American School

Documents

Transcript of 2021 -2022 IB Pathways Guide - Rabat American School