MISSION,
IB
GLOBAL RESEARCH FINDING ON THE DIPLOMA PROGRAMME
THE INTERNATIONAL BACCALAUREATE AT UAS
IB DIPLOMA CANDIDACY AT UAS
IB DIPLOMA COURSES OFFERED AT UAS
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 Ms. Tracey Cummins tcummins@uasdubai.ae
Secondary School Assistant Principal Mr. Matthew Lowe mlowe@uasdubai.ae
IB Diploma Coordinator Ms. Rachel Bartlett rbartlett@uasdubai.ae
Executive Assistant to the Principal Ms. Sarah Rudolph srudolph@uasdubai.ae
College and Careers Counselor 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
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.
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
learner profile
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 learner profile
IB learner profile
IB learner profile IB learner 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 develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi cance.
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 express ourselves con dently and creatively in more than one language and in many ways. We collaborate e ectively, 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 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 show empathy, compassion and respect. We have a commitment to service, and we act to make a positive di erence in the lives of others and in the world around us.
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 understand the importance of balancing di erent 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 pro le 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)
TOK is a course about critical thinking and inquiring into the process of knowing, rather than learning a specific body of knowledge. The TOK course examines how we know what we claim to know. Students are encouraged to analyse knowledge claims and explore knowledge questions. A knowledge claim is an assertion, such as “We know that atoms contain protons and electrons”. A knowledge question is an open question about knowledge, such as “How reliable is scientific knowledge based on things we can’t even see?”
The assessment requirements for the course include an exhibition and a 1200-1600 word essay. The essay is externally assessed by the IB, and must be on one of six prescribed titles issued by the IB. The exhibition is assessed internally. The exhibition aims to assess how students can apply TOK concepts to the real world. It is an individual assessment where students chose from a prescribed list of prompts and curate three objects that relate to this prompt.
CREATIVITY, ACTION AND SERVICE (CAS)
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.
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.
A spiring and achieving:
H
ighlighting DP student research
An asterisk (*) indic ates 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, doc toral 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
Notes:
DP students* US national average 2013
Pilchen et al.,
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
Year 11
Year 12
DP* Non-DP Hopfenbeck et al., 2021
University of Toronto
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.
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
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
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
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.
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
Group 2
English A: Language and Literature
Second Language Languate Acquisition Arabic A: Language and Literature
Group 3
Group 5
Group 6
&
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.
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
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
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.
COURSE MINIMUM GRADE
Economics HL
Economics SL
Geography HL
Geography SL
Business & Management HL
Business & Management SL
History HL
History SL
Psychology HL
Psychology SL
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 INDIVIDUALS AND SOCIETIES (GROUP 3)
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
Chemistry SL
Physics HL
Physics SL
Biology HL
Biology SL
ESS SL
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
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.
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
Analysis and Approaches HL
MINIMUM GRADE
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
Analysis and Approaches SL
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
Applications and Interpretation HL 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
Applications and Interpretation SL 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
Visual Arts HL/SL
Theatre HL/SL
MINIMUM GRADE
A student is recommended to show proficiency in Grade 10 Visual Arts.
A student is recommended to show proficiency in Grade 10 Drama.
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
DUE DATE ITEM
22nd November Review Course Offerings
10th January Course Selection Workshop
17th January
3rd February
25th February
25th Feb. - 7th March
March 7th
COURSE CHANGES
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
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.
SCAN THE QR CODE FOR COURSE OUTLINES
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
Psychology HL
Psychology SL
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
Music HL
Music SL