IB Handbook 2024/25

C

CONTENTS VISION, MISSION, VALUES

01

WELCOME

02

CONTACTS

02

INTRODUCTION

03

IB DIPLOMA PROGRAMME MODEL

03

IB LEARNER PROFILE

05

REQUIREMENTS FOR FULL DIPLOMA CANDIDATES

06

GLOBAL RESEARCH FINDING ON THE DIPLOMA PROGRAMME

08

THE INTERNATIONAL BACCALAUREATE AT UAS

10

IB DIPLOMA CANDIDACY AT UAS

11

IB DIPLOMA COURSES OFFERED AT UAS

12

FACTS AND FIGURES :

13

THE DIPLOMA PROGRAMME AROUND THE WORLD IB DIPLOMA ADMISSIONS POLICY

15

IB DIPLOMA COURSE PREQUISITES

15

COURSE OUTLINE

18

UNIVERSAL AMERICAN SCHOOL - P.O. Box 79133, Al Badia, Dubai Festival City, Dubai, UAE - Tel: +971 4 232 5222 - www.uasdubai.ae

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WELCOME TO THE INTERNATIONAL BACCALAUREATE IB DIPLOMA AT UAS Grade 11 is an exciting time when students begin the last stage of their High School education before moving on to university study. This handbook is intended to assist and inform students and their parents about the opportunities open to them at UAS through the International Baccalaureate Programme.

Students will participate in either the International Baccalaureate full Diploma Programme or the American High School Diploma pathway in their last two years at UAS. Both pathways are international in their curriculum content, recognized by universities and employers around the world and combine in-depth academic study with activities that encourage a sense of adventure and social responsibility.

For many students, choosing which subjects to study in Grades 11 & 12 may not always be easy. We `hope this booklet will be helpful when making those decisions.

We look forward to meeting with you to help guide your course selections and hope that you will find your studies through this program to be both challenging and rewarding.

SCHOOL ADMINISTRATION School Director

Mr. Kevin Loft

kloft@uasdubai.ae

Secondary School Principal

Mr. Philip Berry

pberry@uasdubai.ae

Secondary School Assistant Principal Secondary School Assistant Principal IB Diploma Coordinator

Ms. Tracey Cummins

tcummins@uasdubai.ae

Mr. Matthew Lowe

mlowe@uasdubai.ae

Ms. Rachel Bartlett

rbartlett@uasdubai.ae

Executive Assistant to the Principal College and Careers Counselor

Ms. Sarah Rudolph

srudolph@uasdubai.ae

Ms. Angela Jones-Glukhov

aglukhov@uasdubai.ae

ADDRESS & COMMUNICATIONS Universal American School

Address: PO Box 79133, Al Badia, Dubai Festival City, Dubai, UAE Website: www.uasdubai.ae Telephone: +971 4 232 5222 Fax: +971 4 232 5545 E-mail: info@uasdubai.ae

School Office Administration Hours:

7.30 am – 3:45 pm Monday – Thursday, Friday 7.30 AM – 11:40 AM 3

INTRODUCTION The IB Diploma Programme (IBDP) is a two-year programme for students aged 16-19. Recognized internationally as a qualification for university entrance, it also allows students to fulfil the requirements of their national education system. Students share an educational experience that emphasizes critical thinking as well as intercultural understanding and respect for others in the global community.

The IBDP offer a broad and balanced curriculum in which students are encouraged to apply what they learn in the classroom to real world issues and problems. Wherever possible, subjects are taught from an international perspective.

IBDP PROGRAMME MODEL

AT THE HEART OF THE IB DIPLOMA PROGRAMME MODEL IS THE LEARNER, SURROUNDED

BY THREE REQUIREMENTS THAT IBDP STUDENTS MUST FULFIL IN ADDITION TO THEIR COURSEWORK IN SIX SUBJECTS.

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THE LEARNER - IB LEARNER PROFILE The IB Learner Profile describes a broad range of human capacities and responsibilities that go beyond academic success.

They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.

Each of the IB’s programmes is committed to the development of students according to the IB Learner profile (www.ibo.org/benefits/learner-profile).

IBDP LEARNER PROFILE

IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile IB learner profile

earner profile arner profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

As IB learners we strive to be: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others.

We learn with enthusiasm and sustain our love of learning throughout life.

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

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REQUIREMENTS FOR FULL DIPLOMA CANDIDATES THE CORE THE EXTENDED ESSAY An extended essay of 4,000 words offers students an opportunity to conduct an in-depth study of a topic of special interest. The experience and skills gained in carrying out independent research and producing a structured substantial piece of writing provide excellent preparation for research at university level. The process begins in December of Grade 11 and commences in November of Grade 12. Students choose a topic within a subject they are interested in researching and are assigned a supervisor to work with them throughout the process. Examples of “A” Extended Essays are located on the International Baccalaureate Portal Page. https://www.ibo.org/programmes/diploma-programme/curriculum/extended-essay/example-essays THEORY OF KNOWLEDGE (TOK) In conjunction with Theory of Knowledge and the Extended Essay, CAS completes the core ethos of the IB. Creativity, Activity and Service (CAS) is the opportunity to discover, value, and develop students’ own interests and talents for the benefit of oneself and the larger community. CAS is at the core of the IB as it challenges students to put academic understanding as well as personal beliefs, philosophies, and theories into concrete practice.

To fulfill this requirement, the students engage in creative endeavours, sports, expeditions, local or international projects, community or social-service projects, acquiring new skills, or other activities of their choosing outside the classroom that align with CAS values. The CAS journey commences in Year 11 and continues throughout Year 12. The CAS Project is a key feature of the CAS program, challenging students to initiate a long-term, service-oriented project which is carried out by a team of their peers over the course of one month. Developing leadership, confidence, collaboration, and compassion are benefits of the CAS Project. The holistic development supported by the CAS program creates individuals who are confident in their purpose, and are driven to put their ideas, beliefs, philosophies, and knowledge into practice.

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CAS is not formally assessed. However, students reflect on their CAS experience as part of the DP, and provide evidence of achieving the seven learning outcomes for CAS. GROUP 4 PROJECT The group 4 project is an interdisciplinary activity in which all IB Diploma Programme science students must participate. The intention is that students from the different group 4 subjects analyze a common topic or problem. The exercise should be a collaborative experience where the emphasis is on the processes involved in, rather than the products of such an activity.

All full Diploma students at UAS participate in the Group 4 Project. Working collaboratively in a team requires self-awareness and empathy with team members. It also requires a high level of communication and motivation. The opportunity to reflect on these issues, in terms of what went well and lessons learned, will be invaluable for future collaborations and the personal growth of each individual student.

SUBJECTS Students must choose one course from each subject group. It is possible to select a second Experimental Science or Individual and Societies in place of a Group 6 Arts course.

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Global research findings on the Diploma Programme The effect of enrollment in the full DP

According to university admissions officers, how well do A Levels and DP develop the following qualities in UK students? 1 The DP

A large-scale study of public schools in an urban US district indicated that enrollment in the DP increases the probability that students will graduate from high school and enroll in college. 2

A Levels

Encouraging independent inquiry

2

94% 49%

+20%

Nurturing an open mind 93% 24%

GRADUATE FROM HIGH SCHOOL

Developing self-management skills 91%

+38% ENROLL IN COLLEGE

47%

Encouraging a global outlook 97% 7%

Outcomes at university 0

1

2

3

4

5

Perceived capacity for 21st century skills Compared to non-DP peers, DP graduates at universities in Australia and East Asia reported higher capacities for 21st century skills. 3 3

IB

Non-IB

Australia

East Asia

Cultural sensitivity

Cultural sensitivity

Time management

Time management

Leadership

Global-mindedness

Global-mindedness

2

3

4

5

1

DP students A level students

2

45.7% 32.9% Achieving a first-class honors degree

22.9% 19.4% Achieving at least a second-class honors degree

84.8% 80.4%

University enrollment and graduation

Leadership

1

In the UK, DP students outperform their A Level peers in terms of enrolling in top universities and achieving firstor second-class honors. 4

Enrollment in a top 20 university

3

4

5

DP students in the US have higher rates of university enrollment and graduation at four-year institutions compared to the national average. 6

95% 79%

60%

39%

DP cohort National cohort

A global study of IB alumni found that the IB has the potential to

powerfully shape the lives of students who participate in its programmes. 5

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ENROLLMENT

GRADUATION

DP in Turkey Compared to non-IB students, DP graduates in Turkey had higher subject grades, overall grade point averages (GPA) and graduation rates . 7 Cumulative GPA *

English *

3.04

3.27

2.69

2.58

Of the 89 DP students that enrolled in ranked universities in Mexico, 73 enrolled in a top 5 programme. 8

DP graduates Non-DP graduates * Differences were statistically significant (<0.05)

39%

DP in Chicago DP graduates in Chicago public schools were significantly more likely to enroll in college, to enroll in selective colleges, to stay enrolled and to perform better than similar non-DP graduates. 10 DP graduates

Non-DP graduates

Attending a four-year college

77.2% 53.3%

In the US, Middle Years Programme (MYP) enrollment significantly increased the likelihood of earning a college-ready score* on a college prep exam by 39%. 9 *A 3 or higher on an AP exam or a 4 or higher on a DP exam

Attending a more selective college

57% 38.1% Persisting in a four-year college for two years 71%

80.3% 71% Former DP students versus a matched comparison group on postsecondary outcomes

MYP in Asia A study exploring the high school outcomes of former MYP and non-MYP students in Asia-Pacific found that former MYP students performed significantly better than non-MYP students in total DP points earned. 11

MYP students

Final diploma score

32.64

Non-MYP students Final diploma score

30.47

72% of the DP graduates in China attended one of the world’s top 500 universities*. 12

Mean final diploma scores for students according to middle years programme type * 2002-2012

1 https://www.acs-schools.com/university-admissions-officers-report-2017 2 http://www.tcrecord.org/library/abstract.asp?contentid=17406 3 http://ibo.org/globalassets/publications/ib-research/dp/postsecondary-outcomes-asia-pacific-summary-en.pdf 4 http://ibo.org/contentassets/d1c0accb5b804676ae9e782b78c8bc1c/hesa-summary-eng-web.pdf 5 http://ibo.org/globalassets/publications/ib-research/continuum/longer-term-outcomes-summary-en.pdf 6 http://ibo.org/globalassets/publications/ib-research/dp/dp-student-enrollment-outcomes-us-brief-en.pdf 7 http://ibo.org/globalassets/publications/ib-research/dp/turkey-postsecondary-summary-en.pdf 8 http://ibo.org/contentassets/d1c0accb5b804676ae9e782b78c8bc1c/mexicodpresearchsummary_e.pdf 9 http://ibo.org/globalassets/publications/ib-research/myp/myp-participation-summary-eng.pdf 10 http://ibo.org/globalassets/publications/ib-research/dp/cps-summary-en.pdf 11 http://ibo.org/globalassets/publications/ib-research/myp/comparing-dp-outcomes-with-myp-summary-en.pdf 12 https://ibo.org/globalassets/publications/ib-research/dp/chinasummaryinenglishweb.pdf

Learn more at ibo.org © International Baccalaureate Organization 2018 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

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THE INTERNATIONAL BACCALAUREATE AT UAS The first consideration of students in their last two years at UAS must be the accumulation of credits toward graduation. By taking and passing one course from each section of the Diploma Programme Model, students acquire a necessary balance of courses in their last two years toward achieving the UAS Diploma and high school graduation.

There are two pathways available to UAS students as they strive to achieve graduation: the IB Diploma Programme (IBDP) and the American High School Diploma. Students successfully completing the IBDP will also achieve the American High School Diploma, which is an accredited American diploma.

The requirement to maintain studies in all six sections of the Diploma Program Model ensures the breadth of curriculum required by some national university systems. The choice of appropriate Higher Level (HL) subjects enables students to obtain the degree of specialization required for university entrance. Higher level subjects should be selected to complement a student’s previously demonstrated academic strengths.

In order to gain access to the full IB Diploma at UAS students are required to study six (6) subjects from the IB Diploma Program Model.

Three (3) subjects must be studied at Higher Level (HL) Three (3) subjects must be studied at Standard Level (SL) Theory of Knowledge Creativity, Action, & Service Extended Essay Physical Education (PE) Islamic Studies (Muslim students only) **A student will not be permitted to take 4 HL courses unless specifically needed for a certain university program AND grade 10 results support such placement.

CONDITIONS FOR THE AWARD OF THE IB DIPLOMA Students can achieve up to 42 points in the IBDP for completing their 6 subjects at a Level 7.

In addition, a maximum of 3 Core points may be gained from a candidate’s combined Extended Essay and Theory of Knowledge grades.

Maximum number of possible points to be obtained on an IB Diploma: 6 subjects x 7 points + 3 core points = 45 points A candidate must gain a minimum of 24 points in order to be awarded the IB Diploma.

However, there are some restrictions on the way in which these points are achieved.

At least 12 points will need to be attained in the HL courses At least 9 points will need to be attained in the SL courses There must be no grade 1 in any subject There must be no more than two grade 2s in any subject There must be no more than three grade 3s in any subject Cannot achieve a failing grade on either the Extended Essay or TOK course Must complete CAS requirements

In addition, students who have completed these conditions through multiple languages may be eligible for a bilingual diploma

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Additional notes: A higher level subject requires a minimum of 240 hours of classroom study A standard level subject requires 150 hours of classroom study.

IB results given at the end of the 2-year courses are made up of internal assessment tasks and external examinations Internal assessment tasks are marked by teachers at UAS and then moderated by the IBO having been uploaded to the IB’s eCoursework portal Final examinations at the end of the two-year course are set and marked externally by IB Examiners. These exams are taken in May of students’ senior year.

There is a fee imposed by the IB to sit for IB examinations that is not covered in tuition costs.

IB DIPLOMA PROGRAMME CANDIDACY AT UAS The students are officially registered with the IB for their IB Diploma Courses early in Quarter 1 of Grade 12.

As this candidacy will be communicated to universities in the application process, it is essential that the student’s declared candidacy and final IB results are a match.

To this end, the school has indicated a set of qualifications (see below) required to support the student’s registration of candidacy for the IB Diploma. Students meeting these qualifications are reasonably within reach of successful achievement of their IB Diploma or IB Courses. Students not meeting these qualifications are more likely to be a mismatch when the IB results are issued in July, and are best advised to readjust their candidacy to provide a more attainable set of results.

Grade 11 is a probationary year. Soon after the end of quarter 3 in grade 11, students and families will be advised if student results do not meet the qualifications required for their chosen candidacy. Students not meeting the qualifications will be guided through alterations to their registration profile or course program to better match their potential for success.

IB DIPLOMA CANDIDACY CONDITIONS: Students who have gained access to the IBDP must meet the following conditions to have their candidacy support by UAS. These requirements are in place to help assure successful achievement of the IBDP by our sponsored candidates.

At the end of each quarter full Diploma students must: Have a minimum of 24 points in their group 1 - 6 courses Have no grade 1 in any course Have at least 12 points in their 3 HL courses Have at least 9 points in their 3 SL courses Have no more than one grade of 2 overall At UAS we require all full Diploma students to attain a minimum of 24 subject points to ensure success in their Diploma exams. Students not meeting these expectations will be placed on probation in Grade 11 to determine if the IB Diploma is the best fit for them and their future success. The DP Coordinator will meet with Students and Parents throughout the course of this probationary period.

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IB DIPLOMA COURSES OFFERED AT UAS Course outlines for each of these course area can be found here or are available upon request.

Students should also refer to the Course Description Guide when make course selection.

Group 1 First Language

English A: Language and Literature

HL/SL

Arabic A: Language and Literature

HL/SL

Arabic B

HL

French B

HL/SL

French Ab Initio

SL

Spanish B

HL/SL

Spanish Ab Initio

SL

School-Support Self-Taught Programme*

SL

Geography

HL/SL

History

HL/SL

Business & Management

HL/SL

Economics

HL/SL

Biology

HL/SL

Chemistry

HL/SL

Environmental Systems & Societies

SL

Physics

HL/SL

Group 5 Mathematics

Analysis and Approaches

HL/SL

Application and Interpretation

HL/SL

Group 6 Arts & Electives

Visual Arts

HL/SL

Theatre Arts

HL/SL

Group 2 Second Language Languate Acquisition

Group 3 Individuals & Societies

Group 4 Sciences

All course combinations are subject to timetable restrictions and minimum class size caps determined by the school.

There are also a number of online course options available to students through Pamoja. Pamoja is the only online program that offers IB sanctioned courses. If you are interested in this option a meeting between parents, the student and the coordinator will be necessary to discuss suitability to online study. https://pamojaeducation.com/

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Aspiring and achieving: Highlighting DP and CP student research

An asterisk (*) indicates that the results focus on students pursuing the full DP, with all of its courses and requirements.

Based on a large international data set, by the end of the Diploma Programme (DP), 98% of students aspired to at least a bachelor’s degree and 81% aspired to a master’s, doctoral or professional degree.1 In line with previous research, about 85% of DP students* in the United States (US) enrolled in university immediately after high school, compared to 66% of all US high school graduates.

DP students were also more likely than other US students to continue on to their second year of university (persistence).2 Immediate post-secondary enrolment

Persistence

0

0

25

50

75

100

25

50

75

90.4%

84.6%

80.0%

66.0% DP students*

100

US national average 2013

Pilchen et al., 2020

In the UK, DP students* were more likely to achieve many positive higher education outcomes compared to matched A level students.3 1

1.5

Enrolment in a top 20 university

2

2.5

3

3.02

3.5

DP students were 3 times more likely to enrol in a top 20 university

First- or upper second-class honours

1.40

DP students were 40% more likely to obtain an honours degree

Further study post-graduation

1.38

DP students were 38% more likely to be involved in further study

Notes: This figure displays odds ratios. An odds ratio of greater than 1 means that DP students have greater odds of achieving that educational outcome compared to similar (matched) A level students.

Duxbury et al., 2021

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A study in Australia, England and Norway found that DP students* had significantly higher levels of

critical thinking

compared to their matched non-DP peers. The critical thinking advantage of DP students compared to non-DP students also increased from year 11 to year 12.4

0

10

20

30

Year 11

Year 12 DP*

Hopfenbeck et al., 2021

Non-DP

University of Toronto High school programme

At both the University of Toronto and the University of British Columbia in Canada, DP students were much more likely than non-DP students to enter

science faculties compared to other fields of study.

Degree programme on entry Arts Commerce Engineering Science

DP (%) 29.8 8.4 11.7 50.1

Ontario Secondary School Diploma (OSSD)+ (%) 48.0 11.7 8.2 32.1

French Immersion++ (%) 62.0 4.3 8.1 25.5

Notes: Due to rounding error, some columns may not total to 100%. + Students who complete Ontario’s traditional high school curriculum receive an Ontario Secondary School Diploma (OSSD). ++ French Immersion students provide a useful comparison to DP students in most Canadian contexts, as both sets of students may undergo selection processes to enter and/or remain enrolled in intensified and/or enriched alternative education programmes.

Davies and Guppy, 2022

University of British Columbia High school programme Degree programme on entry Arts Business/Commerce Engineering Forestry Human kinetics Land and food systems Science

DP (%) 25.5 9.4 14.6 0.0 1.9 2.7 45.1

Dogwood Diploma (DW)+ (%) 36.9 8.3 10.2 5.1 4.8 11.0 22.9

French Immersion++ (%) 39.6 8.3 13.6 0.0 4.7 2.6 30.6

Notes: Due to rounding error, some columns may not total to 100%. + British Columbia’s traditional public high school curriculum is known as the “Dogwood Diploma” (DW). ++ French Immersion students provide a useful comparison to DP students in most Canadian contexts, as both sets of students may undergo selection processes to enter and/or remain enrolled in intensified and/or enriched alternative education programmes.

Davies and Guppy, 2022 14

IB DIPLOMA ADMISSIONS POLICY

All grade 9 & 10 students and their families are invited to participate in a number of informational sessions on the academic pathways to graduation at UAS during the course of the academic year.

The UAS Academic team also hosts a Pathways week in mid-February prior to course selection to support families in selection the graduation program that best suits their child.

The UAS Admissions process focuses on two main components: 1.

Student Attributes and Behaviors for Learning 2.

Academic Achievement For all applicants wishing to enroll in the IBDP at UAS the following documents will be reviewed: .

Grade 10 report cards .

IB Application Form .

CAT4 Report .

MAP Testing Reports The reports are reviewed by the Assistant Principal, IBDP Coordinator and High College Counselor.

Students and Parents are then invited to a meeting to discuss suitability to the IBDP. A decision is then reached as to whether the students attributes and academic performance are suitable to the IBDP offered at UAS. If there is lack of clarity in the reports or information provided by the student, UAS may request the student to undertake some assessment to be reviewed by teachers of the relevant section at UAS. For example, a student’s level of first or second language may be reviewed to establish if a placement in IBDP Group 1 or Group 2 is most appropriate.

COURSE PREREQUISITES

The course prerequisites outlined below are used to guide correct academic placement.

GROUP 1 STUDIED IN LANGUAGE AND LITERATURE COURSE

MINIMUM GRADE

English A Language and Literature HL/SL A student is recommended to have a 5 in English 10 by Quarter 3 English B HL/ SL A language acquisition course; by recommendation of English teacher GROUP 2 LANGUAGE ACQUISITION Group 2 course placement will always be decided by the department's analysis of a students skills and guided by IB guidelines as outlined below.

Ab Initio: For the beginner who has little (a year or less) or no previous experience of the language BSL: Has 2-4 years of experience in the target language BHL: Has 4 -5 years of experience in the target language A: Language and Literature: Is a nearly or total bilingual student COURSE

MINIMUM GRADE

Arabic A Language and Literature HL/SL* A student is recommended to have a 5 in Arabic 10 by Quarter 3 Arabic B HL/SL For non native Arabic speakers only French/Spanish B HL /SL Grade 10 teacher and Curriculum Leader will determine appropriate level in accordance with IB regulations.

Pre-tests will be administered where needed French/ Spanish Ab Initio (SL)** Grade 10 teacher and Curriculum Leader will determine appropriate level in accordance with IB regulations.

Pre-tests will be administered where needed *If a student holds a passport from an Arab Country (registered on UAS file in admissions). They will be placed in an Arabic class that meets Ministry Requirements. The Ministry of Education will not give equivalency for a High School diploma that does not contain Arabic A or Ministry Arabic. ** Students who take Grade 10 ‘regular’ language classes cannot take Ab Initio.

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INDIVIDUALS AND SOCIETIES (GROUP 3) COURSE

MINIMUM GRADE

Economics HL

A student is recommended to achieve a B in Grade 10 Economics and a B in Grade 10 Math A student is recommended to achieve a C in Grade 10 Economics A student is recommended to achieve a B in Grade 10 Integrated Humanities A student is recommended to achieve a passing grade in Grade 10 Integrated Humanities A student is recommended to achieve a B in Grade 10 Integrated Humanities A student is recommended to achieve a passing grade in Grade 10 Integrated Humanities A student is recommended to achieve a B in Grade 10 Integrated Humanities A student should achieve a passing grade in Grade 10 Integrated Humanities A student is recommended to achieve a B in Grade 10 Integrated Humanities A student is recommended to achieve a passing grade in Grade 10 Integrated Humanities

Economics SL Geography HL Geography SL Business & Management HL Business & Management SL History HL History SL Psychology HL Psychology SL

If pre-requisite conditions are met, students may choose a double Humanities. If this double Humanities is chosen, a student cannot take a Group 6 Art, Music or Theatre course.

EXPERIMENTAL SCIENCES (GROUP 4) COURSE

MINIMUM GRADE

Chemistry HL

A student is recommended to have a B or higher in 10th grade Chemistry If a student did not take Chemistry in 10th grade, he should have a Math grade of B or higher in 10th grade (by Quarter 3) A student is recommended to have a B or higher in 10th grade Physics and a minimum of B in Algebra II; Geometry students must have a B+ with teacher and coordinator approval For SL Physics, if a student did not take Physics in 10th grade, it is recommended to have a B+ in Algebra II by Quarter 3; Geometry students must have a B + and teacher and coordinator approval A student is recommended to have a B or higher in 10th grade Biology (by Quarter 3) A student is recommended to have passed Grade 10 Biology If a student did not take ESS in 10th grade, he/she should not take ESS if the biology grade was below a 4 or if English scores are below a 4

Chemistry SL Physics HL

Physics SL

Biology HL Biology SL ESS SL

If pre-requisite conditions are met, students may choose a combination of Biology/ Chemistry, Biology/ Physics, Biology/ESS, Chemistry/ESS or Chemistry/ Physics. If this double science is chosen, a student cannot take a Group 6 Art, Music or Theatre course.

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MATH (GROUP 5) The Mathematics course application options available to a student will be carefully determined by the Mathematics Department at the end of Quarter 3.

COURSE

MINIMUM GRADE

Analysis and Approaches HL

Be recommended for HL by their teacher and have demonstrated the following:

Analysis and Approaches SL

Applications and Interpretation HL

Applications and Interpretation SL

Have a work ethic indicating the potential to successfully meet the high demands of the IB HL course: - A B+ or more in Algebra II Be recommended for SL by their teacher and have demonstrated the following: Have work ethic indicating the potential to successfully meet the high demands of the IB SL course: - A B+ or more in Geometry - A B or more in Algebra II Be recommended for HL by their teacher and have demonstrated the following: Have a work ethic indicating the potential to successfully meet the high demands of the IB HL course: - A B+ or more in Algebra II Be recommended for SL by their teacher and have demonstrated the following: Have work ethic indicating the potential to successfully meet the high demands of the IB SL course: - A B or more in Geometry - A C+ or more in Algebra II

In June, at the end of Quarter 4, a student’s Mathematics course for the following year will be confirmed on the basis of the full year’s work - with all requirements listed above applied a second time. If these are not met at the end of G10, then the student will have to reselect.

It has been clearly illustrated in the past that students not fulfilling these requirements have struggled in their Math Courses. In the interests of our students’ success, we will adhere firmly to these conditions.

ARTS (GROUP 6) COURSE

MINIMUM GRADE

Visual Arts HL/SL

A student is recommended to show proficiency in Grade 10 Visual Arts.

A student is recommended to show proficiency in Grade 10 Drama.

Theatre HL/SL

If a student is interested in Music, Theatre or Art at HL or SL and has not taken the Grade 10 course equivalent the student must submit an Art portfolio for Visual Art, show level of musical aptitude (instrument or voice) for Music and perform a short dramatic piece/ conversation for Theatre Arts to gain teacher and coordinator consent to select this course.

Only 1 Group 6 subject may be chosen

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SAMPLE COURSE SELECTION TIMELINE DUE DATE 22nd November 10th January 17th January 3rd February 25th February 25th Feb. - 7th March March 7th

ITEM Review Course Offerings Course Selection Workshop Students showing an interest in taking the IB Diploma on their preliminary course selection form will receive the IB Application form.

Complete IB Application Form Attach current passport copy to application form Analysis of Report Card Data, MAP Data and CAT 4 Data by IB Coordinator to ensure prerequisites are met Conference with Student, Parents and IB Coordinator to discuss enrollment into the IB DP program or recommendation for alternative pathway Completed Course Selection Form signed by Parent/Guardian

COURSE CHANGES Once students have selected their courses in March they will have until June to request course changes.

Minor course changes can be accommodated in the first week of school. It is not advised to make course changes after this date as significant amount of make-up work will need to occur to catch-up in the new courses.

HERE IS A LINK TO ALL COURSE OUTLINES

https://drive.google.com/drive/u/0/folders/11JkLBPeFrZv7BxZIs7dZ-Vw6LVAmL012 Group 1 - Studies in Language and Literature English A: Language and Literature HL English A: Language and Literature SL Arabic A: Language and Literature HL Arabic A: Language and Literature SL Group 2 - Language Acquisition Language B: Arabic B HL, French B HL/SL, Spanish B HL/SL Language B : French Ab Initio SL, Spanish Ab Initio SL Group 3 - Individuals & Societies Business & Management HL Business & Management SL Economics HL Economics SL Geography HL/SL History HL History SL

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Group 4 - Sciences Biology HL Biology SL Chemistry HL Chemistry SL Physics HL Physics SL Environmental Systems & Societies Group 5 - Mathematics Analysis and Approaches HL Analysis and Approaches SL Application and Interpretation HL Application and Interpretation SL Group 6 - The Arts Visual Arts HL Visual Arts SL Theatre HL Theatre SL

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