IB Diploma Options - Nord Anglia Education

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IB Diploma Options - Nord Anglia Education
IB Diploma
 Options

   2020-2021
IB Diploma Options - Nord Anglia Education
Table of Contents

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                         1
IB Diploma Options - Nord Anglia Education
The International Baccalaureate
Diploma Programme

The International Baccalaureate       qualification which, depending           The scores from each of the six
aims to develop inquiring,            on the level awarded, will allow         subjects, along with marks gained
knowledgeable and caring young        students access to the most              from the ToK and the extended
people who help to create a better    prestigious undergraduate courses        essay, add up to a total Diploma
and more peaceful world through       in the world. Universities not only      score out of 45. Students must gain
intercultural understanding and       value the Diploma’s academic rigour,     a minimum of 24 points to gain the
respect.                              but the course’s development of          full IB diploma.
                                      critical thinkers who have sufficient
To this end, the organisation works
                                      depth of knowledge to move
with schools, governments and
                                      successfully onto higher education.
international organisations to
develop challenging programmes        The programme aims to develop
of international education and        students who have excellent
rigorous assessment. These            breadth and depth of knowledge
programmes encourage students         – students who flourish physically,
across the world to become active,    intellectually, emotionally and
compassionate and lifelong learners   ethically.
who understand that other people
                                      The Diploma is a matriculation
may have different, yet very valid
                                      examination; each student takes six
viewpoints.
                                      subjects, three at Higher Level and
The Full IB Diploma is an             three at Standard Level, along with a
academically rigorous and             course in critical thinking (Theory of
challenging programme. Successful     Knowledge -ToK), an extended piece
IB Diploma students demonstrate       of research (the Extended Essay)
organisation, hard work and           and a personal involvement in their
academic ability. It is a two-year    community through Creativity,
pre-university course and leads       Activity, Service (CAS).
to an internationally recognised

2
IB Diploma Options - Nord Anglia Education
Choice    Subjects
Choice of Subjects

                               Diploma Programme
The
 TheDiploma
      Diplomaregulations
                  regulationsrequire
                                 require        Swissuniversities
                                               Swiss   universitieshave
                                                                      haveparticularly
                                                                              particularly      Each
                                                                                                 Eachofofthe
                                                                                                           thesix
                                                                                                                sixchosen
                                                                                                                    chosensubjects
                                                                                                                              subjectsisis
that
 that students select threeHigher
      students    select three    Higher        stringentadmission
                                               stringent   admissioncriteria
                                                                         criteriaand require    graded
                                                                                                 gradedfrom
                                                                                                          from11toto77andandstudents
                                                                                                                               students
Level
 level subjects, three Standard Level
        subjects,   three  Standard    level   aand  requireofa32
                                                 minimum        minimum
                                                                   points. Theof 32Ecole        must
                                                                                                 must score 24 points or abovein
                                                                                                       score  24  points  or  above
subjects,    undertake   a  Theory
 subjects, undertake a Theory of      of        points. The Ecole
                                               polytechnique         Polytechnique
                                                                fédérale    de Lausanne         their  exams
                                                                                                 in their examsat the  endend
                                                                                                                    at the   of the second
                                                                                                                                 of the
Knowledge
 Knowledgeprogramme
                programme(including
                               (including      (EPFL) and the Eidgenössischeand
                                                Fédérale  de  Lausanne      (EPFL)              year,
                                                                                                 secondcomplete    the Extended
                                                                                                          year, complete            Essay,
                                                                                                                              the Extended
the  IB  graded   ToK  assessments),
 the IB graded ToK assessments),                the Eidgenössische
                                               Technische   Hochschule  Technische
                                                                             Zürich             the  ToKthe
                                                                                                 Essay,   assessments     and theand
                                                                                                              ToK assessments        CAS
complete
 completean   anExtended
                 ExtendedEssayEssayandand       Hochschule     Zürich  (ETHZ)
                                               (ETHZ) require a minimum of       require
                                                                                   38 points,   programme      in order to
                                                                                                 the CAS programme         inbe  awarded
                                                                                                                              order  to be
meet
 meet the CAS requirements inorder
        the  CAS  requirements      in          a  minimum    of 38  points,   not
                                               not including points earned for ToK or           the  IB Diploma.
                                                                                                 awarded the IB Diploma.
to be eligible
 order           for thefor
         to be eligible   fullthe
                               Diploma.
                                  full          includingessay.
                                               Extended     pointsThey
                                                                   earned alsofor ToK ora
                                                                                require         The
                                                                                                 Thefollowing
                                                                                                     followingpages
                                                                                                                pageswill
                                                                                                                       willoutline
                                                                                                                            outline
The
 diploma. The subjects chosenfrom
      subjects   chosen   must    be            Extended
                                               science      Essay.
                                                        choice     They also
                                                                (Biology,        require
                                                                             Physics  or a      what  the different
                                                                                                 what the different groupsofofthe
                                                                                                                   groups       theIBIB
each
 mustofbethe   subject
            from   each groups,    as
                         of the subject         science choice
                                               Chemistry)        (Biology,
                                                            or Maths    to bePhysics
                                                                               studiedor at     Diploma
                                                                                                 Diplomaareareand
                                                                                                               andthe
                                                                                                                   thecourses
                                                                                                                       coursesthat
                                                                                                                                 that
outlined
 groups, as in outlined
               the Diploma
                         in thehexagon
                                  Diploma      higher level. Group 6 subjects do notat
                                                Chemistry)   or  Maths    to be  studied
                                                                                                may  be offered  at LCIS.
                                                                                                 may be offered at LCIS.
below.    Students    must  also
 hexagon below. Students must     select a      higher
                                               count  aslevel. Group
                                                         eligible       6 subjects
                                                                  courses            do not
                                                                              for Swiss
6th
 alsosubject
       select afrom
                 6th any   of the
                      subject      groups.
                                from   any      count as eligible
                                               universities. We are courses    for Swiss
                                                                      very happy     to meet
Available    subject  choices    offered
 of the groups. Available subject by           with any parents who may be to
                                                universities.  We  are   very  happy
LCIS   are offered
 choices   dependent     on the
                     by LCIS   arenumber        meet with any
                                               considering       parents
                                                             a Swiss         who may
                                                                       university   for be
                                                                                        their
of students opting
 dependent      on the for  that subject.
                        number     of           considering   a Swiss    university  for
                                               son or daughter to explain this in more
 students                                       their son or daughter to explain this
For  furtheropting
              detailsforplease
                          that subject.
                                 see the       detail.
 For  further details   please    see 34
                                      theof     in more detail.
Group 1 to 6 options on page
 Group
this     1 to 6 options on page 40 of
      booklet.
 this booklet.
The choice of subjects is governed
 The
by  thechoice of subjects
         Diploma   regulationsis governed
                                    and
 by  the diploma    regulations
depends on the student’s course     and
 also depends
selection         on theeducation.
            for further     student’s
 course selection
Several   universityfor    further
                       courses
 education.require
worldwide     A number       of university
                        specific   subject
choices. The staff at LCIS arespecific
 courses   worldwide     require     very
 subject  choices.   The    staff
happy to offer guidance as to what at LCIS
 arethe
are   verymost
           happy   to offer guidance
                appropriate      courses as
                                          to
 to what
select.    are the  most     appropriate
 courses to select.

                                                                                                                                          3
                                                                                                                                       5
IB Diploma Options - Nord Anglia Education
IB Diploma Options

                       Studies in
                       Language
                     and Literature
IB Diploma Options - Nord Anglia Education
Available subject choices offered by LCIS are
                                                                dependent on the number of students opting for
                                                                that subject

Group 1 – Studies in Language and Literature

Language A (Mother tongue)               and two units on the study of            • Stereotypes (gender, ethnicity)
English Language and Literature          literature.                              • Popular culture (comics, soap
(HL/SL)                                                                             operas)
                                         Part 1:
                                                                                  • Language and the state (public
French Language and Literature           Language in a cultural context
                                                                                    information, legislation)
(HL/SL)
                                         Part 2:                                  • Media institutions (television
School Supported Self-taught             Language and mass communication            channels, internet search engines)
Literature (SL) - Independent learner                                             • Rhetoric (persuasive language,
                                         Part 3:
course                                                                              advertising, appeals)
                                         Literature – texts and contexts
Language A: English Language and                                                  Literature
                                         Part 4:
Literature                                                                        The literature units provide students
                                         Literature – critical study
The study of literary and non-                                                    with an understanding of world
literary texts is central to an active   Language                                 literature through a selection of
engagement with language and             The language units provide students      writers and genres to explore the
culture. A key aim of the Language       with a rich study of different text      connections between content,
and Literature course is to              types to learn about different           context, language, form and style.
encourage students to question the       cultures and to explore how we see       Students will study prose (fiction
meaning generated by language            and understand the world we live         and non-fiction), poetry, drama, and
and texts, helping students to focus     in. These text types include articles,   at least one work in translation.
closely on the language of the texts     opinion columns, photographs,
they study and to become aware of        videos, adverts, electronic texts,
the role of each text’s wider context    cartoons, and many more. Students
in shaping its meaning.                  will carefully analyse these texts
                                         to find context, tone, audience,
In the Diploma Programme, there is
                                         purpose, structural devices and
a strong emphasis on encouraging
                                         stylistic features.
students to develop intercultural
understanding, open- mindedness,         Typical language units may include:
and the attitudes necessary for them     • Language and the individual
to respect and evaluate a range            (language profile/identity)
of points of view. The Language          • Language and power (linguistic
and Literature programme looks             imperialism, propaganda)
at a variety of texts from different     • Language and belief (religious
nations, genres, and time periods, to      discourse, mythology)
help students to understand global       • Language and taboo (swearing,
issues and themes.                         political correctness)
                                         • Textual bias (news reporting,
The course is divided into four parts:
                                           sports coverage)
two units on the study of language

                                                                                                                      5
IB Diploma Options - Nord Anglia Education
Group 1 – Studies in Language and Literature

Language A: French Language and             Distinction between SL and HL            Self-Taught Literature
Literature                                  The model for Language A:                If, for any reason, LCIS cannot
The Language A: Language and                Language and Literature is the           offer a Language A course in a
Literature course comprises four            same at SL and HL, but there             student’s mother tongue, a self-
parts—two relate to the study of            are significant quantitative and         taught language option will be
language and two to the study of            qualitative differences between the      offered to those students who have
literature.                                 levels.                                  demonstrated sufficient academic
                                                                                     ability in the target language, as well
The study of the texts produced in          In the literature sections the number
                                                                                     as focus and self-motivation.
a language is central to an active          of texts prescribed is greater at HL
engagement with language and                than at SL. In the language sections     This is only offered by the IB at SL.
culture and, by extension, to how we        students are generally expected to       The school will endeavour, but
see and understand the world in which       cover many more texts of all kinds at    cannot guarantee, to offer a tutor
we live. A key aim of the Language A:       HL than at SL.                           who will support the student. Tutors
Language and Literature course is to                                                 for the self-taught language options
                                            Two of the assessment tasks at SL
encourage students to question the                                                   are not always literature teachers.
                                            are significantly easier than the
meaning generated by language and
                                            comparable tasks at HL. The first is     Self-taught courses follow the taught
texts, which, it can be argued, is rarely
                                            the Paper 1 textual analysis, where      SL literature programmes, however
straightforward and unambiguous.
                                            SL students address and analyse          assessments are all set and marked
Helping students to focus closely on
                                            only one passage, while HL students      by the IB organization. Assessments
the language of the texts they study
                                            make a comparative analysis of           for taught programmes, on the other
and to become aware of the role of
                                            two passages. The second is the          hand, are set and graded by our
each text’s wider context in shaping its
                                            written tasks, where HL students         teachers, although the IB moderates
meaning is central to the course.
                                            must produce four tasks, rather than     these grades.
The language A: Language and                the three produced by SL students.
                                                                                     Self-taught can be offered to
Literature course aims to develop           Two of these tasks are submitted
                                                                                     suitable students in all of the major
the skills of textual analysis and          for external assessment at HL, while
                                                                                     languages (for exact choices, please
the understanding that texts, both          only one is submitted at SL. One
                                                                                     see the DP Coordinator).
literary and non-literary, can be seen      of the assessed tasks submitted at
as autonomous yet simultaneously            HL must be a critical response that
related to culturally determined            addresses one of six set questions
reading practices.                          and requires students to explore the
                                            values, attitudes and beliefs that are
This Diploma course is offered at
                                            implied in the texts they select for
Standard and Higher levels.
                                            this task.

    Assessment
    External assessment (Written papers and external marked written assignment)                                     65%
    Internal assessment (marked by teacher but moderated by the IB)                                                 35%

6
IB Diploma Options - Nord Anglia Education
IB Diploma Options

Language
Acquisition
IB Diploma Options - Nord Anglia Education
Available subject choices offered by LCIS are
                                                                       dependent on the number of students opting
                                                                       for that subject

Group 2 – Language Acquisition

Language B                               6. provide students with a basis for       Syllabus Outline
Group 2 consists of two modern              further study, work and leisure         The Language Ab Initio course is
language courses, language Ab Initio        through the use of an additional        organized into three themes.
and Language B, that may be offered         language                                • Individual and society
in French, English or Spanish.           7. provide the opportunity for             • Leisure and work
                                            enjoyment, creativity and               • Urban and rural environment
Language Ab Initio and Language
                                            intellectual stimulation through
B are language acquisition courses                                                  Each theme has a list of topics
                                            knowledge of an additional
designed to provide students with                                                   that provide the students with
                                            language.
the necessary skills and intercultural                                              opportunities to practise and
understanding to enable them to          Ab Initio (SL only)                        explore the language as well
communicate successfully in an           Ab Initio is designed as a primary         as to develop intercultural
environment where the language           language acquisition course and, as        understanding. Through the
studied is spoken. This process          such, is for those who have little or      development of receptive,
encourages the learner to go beyond      no prior experience.                       productive and interactive
the confines of the classroom,                                                      skills, students should be
                                         The overall objective of this course is
expanding an awareness of the                                                       able to respond and interact
                                         for students to achieve competence
world and fostering respect for                                                     appropriately in a defined range
                                         in communication in a variety of
cultural diversity.                                                                 of everyday situations.
                                         everyday situations.
The aims of group 2 are to:
                                                                                   Assessment:
1. develop students’ intercultural
                                                                                   Internal: 25% External: 75%
   understanding
2. enable students to understand
   and use the language they have
   studied in a range of contexts and
   for a variety of purposes
3. encourage, through the study
   of texts and through social
   interaction, an awareness and
   appreciation of the different
   perspectives of people from other
   cultures
4. develop students’ awareness of
   the role of language in relation to
   other areas of knowledge
5. develop students’ awareness
   of the relationship between the
   languages and cultures with
   which they are familiar

8
IB Diploma Options - Nord Anglia Education
B Diploma Options

Standard and Higher level (SL or HL)     Syllabus Outline
Language B is an additional              The core–with topics common to
language-learning course designed        both levels
for students with some previous          • Communication and media
learning of that language. It may be     • Global issues
studied at either SL or HL. The main     • Social relationships
focus of the course is on language
                                         Options – students select with the
acquisition and development of
                                         agreement of their teacher two
language skills. These language
                                         from the following five options
skills will be developed through
                                         with topics common to both
the study and use of a range of
                                         levels
written and spoken material. Such
material will extend from everyday       •   Cultural diversity
oral exchanges to literary texts,        •   Customs and traditions
and will be related to the culture(s)    •   Health
concerned. The material will be          •   Leisure
chosen to enable students to             •   Science and technology
develop mastery of language skills
                                         HL: students read two works of
and intercultural understanding.
                                         literature of everyday situations.
It will not be intended solely
for the study of specific subject
                                        Assessment:
matter or content wSL and HL are
                                        Internal: 30% External: 70%
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.

All Group 2 subjects share the same
aims.

                                                                                              9
IB Diploma Options

                     Individuals
                     & Societies
Available subject choices offered by LCIS are
                                                                       dependent on the number of students opting
                                                                       for that subject

Group 3 – Individuals and Societies

Studying any one of the individuals       4. promote the appreciation of the       The Geography programme
and societies subjects ensures               way in which learning is relevant     integrates both physical and
the development of a critical                to both the culture in which the      human geography, and ensures
appreciation of human experience             student lives, and the culture of     that students acquire elements of
and behaviour; the varieties of              other societies                       both scientific and socio-economic
physical, economic and social             5. develop an awareness in the           methodologies. It examines relevant
environments that people inhabit;            student that human attitudes and      concepts and ideas from a wide
and the history of social and                opinions are widely diverse and       variety of disciplines, helping
cultural institutions. In addition,          that a study of society requires an   students to develop an appreciation
each subject is designed to foster           appreciation of such diversity        of alternative approaches,
in students the capacity to identify,     6. enable the student to                 viewpoints and ideas.
to analyse critically and to evaluate        recognise that the content and
                                                                                   The aims of the Geography course
theories, concepts and arguments             methodologies of the subjects in
                                                                                   at SL and HL are to:
relating to the nature and activities        group 3 are contestable and that
                                                                                   1. develop an understanding of
of individuals and societies.                their study requires the toleration
                                                                                      the interrelationships between
                                             of uncertainty.
The aims of all subjects in Group 3 –                                                 people, places, spaces and the
Individuals and Societies are to:         Geography                                   environment
1. encourage the systematic               Geography is a dynamic subject that      2. develop a concern for human
   and critical study of: human           is firmly grounded in the real world        welfare and the quality of
   experience and behaviour;              and focuses on the interactions             the environment, and an
   physical, economic and social          between individuals, societies              understanding of the need
   environments; the history and          and the physical environment in             for planning and sustainable
   development of social and              both time and space. It seeks to            management
   cultural institutions                  identify trends and patterns in          3. appreciate the relevance
2. develop in the student the             these interactions and examines             of geography in analysing
   capacity to identify, to analyse       the processes behind them. It also          contemporary issues and
   critically and to evaluate theories,   investigates the way that people            challenges, and develop a global
   concepts and arguments about           adapt and respond to change and             perspective of diversity and
   the nature and activities of the       evaluates management strategies             change.
   individual and society                 associated with such change.
3. enable the student to collect,         Geography describes and helps
   describe and analyse data used         to explain the similarities and
   in studies of society, to test         differences between spaces and
   hypotheses and interpret complex       places.
   data and source material

                                                                                                                     11
Subject Guide Outline                                                  Internal assessment
                                                                       An integral aspect of this programme
                                                                       is the completion of fieldwork that
Assessment                                                             is internally assessed. The internal
Assessment of the geography programme is a combination of summative    assessment requirements are the
examinations and coursework.                                           same for both SL & HL students,
                                                                       however, the overall weighting of
Higher Level:
                                                                       the work differs (25% for SL and 20%
Internal: School-based assessment (written study)                20%
                                                                       for HL.) The Internal Assessment
External: Written examinations                                   80%
                                                                       offers students the opportunity
Standard Level:                                                        to undertake primary research on
Internal: School-based assessment (written study)                25%   a topic that gives opportunity for
External: Written examinations                                   75%   spatial analysis in relation to one
                                                                       or more aspects of the programme
                                                                       of study. This component involves
                                                                       students taking part in a fieldwork
                                                                       visit, the costs of which will be met
                                                                       by the student/parents.

12
Group 3 – Individuals and Societies

History                                     puts a premium on developing the        Paper 1: (SL/HL)
History is a dynamic, evidence-             skills of critical thinking, and on     The Move toward Global War
based discipline that involves an           developing an understanding of
                                                                                    Prescribed subject consists of two
exciting engagement with the past.          multiple interpretations of history.
                                                                                    case studies, each taken from a
It is a rigorous intellectual discipline,   In this way, the course involves a
                                                                                    different region of the world. Both
focused around key historical               challenging and demanding critical
                                                                                    of the case studies specified for the
concepts such as change, causation          exploration of the past.
                                                                                    chosen prescribed subject must be
and significance.
                                            Distinction between SL and HL           studied.
History is an exploratory subject that      Students at Standard Level (SL) and
                                                                                    • Case study 1: Japanese expansion
fosters a sense of inquiry. It is also      Higher Level (HL) are presented with
                                                                                      in East Asia (1931–1941)
an interpretive discipline, allowing        a syllabus that has a common core
                                                                                      I.e. domestic polices /Great
opportunity for engagement                  consisting of prescribed subjects
                                                                                      depression
with multiple perspectives and              and topics in world history.
                                                                                    • Case Study 2: German and Italian
a plurality of opinions. Studying
                                            In addition, students at HL are also      expansion (1933–1940)
history develops an understanding
                                            required to undertake an in-depth
of the past, which leads to a deeper                                                Paper 2 (SL/HL)
                                            study of three sections from one of
understanding of the nature of                                                      • Authoritarian states (20th
                                            the HL regional options. While many
humans and of the world today.                                                        century) European (Hitler, Franco,
                                            of the skills of studying history are
                                                                                      Mussolini) and Non-European
The IB Diploma Programme (DP)               common to both SL and teaching
                                                                                      (Mao,Castro )
History course is a world history           hours at SL and HL signals a clear
                                                                                    • The Cold War: Superpower
course based on a comparative               distinction between the demands
                                                                                      tensions and rivalries (20th
and multi-perspective approach              made on students, with the greater
                                                                                      century)
to history. It involves the study           depth of study required for HL.
of a variety of types of history,                                                   Paper 3 (HL only)
                                            SL and HL Syllabus
including political, economic,                                                      • Versailles to Berlin: Diplomacy in
                                            • The study of one prescribed
social and cultural, and provides                                                     Europe (1919–1945)
                                            • The study of two world history
a balance of structure and                                                          • European states in the inter-war
                                              topics from a choice of twelve
flexibility. The course emphasises                                                    years (1918–1939)
                                            • A historical investigation
the importance of encouraging                                                       • The Soviet Union and post-Soviet
students to think historically and                                                    Russia (1924–2000) Begin from
to develop historical skills as well                                                  1940s onward I.e. after Great
as gaining factual knowledge. It                                                      Patriotic War

                                                                                                                        13
Business Management                       are at the heart of the business         To study the Business Management
Business Management is one of the         management course. The course            course no subject specific prior
many academic disciplines that are        encourages the appreciation of           learning is required. The MYP
on offer in group three (Individuals      ethical concerns, as well as issues of   Individuals and Societies’ Integrated
and Societies) of the Diploma             corporate social responsibility (CSR).   Humanities course will have helped
Programme. The course has been            It is designed to give the students      the students develop technical,
designed to enable students to            an international perspective of          analytical, decision-making and
examine the role of a business. The       business and to promote their            investigating skills required in the
course also looks at the business         appreciation of cultural diversity.      Business Management course.
decision-making processes, how
                                          Contextualised learning is deeply        By the end of the DP Business
these decisions impact on the
                                          embedded in the Business                 Management course students will be
businesses stakeholders and how
                                          Management course and, through           able to:
they are affected by factors internal
                                          the use of case studies and real-life    • have a holistic view of the world
and external to an organisation.
                                          data, students learn to analyse,           of business;
The programme enables students            discuss and evaluate business            • think critically and strategically
to develop an understanding of            activities at local, national and          about individual and
business theory, as well as an            international levels. The course           organisational behaviour;
ability to apply business principles,     covers a range of organisations          • see the importance of exploring
practices and skills. The course          from all sectors and through               business issues from different
considers the diverse range               the exploration of six concepts            cultural perspectives;
of business organisations and             underpinning the subject (change,        • appreciate the nature and
activities; it examines the cultural      culture, ethics, globalisation,            significance of change in a local,
and economic context in which             innovation and strategy,) the              regional and global context;
businesses operate.                       business management course               • have an awareness of the
                                          allows the students to develop their       importance of environmental,
While following the DP Business
                                          understanding of these concepts            social and ethical factors in
Management course students will
                                          from a business perspective.               the actions of individuals and
place an emphasis on both strategic
                                                                                     organisations;
decision making, and the day-to-day       The course also aims to develop
                                                                                   • develop an understanding of the
business functions of marketing,          transferable skills relevant to
                                                                                     importance of innovation in a
production, human resource                today’s students. These include
                                                                                     business environment.
management and finance. The               the ability to: think critically; make
importance of making links between        ethically sound and well-informed
these functions is also emphasised        decision; appreciate the pace,
encouraging students to develop a         nature and significance of change;
holistic view of business activity. The   and undertake long term planning,
ideals of international cooperation       analysis and evaluation.
and responsible citizenship

14
Group 3 – Individuals and Societies

Assessment
Assessment in the Business and Management course is a combination of
summative examinations and coursework.

Higher Level:
Internal: School-based assessment (written study)                        25%
External: Written examinations                                           75%

Standard Level:
Internal: School-based assessment (written study)                        25%
External: Written examinations                                           75%

Internal assessment                     The SL internal assessment is a
The research project enables            written commentary. Students need
HL students to demonstrate the          to demonstrate the application of
application of their skills and         business and management tools,
knowledge to real organisational        techniques and theories to a real
issues or decision-making. Students     business issue or problem.
must select a real organisation, not
                                        Students must select a real issue or
a fictional one, and the issue or
                                        problem, not a fictional one, and
decision under investigation must
                                        must produce a commentary with
also be real. The expectation is that
                                        a title presented as a question. The
a student should gather primary
                                        commentary must refer directly to
research from the organisation.
                                        a single business organisation, but
The style and format of the report      may consider industry-wide issues
should be in the form of a useful       that impact on that organization.
working document for management.        The commentary must be based
                                        on primary and/or secondary data,
                                        selected for its suitability.

                                                                               15
IB Diploma Programme:                  The Economics course requires no
Economics                              specific prior learning. No particular
Economics is a dynamic social          background in terms of specific
science, forming part of group         subjects studied for national or
3—individuals and societies.           international qualifications is
The study of economics is              expected or required. The specific
essentially about dealing with         skills of the Economics course
scarcity, resource allocation and      are developed within the context
the methods and processes by           of the course itself. The ability to
which choices are made in the          understand and explain abstract
satisfaction of human wants. As        concepts and the ability to write in
a social science, Economics uses       a logically structured manner are
scientific methodologies that          distinct advantages in economics.
include quantitative and qualitative
elements.
                                       The Economics curriculum
The IB Diploma Programme
                                       The curriculum model for the
economics course emphasises
                                       Diploma Programme economics
the economic theories of
                                       is a core curriculum for HL and SL
microeconomics, which deal with
                                       students consisting of four topics
economic variables affecting
                                       with common content. In addition to
individuals, firms and markets,
                                       the core HL students are expected to
and the economic theories of
                                       complete extension areas of study in
macroeconomics, which deal
                                       all four topics.
with economic variables affecting
countries, governments and
societies. These economic theories
are not to be studied in a vacuum—
rather, they are to be applied to
real-world issues. Prominent among
these issues are fluctuations in
economic activity, international
trade, economic development and
environmental sustainability.

16
Topic                                SL content
Section 1: Microeconomics            1.1 Competitive markets: demand and supply (some topics HL only)
                                     1.2 Elasticity
                                     1.3 Government intervention (some topics HL extension, plus one topic HL only)
                                     1.4 Market failure (some topics HL only)
                                     1.5 Theory of the firm and market structures (HL only)
Section 2: Macroeconomics            2.1 The level of overall economic activity (one topic HL extension)
                                     2.2 Aggregate demand and aggregate supply (one topic HL only)
                                     2.3 Macroeconomic objectives (some topics HL extension, plus one topic HL only)
                                     2.4 Fiscal policy
                                     2.5 Monetary policy
                                     2.6 Supply-side policies
Section 3: International economics 3.1 International trade (one topic HL extension, plus one topic HL only)
                                   3.2 Exchange rates (some topics HL extension)
                                   3.3 The balance of payments (one topic HL extension, plus some topics HL only)
                                   3.4 Economic integration (one topic HL extension)
                                   3.5 Terms of trade (HL only)
Section 4: Development economics 4.1 Economic development
                                 4.2 Measuring development
                                 4.3 The role of domestic factors
                                 4.4 The role of international trade (one topic HL extension)
                                 4.5 The role of foreign direct investment (FDI)
                                 4.6 The roles of foreign aid and multilateral development assistance
                                 4.7 The role of international debt
                                 4.8 The balance between markets and intervention
Internal assessment                  Portfolio of three commentaries

                                                                                                                    17
IB Diploma Options

Science
Available subject choices offered by LCIS are
                                                                         dependent on the number of students opting
                                                                         for that subject

Group 4 – Sciences

The study of science is essential         5. develop a critical awareness          Biology
in our modern day for the                     of the need for, and the value       Biology is an excellent choice for
development of a well-rounded                 of, effective collaboration and      students interested in studying
individual. The group 4 subjects              communication during scientific      science at a higher level or who only
encourage students to develop                 activities                           need a foundation Science. Students
their skills and knowledge base           6. develop experimental and              live in a world where there are
so that they can have some basis              investigative scientific skills      many major advances daily in the
to understand the complexities of             including the use of current         biological sciences and this course
life. These skills along with the ToK         technologies                         allows students to develop scientific
course will allow students to better      7. develop and apply 21st century        skills and a good base of knowledge
understand what exactly science can           communication skills in the study    to help them to understand modern
and cannot do. Students will find a           of science                           day issues met in everyday life.
whole range of everyday uses for the      8. become critically aware, as
                                                                                   Content covered SL Topics
skills and knowledge they will gain           global citizens, of the ethical
                                                                                   1. Cell biology
in a group 4 course.                          implications of using science and
                                                                                   2. Molecular biology
                                              technology
It is in this context that all the                                                 3. Genetics
                                          9. develop an appreciation of the
Diploma Programme experimental                                                     4. Ecology
                                              possibilities and limitations of
science courses should aim to:                                                     5. Evolution and biodiversity
                                              science and technology
1. appreciate scientific study                                                     6. Human physiology
                                          10. develop an understanding of the
     and creativity within a global
                                              relationships between scientific     Higher Level has an additional 5
     context through stimulating and
                                              disciplines and their influence on   topics
     challenging opportunities
                                              other areas of knowledge.            7. Nucleic acids
2. acquire a body of knowledge,
                                                                                   8. Metabolism, cell respiration and
     methods and techniques               In addition, at Standard Level a
                                                                                       photosynthesis
     that characterise science and        minimum of 40 hours of practical
                                                                                   9. Plant biology
     technology                           work should be carried out. This
                                                                                   10. Genetics and evolution
3. apply and use a body of                includes the Group 4 project and the
                                                                                   11. Animal physiology
     knowledge, methods and               internal assessment. At Higher Level,
     techniques that characterise         a total of 60 hours is required.         Plus an option from
     science and technology                                                        A. Neurobiology and behaviour
4. develop an ability to analyse,                                                  B. Biotechnology and
     evaluate and synthesise scientific                                               bioinformatics
     information                                                                   C. Ecology and conservation
                                                                                   D. Human physiology

19
Chemistry                                 Physics                                  Core content
The IB Chemistry course will allow        Physics is the most fundamental          • Measurements and uncertainties
students to understand more               and all-encompassing of the              • Mechanics
deeply many aspects of everyday           experimental sciences. The IBDP          • Thermal physics
life. Chemistry is a laboratory           Physics course enables pupils to         • Waves
science; its subject material and         deepen their understanding of how        • Electricity and magnetism
theories are based on experimental        the universe works from the very         • Circular motion and gravitation
observations. However, its scope          smallest sub-atomic particles to the     • Atomic, nuclear and particle
reaches beyond the laboratory             vastness of galaxies and space. At         physics
                                          the human level, Physics underpins       • Energy production
into every aspect of our lives to
                                          the science and technology of our
understanding of the nature of our
                                          modern world, for example the            Additional Higher Level material
planet, the environment that we live
                                          Global Positioning System (GPS).         • Wave phenomena
in, the resources available to us and
                                          In addition, the study of Physics        • Fields
the factors that affect our health.
                                          equips students with a broad and         • Electromagnetic induction
Core Content                              highly useful set of problem-solving,    • Quantum physics and nuclear
• Stoichiometric relationships            analytical and communication skills        physics
• Atomic structure                        applicable to many professional
• Periodicity                             activities. The course is an excellent   Options
• Chemical bonding and structure          foundation for students intending to     Pupils are required to take one
• Energetics                              pursue higher education courses in       option module. Each module has
• Kinetics                                physics, astronomy and engineering.      a core syllabus for both SL and HL
• Equilibrium                                                                      students and a number of extra
• Acids and bases                                                                  topics for HL students only.
• Oxidation and reduction                                                          • Relativity
• Organic chemistry                                                                • Engineering physics
• Measurement and data processing                                                  • Imaging
                                                                                   • Astrophysics
Additional Higher Level material
Most of the above modules have
extension units added for Higher Level.

Options
Pupils are required to study an
option module chosen from the              Assessment
following ones:                            Assessment is similar to Biology, but Physics and Chemistry do not have
• Materials                                an extended response in Paper 2.
• Biochemistry
                                           External exams (3 papers)                                             80%
• Energy
                                           Internal assessment of practical work (recorded in a portfolio)       20%
• Medicinal Chemistry

                                                                                                                        20
Group 4 – Sciences

The study of science is essential         5. develop a critical awareness          Biology
in our modern day for the                     of the need for, and the value       Biology is an excellent choice for
development of a well-rounded                 of, effective collaboration and      students interested in studying
individual. The group 4 subjects              communication during scientific      science at a higher level or who only
encourage students to develop                 activities                           need a foundation Science. Students
their skills and knowledge base           6. develop experimental and              live in a world where there are
so that they can have some basis              investigative scientific skills      many major advances daily in the
to understand the complexities of             including the use of current         biological sciences and this course
life. These skills along with the ToK         technologies                         allows students to develop scientific
course will allow students to better      7. develop and apply 21st century        skills and a good base of knowledge
understand what exactly science can           communication skills in the study    to help them to understand modern
and cannot do. Students will find a           of science                           day issues met in everyday life.
whole range of everyday uses for the      8. become critically aware, as
                                                                                   Content covered SL Topics
skills and knowledge they will gain           global citizens, of the ethical
                                                                                   1. Cell biology
in a group 4 course.                          implications of using science and
                                                                                   2. Molecular biology
                                              technology
It is in this context that all the                                                 3. Genetics
                                          9. develop an appreciation of the
Diploma Programme experimental                                                     4. Ecology
                                              possibilities and limitations of
science courses should aim to:                                                     5. Evolution and biodiversity
                                              science and technology
1. appreciate scientific study                                                     6. Human physiology
                                          10. develop an understanding of the
     and creativity within a global
                                              relationships between scientific     Higher Level has an additional 5
     context through stimulating and
                                              disciplines and their influence on   topics
     challenging opportunities
                                              other areas of knowledge.            7. Nucleic acids
2. acquire a body of knowledge,
                                                                                   8. Metabolism, cell respiration and
     methods and techniques               In addition, at Standard Level a
                                                                                       photosynthesis
     that characterise science and        minimum of 40 hours of practical
                                                                                   9. Plant biology
     technology                           work should be carried out. This
                                                                                   10. Genetics and evolution
3. apply and use a body of                includes the Group 4 project and the
                                                                                   11. Animal physiology
     knowledge, methods and               internal assessment. At Higher Level,
     techniques that characterise         a total of 60 hours is required.         Plus an option from
     science and technology                                                        A. Neurobiology and behaviour
4. develop an ability to analyse,                                                  B. Biotechnology and
     evaluate and synthesise scientific                                               bioinformatics
     information                                                                   C. Ecology and conservation
                                                                                   D. Human physiology

21
Design                                     5. a propensity to act with               A. Course Outline:
Through studying Design, students              integrity and honesty, and            At both Standard and Higher Level,
become aware of how designers                  take responsibility for their         students study units based around
work and communicate with each                 own actions in designing              the six core topics. These are:
other. While Design methodology                technological solutions to            • Topic 1: Human factors and
may take on a wide variety of forms,           problems                                 ergonomics
it is the emphasis on a practical          6. an understanding and                   • Topic 2: Resource management
approach through design work that              appreciation of cultures in              and sustainable production
characterises this subject (from               terms of global technological         • Topic 3: Modelling
the 2016 Syllabus Guide). The                  development, seeking                  • Topic 4: Raw material to final
aims enable students, through the              and evaluating a range of                product
overarching theme of the nature of             perspectives                          • Topic 5: Innovation and design
design, to develop:                        7. a willingness to approach              • Topic 6: Classic design Those
1. a sense of curiosity as they                unfamiliar situations in an              studying at Higher Level are
     acquire the skills necessary              informed manner and explore              required to study the following
     for independent and lifelong              new roles, ideas and strategies          four additional topics:
     learning and action through               so they can articulate and defend     • Topic 7: User-centred design
     inquiry into the designed and             their proposals with confidence          (UCD)
     technological world around them       8. an understanding of the                • Topic 8: Sustainability
2. an ability to explore concepts,             contribution of design and            • Topic 9: Innovation and markets
     ideas and issues with personal,           technology to the promotion           • Topic 10: Commercial production
     local and global significance             of intellectual, physical and
     acquiring in-depth knowledge              emotional balance and the
     and understanding of design               achievement of personal and
     technology                                social well-being
3. initiative in applying thinking         9. empathy, compassion and
     skills critically and creatively to       respect for the needs and feelings
     identify and resolve complex              of others in order to make a
     social and technological                  positive difference to the lives of
     problems via reasoned ethical             others and to the environment
     decision-making                       10. skills that enable them to reflect
4. an ability to understand and                on the impacts of design and
     express ideas confidently and             technology on society and the
     creatively using a variety of             environment in order to develop
     communication techniques                  their own learning and enhance
     through collaboration with                solutions when solving problems.
     others

                                                                                                                     22
Sports Exercise and Health Science.     SL Core Topics
This is a group 4 science which         1. Anatomy
combines the study of biology,          2. Exercise Physiology
chemistry and physics from a            3. Energy Systems
human, sport exercise and health        4. Movement Analysis
perspective. Moreover, the subject      5. Skill in Sport
matter goes beyond the traditional      6. Measurement and Evaluation of
science subjects to offer a deeper         Human Performance
understanding of the issues related
to sports, exercise and health          HL Core Topics
in the 21st century. Apart from         1. Further Anatomy
being worthy of study in its own        2. The Endocrine System
right, SEHS is a good preparation       3. Fatigue
for courses in higher or further        4. Friction and Drag
education related to sports fitness     5. Skill Acquistion
and health, and serves as useful        6. Genetics and Athletic
preparation for employment in              Performance
sports and leisure industries.          7. Exercise and Immunity

The course incorporates the             Students will also have an
traditional disciplines of anatomy      opportunity to study two out of
and physiology, biomechanics,           the four option units
psychology and nutrition, which         A. Optimizing Physiological
are studied in the context of sports,      Performance
exercise and health. Students will      B. Psychology of Sport
cover a range of core and option        C. Physical Activity and Health
topics, and carry out practical         D. Nutrition for Sports Exercise and
(experimental) investigations in           Health
both laboratory and field settings.
This will provide an opportunity
to acquire the knowledge and
understanding necessary to apply
scientific principles and critically
analyse human performance. Where
relevant, the course will address
issues of international dimension
and ethics by considering sports,
exercise and health relative to the
individual and in a global context.

23
Group 4 – Sciences

Assessment                            • Higher Level:
I. Internal assessment                  Paper 1:
• Individual design/workshop            40 multiple choice questions
   investigations as part of            on the core and HL extension
   the Group 4 project, done in         material
   collaboration with the other         Paper 2:
   Sciences. (10 hours)                 Section A: One data-based
• Individual Science investigation,     question and several short-
   which is student led. (10 hours)     answer questions on the core
                                        Section B: One extended-
II. External assessment                 response question on the core
    (Examination)                       (from a choice of three)
• Standard Level:
    Paper 1:                            Paper 3:
    30 multiple choice questions on     Section A: Two or three short
    the core material                   answer questions based
    Paper 2:                            on experimental skills and
    Section A: One data-based           techniques, analysis and
    question and several short-         evaluation, using unseen data
    answer questions on the core        linked to core and
    Section B: One extended-            higher material.
    response question on the core       Section B: Short answer and
    (from a choice of two)              extended Response questions
                                        from one option.

                                                                        24
IB Diploma Options

                     Mathematics
Available subject choices offered by LCIS are dependent
on the number of students opting for that subject

Group 5 – Mathematics

Students are required to study one             the principles and nature of        General
subject from this group.                       mathematics                         For all three courses students are
                                           3. communicate clearly and              required to become familiar with
Mathematics plays an important role
                                               confidently in a variety of         and able to use Graphical Display
in the lives of all human beings. It
                                               contexts                            Calculators (GDC), and to be familiar
shapes how we make sense of our
                                           4. develop logical, critical and        with a range of mathematical notation.
world, determines many decisions
                                               creative thinking, and patience     It is a requirement of all Diploma
we make and how we relate to others
                                               and persistence in problem-         Programme Mathematics that a GDC is
and our environments. As such, it is
                                               solving                             used by the students.
vital that students gain an awareness
                                           5. employ and refine their powers
of, an insight into and a familiarity                                              The school strongly recommends
                                               of abstraction and generalisation
with, the world of mathematics. This                                               that students investigate possible
                                           6. apply and transfer skills to
is recognised in the structure of the IB                                           university courses they may be
                                               alternative situations, to other
DP and the compulsory nature                                                       interested in and pay attention to their
                                               areas of knowledge and to future
of this subject. Mathematics can be                                                entrance criteria. Some universities
                                               developments
studied in different ways and for                                                  require students to have studied IB DP
                                           7. appreciate how developments
different purposes. It is our aim, with                                            Mathematics at a particular level for
                                               in technology and mathematics
all Mathematics DP courses, to                                                     entry on to certain courses. Indeed,
                                               have influenced each other
address some of the important                                                      some countries have minimum
                                           8. appreciate the moral, social and
aspects of our subject area:                                                       Mathematics requirements for any
                                               ethical implications arising from
                                                                                   university course, regardless of the
• mathematics as a useful tool in              the work of mathematicians and
                                                                                   subject to be studied. Courses which
  making sense of our lives;                   the applications of mathematics
                                                                                   may not appear to have a heavy
• mathematics to develop logical           9. appreciate the international
                                                                                   mathematics content may, in fact,
  and analytical thinking;                     dimension in mathematics
                                                                                   have entrance requirements which
• beauty and elegance in                       through an awareness of the
                                                                                   include Mathematics. It is important
  mathematics.                                 universality of mathematics and
                                                                                   for students to keep their options as
                                               its multicultural and historical
Group 5 aims                                                                       open as possible and to look at a range
                                               perspectives
The aims of all Mathematics courses in                                             of possibilities for future studies.
                                           10. appreciate the contribution of
group 5 are to enable students to:
                                               mathematics to other disciplines,
1. enjoy mathematics, and develop
                                               and as a particular “area of
   an appreciation of the elegance
                                               knowledge” in the TOK course.
   and power of mathematics
2. develop an understanding of

25
Group 5 – Mathematics

The first teaching of the updated       Mathematics: Analysis and             Mathematics: Applications and
syllabus will take place in             Approaches is intended for students   Interpretation is being designed
September 2019, with first              who wish to pursue studies            for students who enjoy describing
assessment in 2021. There will be       in mathematics at university          the real world and solving practical
two new subjects in Mathematics         or subjects that have a large         problems using mathematics; those
replacing the four subjects of the      mathematical content; it is for       who are interested in harnessing
legacy specification. The subjects      students who enjoy developing         the power of technology alongside
will be called Mathematics: Analysis    mathematical arguments, problem       exploring mathematical models
and Approaches and Mathematics:         solving and exploring real and        and for those who enjoy the more
Applications and Interpretation.        abstract applications, with and       practical side of mathematics.
Both subjects are being designed        without technology. Mathematics:      Mathematics: Applications and
to appeal to students with varying      Analysis and Approaches will be       Interpretation SL will be developed
levels of ability and motivation        a development from the former         from the former Mathematical
in mathematics, developing their        Mathematics HL and SL subjects.       Studies SL. The HL course will be
mathematics fluency, their ability to                                         new content including elements of
think mathematically, to recognise                                            the former HL Statistics and Discrete
mathematics around them and                                                   content.
will enable them to use their
                                                                              Both Mathematics: Analysis and
mathematics in either abstract or
                                                                              Approaches and Mathematics:
contextual settings.
                                                                              Applications and Interpretation will
                                                                              be offered at HL and SL subject to
                                                                              demand, and within each subject
                                                                              the SL course will be a complete
                                                                              subset of the HL course.

                                         Assessment
                                         SL students will complete two externally assessed written papers and
                                         the internal assessment; HL students will complete three externally
                                         assessed written papers and the internal assessment.

                                                                                                                 26
IB Diploma Options

                     The Arts
Available subject choices offered by LCIS
                                                                              are dependent on the number of students
                                                                              opting for that subject

Group 6 – The Arts

The aims of all subjects in group six,   Visual Art in Context                    SL 10-15 screens
the Arts, are to enable students to:     (Theoretical)
                                                                                  HL 10-15 screens & 3-5 screens
• enjoy lifelong engagement with         The cycle of inquiry involves
                                                                                  comparing own work
   the arts;                             considering and comparing work
• become informed, reflective and        from a variety of cultures and
critical practitioners in the arts;      historical and social contexts. It
                                                                                  Part 2 Process Portfolio
• understand the dynamic and             involves analysing, interpreting,
                                                                                  (Externally Assessed)
   changing nature of the arts;          comparing, evaluating, using
                                                                                  The students’ journey of art
• explore and value the diversity        art vocabulary, reflection and
                                                                                  making: their engagement and
   of the arts across time, place and    understanding.
                                                                                  sustained experimentation with
   cultures;
                                         Visual Arts Processes (Art-Making)       different media and techniques,
• express ideas with confidence and
                                         This includes experimenting with         documentation of process,
   competence;
                                         techniques, different media and          reflections on artists and artworks
• develop perceptual and analytical
                                         processes, developing a body of          and the development of ideas.
   skills.
                                         resolved and unresolved work,            Students must show the ability to
Visual Art (HL/SL)                       self-review and critique and             select and use materials appropriate
The course involves the learning and     documentation of this in a visual arts   to their intentions.
production of visual arts.               journal/process portfolio. Produce a
                                                                                  SL: 9-18 pages/screens submitted.
                                         body of work that synthetises skills,
Students will develop skills to be
                                         media and concept.                       HL: 13-25 pages/screens submitted.
creative, competent and well-
balanced. Through the visual arts,       Presenting and Communicating             Part 3 The Exhibition (40%)
our students will explore both           Visual Arts (Curatorial)                 Internally Assessed by Teacher
local and international topics,          This third part has to do with           Students present a cohesive body of
opening their minds to their own         understanding curatorial processes;      work in the form of an exhibition in
environment and global issues.           what makes an effective exhibition       which they articulate their purpose
                                         and selecting and presenting the         and intention in written form.
Aims:
                                         student’s own work.
1. to produce artwork that is                                                     Students reflect on this chosen body
   influenced by personal and            Assessment:                              of work and provide a rationale for
   cultural contexts                     Part 1 The Comparative Study             the decisions regarding the selection
2. to become informed and critical       (20% Externally Assessed)                of certain pieces for exhibition.
   observers and producers of visual     A visual and written investigation
                                                                                  SL: 4-7 artworks, exhibition text and a
   culture and media                     that analyses and compares at
                                                                                  curatorial rationale of max 400 words.
3. to develop skills, techniques         least three artworks by at least
   and processes in order to             two different artists from different     HL: 8-11 artworks, exhibition text &
   communicate concepts and ideas.       cultural contexts (HL students will      curatorial rationale max 700 words.
                                         also include a reflection of how this
The core syllabus is composed of 3
                                         relates to their own work).
parts.

                                                                                                                      28
Group 6 – The Arts

Film
                                        CORE SYLLABUS OUTLINE
The IB film course emphasises the
                                        The new film syllabus consists of the following core areas.
importance of working individually
and as a member of a group.             Reading film
Students are encouraged to develop      SL and HL students will examine film as an art form, studying a broad
the professional and technical skills   range of film texts from a variety of cultural contexts and will analyse how
(including organisational skills)       film elements combine to create meaning.
needed to express themselves
                                        Contextualizing film
creatively in film. A challenge for
                                        SL and HL students will explore the evolution of film across time, space
students completing this course
                                        and culture. Students will examine various areas of film focus in order to
is to become aware of their own
                                        recognise the similarities and differences that exist between films from
perspectives and biases and to
                                        contrasting cultural contexts.
learn to respect those of others.
This requires willingness to attempt    Exploring film production roles
to understand alternative views,        SL and HL students will explore various film production roles through
to respect and appreciate cultural      engagement with all phases of the filmmaking process in order to fulfil
diversity, and to have an open          their own filmmaker intentions. Students will acquire, develop and apply
and critical mind. Thus, the IB         skills through filmmaking exercises, experiments and completed films.
Film course can become a way
                                        Collaboratively producing film (HL only)
for the student to celebrate the
                                        HL students will focus on the collaborative aspects of filmmaking and
international and intercultural
                                        experience working in core production teams in order to fulfil shared
dynamic that inspires and sustains
                                        artistic intentions. They will work in chosen film production roles
a type of contemporary film, while
                                        and contribute to all phases of the filmmaking process in order to
appreciating specifically local
                                        collaboratively create original completed films.
origins that have given rise to
cinematic production in many parts
of the world.

29
Assessment
1. Textual analysis (External SL          3. Film portfolio (Internal SL 40%
   30% HL 20%)                               HL 25%)
   Students at SL and HL                     Students at SL and HL undertake
   demonstrate their knowledge and           a variety of film-making exercises
   understanding of how meaning              in three film production roles,
   is constructed in film. They do           led by clearly defined filmmaker
   this through a written analysis of        intentions. They acquire and
   a prescribed film text based on a         develop practical skills and
   chosen extract (lasting no more           techniques through participation
   than five minutes) from that film.        in film exercises, experiments
   Students consider the cultural            and the creation of at least one
   context of the film and a variety of      completed film.
   film elements.
                                            Students submit the following:
  Students submit a textual analysis        1. portfolio pages (9 pages
  (1,750 words maximum) and a list             maximum: 3 pages maximum
  of all sources used.                         per film production role) and a
                                               list of all sources used
2. Comparative study (External SL
                                            2. a film reel (9 minutes
   30% HL 20%)
                                               maximum: 3 minutes maximum
   Students at SL and HL carry out
                                               per film production role,
   research into a chosen area of film
                                               including one completed film).
   focus, identifying and comparing
   two films from within that area        4. Collaborative film project
   and presenting their discoveries          (Internal HL only 35%)
   as a recorded multimedia                  Bringing together all they
   comparative study.                        have encountered during the
                                             film course, students at HL
  Students submit the following:
                                             work collaboratively in a core
  1. a recorded multimedia
                                             production team to plan and
     comparative study (10 minutes
                                             create an original completed film.
     maximum).
  2. a list of all sources used.            Students submit the following:
                                            1. a completed film (7 minutes
                                               maximum)
                                            2. a project report (2,000 words
                                               maximum) and a list of all
                                               sources used.

                                                                                  30
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