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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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.
Paper 2 (1 hour 45 minutes)
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
Assessment component Weighting
External assessment (3 hours, 30 minutes) 75%
Paper 1 (1 hour 30 minutes)
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.
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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.
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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.
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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.
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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”.
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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
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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
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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
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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.
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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
Assessment component Weighting
External assessment (3 hours) 80%
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
Paper 2 (90 minutes) 40%
Technology required. (80 marks)
Section A
Compulsory short-response questions based on the syllabus
Section B
Compulsory extended-response questions based on the syllabus
35
Internal Assessment
This component is internally assessed by the teacher and externally moderated by the IB at the
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
Assessment component Weighting
External assessment (5 hours) 80%
Paper 1 (120 minutes) 30%
No technology allowed. (110 marks)
Section A
Compulsory short-response questions based on the syllabus
Section B
Compulsory extended-response questions based on the syllabus
Paper 2 (120 minutes) 30%
Technology required. (80 marks)
Section A
Compulsory short-response questions based on the syllabus
Section B 20%
Compulsory extended-response questions based on the syllabus
Paper 3 (60 Minutes)
Technology required. (55 marks)
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.
Mathematical exploration
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
Assessment component Weighting
External assessment (3 hours) 80%
Paper 1 (90 minutes) 40%Technology required. (80 marks)
Compulsory short-response questions based on the syllabus
Paper 2 (90 minutes) 40%Technology required. (80 marks)
Compulsory extended-response questions based on the syllabus
36
Internal Assessment
This component is internally assessed by the teacher and externally moderated by the IB at the
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).
2. Chellah Flower courtesy of Luca Reinhold, Class of 2020
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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.
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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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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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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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