SENIOR CURRICULUM HANDBOOK IB DIPLOMA PROGRAMME 2021-2022

 
SENIOR CURRICULUM HANDBOOK IB DIPLOMA PROGRAMME 2021-2022
AUSTRALIAN INTERNATIONAL SCHOOL   Leading to a Bright Future

SENIOR CURRICULUM HANDBOOK
    IB DIPLOMA PROGRAMME

                 2021-2022
SENIOR CURRICULUM HANDBOOK IB DIPLOMA PROGRAMME 2021-2022
AUSTRALIAN INTERNATIONAL SCHOOL                                                                                                                       Leading to a Bright Future

       Contents
       INTROD UCT ION .......................................................................................... 4

       THE DIPLOMA PROGRA MME : OVERVIEW ................................................ 5
       The aims of the Diploma Programme .................................................................................................................. 5
       The IB learner profile .......................................................................................................................................... 5
       The Academic Programme................................................................................................................................. 5
       Distinction between Standard Level (SL) and Higher Level (HL) classes ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... . 6
       Assessm ent ............................................................................................................................. ......................... 6
       The AIS DP Admission Policy ........................................................................... .................................................. 6
       Eligibility for IB subjects ...................................................................................................................................... 6
       Maintaining a place in the IB Diploma Programme ............................................................................................... 7
       Special Education Needs (SEN) and Inclusio n... .... .... ... .... .... .... ... .... .... .... .... ... .... .... .... ... .... .... .... ... .... .... .... .... ... .... 8
       Frequently Asked Quest io ns. .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... . .. 8

       THE SIX GROUPS ....................................................................................... 9

       GROUP 1 STUDIES IN LANGUAGE AND LITERATURE ............................. 11
       English A: Language & Literature ........................................................................................................................ 12
       Korean / Vietna mese A: Language & Literature ………….................................................................................... 13
       Chinese A / Japanese A: Literature ..................................................................................................................... 14
       School-su pport ed Self-taught Lang. A: Literature (SL only) .................................................................................. 15

       GROUP 2: LANGUAGE ACQUISIT ION ....................................................... 16
       English B........................................................................................................................................................... 17
       French ab initio (SL only) .................................................................................................................................... 17
       Chinese B ......................................................................................................................................................... 18
       Spanish ab initio / Spanish B & Mandarin ab initio ............................................................................................... 18

       GROUP 3 INDIVIDUALS & SOCIETIES ....................................................... 19
       Business Management ...................................................................................................................................... 20
       Economics ............................................................................................................ ............................................ 20
       Environment al Systems and Societies (ESS) ....................................................................................................... 21
       Geography ............................................................................................................................. ........................... 22
       Informatio n Technology in a Global Society (ITGS) ............................................................................................... 23
       Psychology ....................................................................................................................................................... 24

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SENIOR CURRICULUM HANDBOOK IB DIPLOMA PROGRAMME 2021-2022
AUSTRALIAN INTERNATIONAL SCHOOL                                                                                                                                     Leading to a Bright Future

       GROUP 4 SCIENCES .................................................................................. 26
       Biolog y ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... .. . .... ... ... .... ... ... .... ... ... .. 27
       Chemist ry ............................................................................................................................. ............................ 27
       Design Technology (DT) ..................................................................................................................................... 28
       Environment al Systems and Societies (ESS) ....................................................................................................... 29
       Physics ............................................................................................................................................................. 29

       GROUP 5 MATHE MAT ICS ........................................................................... 30
       Mathematics: Applicat ions and Interpretat ion ...................................................................................................... 31
       Mathemat ics: Analysis and Approaches ............................................................................................................. 31

       GROUP 6: THE ARTS (AND ELECTIVES).................................................... 33
       Music................................................................................................................................................................ 34
       Visual Arts ......................................................................................................................................................... 36

       THE CORE ................................................................................................... 38
       Creativity, Activity and Service (CAS ).. ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... .... ... ... 39
       Extended Essay (EE).......................................................................................................................................... 39
       Theory of Knowle dge (ToK) ................................................................................................................................ 40

       IBDP OPTION CHOICES FOR 2020............................................................ 41
       Selectin g an IB Diploma Programme Course of Study ......................................................................................... 42
       Making IB Diploma Subject Choices .................................................................................................................. 43
       Thinking about universit y ................................................................................................................................... 43

Senior Curriculum Handbook 2020-2021                                                                                                                                        Page 3                         www.aisvietnam.com
SENIOR CURRICULUM HANDBOOK IB DIPLOMA PROGRAMME 2021-2022
AUSTRALIAN INTERNATIONAL SCHOOL                                          Leading to a Bright Future

                                       Introduction
                                       This booklet is intended to give students and parents some
                                       background informati on on subjects in the IB Diploma programme
                                       offered at AIS in the next academic year.

                                       The IB Diploma Programm e is a highly regarded, academically
                                       rigorous comprehensiv e programm e. It enables AIS students to enter
                                       and succeed at universities around the world, thoroughl y prepared
                                       for the next stage of life.

                                       Some of the documentati on contai ned in this booklet may be
                                       challengi ng for students and parents to under sta nd. Further
                                       informati on and details regarding subject selection can be obtained
                                       by scheduli ng an appointment with the IB Diploma Coordinator
                                       through our Reception.

Senior Curriculum Handbook 2020-2021                                             Page 4        www.aisvietnam.com
SENIOR CURRICULUM HANDBOOK IB DIPLOMA PROGRAMME 2021-2022
AUSTRALIAN INTERNATIONAL SCHOOL                                                    Leading to a Bright Future

  The Diploma Programme: Overview
  The aims of the Diploma Programme
  The Diploma Programm e is a challengi ng, broad and balanc ed two-year program m e of internati onal education
  for students aged 16 to 19. The programm e aims to develop students who have excellent breadth and depth of
  knowledge – students who flourish physically, intellectually, emotionally and ethically.

  Universities are keen to accept IB Diploma graduates because:

   • they have self-confidenc e with university level material
   • they are prepared to accept new educati onal challenges
   • they have developed the capacity for indepen dent and cooper ativ e researc h and study
   • they think in global terms, have cultural sensitivity and an internati onal orientation
   • they have cultivated creative and critical thinking abilities with effective communi c ati on skills.

  The IB learner profile
  The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century.
  The attributes and descriptors of the learner profile define the type of learner the IB hopes to develop through its
  programmes:

   • Inquirers
   • Knowledgeable
   • Thinkers
   • Communicators
   • Principled
   • Open-minded
   • Caring
   • Risk-takers
   • Balanced
   • Reflective.

  The Academic Programme
  6 Required Subjects
   • 3 at Higher Level (HL): 240 class hours
   • 3 at Standard Level (SL): 150 class hours

  3 Core Requirements
   • Creativity, Activity, Service (CAS)
   • Theory of Knowled ge (TOK)
   • Extended Essay (EE)

Senior Curriculum Handbook 2020-2021                                                     Page 5              www.aisvietnam.com
SENIOR CURRICULUM HANDBOOK IB DIPLOMA PROGRAMME 2021-2022
AUSTRALIAN INTERNATIONAL SCHOOL                                                  Leading to a Bright Future

  Distinction between Standard Level (SL) and Higher Level (HL)
  classes
  The exact differenc e in terms of content, standar ds, and requireme nts of class taken at the SL or HL varies between
  subjects. In some subjects, HL and SL vary substanti ally in degree of difficulty and material covered. Howev er, for
  most subjects, the levels differ primarily in the amount of material covered rather than the degree of difficulty.

  SL courses require approximately 150 class hours while HL courses require approximately 240 class hours. In
  practice, SL students have additional in-class study time, cover fewer units, and/or have fewer demands with regard
  to their Internal Assessment (IA).

  Students who pursue any course at HL should do so becaus e they have a particular aptitude or high-level of
  motivati on in this class. In making the final decision about the level of coursework, students need to carefully
  balanc e their interests and abilities with projected university entranc e requirements.

  Assessment
  All DP subjects are assessed through a mix of externally assessed components (usually exams) and Internal
  Assessments (coursework or IAs).

  Internal Assessment (20 - 30%): throughout Year 1 and Year 2

   • a major project or assignment in each subject
   • assessed internally by AIS subject teachers
   • moderated externally by IB examiners
  External Assessment (70 - 80%): in May of Year 2

   • exams and coursework are externally assessed by IB examiners
  Each subject is graded on a 1 – 7 scale

   • 7 points for each of the 6 subjects (7 X 6) = 42 points maximum
   • 3 TOK + EE matrix points = 42 + 3 = 45 points maximum IBDP score
   • As a guide, 24 points minimum is required to receive the full IB Diploma

  The AIS DP Admission Policy
  Students will automati c ally be eligible to enter the IB Diploma Programm e at AIS if they are awarded a total of five
  ‘C’ grades or higher from their IGCSEs and/or their first language course (Vietnames e, Korean or Chinese).

  In addition, Year 11 EAL students will need to have achieved the EAL exit benc hmark s in the Semes ter 2 EAL
  examinations.

  Students who do not achieve five ‘C’ grades or higher and/or have not achieved the EAL exit benchm ar ks will be
  treated on a case-by-c as e basis based on the profile of their results. The options will be

  Either   provisional entry to the IB Diploma Programme

  Or       entry to IB Courses.

  Eligibility for IB subjects
  In general, students should achieve:

   • at least an IGCSE ‘B’ grade in order to study the equival ent subject at IB Higher Level
   • at least an IGCSE ‘C’ grade in order to study the subject at IB Standar d Level.

Senior Curriculum Handbook 2020-2021                                                    Page 6          www.aisvietnam.com
SENIOR CURRICULUM HANDBOOK IB DIPLOMA PROGRAMME 2021-2022
AUSTRALIAN INTERNATIONAL SCHOOL                                               Leading to a Bright Future

   For Mathematics:

   • students who wish to study Maths AA or Maths AI at Higher Level should gain a grade ‘B’ or higher for IGCSE
     Extended or Additional Mathematics.
   • Anyone scoring lower than a grade ‘B’ in IGCSE Extended or Additional Mathem ati cs should choose AA or AI
     Standar d Level.
  Students may study English A Language and Literatur e if their mother tongue is English or they have studied IGCSE
  First Language English and/or IGCSE Literature in English:

   • Students who wish to study English A at Higher Level should gain a grade ‘B’ or higher for IGCSE First
     Language English or Literatur e in English
   • Anyone scoring lower than a grade ‘B’ in IGCSE First Language English or Literature in English should choose
     English A Standar d Level.
  Students who studied IGCSE English as a Second Language will study English B:

   • Students who wish to study English B at Higher Level should gain a grade ‘B’ or higher for IGCSE English as a
     Second Language
   • Anyone scoring lower than a grade ‘B’ in IGCSE English as a Second Language should choose English B
     Standar d Level.
  Students who have passed IGCSE French, Spanish or Chinese may not take the equivalent subject at Ab Initio; they
  may choose to study it as Languag e B.

  Students who wish to study Art & Design, Design Technol ogy or Informati on Technology in a Global Society at either
  HL or SL level should have studied these subjects (Art & Design, Design Technol ogy or ICT) at IGCSE level. Students
  who have not completed the IGCSE course in these subjects will need to seek special permission from the
  appropri ate Head of Department.

  Maintaining a place in the IB Diploma Programme
  Students and parents sign a ‘Behavi our and Academic Perfor manc e Contract’ at the start of Year 12. This confirms
  that:

   • Overall IB grades * will be assessed throughout the two-year Diploma program me. To maintai n a place in the
     Diploma Programm e students must maintai n an overall grade of 24 points or higher.
   • If by the end of Semester 1 in Year 12:
   1. A student’s overall grade is 22 or lower, they will be moved to IB Courses.
   2. A student’s overall grade is 23 or 24 they will be placed on probation and if by the end of Semester 2 their
      overall grade remains below 24 points, they will be moved to IB Courses.
   • If during Year 13 a student’s overall grades are assessed at 23 points or lower, a meeti ng will be held with the
     IB Coordi nator with a view to moving to IB Courses.
  * The overall grade is the total of the grades achieved in a student’s six IB subjects and does not include any
  predicted bonus points.

  Admission for new students is recomm endati on based and will consider aspects of personality, levels of English,
  potenti al and perfor ma nc e such as:

   • The student’s academic ability to meet the demands of the IB program. Supporting evidence may come from
     IGCSE grades, school report cards or teacher recommendations.
   • The potenti al of the student to benefi t from the course(s) offered.
   • An appropri ate level of academic English as deter mi ned by the school. For students new to AIS a score of 80%
     in the Cambridge FCE test administer e d during the admissi on process is the guideline for entry to the full IB
     Diploma Programm e and a score above 60% for entry into the IB Course programm e (‘certificate’) . Students
     scoring below these absolute minimum levels may not have yet developed the academic English to fully access
     the program and so their acceptance will be deter mi ne d at interview.
  AIS offers Language A in five main languages: English, Vietnames e, Korean, Japanes e and Chines e. All students
  must study English as either language A or language B.

Senior Curriculum Handbook 2020-2021                                                 Page 7          www.aisvietnam.com
SENIOR CURRICULUM HANDBOOK IB DIPLOMA PROGRAMME 2021-2022
AUSTRALIAN INTERNATIONAL SCHOOL                                                   Leading to a Bright Future

  Special Education Needs (SEN) and Inclusion
  AIS is an inclusive School community which seeks to engage all students in diverse, challengi ng, purpos eful and
  appropri ate learning experienc es, regardless of their level of ability. AIS recognises that our community benefits
  from including students from diverse backgrounds and strengths and works wherever possible to provide the best
  quality individual support and tailored learning experienc es to meet the needs of each student within the mainstream
  teachi ng and learning programme.

  During the Diploma Programm e, students who have identified (and where appropri ate supported by independent
  and current documentati on) needs receive accommodations in all assessments in line with the IB Guidelines.

  These may include additional time, readers , use of technol ogy, rest breaks etc and will reflect the accommodations
  available to the student in the final IB examinati ons at the end of their program.

  The IBDP Coordinator will inform the IB of any student requiring exam accommodations. He will ensure that all
  documentati on is current and meets the requireme nts set by the IB and inform parents in advanc e if this is not the
  case. Confir mati on of accommodations will be commu nic ated in writing to the student and parent.

  Frequently Asked Questions
  What are the benefits of the IB Diploma Programme?
  Most importantly, perhaps, the IBDP fosters the spirit of learning through questi oni ng and discovery – the finding
  out of the ‘why’, not just the learning of the ‘what’. Its balanc ed combination of Arts and Science subjects avoids
  prematur e specializati on, while its internati onal perspec tiv e encour ages students to learn about their own culture
  and those of others. Universities and employ ers thus know that the successful IBDP student is intelligent, well
  organiz ed, hard-working, internationally aware and capable of the critical and creative thinking that tomorrow’s world
  demands.

  Do I have to be a brilliant all-rounder to undertake the IB Diploma Programme?
  No. The IB Diploma Programm e is accessibl e to a wide range of students. It requires a willingness to persevere with
  a range of subjects, but this gives the breadth of educ ati on that universities appreciate. It is important to select your
  best subjects for HL: these should be chosen on the basis of what you are good at, what you enjoy most and what
  you may need for your future career, e.g. Mathem ati cs and Physics are essential for aspirant engineer s. Your SL
  subjects may also be those that you enjoy and in which you are succeedi n g, but may be the ones in which you are
  less confident – we are not all brilliant mathematicians or linguists!

  How does the IB grade a student’s work?
  The candidates are graded on a scale of 1 (lowest) to 7 (highest) points in each of their subjects: HL and SL. There
  are no passing grades for each course, although to earn the IB Diploma you should aim to score a 4 (satisfactory) or
  better.

  3 more points may be awarded for the Extended Essay and work on the Theory of Knowl edge course. Thus, the
  maximum score possible is 45. Subject to satisfactor y marks in all parts of the Diploma, it may be awarded for a
  minimum of 24 points.

  Is the IBDP recognised by universities worldwide?
  Yes, it is recognis ed and welcomed. It is, of course, sensible to check with universities before applying, but the list of
  countri es recognisi ng the IB Diploma is long. Check the IB website: www.ibo.org

  Do IBDP graduates earn transfer credits at overseas universities?
  Yes. Many universities award transfer credits to IBDP graduates . Students who have scored very high grades (grade
  5 or above) in HL courses stand a good chance of earning such university credits, resulting in saving six months to
  one year. Howev er, such credits vary from university to university.

  Further information on the Internati onal Baccalaur eate Diploma Programm e may be found at www.ibo.org

Senior Curriculum Handbook 2020-2021                                                     Page 8          www.aisvietnam.com
SENIOR CURRICULUM HANDBOOK IB DIPLOMA PROGRAMME 2021-2022
AUSTRALIAN INTERNATIONAL SCHOOL                                                Leading to a Bright Future

  The Six Groups
  Students must take one subject from each group below. Students who do not choose Visual Arts or Music in Group
  6 choose an additional subject from group 3 or 4.

  All subjects are available at Higher (HL) and Standard (SL) level unless stated otherwise.

  Group 1 Studies in Language & Literature (Language A)
   • Chinese A Literature
   • English A Language & Literature
   • Japanes e A Literature
   • Korean A Language & Literature
   • Vietnames e A Language & Literature
   • School-Supported Self-Taught Literature (SL only)

  Group 2 Language Acquisition (Language B or ab initio)
   • English B
   • Chinese B
   • French ab initio (SL only)

   • Spanish ab initio / Spanish B / Mandarin ab initio (online through Pamoja)
   • A second group 1 language

  Group 3 Individuals and Societies
   • Business Management
   • Economics
   • Environmental Systems and Society (SL only)*
   • Geography
   • Informati on Technol ogy in a Global Society
   • Psychology

  Group 4 Sciences
   • Biology
   • Chemistry
   • Environmental Systems and Society (SL only)*
   • Design Technology
   • Physics
  * Environmental Systems and Society may be taken as a Group 3 or Group 4 subject, or to cover the requirements
  of both Groups.

  Group 5 Mathematics
   • Mathem ati cs : Applicati o ns and Interpretation
   • Mathem atic s: Analysis and Approaches

Senior Curriculum Handbook 2020-2021                                                  Page 9        www.aisvietnam.com
SENIOR CURRICULUM HANDBOOK IB DIPLOMA PROGRAMME 2021-2022
AUSTRALIAN INTERNATIONAL SCHOOL        Leading to a Bright Future

  Group 6 The Arts
   • Visual Arts
   • Music
   • Another subject from group 3 or 4

  The Core (compulsory for all IB Diploma students)
   • Creativity Activity Service (CAS)
   • Extended Essay (EE)
   • Theory of Knowled ge (TOK)

Senior Curriculum Handbook 2020-2021          Page 10       www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                              Leading to a Bright Future

  Group 1 Studies in Language and Literature
  Group 1 subjects are literature courses and are designed for students who have experienc e of using the language
  in an academic context. The choice made for this subject is therefore usually the student’s ‘best’ languag e. Some of
  our students choose to study two Group 1 subjects, instead of one each of Group 1 and 2.

  At AIS we offer the following Group 1 subjects:

  • English A: Language & Literature
  • Chinese A / Korean A / Vietnamese A: Language & Literature

  • Japanese A: Literature
  • School-supported Self-taught Language A: Literature (SL
    only)

Senior Curriculum Handbook 2020-2021                                                Page 11         www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                                   Leading to a Bright Future

  English A: Language & Literature
  Prerequisite knowledge and prior learning
  English should be the student’s first or ‘best’ language as the course is designed for students who have experience
  of using the language in an academi c context.

  Course description
  The course aims to develop students’ textual analysis and under sta ndi ng of how meani ng is created through
  language. It also supports future academi c study in the subject by developi ng a high social, aesthetic and cultural
  literacy, as well as effective communi c ati on skills.

  Course content
  The Language A program aims to promote an appreci ati on of the wealth and subtleti es of language and also lead
  to an awarenes s of linguistic structur es . It encour ages the developm ent of an appreci ati on of language and literature
  and knowledge of other cultures and societies.

  In the Language part of the course, students study how meani ng is created by looking at real-life texts, including
  newspapers , advertis em ents and political propaganda. In Literatur e, students study a range of classic and modern
  plays, poems and novels from around the world.

  At Higher Level, the students will cover six literary works. At Standar d Level, students will cover four literary works.

  Assessment SL
  External assessment 70%

   • Paper 1 Textual Analysis: The paper consists of two unseen language texts. Students write an analysis of one
     of these texts (35%)
   • Paper 2 Essay: In respons e to one of four questi ons students write an essay based on two literary texts studied
     (35%)
  Internal assessment (30%)

   • Individual Oral (30%): Using one non-liter ary text and one literary text, students will discuss the ways in which a
     global issue of their choice is presented through the two chosen texts)

  Assessment HL
  External assessment 80%

   • Paper 1 Textual Analysis: students write an analysis of two unseen texts (35%)
   • Paper 2 Essay: in respons e to one of four questions students write an essay based on at least two of the
     literary texts studied (25%)
   • HL Essay: Students submit an essay of 1,200-1,500 words on one non-liter ar y text or a collection of non-
     literary texts (20%)
  Internal assessment 20%

   • Individual Oral (20%): Using one non-liter ary text and one literary text, students will discuss the ways in which a
     global issue of their choice is presented through the two chosen texts.

Senior Curriculum Handbook 2020-2021                                                     Page 12         www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                                   Leading to a Bright Future

Korean A / Vietnamese A: Language & Literature
Prerequisite knowledge and prior learning
Korean or Vietnames e should be the student’s first or ‘best’ language as the course is designed for students who have
experience of using the language in an academi c context.

Course description
The Language A program aims to promote an appreci ati on of the wealth and subtleti es of language and also lead
to an awarenes s of linguistic structur es . It encour ages the developm ent of an appreci ati on of language and literature and
knowledge of other cultures and societies.

In the Language part of the course, students study how meani ng is created by looking at real-life texts, including newspaper s,
advertis em ents and propaganda. In Literature, students study a range of classic and modern plays, poems and novels from
around the world.

At Higher Level, the students will cover six literary works. At Standar d Level, students will cover four literary works.

Course content
 • Same as for English A: Language & Literature

Assessment SL & HL
 • Same as for English A: Language & Literature

Vietnamese A: Language & Literature
Prerequisite knowledge and prior learning
Students who only have a Vietnames e passport must study Vietnames e A (HL or SL). Students who take
Vietnames e A would then need to choose either English A or English B.

Vietnames e should be the student’s first or ‘best’ language as the course is designed for students who have experienc e
of using the language in an academi c context.

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AUSTRALIAN INTERNATIONAL SCHOOL                                                   Leading to a Bright Future

Chinese A / Japanese A: Literature
Prerequisite knowledge and prior learning
Chinese / Japanes e should be the student’s first or ‘best’ language as these courses are designe d for students who have
experienc e of using the language in an academic context.

Course description
Chinese A literature and Japanes e A literature are aimed at students who intend to pursue literature, or related studies, at
university, as well as students whose formal study of literature will not extend beyond this point. The program encour ages
students to see literary works as products of art and their authors as crafts men whos e metho ds of production can be analysed in
a variety of ways, and on a number of levels. This is achieved through the emphasi s placed on exploring the means used by
different authors to convey their subjects in the works studied.

Course content
Readers, writers and texts: Works are chosen from a variety of literary forms. The study of the works could focus on the
relationshi ps between literary texts, readers and writers as well as the nature of literature and its study. This study includes the
investigati on of the respons e of readers and the ways in which literary texts gener ate meaning. The focus is on the developm ent
of personal and critical respons es to the particular s of literary texts.
Time and space: Works are chosen to reflect a range of historical and/or cultural perspectiv es . Their study focuses on the
contexts of literary texts and the variety of ways literary texts might both reflect and shape society at large. The focus is on the
consider ati on of personal and cultural perspec tiv es , the develop me nt of broader perspectives, and an awareness of the ways in
which context is tied to meaning.
Intertextuality: Connec ti ng texts Works are chosen so as to provide students with an opportunity to extend their study and
make fruitful comparis ons. Their study focuses on intertextual relationshi ps between literary texts with
possibilities to explore various topics, thematic concerns, generic conventi ons , literary forms or literary traditions that have been
introduced throughout the course. The focus is on the developm ent of critical respons e grounded in an unders tandi ng of the
complex relationshi ps among literary texts.

Assessment SL
External Assessment 70%

 • Paper 1 Guided Literary Analysis: The paper consists of two passages from two different literary forms.
   Students write an analysis of one of these texts (35%)
 • Paper 2 Essay: In respons e to one of four questi ons students write an essay based on two of the texts studied
   (35%)
Internal assessment 30%
 • Individual Oral (30%): Using one text originally written in the language studied, and one work in translation, students
   discuss the ways in which a global issue of their choice is presented through the two chosen texts.

Assessment HL
External assessment 80%

 • Paper 1 Guided Literary Analysis: students write an analysis of two unseen literary forms (35%)
 • Paper 2 Essay: in respons e to one of four questions students write an essay based on at least two of the texts studied
   (25%)
 • HL Essay: Students submit an essay of 1,200-1,500 words on one literary text or work studied (20%) Internal
assessment 20%

 • Individual Oral: Using one text originally written in the language studied, and one work in translati on, students discuss the
   ways in which a global issue of their choice is presented through the two chosen texts (20%)

    Senior Curriculum Handbook 2020-2021                                                     Page 14         www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                                     Leading to a Bright Future

  School-supported Self-taught Lang. A: Literature (SL only)
  Prerequisite knowledge and prior learning
  Maintai ni ng and developi ng the mother tongue of all learners is especially important at AIS and so we offer the
  school-supported self-taught literature course. This is intended for native speakers of the particular language of
  study where no teacher of the language is available. We have had students studying French, Japanes e, Portuguese,
  Russian and Thai and we are happy to support other language options.

  It is a requirement that students find a tutor outside of school. The cost of the tutor is not covered by school fees: this
  is standard practice in IB World schools. The school will help the tutor by providing the appropri ate IB materials,
  such as the syllabus, past papers, literature-i n-tr ansl ati on lists etc. The ideal tutor will be familiar with the IB program
  and preferably in country. Howev er, students have had success working with online tutors from another country who
  are experienc ed IB teachers

  Course description
  Self-taught Language A literature is aimed at students who intend to pursue literature, or related studies, at
  university, as well as students whose formal study of literature will not extend beyond this point. The program
  encour ages students to see literary works as products of art and their authors as craftsme n whose methods of
  production can be analysed in a variety of ways, and on a number of levels. This is achieved through the emphasis
  placed on exploring the means used by different authors to convey their subjects in the works studied.

  Course content
   • Same as for Japanes e A: Literature

  Assessment (SL only)
   • Same as for Japanes e A: Literature

Senior Curriculum Handbook 2020-2021                                                       Page 15          www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                           Leading to a Bright Future

  Group 2: Language Acquisition
  Group 2 subjects are modern language courses that involve learning the language as well as promoting an
  under stan di ng of another culture through the study of its language.

  Many factors deter mi ne the Group 2 course that a student should take:

   • the student’s best language
   • the language(s) spoken at home and at school
   • any previous knowledge of the language and the degree to which students are already competent in the
     language
   The course must be a challengi ng education al experienc e for the student.
   At AIS we offer the following Group 2 subjects:

  • English B
  • French ab initio (SL only)
  • Chinese B

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AUSTRALIAN INTERNATIONAL SCHOOL                                                 Leading to a Bright Future

  English B
  Prerequisite knowledge and prior learning
  The English B course is intende d for students who have had some previous experienc e of learning the language.

  Course description
  The foci of the course is language acquisition, intercultur al unders tandi ng, and developm ent of language skills.
  These language skills are developed through the study and use of a range of written and spoken material . Such
  material will extend from everyday oral exchanges to literary texts, and are related to the culture(s) concerned.

  Course content
  The syllabus is delivered through the use of five prescribed themes:

   • Identities
   • Experiences
   • Human ingenuity
   • Social organization
   • Sharing the planet

  Assessment SL & HL
  External Assessment (75%)

   • Paper 1: writing (25%)
   • Paper 2: receptive skills: listening & reading comprehe nsi on (50%)
  Internal Assessment (25%)

   • Individual Oral

  French ab initio (SL only)
  Prerequisite knowledge and prior learning
  Language ab initio courses are for beginners (that is, students who have little or no previous experienc e of learning
  the language they have chosen). These courses are only available at standard level.

  Course content
  The syllabus is delivered through the use of five prescribed themes:

   • Identities
   • Experiences
   • Human ingenuity
   • Social organization
   • Sharing the planet

  Course description
  Each theme has a list of topics that provide the students with oppor tuni ti es to practise and explore the language
  as well as to develop intercultur al understandi ng. Through the developm ent of receptive, productiv e and interactive
  skills, students should be able to respond and interact appropri atel y in a defined range of everyday situations.

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AUSTRALIAN INTERNATIONAL SCHOOL                                                Leading to a Bright Future

  Assessment SL only
  External Assessment (75%)

   • Paper 1: writing (25%)
   • Paper 2: receptive skills: listening & reading comprehe nsi on (50%)
  Internal Assessment (25%)

   • Individual Oral

  Chinese B
  Prerequisite knowledge and prior learning
  The Chinese B course is intended for students who have had some previous experienc e of learning Chinese.

  Course description
  The foci of the course are language acquisition, intercultur al understandi ng, and developm ent of language skills.
  These language skills are developed through the study and use of a range of written and spoken material. Such
  material will extend from everyday oral exchanges to literary texts, and are related to the culture(s) concerned.

  Course content
  The syllabus is delivered through the use of five prescribed themes:

   • Identities
   • Experiences
   • Human ingenuity
   • Social organization
   • Sharing the planet

  Assessment SL & HL
  External Assessment (75%)

   • Paper 1: writing (25%)
   • Paper 2: receptive skills: listening & reading comprehe nsi on (50%)
  Internal Assessment (25%)

   • Individual Oral

  Spanish ab initio / Spanish B & Mandarin ab initio
  Other languages , such as Spanish and Mandari n are available through online tutors.
  The content and assess ment are the same as French ab initio and English B.

Senior Curriculum Handbook 2020-2021                                                  Page 18        www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                               Leading to a Bright Future

  Group 3 Individuals & Societies
  Group 3 subjects are more commonly known as the ‘Social Sciences’ , ‘Human Sciences’ or the ‘Humanities’.
  These courses explore the interacti ons between people and their environment in a cultural and social context.

  At the Australian Internati onal School we offer the following group 3 subjects:

  • Business Management
  • Economics
  • Environmental Systems and Societies (ESS)
  • Geography
  • Information Technology in a Global Society (ITGS)
  • Psychology

Senior Curriculum Handbook 2020-2021                                                 Page 19       www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                               Leading to a Bright Future

  Business Management
  Prerequisite knowledge and prior learning
  The Business Management course requires no specific prior learning. No particular background in terms of specific
  subjects studied for national or international qualificati ons is expected or required. Business Management is less
  theoretic al and more practical than DP Economics.

  Course description
  The Business Management course covers the key charac teri stic s of business organiz ati on and environm ent and the
  business functions of human resource managem ent, finance and accounts, marketi ng and operati ons management

  Course content
   • Unit 1: Business organiz ati on and environment
   • Unit 2: Human Resourc e Management
   • Unit 3: Finance and Accounts
   • Unit 4: Marketing
   • Unit 5: Operati ons Management

  Assessment SL & HL
  External assessment (75%)

   • Paper one is based on a case study issued in advance
   • Paper two consists of structured questions based on stimulus material and an extended respons e question
     that assesses students’ unders tandi ng of the key concepts of the course.
  Internal assessment (25%)

   • A research project (for HL students) : students research and report on an issue facing an organization.
     Maximum 2000 words.
   • A written commentary (for SL students ): students produce a written comme ntary based on three to five
     supporting documents. Maximum 1500 words.
  In both tasks, students study real world busines s organizations.

  Economics
  Prerequisite knowledge and prior learning
  The Economics course requires no specific prior learning, although those who have taken IGCSE Economics will
  have an advantage in the first semester. The ability to unders tand and explain abstract concepts in a logically
  structured manner are distinct advantages in Economic s. For the HL option, a good ability to work with basic
  mathematic al concepts, graphs and calculations in context is important.

  Course description
  The study of Economic s is essentially about how markets work to allocate scarce resources and some of the ways
  in which gover nme nts may attempt to correct market failures on local, national , and international levels. The
  Economi cs course encour ages students to develop internati onal perspec tiv es , foster a concern for global issues
  and have a better awareness and under stan di ng of current events.

Senior Curriculum Handbook 2020-2021                                                 Page 20         www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                                Leading to a Bright Future

  Course content
  Section 1: Introduc ti on: What is Economi cs ? How Economis ts approach the world.

  Section 2: Microec onomic s: Demand, Supply and Equilibrium, Elasticity, Government Intervention, Market

  Failure, Environmental Sustainability (HL)

  Section 3: Macroeconomics: Meas uri ng Economic Activity, Aggregate Demand and Aggregate Supply,             Price
  Level, Growth, Unempl oy m ent, Fiscal, Monetar y and Supply- si de Policies

  Section 4: The Global Economy : Internati onal Trade, Exchange Rates, The Balance of Payments, Economic
  Integr ati on, Measuri ng Economic Developm ent, Sustainabl e Developm ent, Growth and Development Strategies

  Assessment SL
  External Assessment:

   • Paper 1 (30%): Students answer one out of three extended-r es p ons e questions. Each question has a part (a)
     worth 10 marks and a part (b) worth 15 marks.
   • Paper 2 (40%): Data-res pons e paper; answer one out of two structured questions.
  Internal Assessment (20%):

   • Students are required to produce a portfolio of three comme ntari es , each 700-800 words linking economic
     theory to a news article.

  Assessment HL
  External Assessment:

   • Paper 1 (20%): Students answer one out of three extended-r es p ons e questions. Each question has a part (a)
     worth 10 marks and a part (b) worth 15 marks.
   • Paper 2 (30%): data-res pons e paper; answer two out of four structured questions.
   •   Paper 3 (30%): calculation paper, answer two out of three structured calculation questions. Internal
  Internal Assessment (20%):

   • Students are required to produce a portfolio of three comme ntari es , each 700–800 words linking economic
     theory to a news article.

  Environmental Systems and Societies (ESS)
  Prerequisite knowledge and prior learning
  Students will be able to study this course successfully with no specific previous knowledge of Science or
  Geogr aphy. Howev er, before choosing ESS, some students are under the misappr ehensi on that it is an ‘easy
  science’ – it is not – students who struggle with Science will struggle with ESS. Also, as ESS aims to foster an
  internati onal perspec tiv e, awareness of local and global environmental concerns and an under s tandi ng of the
  scientific method, a course that shares these aims would be good preparation.

  An interdisciplinary subject: group 3 or 4 (SL only)
  ESS is both a Group 3 and a Group 4 subject.

  Course description
  The Environmental systems and societies course places great emphasi s on human attitudes to the environment
  and on an under sta ndi ng of the interrelations hip between the environment and human societies. It also places great
  emphasis on the concepts of sustainability and is studied using the scientific method.

Senior Curriculum Handbook 2020-2021                                                  Page 21        www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                                  Leading to a Bright Future

  Course content
  The course is divided into eight compulsory topics:

   • Foundati ons of environmental systems and societies
   • Ecosystems and ecology
   • Biodiversity and conservation
   • Water and aquatic food production systems and societies
   • Soil systems and terrestrial food production systems and societies
   • Atmospheric systems and societies
   • Climate change and energy production
   • Human systems and resource use
  In addition, students are required to take part in a practic al program m e of work that accounts for 20 hours of lesson
  time in addition to the 10 hours prescribed for the internal assessment task.

  Assessment (SL only)
  External assessment

   • Paper 1 (25%): analysis and evaluation of data in an unseen case study
   • Paper 2 (50%): short answers and structured essay questions
  Internal assessment (25%)

   • One practical investigati on (fieldwork or lab-bas ed) planned, carried out, analysed and evaluated by the
     student. The purpose of the internal assessment investigati on is to focus on a particular aspect of an ESS issue
     and to apply the results to a broader environmental and/or societal context. The investigati on is recorded as a
     written report of 1,500 to 2,250 words.

  Geography
  Prerequisite knowledge and prior learning
  Geography requires no specific prior learning. No particular background in terms of specific subjects studied for
  national or internati onal qualificati ons is expected or required. While the skills needed for Geogr aphy are developed
  within the context of the course itself however, Geogr aphy taken at IGCSE and/ or a familiarity with geographical
  concepts would be an advantage.

  Course description
  Geogr aphy focuses on the interacti ons between individual s, societies and the physical environment in both time and
  space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also
  investigates the way that people adapt and respond to change and evaluates manageme nt strategi es associated
  with such change. Geogr aphy describes and helps to explain the similarities and differenc es between spaces and
  places. These may be defined on a variety of scales and from a range of perspectives.

  Course content
  Part 1: Geogr aphi c themes – seven options (two at SL, three at HL).

   • Freshwater — dr ai nage basins
   • Oceans and coastal margins
   • Extreme environments
   • Geophy sic al hazards

Senior Curriculum Handbook 2020-2021                                                    Page 22         www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                                   Leading to a Bright Future

   • Leisure, tourism and sport
   • Food and health
   • Urban environments
  Part 2: Geogr aphi c perspec tiv es – global change (SL and HL core).

   • Populati on distributi on—c hanging population
   • Global climate—v ul ner ability and resilience
   • Global resource consumpti on and security
  Part 2 extensi on: Geogr aphic perspec tiv es – global interactions (HL only).

   • Power, places and networks
   • Human develop me nt and diversity
   • Global risks and resilience

  Assessment HL
  External assessment

   • Paper 1 (35%) on part 1, 45 minutes per option question. Each option has a structured questi on and one
     extende d answer question from a choice of two.
   • Paper 2 (25%) on part 2, Section A three structured questions , based on each SL/HL core unit; Section B
     visual stimulus with structured questi ons; Section C one extended answer question from a choice of two
   • Paper 3 (20%) Syllabus content: Higher level extension. Students answer one of three essay questions on HL
   extensi on topics. Internal
      assessment (20%)

   • Students complete a written report based on fieldwork.

  Assessment SL
  External assessment

   • Paper 1 (35%) on part 1, 45 minutes per option question. Each option has a structured questi on and one
     extende d answer question from a choice of two.
   • Paper 2 (40%) on part 2, Section A three structured questions , based on each SL/HL core unit; Section B
     visual stimulus with structured questi ons; Section C one extended answer question from a choice of two
  Internal assessment (25%)

   • Students complete a written report based on fieldwork.

  Information Technology in a Global Society (ITGS)
  Prerequisite knowledge and prior learning
  No particul ar background in terms of specific subjects studied for national or internati onal qualificati ons is expected
  or required, and no prior knowledge of ITGS is necessary for students to undertak e this course. Howev er, a
  familiarity with IT terminology, concepts and tools would be an advantage, as would be completing Humaniti es and
  other Technol ogy courses in the Middle Years.

  Course description
  The ITGS course is the study and evaluati on of the impacts of informati on technol ogy (IT) on individuals and society.

  It explores the advantages and disadvantages of the access and use of digitized informati on at the local and global

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AUSTRALIAN INTERNATIONAL SCHOOL                                                    Leading to a Bright Future

  level. ITGS is about how people are affected by systems already in use and those planned for the future.

  Course content
   3. Social and ethical significance
  Reliability and integrity, Security, Privacy and anony mity 1.4Intellectual property, Authenticity, The digital divide and
  equality of access, Surveillance, Globalization and cultural diversity, Policies, Standar ds and protocols, People and
  machines, Digital citizenship

   4. Applicati on to specified scenarios
  Business and empl oy m ent; Educati on and training; Environment; Health; Home and leisure; Politics and
  government.

   5. IT systems
  Hardwar e; Softwar e; Networks; Internet; Personal and public commu nic ati ons; Multimedi a/di gi tal media; Databases;
  Spreads he ets, modelli ng and simulations; Introduc ti on to project management.

    For HL, also:
  IT systems in organiz ati ons ; Robotics, artificial intelligence and expert systems; Informati on systems specific to the
  annually issued case study.

  Assessment HL
  External assessment

    • Paper 1 (35%)
    • Paper 2 (20%)
    • Paper 3 (25%)
  Internal assessment (20%):

   • The Project involves the developm ent of an original IT product for a specified client. Students must produce a
     cover page using prescribed format; an original IT product; docum entati on supporting the product (word limit
     2,000 words)

  Assessment SL
  External assessment

    • Paper 1 (40%)
    • Paper 2 (30%)
  Internal assessment (30%):

   • The Project involves the developm ent of an original IT product for a specified client. Students must produce a
     cover page using prescribed format; an original IT product; docum entati on supporting the product (word limit
     2,000 words)

  Psychology
  Prerequisite and prior learning
  No prior study of Psychology is expected. While the skills needed for the Psychology course are developed during
  the course itself, the ability to unders tand and explain abstract concepts, the interest to read a considerable
  amount of text and do research, and the ability to write in a logically structured manner are distinct advantages in
  Psychology.

Senior Curriculum Handbook 2020-2021                                                     Page 24         www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                                 Leading to a Bright Future

  Course description
  Psychology is the systematic study of behaviour and mental process es . Psychology has its roots in both the natural
  and social sciences, leading to a variety of research designs and applicati ons , and providing a unique approach to
  under stan di ng modern society.

  IB Psychology examines the interacti on of biological, cognitiv e and sociocultur al influenc es on human behavior.

  Course content
  Part 1: Core

  Biological approach to understandi ng behavi or, Cognitiv e approach to understa ndi ng behavi or, Sociocultural
  approach to unders tandi ng behavi or, Approac hes to researching behavior.

  Part 2: Options

  Abnor mal psychol ogy, Developm ental psychol ogy, Health psychology, Psychology of human relationships.

  Part 3: Experimental study

  Assessment HL
  External assessment

    • Paper 1 (40%)
    • Paper 2 (20%)
    • Paper 3 (20%)
  Internal assessment (20%)

   • A report of an experimental study conducted by the student.

  Assessment SL
  External assessment SL

    • Paper 1 (50%)
    • Paper 2 (25%)
  Internal assessment (25%)

   • A report of an experimental study conducted by
   the student.

Senior Curriculum Handbook 2020-2021                                                   Page 25         www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                                   Leading to a Bright Future

  Group 4 Sciences
  All Group 4 subjects include theoretic al study and learning scientific investigativ e skills. The Nature of Science is an
  overarchi ng theme in the Biology, Chemis try and Physics courses.

  At the Australian Internati onal School we offer the following group 4 subjects:

  • Biology
  • Chemistry
  • Design Technology (DT)
  • Environmental Systems and Societies (ESS)
  • Physics

Senior Curriculum Handbook 2020-2021                                                     Page 26         www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                                    Leading to a Bright Future

  Biology
  Prerequisite knowledge and prior learning
  Past experienc e shows that students will be challenged to achieve a high degree of success in Biology at SL with no
  background in, or previous knowledge of, science. For students consideri ng the study of Biology at HL, achieving
  excellent grades in Biology in the previous year would be necessary.

  Course description
  Biology literally means "the study of life". Biology is such a broad field, covering the minute workings of chemical
  nano- mac hi nes inside our cells, to broad scale concepts such as ecosystems and global climate change.

  In Biology you will study not only the science of living organis ms but also develop a broad unders tandi ng of the
  overarchi ng principles of the subject.

  Course content
  Core (HL & SL): Cell biology, Molecul ar biology, Genetics, Ecology, Evolution and biodiversity, Human physiology

  Additional (HL only): Nucleic acids, Metabolis m , cell respiration and photos y nthesis , Plant biology, Genetic s and
  evolution, Animal physiology

  Options: one topic from Neurobi ol ogy & Behaviour, Biotechnol ogy & Bioinfor matics , Ecology & Conservation,
  Human physiology

  Assessment SL
  External Assessment:

   • Paper 1 (20%): multiple-c hoic e questions.
   • Paper 2 (40%): data-based, short- ans wer and extended- r es po ns e questions
   • Paper 3 (20%): questions on core and option material
  Internal Assessment (20%):

   • One practical investigati on planned, carried out, analysed and evaluated by the student.

  Assessment HL
  External Assessment:

   • Paper 1 (20%): multiple-c hoic e questions.
   • Paper 2 (36%): data-based, short- ans wer and extended- r es po ns e questions
   • Paper 3 (24%): questions on core and option material
  Internal Assessment (20%):

   • One practical investigati on planned, carried out, analysed and evaluated by the student.

  Chemistry
  Prerequisite knowledge and prior learning
  Past experienc e shows that students will be challenged to achieve a high degree of success in Chemis tr y at SL
  with no background in, or previous knowledge of, science. For students consideri ng the study of Chemis try at HL,
  achieving excellent grades in Chemis tr y in the previous year would be necessary.

Senior Curriculum Handbook 2020-2021                                                     Page 27         www.aisvietnam.com
AUSTRALIAN INTERNATIONAL SCHOOL                                                 Leading to a Bright Future

  Course description
  Chemis tr y is an experi mental science that combines academic study with the acquisition of practical and
  investigati onal skills. Chemistry is often referred to as the central science, as chemic al principles under pi n both
  the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in
  its own right, Chemis try is a prerequisite for many other courses in higher educati on, such as medicine, biological
  science and environmental science, and serves as useful preparati on for employment.

  Course content
  Core (HL & SL): Stoichiometric relationshi ps , Atomic structure, Periodicity, Chemic al bonding and structure,
  Energetics /ther m oc hemis try, Chemi c al kinetics, Equilibrium, Acids and bases, Redox processes, Organic chemistry,
  Measur em ent and data processing

  Additional (HL only): Atomic structure, The periodic table–the transition metals, Chemic al bonding and structure,
  Energetics /ther m oc hemis try, Chemi c al kinetics, Equilibrium, Acids and bases, Redox processes, Organic chemistry,
  Measur em ent and analysis

  Options: one topic from Materi als, Biochemis try, Energy, Medicinal chemistry

  Assessment SL & HL
   • Same as for Biology

  Design Technology (DT)
  Prerequisite knowledge and prior learning
  Students who have not studied Design Technol ogy before could possibly study DT but will find it very challenging.

  An interview with the teacher will be necessary. Generally, all DT students will need to have had prior exposur e to
  Design Technology.

  Course description
  Design consists of gatheri ng informati on about the problem or opportunity, processi ng that informati on, and
  planning for some kind of interventi on either by modifying what is already there or by introduci ng somethi ng new.
  The designer is interested not just in the material environment but also in the social, technol ogic al, economic,
  environmental, political, legislative and ethical consider ati ons that affect people’s priorities.

  The DP Design Technol ogy course combines technol ogic al theory with a significant amount of design-based
  practical work.

  Course content
  Core (HL & SL):

   • Topic 1: Human factors and ergonomics
   • Topic 2: Resourc e managem ent and sustainabl e production
   • Topic 3: Modelling
   • Topic 4: Raw material to final product
   • Topic 5: Innovati on and design
   • Topic 6: Classic design
  Additional HL topics:

   • Topic: 7 User-centr ed design

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