IBDP Guidebook 2021 - ICS Paris
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IBDP Guidebook 2021
23 rue de Cronstadt
75015 Paris
France
www.icsparis.fr
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The Diploma Programme
The International IB DIPLOMA PROGRAMME (DP): DP STUDENT SUCCESS AT ICS PARIS
Baccalaureate (IB) AGES 16 TO 18 YEARS OLD
This two-year programme is a rigorously
assessed programme respected by leading
At ICS Paris, we consistently have students
scoring above 40 points out of a possible 45
for the DP, scores achieved by less than 10% of
at ICS Paris universities worldwide that promotes a
combination of inquiry-based, project-lead
and collaborative learning. Composed of six
students worldwide. Many of our teachers are
also IB examiners, as such they possess an
intimate knowledge of the IB expectations
subject groups and the DP core — composed and criteria of assessment to better prepare
At ICS Paris we are an inclusive and intercultural educational of the Theory of Knowledge (TOK) course, the their students to successfully pass the exams.
community driven by a call for excellence. Creativity, Activity, Service (CAS) programme,
and the Extended Essay (EE) — the DP
At ICS Paris, we consistently have
Committed to developing global citizens and successful lifelong curriculum ensures that students receive a
learners, we empower our students to shape a brighter future by holistic education, maximising both their students scoring above 40 points out of
preparing them for tomorrow’s challenges today. academic abilities and personal qualities. a possible 45 for the DP, scores achieved
by less than 10% of students worldwide.
The ICS teaching teams are leaders in delivering the IB DP, The DP prepares students for life at university
a comprehensive education programme taught in more than and beyond. It encourages them to:
150 countries across the globe. ICS Paris students are taught to • Ask challenging questions Below is a sample of the colleges and
thrive in a world that is rapidly changing, and they excel in their • Learn how to learn universities where our Grade 12 students have
IB studies, giving each student the opportunity to access their • Develop a strong sense of their own been accepted over the last few years.
first-choice university. identity and culture whilst being appreciative • 35% went to study in North America
of the culture of others • 35% went to study in Europe
It is important to note that it is not necessary for students wishing • Develop the ability to communicate with • 20% went to study in Asia
to study for the IB Diploma to have been previously enrolled in and understand people from other countries • 10% went to study in other parts of the world
the Primary Years Programme or Middle Years Programme.
Indeed, we welcome students from a variety of school systems Over the two-year programme, DP students ICS Paris graduates attend universities around
and curricula, and because of our truly international nature, our have the opportunity to reflect on the nature the world, the key destinations commonly
experienced teachers are experts at integrating students into the of knowledge, complete independent research being the USA, Canada, UK, the Netherlands
ICS Paris community. and partake in community-based projects and France. University destinations have
whilst further developing their understanding recently included: Yale, McGill, UCL, Erasmus
in their individual subject areas of choice. University Rotterdam and École Polytechnique.
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3
Full Diploma track
candidates study and
undertake the final exam
in six subjects, three at
ICS Paris DP Section Higher Level (HL) and
three at Standard Level
In Grade 11, depending on (SL) plus successfully
academic eligibility and complete the additional
post-secondary aspirations,
three core IB requirements
ICS Paris students enter the
IB Diploma programme in English (TOK, EE & CAS).
on a Full Diploma track or the
DP Subject Certificates track.
FULL DIPLOMA TRACK
Full Diploma track candidates
study and undertake the final
exam in six subjects, three at
Higher Level (HL) and three at
Standard Level (SL) plus
successfully complete the they will also receive a school
additional three core IB leaving certificate from ICS Paris
requirements (TOK, EE & CAS). in conjunction with any IB
Certificates awarded.
To be awarded the Full IB Diploma
the student must study over a This track does not lead to the Full The TOK is assessed by: Award Requirements
two-year period: IB Diploma and is suggested for • Essay on a Prescribed Title: The
• A Group 1 Language A choice students who do not require a full maximum length for the essay
• A Group 2 Language B choice IB diploma for their post-secondary is 1,600 words. All essays are Each of the six subjects the
• A Group 3 Social Science choice education, though they will still externally assessed by the IB. student studies are awarded from
(or 2) receive an IB education with all of • TOK Exhibition: An internally one to seven points and to gain
• A Group 4 Science choice (or 2) its intrinsic values. assessed exercise, the exhibition the IB Diploma a student has to
• A Group 5 Mathematics choice focuses on exploring how TOK achieve 24 points (an average of
• A Group 6 Arts choice (unless See full list of subjects available for manifests in the world around us. four per subject), with a minimum
Group 3 or 4 are doubled) selection below. 3. Creativity, Activity and Service of 12 points in the HL subjects and
(CAS) 9 points in the SL subjects.
In addition, 3 ‘Core’ requirements CORE COMPONENTS The CAS element of the DP is
are taken: 1. Extended Essay (EE) in place to enable students to There is a total of three additional
• Extended Essay (EE) This is a 4,000-word essay that become involved or to further points available for the Extended
• Theory of Knowledge (TOK) students complete during the two develop their involvement in Essay and the Theory of Knowledge
• Creativity, Activity, Service (CAS) year programme. At ICS Paris most artistic pursuits, sports and course together.
of the Extended Essay preparation community service. At ICS
SUBJECT CERTIFICATES TRACK and writing is done in year one. students can take part in a variety To ensure integrity and recognition,
Certificate track candidates study 2. Theory of Knowledge (TOK) of activities such as Student the award of the IB Diploma or
six subjects from foundation, The TOK course is an council, UNICEF, Amnesty Diploma Programme Course
standard and higher levels, plus interdisciplinary course and International, Restos du Coeur, Results is the sole right of the
complete an Individual Research encourages students to explore Paris Serve the City, Film, Origami, IB Organisation and not of
Project. The students are then free the nature of knowledge and Craft, Art, Sign language and other ICS Paris.
to choose which subjects they are to appreciate different Cultural events.
submitting for an IB Certificate and cultural perspectives.
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Assessment at ICS Paris Subject Group 1 – Language A
At ICS Paris we implement a Our assessment system takes into project based assignments and SUBJECT OPTIONS positions are shaped by cultural MOTHER TONGUE LANGUAGE
criteria based assessment system consideration both the necessary preparation for successful exam • English Language and belief systems and to negotiate A LITERATURE SELF TAUGHT SL
to ensure that the learning of our skill development that the performance. The following is our Literature meanings for texts. In keeping with our international
students is closely monitored students need to acquire to assessment and report calendar • French Language and approach we encourage
throughout their two year journey. achieve successful results in their for the two year programme. Literature COURSE AIMS students wherever possible to
• Japanese Language and The aims of studies in language conduct studies in literature
Literature and literature courses are to using their mother tongue
ICS Paris IB DP General Assessments & Reporting Calendar • Korean Language and enable students to: even when the language is
Literature • Engage with a range of texts, not available as one of the
Assessment Period Assessment Title Assessment Goal Reporting Period • Mother Tongue Self-Taught in a variety of media and forms, subject options.
Literature from different periods, styles
Late Sept Year 1 Basic Requirements In Class assessment of basic required skills and Early Nov of Year 1 and cultures IB gives us the opportunity to
(Grd11) Assessment knowledge to confirm placement in IB courses 1st Mid-Term Report In some cases, where ICS Paris • Develop skills in listening, collaborate with outside tutors
students are fluent in more than speaking, reading, writing, so that students may follow a
Early Dec Year 1 Units Based Summative In Class assessment of course content covered Late Jan of Year 1 one language, it is possible for viewing, presenting and self-taught literature program in
(Grd11) Assessment from Sept to Nov of Year 1 1st Semester Report
them to study two languages in performing their mother tongue language
Group 1, and then they are • Develop skills in at standard level.
Early Jan Year 1 1st Semester Exam Conditions Testing of course content Late Jan of Year 1
awarded a ‘Bilingual IB Diploma’. interpretation, analysis and
(Grd11) Examination covered from Sept to Dec of Year 1 1st Semester Report
evaluation In the past we had successful
COURSE OVERVIEW • Develop sensitivity to the candidates in Russian, Italian,
Late Mar of Year 1 Units Based Summative In Class assessment of course content covered Late Mar / Early Apr
(Grd11) Assessment from Jan to Mar of Year 1 of Year 1 The IBDP language and literature formal and aesthetic qualities of Turkish, Chinese, Polish,
2nd Mid-Term Report course aims at studying the texts and an appreciation of how Spanish, and Urdu. We are
complex and dynamic nature of they contribute to diverse able to facilitate any literature
Late Jun of Year 1 2nd Semester Assessment of Course content covered Late Jun / Early Jul language and exploring both its responses and open up multiple self-taught program as long
(Grd11) Examination in Year 1 under IB Examination Conditions of Year 1 practical and aesthetic meanings as the family finds a tutor of
2nd Semester Report dimensions. The course will • Develop an understanding of the language familiar with
explore the crucial role language relationships between texts and the IB programme at their
Late Sept of Year 2 Year 1 Recap In Class assessment of course content covered Early Oct of Year 2 plays in communication, a variety of perspectives, cultural own expense.
(Grd12) Assessment in Year 1 1st Mid-Term Report reflecting experience and contexts, and local and global
shaping the world, and the roles issues, and an appreciation of
Early Dec Year 2 Unit Based Summative In Class assessment of course content covered Late Jan of Year 2 of individuals themselves as how they contribute to diverse
(Grd12) Assessment from Sept to Nov of Year 2 1st Semester Report producers of language. responses and open up multiple
meanings
Early Jan of Year 2 1st Semester Exam Conditions Testing of course content Late Jan of Year 2 Throughout the course, students • Develop an understanding of
(Grd12) Examination covered from Sept to Dec of Year 2 1st Semester Report
will explore the various ways in the relationships between
which language choices, text studies in language and
Feb of Year 2 IB EXAM MOCKS MOCK exam under IB Examination Conditions Late Mar / Early Apr
types, literary forms and literature and other disciplines
(Grd12) of Year 2
Final Report
contextual elements all effect • Communicate and
meaning. Through close analysis collaborate in a confident and
Late Mar of Year 2 2nd Semester Final Exam Late Mar / Early Apr of various text types and literary creative way
(Grd12) Examination of Year 2 forms, students will consider • Foster a lifelong interest in
The above information is from the IB
Final Report their own interpretations, as well and enjoyment of language
Organisation and further details can be
as the critical perspectives of and literature seen at www.ibo.org/programmes/
May of Year 2 Official IB Official IB Examinations according to the IB Results are issued others, to explore how such diploma-programme/curriculum/
(Grd12) Examinations IB world schedule in July of Year 2.
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6 7
Subject Group 2 – Language B Subject Group 3 – Individuals and Societies
SUBJECT OPTIONS target language is required and of inquiry, with opportunities SUBJECT OPTIONS By focusing on the six real-world and provides a balance of
• English Language Acquisition students are expected to extend for intellectual engagement • Economics issues through the nine key structure and flexibility.
• French Language Acquisition the range and complexity of the and the development of critical- • History concepts (scarcity, choice,
• French Ab Initio language they use and understand and creative-thinking skills • Business Management efficiency, equity, economic The course emphasizes the
• Japanese Language Acquisition in order to communicate. • Provide students with a well-being, sustainability, importance of encouraging
• Korean Language Acquisition basis for further study, work and COURSE OVERVIEW - change, interdependence and students to think historically and
Students continue to develop their leisure through the use of an ECONOMICS intervention), students of the to develop historical skills as well
COURSE OVERVIEW knowledge of vocabulary and additional language Economics is an exciting, economics course will develop as gaining factual knowledge.
Language acquisition consists of grammar, as well as their • Foster curiosity, creativity dynamic subject that allows the knowledge, skills, values It puts a premium on developing
two modern language courses— conceptual understanding of how and a lifelong enjoyment of students to develop an and attitudes that will encourage the skills of critical thinking, and
language ab initio and language language works, in order to language learning understanding of the complexities them to act responsibly as on developing an understanding
B—designed to provide students construct, analyse and evaluate and interdependence of global citizens. of multiple interpretations of
with the necessary skills and arguments on a variety of topics Note for Group 1 and 2 economic activities in a rapidly history. In this way, the course
intercultural understanding to relating to course content and the changing world. At the heart of The aims of the DP economics involves a challenging and
English is obligatory as either a
enable them to communicate target language culture(s). Group 1 or 2 subject for all students.
economic theory is the problem course are to enable students to: demanding critical exploration
successfully in an environment Not more than 2 IB languages may of scarcity. Owing to scarcity, • Develop a critical of the past.
where the language studied The following language acquisition be chosen. If French is not chosen choices have to be made. understanding of a range of
is spoken. aims are common to both as a Group 1 or 2 subject the French economic theories, models, ideas Teachers explicitly teach thinking
Foundation class is chosen as a 7th
language ab initio and language B: subject at no extra cost. The French
The economics course, at both SL and tools in the areas of and re-search skills such as
Language B is a language • Develop international Ab Initio course is only available for and HL, uses economic theories, microeconomics, comprehension, text analysis,
acquisition course designed for mindedness through the study of students with no previous models and key concepts to macroeconomics and the transfer, and use of primary
academic experience in French.
students with some previous languages, cultures, and ideas and examine the ways in which these global economy sources. There are six key
Please see our Language Selection
experience of the target language. issues of global significance Policy for more details. choices are made: at the level of • Apply economic theories, concepts that have particular
Students further develop their • Enable students to producers and consumers models, ideas and tools, and prominence throughout the
ability to communicate through communicate in the language in individual markets analyse economic data to DP history course: change,
the study of language, themes they have studied in a range of (microeconomics); at the level of understand and engage with continuity, causation,
and texts. There are five prescribed contexts and for a variety the government and the national real-world economic issues and consequence, significance
themes: identities, experiences, of purposes economy (macroeconomics); and problems facing individuals and perspectives.
human ingenuity, social • Encourage, through the study at an international level, where and societies
organization and sharing of texts and through social countries are becoming • Develop a conceptual The aims of the DP history course
the planet. interaction, an awareness and increasingly interdependent understanding of individuals’ and are to enable students to:
appreciation of a variety of (the global economy). societies’ economic choices, • Develop an understanding of,
Both language B SL and HL perspectives of people from interactions, challenges and and continuing interest in, the past
students learn to communicate in diverse cultures The DP economics course allows consequences of economic • Encourage students to
the target language in familiar and • Develop students’ students to explore these models, decision-making. engage with multiple perspectives
unfamiliar contexts. The distinction understanding of the relationship theories and key concepts, and and to appreciate the complex
between language B SL and HL between the languages and apply them, using empirical data, COURSE OVERVIEW - HISTORY nature of historical concepts,
can be seen in the level of cultures with which they through the examination of six The DP history course is a world issues, events and developments
competency the student is are familiar real-world issues. Through their history course based on a • Promote international
expected to develop in receptive, • Develop students’ awareness of own inquiry, students will be able comparative and multi-perspective mindedness through the study
productive and interactive skills. the importance of language in to appreciate both the values and approach to history. It involves of history from more than one
The above information is from the IB
relation to other areas of knowledge limitations of economic models in the study of a variety of types of region of the world
Organisation and further details can be
At HL the study of two literary • Provide students, through seen at www.ibo.org/programmes/ explaining real-world economic history, including political, • Develop an understanding of
works originally written in the language learning and the process diploma-programme/curriculum/ behaviour and outcomes. economic, social and cultural, history as a discipline and to
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develop historical consciousness The conceptual learning is Note
Subject Group 4 – Sciences
including a sense of chronology firmly anchored in business Economics may not be taken with
and context, and an understanding management theories, tools and Group 6 Visual Arts due to scheduling
reasons. Group 3 may be doubled
of different historical perspectives techniques and placed in the SUBJECT OPTIONS COURSE OVERVIEW - analyse results and evaluate and
instead of a Group 6 subject using
• Develop key historical skills, context of real-world examples the following combinations: • Biology CHEMISTRY communicate their findings.
including engaging effectively and case studies. • Economics plus History • Chemistry Chemistry is an experimental
with sources • Economics plus Business • Physics science that combines academic COURSE OVERVIEW - PHYSICS
Management
• increase students’ The course encourages the • Environmental Systems study with the acquisition of Physics is the most fundamental
understanding of themselves appreciation of ethical concerns and Societies practical and investigational of the experimental sciences, as
and of contemporary society by at both a local and global level. skills. Chemical principles it seeks to explain the universe
encouraging reflection on the past It aims to develop relevant and COURSE OVERVIEW - BIOLOGY underpin both the physical itself, from the very smallest
transferable skills, including the Biology is the study of life. environment in which we live particles to the vast distances
COURSE OVERVIEW - ability to: think critically; make The vast diversity of species and all biological systems. between galaxies. Despite the
BUSINESS MANAGEMENT ethically sound and well-informed makes biology both an endless Chemistry is often a prerequisite exciting and extraordinary
The business management course decisions; appreciate the pace, source of fascination and a for many other courses in higher development of ideas throughout
is designed to develop students’ nature and significance of change; considerable challenge. education, such as medicine, the history of physics, observations
knowledge and understanding of think strategically; and undertake Biologists attempt to biological science and remain essential to the very core
business management theories, as long-term planning, analysis understand the living world environmental science. of the subject. Models are
well as their ability to apply a range and evaluation. The course also at all levels from the micro developed to try to understand
of tools and techniques. Students develops subject-specific skills, to the macro using many Both theory and practical work observations, and these themselves
learn to analyse, discuss and such as financial analysis. different approaches and should be undertaken by all can become theories that attempt
evaluate business activities at local, techniques. Biology is students as they complement to explain the observations.
nation-al and international levels. The aims of the business still a young science and one another naturally, both in
management course at HL and SL great progress is expected in school and in the wider scientific Besides helping us better
The course covers a range of are to: the 21st century. This progress community. The DP chemistry understand the natural world,
organizations from all sectors, • Encourage a holistic view of is important at a time of course allows students to physics gives us the ability to
as well as the sociocultural and the world of business growing pressure on the develop a wide range of practical alter our environments. This raises
economic contexts in which those • Empower students to think human population and skills and to increase facility in the issue of the impact of physics
organizations operate. The course critically and strategically about the environment. the use of mathematics. It also on society, the moral and ethical
covers the key characteristics of individual and organisational allows students to develop dilemmas, and the social, economic
business organization and behaviour By studying biology in the DP interpersonal and information and environmental implications
environment, and the business • Promote the importance of students should become aware technology skills, which are of the work of physicists. By studying
functions of human resource exploring business issues from of how scientists work and essential to life in the 21st century. physics students should become
management, finance and different cultural perspectives communicate with each other. aware of how scientists work and
accounts, marketing and • Enable the student to While the scientific method By studying chemistry students communicate with each other.
operations management. appreciate the nature and may take on a wide variety should become aware of how
significance of change in a local, of forms, it is the emphasis on scientists work and communicate While the scientific method may
Links between the topics are regional and global context a practical approach through with each other. While the take on a wide variety of forms,
central to the course. Through the • Promote awareness of the experimental work that scientific method may take on it is the emphasis on a practical
exploration of six underpinning importance of environmental, social characterizes the sciences. a wide variety of forms, it is the approach through experimental
concepts (change, culture, ethics, and ethical factors in the actions of Teachers provide students emphasis on a practical approach work that characterizes
globalization, innovation and individuals and organisations with opportunities to design through experimental work that the subject. Teachers provide
strategy), the course allows • Develop an understanding of investigations, collect data, characterizes the subject. students with opportunities to
students to develop a holistic the importance of innovation in a develop manipulative skills, Teachers provide students with develop manipulative skills,
The above information is from the IB
understanding of today’s business environment analyse results, collaborate opportunities to develop design investigations, collect
Organisation and further details can be
complex and dynamic seen at www.ibo.org/programmes/ with peers and evaluate and manipulative skills, design data, analyse results and evaluate
business environment. diploma-programme/curriculum/ communicate their findings. investigations, collect data, and communicate their findings.
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10 11AIMS - CHEMISTRY, PHYSICS COURSE OVERVIEW - The aims of the DP environmental Subject Group 5 – Mathematics
AND BIOLOGY ENVIRONMENTAL SYSTEMS AND systems and societies course are to
Through the overarching theme of SOCIETIES enable students to
the nature of science, the aims of Environmental systems and societies • Acquire the knowledge and SUBJECT OPTIONS justify correct mathematical mathematics course such as
the DP chemistry, physics and (ESS) is an interdisciplinary course understandings of environmental • Mathematics Analysis and arguments. Students should calculus and statistics.
biology courses are to enable offered only at standard level (SL). systems and issues at a variety Approaches expect to develop insight into
students to: This course can fulfil either the of scales • Mathematics Applications mathematical form and Students are encouraged to
1. A
ppreciate scientific study individuals and societies or the • Apply the knowledge, and Interpretations structure, and should be solve real-world problems,
and creativity within a global sciences requirement. Alternatively, methodologies and skills to intellectually equipped to construct and communicate
context through stimulating and this course enables students to analyse environmental systems COURSE OVERVIEW - appreciate the links between this mathematically and
challenging opportunities satisfy the requirements of both and issues at a variety of scales MATHEMATICS ANALYSIS AND concepts in different topic areas. interpret the conclusions or
2. Acquire a body of knowledge, subject groups simultaneously • Appreciate the dynamic APPROACHES Students are also encouraged to generalizations. Students should
methods and techniques while studying one course. interconnectedness between Individual students have different develop the skills needed to expect to develop strong
that characterize science ESS is firmly grounded in both a environmental systems and societies needs, aspirations, interests and continue their mathematical technology skills, and will be
and technology scientific exploration of • Value the combination of abilities. For this reason there are growth in other learning intellectually equipped to
3. Apply and use a body of environmental systems in their personal, local and global two different DP subjects in environments. appreciate the links between the
knowledge, methods and structure and function, and in the perspectives in making informed mathematics, Mathematics: theoretical and the practical
techniques that characterize exploration of cultural, economic, decisions and taking responsible analysis and approaches and The internally assessed concepts in mathematics.
science and technology ethical, political and social actions on environmental issues Mathematics: applications and exploration allows students to
4. Develop an ability to analyse, interactions of societies with • Be critically aware that resources interpretation. Each course is develop independence in All external assessments
evaluate and synthesize the environment. are finite, that these could be designed to meet the needs of mathematical learning. involve the use of technology.
scientific in-formation inequitably distributed and exploited, a particular group of students. Throughout the course students Students are also encouraged
5. Develop a critical awareness As a result of studying this course, and that management of these Both courses are offered at SL are encouraged to take a to develop the skills needed
of the need for, and the value of, students will become equipped inequities is the key to sustainability and HL. considered approach to to continue their mathematical
effective collaboration and with the ability to recognize and • Develop awareness of the diversity various mathematical activities growth in other learning
communication during evaluate the impact of our of environmental value systems The IB DP Mathematics: analysis and to explore different environments. The internally
scientific activities complex system of societies on the • Develop critical awareness that and approaches course recognizes mathematical ideas. assessed exploration allows
6. Develop experimental natural world. The interdisciplinary environmental problems are caused the need for analytical expertise students to develop
and investigative scientific skills nature of the DP course requires a and solved by decisions made by in a world where innovation is COURSE OVERVIEW - independence in mathematical
including the use of current broad skill set from students, individuals and societies that are increasingly dependent on MATHEMATICS APPLICATIONS learning. Throughout the course
technologies including the ability to perform based on different areas of knowledge a deep understanding of AND INTERPRETATIONS students are encouraged to
7. Develop and apply 21st century research and investigations, • Engage with the controversies mathematics. The focus is The IB DP Mathematics: take a considered approach to
communication skills in the study participation in philosophical that surround a variety of on developing important applications and interpretation various mathematical activities
of science discussion and problem-solving. environmental issues mathematical concepts in a course recognizes the increasing and to explore different
8. Become critically aware, as The course requires a systems • Create innovative solutions to comprehensible, coherent and role that mathematics and mathematical ideas.
global citizens, of the ethical approach to environmental environmental issues by engaging rigorous way, achieved by a technology play in a diverse
implications of using science understanding and promotes actively in local and global contexts carefully balanced approach. range of fields in a data-rich COURSE AIMS
and technology holistic thinking about Students are encouraged to world. As such, it emphasizes the The aims of all DP mathematics
Note
9. Develop an appreciation of the environmental issues. Teachers apply their mathematical meaning of mathematics in courses are to enable students to:
Group 4 may be doubled instead of
possibilities and limitations of explicitly teach thinking and knowledge to solve abstract context by focusing on • Develop a curiosity and
Group 6 subject using the following
science and technology research skills such as combinations: Biology plus Chemistry; problems as well as those set in topics that are often used enjoyment of mathematics,
10. Develop an understanding comprehension, text analysis, Physics plus Chemistry a variety of meaningful contexts. as applications or in and appreciate its elegance
of the relationships between knowledge transfer and use of mathematical modelling. and power
scientific disciplines and their primary sources. They encourage Mathematics: analysis and To give this understanding a • Develop an understanding
The above information is from the IB
influence on other areas students to develop solutions at approaches has a strong firm base, this course includes of the concepts, principles and
Organisation and further details can be
of knowledge the personal, community and seen at www.ibo.org/programmes/ emphasis on the ability to topics that are traditionally nature of mathematics
global levels. diploma-programme/curriculum/ construct, communicate and part of a pre-university • Communicate mathematics
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12 13clearly, concisely and confidently achievement in mathematics who want to go on to further study ICS Paris Foundation Subjects
in a variety of contexts should apply for this course. of visual arts in higher education
• Develop logical and creative as well as for those who are
thinking, and patience and Maths Applications and seeking lifelong enrichment SUBJECT OPTIONS – French Ab Initio (only SL) N.B.
persistence in problem solving Interpretations (AI) HL is accepted through visual arts. The role of • French Foundation – Environmental Systems and All subject offers are provisional
to instil confidence in using by most post-secondary visual arts teachers should be to • Mathematics Foundation Societies (only SL) and a class needs to meet the
minimum requirement of
mathematics institutions and is consider viable actively and carefully organize • English Foundation • Online Courses on the
5 registered students to be
• Employ and refine their powers for most students intending to learning experiences for the • Performance Studies PAMOJA IB coursework platform made available. Please also note
of abstraction and generalization continue studies in business students, directing their study to Foundation are available at an extra cost for that changes in subjects offered
• Take action to apply and transfer or finance. Math Applications and enable them to reach their subjects not currently offered by for each academic year is at the
school’s discretion and may be
skills to alternative situations, to Interpretation (AI) SL is the least potential and satisfy the demands COURSES OVERVIEW ICS Paris such as Psychology in
changed at any point prior to
other areas of knowledge and to demanding of the DP Maths of the course. Students should The ICS Paris Foundation Grp 3 and Film in Grp 6. the start of the academic year.
future developments in their local courses and should be chosen by be empowered to become Subjects are a selection of • For Language B selection
and global communities students who do not intend to autonomous, informed and in-house curated subjects that please make sure to read the
• Appreciate how developments continue mathematics centred skilled visual artists. mean to supplement the Language Selection Policy.
in technology and mathematics studies at a post-secondary level. selection of IB Subjects either
influence each other The aims of the arts subjects are to as extra support classes to help
• Appreciate the moral, social enable students to: students revise basic foundation
and ethical questions arising from Subject Group 6 1. Enjoy lifelong engagement content or as choice subjects for
- The Arts
the work of mathematicians and with the arts Certificate students who choose
the applications of mathematics 2. Become informed, reflective to have a mix of IB Certificate
• Appreciate the universality of and critical practitioners in the arts courses and Foundation Courses.
mathematics and its multicultural, SUBJECT OPTIONS 3. Understand the dynamic and
inter-national and historical • Visual Arts changing nature of the arts All foundation classes have 2
perspectives 4. Explore and value the sessions per week and follow
• Appreciate the contribution of COURSE OVERVIEW - diversity of the arts across time, in-house syllabi & assessments
mathematics to other disciplines, VISUAL ARTS place and cultures and may be chosen as-
and as a particular “area of The IB Diploma Programme 5. Express ideas with • Main classes to complete
knowledge” in the TOK course visual arts course encourages confidence and competence the selection of 6 subjects for
• Develop the ability to reflect students to challenge their own 6. Develop perceptual and Certificate track students.
critically upon their own work and creative and cultural expectations analytical skills. • Support or extracurricular
the work of others and boundaries. It is a thought- classes for Full Diploma track
• Independently and provoking course in which In addition, the aims of the visual students (at extra cost).
collaboratively extend their students develop analytical skills in arts course at SL and HL are to • French Foundation may also
understanding of mathematics. problem-solving and divergent enable students to: be chosen as the obligatory
thinking, while working towards 7. Make artwork that is influenced French class at no extra cost
CHOOSING THE CORRECT technical proficiency and confidence by personal and cultural contexts when not selected as a Group 1
MATHS COURSE as art-makers. In addition to 8. Become informed and critical or Group 2 subject.
Maths Analysis and Approaches exploring and comparing visual arts observers and makers of visual
(AA) HL or SL is required for all from different perspectives and in culture and media GENERAL NOTES ABOUT THE
those students intending to different contexts, students are 9. Develop skills, techniques and IBDP SUBJECT SELECTION AT
continue studies in engineering, expected to engage in, experiment processes in order to communicate ICS PARIS
computing or other mathematics with and critically reflect upon a concepts and ideas. • All subjects are offered at
oriented fields. Maths AA HL is the wide range of contemporary both HL & SL levels except for
The above information is from the IB
most demanding mathematics practices and media. – English B (only HL)
Organisation and further details can be
course available and only students seen at www.ibo.org/programmes/ – Mother Tongue Self Taught
with a strong track record of high The course is designed for students diploma-programme/curriculum/ Literature (only SL)
ICS Paris IBDP Guidebook ////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////// ////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////// ICS Paris IBDP Guidebook
14 15You can also read
