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The American International School of Kuwait Email: admin@ais-kuwait.org Website: www.ais-kuwait.org Phone: 965-1-843-247
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Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service in the community, and to stewardship of the natural environment, acting passionately and diplomatically to make a positive difference to the lives of others. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They are confident and proficient in the use of modern communication technologies, understanding the importance of the appropriate use of technology in maintaining positive interpersonal relationships. They demonstrate active listening skills and work effectively and willingly in collaboration with others. Reflective They give thoughtful consideration of their own learning and experience in order to use, teach and build upon it. They are able to evaluate and understand their strengths and limitations, as well as the impact of their actions, so that they can set goals which are supportive of their learning and personal development. They selfadvocate reasonably and develop confidence by celebrating successes. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the persistence and adaptability to explore new roles, ideas and strategies. They are agents of positive change - brave and articulate in defending their beliefs and taking action.
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IB Learner Profile
IB programmes aim to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better, more peaceful world. IB learners strive to be: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. They exercise initiative in applying thinking skills critically and creatively to pose and approach complex problems, and make reasoned, ethical decisions. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. They show empathy, compassion and respect towards the needs and feeling of others. They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations In order to support their learning and personal development.
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Risk-takers
Balanced
Caring
Reflective
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Group 1: Studies in Language and Literature Arabic A: Language and Literature SL&HL English A: Literature SL & HL English A: Language and Literature SL&HL Group 2: Language Acquisition Arabic B: SL French ab Initio: SL French B: SL & HL Group 3: Individuals and Societies Business and Management: SL & HL Economics: SL & HL History: SL & HL ITGS: SL Philosophy: SL
Group 4: Sciences Biology: SL & HL Chemistry: SL & HL Physics: SL & HL Environmental Systems and Societies: SL Group 5: Mathematics Math Studies: SL Math: SL & HL Group 6: The Arts Theatre: SL &HL Visual Arts: SL & HL
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To complete the two-year IB Full Diploma Programme students will: select one course from each of groups 1-5 choose a sixth subject from either group 6 or a second course from groups 1-5 study three subjects at the Standard Level (SL) study three subjects at the Higher Level (HL) study the Theory of Knowledge course (TOK) complete an extended essay (EE) complete the 150 hours in each of creativity, action and service (CAS) Any student registering for one or more Diploma Programme courses is required to write the IB World Exams, complete the internal and external assessments and pay the IB registration and examination fee. All students intending to enter the Diploma Programme beginning in grade 11 must fulfill the following requirements: Minimum 2.5 Cumulative GPA (Please also note individual course prerequisites.) Successful completion of the Personal Project Successful completion of Community and Service Students interested in the Full Diploma Programme must understand that it is a demanding programme that is accessible to many kinds of learners. It is important to be motivated, organized, hard working and have a strong desire to be successful. The Diploma Programme Coordinator along with the counseling department and grade 10 teachers will review all student course selections to ensure that students are placed in the appropriate level and course. Students will make their choice to be in the full Diploma Programme (6 DP courses (3 SL and 3 HL), TOK and Supervised Study) or they may choose to take individual Diploma courses making them a Diploma Courses student. Any students wishing to take more than 4 Diploma Courses are encouraged to join the Full Diploma Programme. Students who join the Full Diploma Programme take classes in grade eleven that meet the AIS high school graduation requirements. If a student wishes to leave the Full Diploma Programme, this can only be done at the end of the grade eleven year. If you are a Kuwaiti citizen wishing to obtain a government scholarship, it is your responsibility to enquire with the Ministry of Education about your course requirements. This is solely the responsibility of the student and his/her family. Furthermore, students are responsible for meeting AIS high school graduation requirements and being prepared for university pre-requisite requirements. Students who hold an Arab passport are required by the Ministry of Education to complete Arabic and Religion course work. In order to fulfill the Arabic requirements Full Diploma students must select either DP Arabic A: Language and Literature SL/HL or DP Arabic Language B SL. For further information, speak directly to the Diploma Programme Coordinator or email ibdiploma@ais-kuwait.org.
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The final grade for each full credit course is based on the successful completion of that course at the end of the academic year. Passing mark for Grades 9&10 is a three (3) on the MYP scale of 17. Passing mark for grades 11 &12 is 60% = D-. Each credit involves approximately 150 hours of instruction spread over a 180 day school year September through June.
Students must take one English course per year. English electives cannot be substituted for Group 1 courses. *Students with an Arabic passport must take Arabic 9, 10, 11, 12 or Arabic as a Foreign Language 9, 10. * Students with a non-Arabic passport must take AFL 9 & 10 or AFL 9 and two consecutive years of French or Spanish Humanities 9&10, Topics in 20th Century World History, and Understanding Knowledge. IB Diploma students may take any Group 3 course to satisfy graduation requirements. Science 9&10 and one additional science course. Math 9&10 plus one additional math course. Fine Arts 9&10 P.E. 9,10, 11, and 12: credit per year Technology 9&10: Muslims 1 credit nonMuslims 2 credits Religion 9, 10, 11, 12 (Muslims only) Muslims: Student choice 4(5) required for students with a non-Arabic passport depending on Language B track.
Group 1 Language A
4 credits
Group 2 Language B
4 credits
Group 3 Humanities Group 4 Science Group 5 Mathematics Group 6 Fine Arts Physical Education Technology Religion Electives
3 credits
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14.2 A bilingual diploma will be awarded to a successful candidate who fulfills one or more of the following criteria. a. Completion of two languages selected from group 1, with the award of a grade 3 or higher in both. b. Completion of one of the subjects from group 3 or group 4 in a language that is not the same as the candidates group 1 language. The candidate must attain a grade 3 or higher in both the group 1 language and the subject from group 3 or 4. 14.3 Pilot subjects in groups 1, 2, 3 or 4, and transdisciplinary subjects, can contribute to the award of a bilingual diploma. A SBS cannot contribute to a bilingual diploma. 14.4 A subject or subjects taken by a candidate in addition to the six subjects for the diploma cannot contribute to the award of a bilingual diploma. Article 15: Form of a certificate Certificate candidates receive a certificate (a certificate of results) indicating the results obtained in individual subjects. An IB diploma candidate who fails to satisfy the requirements for the award of an IB diploma will receive a certificate indicating the grades obtained in individual subjects, together with results in TOK and the extended essay and the completion of all CAS requirements, as appropriate. Article 23: Candidates with incomplete assessment Incomplete assessment exists when a candidate has not submitted one or more components of the assessment requirements in the subject. Article 24: Applicable procedure for candidates with incomplete assessment 24.1 Any application for special consideration in cases of incomplete assessment must be submitted to the IB Organization by the schools Diploma Programme coordinator on behalf of the candidate. The application must be received within ten days of the completion of the final assessment component of the subject concerned and must be supported by a statement written by the Diploma Programme coordinator as well as by appropriate evidence. 24.2 In cases of incomplete assessment in a subject, the final award committee may, at its discretion, award a grade for the subject if both of the following circumstances are established. a. An acceptable reason is provided by the school for the incomplete assessment being beyond the candidates control, such as illness or injury, the death or funeral of a close relative, or unavoidable attendance at a hospital or law court. b. The candidate has submitted sufficient work, leading to at least 50% of the total marks available in that subject and including an externally assessed component. 24.3 If the foregoing conditions are fulfilled, marks for the missing component(s) will be calculated using a procedure based on the candidates marks for completed components and on the distribution of marks of other candidates in the same subject. 24.4 The grounds for incomplete assessment, such as forced school closure during the written examinations in May or November, may affect a group of candidates or all candidates in the school. In a case where more than one candidate is affected the final award committee will give the same consideration to all candidates. IB General Regulations: Diploma Programme pages 5-7, 9 NOTE: Diploma Programme Course Results (previously Certificates) can be awarded for individual subjects and Core components. There are two types of candidates who can be awarded Diploma Programme Course Results instead of the Diploma of the International Baccalaureate: Those candidates who actively choose to study for Diploma Programme Courses only (they are not entered for assessment in Theory of Knowledge or the Extended Essay, or certification of Creativity, Action and Service) Those candidates who fail to achieve the Diploma (they are entered for assessment in Theory of Knowledge, the Extended Essay and Creativity, Action, Service) For many candidates, the award of Diploma Programme Course Results is a significant achievement in itself and is evidence of the IB Diploma Programme's ability to provide candidates from a variety of levels with access to an appropriately challenging curriculum.
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The Creativity, Action, Service element must be completed but does not count towards points for the award of the Diploma. The Extended Essay and Theory of Knowledge components are awarded grades A to E, with A being the highest grade and E being the lowest. These grades are then combined according to the following table, and up to three Core points can be awarded.
Thus the maximum possible Diploma point score of 45 points is made up of 42 points for 6 subjects and 3 points for the IB Diploma Programme's Core. Assessment Models have two forms in the case of the IB Diploma Programme: internal assessment which is undertaken internally within a school and then moderated by external examiners; and external assessment which is wholly undertaken by external examiners. Grade inflation is not an issue for the IB Diploma Programme. The assessment is criterion-based, not norm-referenced. Neither is assessment subject to political interference. While there are small fluctuations in the percentage of candidates gaining a top score (7) in individual subjects, there is long-term stability. This means that the IB Diploma Programme continues to distinguish between good and excellent students. It is worth remembering that the IB Diploma Programme courses were designed to promote higher level thinking orders and therefore have a degree of intellectual stretch within their courses and assessment in order that the highest performing students can be identified through the assessment processes. NOTE: More detailed information about each of the core components can be found in the AIS Extended Essay Handbook, the AIS CAS Handbook, and the Theory of Knowledge Course Outline.
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Core Content Students are required to independently write a research essay (maximum 4000 words) on a topic of their own choice in an IB subject. Assessment All Extended Essays are marked externally by IB examiners. The aims of the extended essay are to provide students with the opportunity to: pursue independent research on a focused topic develop research and communication skills develop the skills of creative and critical thinking engage in a systematic process of research appropriate to the subject experience the excitement of intellectual discovery. All full IB Diploma Programme students must undertake an Extended Essay on a topic of their choice: this requirement reflects the principle that independent research skills are vital to all areas of study and deserve a central role in the curriculum. With the other Core components, the Extended Essay makes the DP a coherent and integrated qualification. The Extended Essay is an in-depth study of a focused topic within a DP subject. It is recommended that students spend a maximum of 40 hours on it, though many willingly exceed this, often by a significant amount. Candidates have around 3 hours contact time with an academic supervisor, who is usually a teacher within the school, but they are expected to work independently for the remainder of the time. The supervisor provides the candidate with advice and guidance in the skills of undertaking research by assisting, for example, with defining a suitable topic; with techniques of gathering and analysing information / evidence / data; with documentation methods for acknowledging sources and with writing an abstract. The work is typically undertaken over several months. This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. The IB recommends that completion of the essay is followed by a viva voce with the supervisor. The assessment criteria are common to all Extended Essays, regardless of the subject; however, each separate subject area has specific guidance as to how the assessment criteria can be interpreted. A proportion of the marks is based on subject specific merit but the majority is awarded for specific research skills that are common and highly-transferable: Formulation of Research Question Introduction to the Research Question Investigation Knowledge and understanding of the topic Reasoned argument Application of analytical and evaluative skills Appropriate use of language Conclusion Formal presentation (referencing, bibliography etc.) Abstract Holistic judgment Recent examples of Extended Essay research questions: How is the subject of death treated in selected poems by Emily Dickinson? (Group 1) To what extent has Bill 101 contributed to increasing the prevalence of the French language in Quebec? (Group 2) How might the concept of "the dictatorship of the proletariat" in Marxism-Leninism be defined? (Politics) How is Markov Chain Theory applied to Google's PageRank? (Mathematics) What is the inter-relationship between painting, sculpture and architecture in Florence between 1400 and 1450? (Visual Arts)
Extended Essay
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Core Content Students are required to consider the nature of knowledge in general and, in particular, the knowledge issues that arise in the study of the arts, ethics, history, the human sciences, mathematics and the natural sciences. In doing so, students will encounter the various methodologies within these areas and the roles played by emotion, language, reasoning and sense perception. Internal Assessment 33% - presentation (10 minutes) on knowledge issues arising in a topic of students' own choice. Not externally moderated. External Assessment 67% - essay (1200 - 1600 words) from list of ten prescribed titles that change every examination session. The aims of the TOK course are to: develop a fascination with the richness of knowledge as a human endeavour, and an understanding of the empowerment that follows from reflecting upon it develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities and individuals encourage students to reflect on their experiences as learners, in everyday life and in the Diploma Programme, and to make connections between academic disciplines and between thoughts, feelings and actions encourage an interest in the diversity of ways of thinking and ways of living of individuals and communities, and an awareness of personal and ideological assumptions, including participants own encourage consideration of the responsibilities originating from the relationship between knowledge, the community and the individual as citizen of the world. The Theory of Knowledge course is the only course that all IB Diploma Programme students take; as such it embodies the spirit and approach of the DP as a whole. With the Extended Essay and Creativity, Action, Service components, it provides the cement that makes the Diploma a coherent and integrated qualification. Theory of Knowledge (TOK) challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyse evidence that is expressed in rational argument. Based within the six subjects that the students study, it compares and contrasts them, allowing students to develop a more mature view of them, in preparation for deeper study. TOK seeks to develop, for example, the abilities to distinguish between good and poor reasoning; to spot intentional or accidental bias (in oneself and in others), and to spot inconsistencies. The application of these skills varies according to subject, and students might examine, for example, how reasoning in Mathematics is similar to, and different from, that in the Natural Sciences; or the emotional and/or rational bases for ethical decision making. In addition to this critical thinking aspect, the course recognises that intellectual tools are doubleedged, and encourage certain dispositions such as a willingness to challenge one's own deeplyheld convictions, a willingness to hold ourselves to the same standards to which we hold others, and a willingness to entertain opposing views charitably. In this way the course encourages openness, intellectual honesty and, where appropriate, an intellectual humility. Examples of Prescribed Titles from previous Examination Sessions: Consider the extent to which knowledge issues in ethics are similar to those in at least one other area of knowledge. How important are the opinions of experts in the search for knowledge? There are no absolute distinctions between what is true and what is false. Discuss this claim. Art is a lie that brings us nearer to the truth (Pablo Picasso). Evaluate this claim in relation to a specific art form (for example, visual arts, literature, theatre).
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Diploma Programme Course Descriptions GROUP 1: STUDIES IN LANGUAGE AND LITERATURE LANGUAGE A: ENGLISH
DP1& DP2 English Language A: Literature SL/HL
This Language A: Literature course covers both grade 11 and 12 and is a two-year study of literature for either Full Diploma students or Diploma Courses students. Through the study of a wide range of texts and critical approaches to these texts, the Language A: Literature course encourages students to appreciate literature and to develop an ability to reflect critically on their reading through their oral and written work. This course is for students with strong oral and written literary skills and a passion for reading. In addition, students with a desire to study literature at the post-secondary level are encouraged to take this course at the HL level. Students must select either Standard Level or Higher Level for this course. Higher Level students are required to read three additional texts during the two year course, are assessed according to different rubrics for written assignments, and have longer IB World Exams than Standard Level students. Credit: Length of Course: Prerequisite: 1 per year in grades 11 and 12 2 years A minimum score of a low 5 (80%) in MYP5 for Standard Level or a minimum score of a high 5 (87%) for Higher Level.
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LANGUAGE A: ARABIC
All Arab passport holders must schedule Arabic for each year of high school. In order for Full Diploma students to fulfill the ministry requirements, they must select either DP Arabic A: Language and Literature SL/HL or DP Arabic Language B SL.
DP1 & DP2 Language A Arabic: Language & Literature (SL & HL)
:
, : . . , . , , . . , , , . () , . , Credit: 1 per year in grades 11 and 12 Length of Course: 2 years Prerequisite: Advanced standing in grade 10, recommendation of Arabic teacher, and placement test. The following courses in Arabic use textbooks and follow the curriculum that is prescribed by the Ministry of Education: Arabic 9, Religion 9, Arabic 10, Religion 10, Arabic 11, Religion 11, Arabic 12, Religion 12 and AFL 9, 10, 11 or 12. Specific information regarding these courses can be obtained from the Arabic Head of Department. *Non-Arabic passport holders must have two credits of the same foreign language to graduate. For example, AFL 9 and 10 or French 9 and 10.
SPECIAL NOTE:
SUPPORT OF MOTHER TONGUE LANGUAGE DEVELOPMENT: STUDENTS WISHING TO STUDY A LANGUAGE NOT OFFERED ABOVE MAY DO SO BY COMPLETING A SELF-TAUGHT DP LANGAUGE A COURSE. PLEASE CONTACT THE DP COORDINATOR FOR MORE DETAILS.
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SL) (
. , . , : . . . . . Credit: 1 per year Length of Course: 2 years Prerequisite: Teachers recommendation. Students may be required to sit for a placement test.
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DP PHILOSOPHY SL
Description: This is an anticipated Diploma Programme course. This means students will be required to write and pay for the World Exam in this course at the end of their grade 11 year. This normally a two-year course compressed into one. This will result in a heavier workload one similar to that of an HL course. However, completing this course in Grade 11 will make room for students to complete any non-DP university requirements in their Grade 12 year. This course offers students the opportunity to study issues that are profound and important for humanity. What exists? What does it mean to be a human being? DP Philosophy looks at two core topics. In the first semester the students explore human identity in terms of determinism, idealism, rationalism, and empericism. In the second semester the students study applied political philosophy. This is the study of people in societies, focusing on the claims they have on each other in the form of rights and obligations, and their demands for justice, equality and liberty. The students are asked to analysize political problems with the human condition under consideration. DP Philosophy is open to both Grade 11 and 12 students and prepares them to take the Standard Level DP Philosophy World Exam. Credit: 1 Length of Course: Prerequisite: 1 year Humanities 9 and 10 (MYP 4 and 5)
DP1 ECONOMICS SL
Description: DP Economics SL is a two year course designed to expose students to the inner workings of local, national and global economies. All economies must answer three questions: What to produce? How to produce it? And who gets it? Students learn the same economic concepts and anlytical tools used by governments, businesses and economists to answer these three basic questions. While economics involves the formulation of theory, it is a social science and therefore must be applied to real-world examples, from the trading floor of the New York Stock Exchange to the local supermarket. Students will also discover that economics is linked to history, geography, psychology, sociology, political studies and other related fields of study. The course also has an international dimension, since the rise of global corporations is a reflection of how integrated the world economy has become. There are three required Internal Assessment commentaries of 750 words each. This provides students the flexibility to apply economic theories and concepts in areas in which they are most interested. Students taking this course will be required to complete the Internal Assessment as well as sit and pay for the Standard Level Economics World Exams at the end of their Grade 12 year. Credit: 2 Length of Course: 2 years Prerequisites: Humanities 9 & 10 (MYP4 and MYP5)
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DP 1 Chemistry HL
DP 1 Chemistry SL
DP 1 Biology HL
Chemistry
DP 1 Physics HL
DP 1 Biology SL
DP 1 Physics SL
Physics
DP 2 Chemistry HL
DP 2 Chemistry SL
DP 2 Biology SL
Physics
DP 2 Biology HL
DP 2 Physics HL
DP 2 Physics SL
Chemistry
*Note: Chemistry and Physics may be taken by any grade 11 or grade 12 student.
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Program Overview
The Science Department at the American International School Kuwait appreciates that there are both knowledge and practice aspects of science. Consequently, our curriculum is designed to assist students in acquiring the knowledge and concepts that reflect our current understanding of the world as well as the skills and attitudes that are used to establish, extend and refine that knowledge. Science is a broad domain and this is reflected by the variety of courses we offer to suit student needs and interests. While the topics of study and specific practices among these courses may differ, there is an emphasis in all courses on inquiry and problem-solving. It is the emphasis on the practical approach through experimental work that distinguishes science from other academic disciplines. The philosophy, aims and objectives of the International Baccalaureate (IB) guide our science curriculum. Students transitioning from the middle school to the high school will continue the International Baccalaureates Middle Years Programme and follow this program through its completion in grade 10. Grade 11 and 12 courses are based on the IB Diploma Programme, which fulfills the entrance requirements for universities worldwide. Full Diploma and Diploma Courses candidates must take two years of a particular science discipline to fulfill the requirements outlined within the program.
What should you consider when selecting and planning your science courses?
Science 9, Science 10, and ONE other senior science course are required for the AISK High School Diploma. Grade 11 and 12 students who wish to take a one year course in any of the science disciplines would normally register in Physics, Chemistry, Biology, or Environmental Systems and Societies. These courses are designed to provide a complete senior level science course that is sufficient to meet most college and university entrance requirements. Advanced courses can only be taken in the students senior year after completing the required pre-requisite course(s). ALL courses have significant laboratory components.
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DP1 PHYSICS SL
Description: DP 1 Physics is the first year of a comprehensive 2-year curriculum and is designed to meet the needs of Grade 11 students who plan on writing the SL IB World Physics exam at the end of Grade 12. During this course, we will we will investigate the same questions listed in the Physics course description, but will seek to answer them in greater depth. We will also seek to answer additional questions within the field of physics, such as If energy is conserved, why do people say it is produced, used or even wasted? Credit: Grade Level: Prerequisites: 1 11/ 12 (Grade 11 students will be able to obtain an IB certificate in Physics by completing Advanced Physics SL in Grade 12) Math 10 Core or Math 10 Extended (recommended)
DP1 PHYSICS HL
Description: Physics Higher Level is intended for those students in Grade 11 who plan on taking Advanced Physics Higher Level in Grade 12 and writing the IB World exam. While the skills and activities are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. An example of an additional question that we will explore during this course is What forces hold nuclei together and mediate nuclear processes? Credit: Grade Level: Prerequisites: 1 11 Math 10 Core or Math 10 Extended (recommended)
DP1 CHEMISTRY SL
Description: The Chemistry Standard Level course is a full DP course with a cumulative IB World Exam written at the end of Grade 12. Students explore what the world is made of and learn how and why materials change during chemical reactions. Topics of study include the atom, the chemical bond, trends on the periodic table, energy, rates of reaction, and calculating chemical quantities. Students will build a higher understanding of matter, and use that understanding to explain the chemical substances and changes in the world around them. Credit: Grade Level: Prerequisites: 1 11/ 12 (note: Grade 11 students will be able to obtain an IB certificate in Chemistry by completing Advanced Chemistry SL in Grade 12) Math 10 Core or Math 10 Extended (recommended)
DP1 CHEMISTRY HL
Description: Chemistry Higher Level is intended for those students in Grade 11 who plan on taking Advanced Chemistry Higher Level in Grade 12 and writing the IB World exam. While the skills and activities are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. Credit: Grade Level: Prerequisites: 1 11 Math 10 Core or Math 10 Extended (recommended)
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DP1 BIOLOGY SL
Description: This course explores important concepts within biology and how scientists understand the living world. Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In this course it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad general understanding of the principles of the subject. Four core concepts that form the basis of this course are Structure and function, Universality versus diversity, Equilibrium within systems, and Evolution. Students will gain an understanding of the principles, theories, and concepts in biology through a variety of learning opportunities, but laboratory investigations will play a primary role. One of the first topics this course will investigate is cells, the basic unit of life all the way to tissues, organs and organ systems. The most important organ systems, all of which are composed of cells, will then be discussed and compared with those of different animal species. Then, plants and their systems will also be the focus followed by ecology, habitats, and the biosphere in general. Credit: Grade Level: Prerequisites: 1 11/ 12 (note: Grade 11 students will be able to obtain an IB certificate in Biology by completing Advanced Biology Standard Level in Grade 12) Math 10 Core
DP1 BIOLOGY HL
Description: This course is intended for those students in Grade 11 who plan on taking Higher Level Biology in Grade 12 and writing the IB World exam at the end of their grade 12 year. While the skills and activities are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. Credit: Grade Level: Prerequisites: 1 11 Math 10 Core
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DP2 PHYSICS SL
Description: This course continues where DP 1 HL left off, exploring topics such as thermal physics, gravity, orbital motion, and nuclear physics in addition to possible options in sight and wave phenomena, quantum and nuclear physics, digital technology, relativity and particle physics, communications or astrophysics. Credit: Grade Level: Prerequisites: 1 12 Physics/DP1 Physics Standard Level or DP1Physics Higher Level
DP2 PHYSICS HL
Description: This course will continue where DP 1 HL left off, exploring topics such as thermodynamics, electromagnetic induction, and nuclear physics in addition to possible options in astrophysics, communications, electromagnetic waves, relativity, medial physics or particle physics. Credit: Grade Level: Prerequisites: 1 12 DP1 Physics Higher Level
DP2 CHEMISTRY SL
Description: Students will study chemical equilibrium, acid-base chemistry, oxidation and reduction, and organic chemistry. Additionally, two of the following optional units will be studied, applying the core material to more specific fields of: medicines, further organic chemistry, human biochemistry, environmental chemistry, food chemistry, or chemistry in industry and technology. Credit: Grade Level: Prerequisites: 1 12 Chemistry/DP1 Chemistry Standard Level or DP1 Chemistry Higher Level
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DP2 CHEMISTRY HL
Description: In this second full year of chemistry, students will study chemical equilibrium, acidbase chemistry, oxidation and reduction, and organic chemistry, as well as advanced material in other core topics. Additionally, two of the following optional units will be studied, applying the core material to more specific fields of: medicines, further organic chemistry, human biochemistry, environmental chemistry, food chemistry, or chemistry in industry and technology. Each topic in the course is studied with additional breadth and depth in comparison to the Standard Level course. Credit: Grade Level: Prerequisites: 1 12 DP1 Chemistry Higher Level
DP2 BIOLOGY SL
Description: This course will continue where DP 1 SL left off, exploring topics such as cells, energy, ecology, and evolution in addition to possible options in human nutrition and health, physiology of exercise, cells and energy, neurobiology and behavior or ecology and conservation. Credit: Grade Level: Prerequisites: 1 12 DP1 Biology Standard Level or DP1 Biology Higher Level
DP2 BIOLOGY HL
Description: This course will continue where DP 1 HL left off, exploring topics such as infectious diseases, human physiology, excretion, the nervous system, ecology and evolution in addition to possible options in neurobiology and behavior, microbes and biotechnology, ecology and conservation, or further human physiology. Credit: Grade Level: Prerequisites: 1 12 DP1 Biology Higher Level
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Math 9 Core
Math 9 Extended
Math 10 Core
Math 10 Extended
DP1 Math HL
DP2 Math SL
DP2 Math HL
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DP2 MATH SL
Description: This is the second course in a two year program which is designed to provide a background of mathematical thought and a reasonable level of technical ability for those students planning to pursue further studies in such fields as chemistry, economics, engineering, medicine, geography and business administration. The primary area of study is vectors, calculus and its applications, and further studies of trigonometry, functions and statistics. This course is a demanding course since it contains a variety of mathematical topics and requires good background knowledge. It includes an in depth study of abstract mathematical concepts and therefore requires students to possess strong study habits as well as a willingness to solve challenging problems. Daily activities and projects require students to have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire). Credit: Length of Course: Prerequisites: 1 1 year DP1 Math SL/ Pre-Calculus
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DP1 MATH HL
Description: This is the first course in a two year program which is designed for students with a strong background in mathematics who are competent in a wide range of analytical and technical skills. Students may choose to take this course because they are planning to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology, or because they have a genuine interest in mathematics and enjoy meeting its challenges and problems. The primary areas of study include polynomial, exponential, rational, logarithmic, and trigonometric equations and functions as well as sequence and series, vectors, probability and statistics, complex numbers and proof by mathematical induction. This course is very demanding because it includes an accelerated study of advanced mathematical topics. Students must possess strong study habits, a willingness to learn, and excellent math skills in order to meet the requirements of this program. Daily activities and projects require students to have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire). Credit: Length of Course: Prerequisite: 1 1 year Exceptional performance in Math 10 Extended, which would be supported by a MYP grade of a strong 5 (87%) or better.
DP2 MATH HL
Description: This is the second course in a two year program which is designed for students with a strong background in mathematics who are competent in a wide range of analytical and technical skills. Students may choose to take this course because they are planning to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology, or because they have a genuine interest in mathematics and enjoy meeting its challenges and problems. The primary area of study is Calculus and its applications but the course also includes further studies of trigonometry, functions and statistics. An option topic, on differential equations, discrete mathematics, or probability and statistics, is also studied intensively. This course is very demanding because it includes an accelerated study of advanced mathematical topics. Students must possess strong study habits, a willingness to learn, and excellent math skills in order to meet the requirements of this program. Daily activities and projects require students to have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire). Credit: Length of Course: Prerequisites: 1 1 year DP1 Math HL
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Markbands Markbands are a comprehensive statement of expected performance against which responses are judged. They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which particular mark to use from the possible range for each level descriptor. Markschemes This generic term is used to describe analytic markschemes that are prepared for specific examination papers. Analytic markschemes are prepared for those examination questions that expect a particular kind of response and/or a given final answer from the students. They give detailed instructions to examiners on how to break down the total mark for each question for different parts of the response. A markscheme may include the content expected in the responses to questions or may be a series of marking notes giving guidance on how to apply criteria.
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Performance Level
IB Grade
100
Excellent
96
7.0
95
Very Good
93 90
6.0
89
Good
85 80
5.0
79
Satisfactory
75 70
4.0
69
Mediocre
65 60
3.0
59 55
2.0
Poor
50
Below 50
1 and Below
Demonstrates: excellent knowledge and understanding of works and tasks; very strong and detailed appreciation of the effects of technique and style; very strong evidence of independent and/or original perspectives on the works studied, where appropriate; consistently focused, carefully developed and persuasive presentation of ideas or argument; use of language that is varied, clear, concise, precise and convincingly adapted to tasks. Demonstrates: very good knowledge and understanding of works and tasks; strong and detailed appreciation of the effects of technique and style; strong evidence of a personal engagement with the works studied, where appropriate; clearly focused, well-developed and purposeful presentation of ideas or argument; use of language that is varied, clear, concise and effectively adapted to tasks. Demonstrates: sound knowledge and understanding of works and tasks; good appreciation of the effects of technique and style; good evidence of a relevant personal response to the works studied, where appropriate; clearly focused and effective presentation of ideas or argument; use of language that is clear, concise and appropriately adapted to tasks. Demonstrates: adequate knowledge and understanding of works and tasks; adequate awareness of the effects of technique and style; adequate evidence of a relevant personal response to the works studied, where appropriate; generally focused and satisfactory development/presentation of ideas or argument; use of language that is generally clear, accurate, fluent and appropriate to tasks. Demonstrates: some knowledge but superficial understanding of works and tasks; some awareness of the effects of technique and style; some evidence of a relevant personal response to the works studied, where appropriate; some evidence of a focus but ideas are neither appropriately developed nor presented; use of language that is limited in clarity, accuracy, fluency and appropriateness to tasks. Demonstrates: basic knowledge and/or understanding of works and tasks; basic awareness of the elements of technique and style; basic structure to the presentation of ideas; use of language that is lacking in clarity, accuracy and coherence. Demonstrates: rudimentary knowledge and/or understanding of works and tasks; presentation without clarity or relevance; use of language that is barely intelligible.
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LANGUAGE B IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE
IB Grade
7.0
Demonstrates understanding of some of the subtleties in speech and writing. Communicates with ease and fluency, with few errors and using some advanced language. Demonstrates competent understanding of all essential meaning in speech and writing. Consistently communicates coherently, with some errors and some range. Demonstrates competent understanding of basic meaning in speech and writing. Generally communicates coherently but with regular errors and little range. Demonstrates some understanding of speech and writing. Communicates effectively at times.
Very Good
93 90 89
6.0
Good
85 80 79
5.0
Satisfactory
75 70 69
4.0
Mediocre
65 60 59 55
3.0
Demonstrates limited understanding of speech and writing. Shows limited ability to communicate.
2.0
Demonstrates very limited understanding of speech and writing. Shows very limited ability to communicate.
Poor
50
Below 50
1 and Below
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GROUP 3 IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE
Performance Level
IB Grade
100
Excellent
96
7.0
95
Very Good
93 90
6.0
89
Good
85 80
5.0
79
Satisfactory
75 70
4.0
69
Mediocre
65 60 59 55
3.0
2.0
Poor
50
Below 50
1 and Below
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GROUP 4 IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE
Performance Level
IB Grade
100
Excellent
96
7.0
95
Very Good
93 90
6.0
89
Good
85 80
5.0
79
Satisfactory
75 70
4.0
69
Mediocre
65 60 59 55
3.0
2.0
Poor
50
Below 50
1 and Below
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GROUP 5 IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE
Performance Level
IB Grade
100
Excellent
96
7.0
95
Very Good
93 90
6.0
89
Good
85 80
5.0
79
Satisfactory
75 70
4.0
69
Mediocre
65 60 59 55
3.0
2.0
Poor
50
Below 50
1 and Below
VISUAL ARTS IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE
Performance Level
IB Grade
Excellent
96
7.0
95
Very Good
93 90
6.0
89
Good
85 80
5.0
79
Satisfactory
75 70
4.0
69
Mediocre
65 60
3.0
59 55 50
2.0
NOTE: For detailed information regarding grading and reporting practices and procedures, please see the AIS High School Student Handbook.
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Red blocks highlight when a Standard Level Course meets for A block as an example. The green block indicates the tutorial period. This is repeated for all standard level classes (except for Math Studies SL and Mathematics SL). This means that all homework/class work should be done in class: out-of-class work for SL students should be minimal. Teachers design the SL courses to be completed in 150 hours over the two years. Most homework time for students should be taken up with the HL classes. NOTE: Full Diploma Students completing the IB DP Core requirements are automatically registered in Theory of Knowledge as an SL course to be completed over the two years of the programme.
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Red blocks highlight when a Higher Level Course meets for B block as an example. The green block indicates the extra HL period. This is repeated for all higher level classes (except for Visual Arts). Teachers design the HL courses to be completed in 240 hours over the two years. Most homework time for students should be taken up with the HL classes. NOTE: Full Diploma Students completing the IB DP Core requirements are automatically registered in Supervised Study for H block for the two years of the programme. This allows students to attend all H block HL classes. The three additional H block classes are used for the completion of the Extended Essay requirements, Creativity, Action, Service planning and recording of paperwork on ManageBac, and contacting teachers for extra help. Supervised Study teachers act as CAS advisors to the students in their classes and report on the students performance in the Extended Essay and CAS on the report card.
Acknowledgements: With thanks to J H Khazi at Charterhouse College and IBSCA, and the AIS Budapest, DP Handbook.
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