IB Curriculum Guide | Aiglon College

Curriculum Guide YEARS 12 & 13 | INTERNATIONAL BACCALAUREATE

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Welcome to Aiglon's IB Programme

The IB Diploma Programme is a challenging twoyear course designed to provide students of different backgrounds with a rigorous, international and broad education in preparation for university.

In today's complex and fast-changing world, there are no easy answers. Innovators must go beyond the obvious to find new and creative solutions. Which is where the International Baccalaureate comes in — widely considered to be the future of education, the IB Diploma Programme is a challenging yet holistically fulfilling learning experience for students in their final two years.

Over fifty years ago, the International Baccalaureate Organisation was registered in Geneva. Embodying an ethos that chimed with the founding values of Aiglon College, in 2010, the school adopted the full two-year IB Diploma Programme for Years 12 and 13. Since this time the school has seen its results improve year on year. Aiglon currently ranks in the world's top 50 IB schools.

Small class sizes and multiple levels of personal support provide students the tools they need to maximise their potential. Known best for its academic breadth students take six subjects across a range of disciplines. In addition, many staff and alumni would argue that the distinctive 'DP core' in which students are expected to engage themselves beyond just their main subjects is really what sets the programme apart and matches Aiglon's commitment to developing the whole person as a preparation for life.

USING THIS CURRICULUM GUIDE

This guide provides an overview of the offerings of Aiglon's IB Diploma Programme.

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WELCOME TO AIGLON'S IB PATHWAYS TO AIGLON GRADUATION UNDERSTANDING THE IB AT AIGLON UNIVERSITY ADVISING COMPREHENSIVE SUBJECT GUIDE IB CORE IN DETAIL SCORING, BONUS POINTS & NOTES

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Pathways to Aiglon Graduation

The IB Diploma Programme is at the heart of Aiglon's final two years, but it is only part of what it takes to graduate. The programme is holistic by design.

PATHWAY TO THE AIGLON DIPLOMA

To graduate from Aiglon all students are expected to develop as well-rounded young people and must achieve beyond just their academic programme. Each of the below components are required to graduate with the Aiglon Diploma. − ACADEMIC PROGRAMME Students are either entered as candidates in the IB Diploma Programme, or they pursue a series of IB-level courses to achieve the Aiglon Diploma. All students complete the Extended Essay and CAS portfolio. − BODY: EXPEDITION, PE SPORT All students are required to participate in multiple expeditions per term (normally two or three). This outdoor education programme involves: camping, orienteering, multi-day trekking, or in the winter: alpine skiing, ski touring, cross-country skiing and ice climbing. All years also participate in PE through a range of sport activities throughout the year. − SPIRIT: MEDITATION, SERVICE, LEADERSHIP Students are expected to adhere to the Guiding Principles and demonstrate a positive approach to their studies and school life. All students participate in Aiglon's meditation assemblies, have multiple opportunities for local or international service as well as pursue leadership roles in school and house. − ACTIVITY PROGRAMME Aiglon's activity programme is integrated into school life with music, drama, creative, sport and service offerings organised by teachers and students.

Developing a well-rounded Aiglon activity portfolio is central both to the IB CAS requirements and full participation in the Aiglon programme.

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Guiding Principles for Learning

Aiglon's driving ethos is expressed in the classroom through our Guiding Principles for Learning. What does this mean for our IB students?

CHALLENGE: ENGAGEMENT & RIGOUR

Learners are provided with academic challenge by teachers with excellent subject knowledge. Learners are provided with an inspirational and intellectually challenging learning environment.

RESPECT: FAIRNESS & COLLABORATION

Learners are provided with a mutually respectful environment to learn and flourish. The atmosphere is one of enjoyment and active participation, where teachers listen astutely and skilfully guide students in a culture of respect.

RESPONSIBILITY INDEPENDENCE & INTEGRITY

A spirit of enquiry and responsibility is fostered, allowing students to reach balanced and critical judgments. Learners understand the need to take responsibility for their decisions and to make positive choices.

DIVERSITY: CREATIVITY & INCLUSIVITY

Learners will understand, respect and value the diverse opinions and needs of others. Innovative strategies are impactful, focused on progress, and adapted to reflect the diverse needs of the students.

SERVICE: COMPASSION & GENEROSITY

Learners are provided with the opportunity to demonstrate kindness, selflessness and service to their environment. Learners recognise that a spirit of service is integral to the Aiglon learning experience.

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Understanding the IB at Aiglon The IB Diploma Programme (IBDP) consists of both academic courses and a robust "core" designed to expand learning and critical thinking beyond the classroom. All are required to achieve the IB Diploma.

THE SIX SUBJECTS

Each student should choose 3 Higher Level (HL) and 3 Standard Level (SL) subjects.

The same subject cannot be taken at both HL and SL. The same language cannot be taken in both Group 1 and Group 2. English must be taken in either Group 1 or 2.

Bilingual students may take two Language A courses. − HOW TO CHOOSE All students work to select their courses in personal consultation with the IB Coordinator. IGCSE results are an important indicator of a student’s ability level in each subject, and should be used as a guide when deciding subjects.

University intentions, both location and course, should also be considered. − ASSESSMENT Students receive regular feedback and sit mock examinations delivered by teachers in order to gauge progression and identify areas for improvement.

Final IB examinations occur in May of Year 13. Most subjects have 2 - 3 exams. Each subject also contains the Internal Assessment (IA) which are spread out through the year. The IA is typically 20% of the final IB grade.

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THE IB CORE Each part of the IB Core is examined in detail at the end of this guide. − THEORY OF KNOWLEDGE OK is compulsory in the IB. The aim is to encourage students to explore the T question "How do you know?" in a variety of contexts, and to learn the value of this question. Students are provided contextual experience to their TOK learning through trips to European cultural capitals. − EXTENDED ESSAY Aiglon's dedicated EE Coordinator guides students through the EE process helping them identify an in-depth study of a focused topic, usually chosen from one of the student's six subjects. The EE promotes academic research and writing skills and provides students with an opportunity to research a topic of their own choice, This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated. − CREATIVITY, ACTIVITY, SERVICE (CAS) Studied throughout the two years, CAS involves students in a range of activities alongside their academic studies. It is not formally assessed.

However, students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the eight learning outcomes for CAS.

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University Advising The University Advising Department at Aiglon offers advice on personal development, career choice, and university research and applications.

This personalised advising experience is built into the Aiglon experience. The guidance takes place within a trusting and supportive environment and help each student reach his or her potential with the appropriate placement after Aiglon.

YEAR 12

All Year 12 students meet individually with their university advisor to discuss current academic achievement, future career goals and university research and application procedures based on various preferences. After the initial meeting, the Advisor suggests a list of universities/colleges for the student to begin researching.

Campus visits are recommended when possible outside of term time.

Students begin work on drafting their personal essays (US) and/or personal statements, creating a CV, discussing standardised testing, and exploring summer enrichment activities or work/internship experiences. Year 12 students can begin taking the SAT at Aiglon since our campus is a registered College Board test centre. Admissions testing for the UK will be discussed with certain students, as needed, to include TSA, LNAT, BMAT, UKCAT, STEP, HAT and others.

Throughout the school year, we welcome over 80 university representatives from around the world each year to Aiglon’s campus.

YEAR 13

All students continue to meet with their university advisor on an individual basis, conduct university research, finalise their university list, and complete essays/ statements and applications. University advisors continue to provide personalised guidance to all students, including personal essay/statement revision, application completion, standardised testing strategies (if required), mock interviewing (if required), and general advice on how to prepare for life beyond Aiglon.

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Comprehensive Subject Guide

The following section details a course-by-course guide of all subjects across the six groups currently on offer as part of Aiglon's IB Diploma Programme.

GROUP ONE: LANGUAGE & LITERATURE LANGUAGE A: LITERATURE LANGUAGE A: LANGUAGE & LITERATURE

GROUP TWO: LANGUAGE ACQUISITION LANGUAGE B LANGUAGE B: AB INITIO

GROUP THREE: INDIVIDUALS & SOCIETIES HISTORY GEOGRAPHY BUSINESS MANAGEMENT ECONOMICS PSYCHOLOGY ENVIRONMENTAL SYSTEMS & SOCIETIES

GROUP FOUR: SCIENCE ENVIRONMENTAL SYSTEMS & SOCIETIES BIOLOGY CHEMISTRY PHYSICS COMPUTER SCIENCE

GROUP FIVE: MATHEMATICS

MATHEMATICS: ANALYSIS AND APPROACHES MATHEMATICS: APPLICATIONS AND INTERPRETATION

GROUP SIX: ART

MUSIC THEATRE ARTS VISUAL ARTS

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Language A: Literature GROUP 1: STUDIES IN LANGUAGE & LITERATURE HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: LOUISE BROOKE (ENGLISH) JACK GEORGE (WORLD LANGUAGES) LANGUAGES OFFERED: ENGLISH, GERMAN, RUSSIAN, SPANISH, SELF-TAUGHT

COURSE OVERVIEW This course is literature based and as such is highly demanding and rigorously academic. ​​​​ study of literature is primarily an opportunity to learn about the world in which we live through The the words, ideas and imagery of great authors. Literature helps us to understand our own emotional response to things, as well as empathise with the behaviour and thoughts of others. You will study some of the most famous texts ever written by some of the most famous authors in the hope that you will find them memorable, enjoyable and of lasting value.

As well as tackling engaging and diverse subject matter, the Literature course enables you to construct considered and intelligent arguments, develop a high level of critical analysis and most importantly, develop a clear and confident interpretative voice. You will also develop confidence in presentation skills and public speaking through the course assessments. This will not only improve your chances of success in English, or other languages, but in all your other IB subjects as well.

Over the two-year course you will cover thirteen literary texts at Higher Level and ten at Standard Level. You will study many different genres including novels, poetry, plays, graphic novels, speeches, autobiographies, essays and travel writing. You will also study literature from all over the world and from various centuries. We provide a varied programme of study that covers several literary periods and canonical works of great influence.

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HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two

HL essay

35% 25% 20%

INTERNAL

Individual oral

20%

EXTERNAL

Paper One

Paper Two

35% 35%

INTERNAL

Individual oral

30%

Includes a guided textual analysis, comparative essay based on two literary works. The prepared oral response focuses on one original language work and one work in translation focused on a common issue.

Includes a guided textual analysis, comparative essay based on two litererary works. The HL essay is 1200-1500 words on one work studied.

WHY STUDY THIS AT AIGLON? This course demonstrates to universities and employers that students can communicate effectively through: Communicative competence: the ability to communicate with clarity, relevance, accuracy and variety. Creativity: the ability to use language, experience and imagination to respond to new situations, create original ideas and make a positive impact. Critical skills: the ability to scan, filter and analyse different forms of information. Cross-cultural awareness: the ability to engage with issues inside and outside own community, dealing with the familiar as well as the unfamiliar.

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Language A: Language and literature GROUP 1: STUDIES IN LANGUAGE & LITERATURE HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: LOUISE BROOKE (ENGLISH JACK GEORGE (WORLD LANGUAGES) LANGUAGES OFFERED: ARABIC, CHINESE ENGLISH, FRENCH, ITALIAN, JAPANESE

COURSE OVERVIEW The language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning.

Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.

The aims of studies in language and literature courses are to enable students to: - Engage with a range of texts, in a variety of media, from different periods, styles and cultures - Develop skills in listening, speaking, reading, writing, viewing, presenting and performing - Develop skills in interpretation, analysis and evaluation - Develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings - Develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings - Develop an understanding of the relationships between studies in language and literature and other disciplines - Communicate and collaborate in a confident and creative way - Foster a lifelong interest in and enjoyment of language and literature.

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HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two

HL essay

35% 25% 20%

INTERNAL

Individual oral

20%

EXTERNAL

Paper One

Paper Two

35% 35%

INTERNAL

Individual oral

30%

Includes a guided textual analysis, comparative essay based on two literary works. The prepared oral response focuses on how one literary and one non-literary work approached a common global issue.

Includes a guided textual analysis, comparative essay based on two literary works. The HL essay is 12001500 words on one literary or non-literary body of text studies.

WHY STUDY THIS AT AIGLON? Studies in literature offers access to an immensely rich culture of literature, theatre and cinema.

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Language B GROUP 2: LANGUAGE ACQUISITION HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: JACK GEORGE (WORLD LANGUAGES) LANGUAGES OFFERED: ENGLISH FRENCH GERMAN, ITALIAN, JAPANESE, MANDARIN, PORTUGUESE, RUSSIAN SPANISH

COURSE OVERVIEW The course focuses on the three ‘pillars’ of linguistic proficiency, as described in the IB Course Guide: language, cultural interaction and message.

The focus of the Language B course at Higher and Standard Levels is to develop these skills, promoting language acquisition and proficiency in communication in a variety of authentic situations. Students learn to understand and use language appropriately in a range of contexts and for a variety of purposes. Communication and interaction - in writing, reading, listening or speaking - are the keynotes of the course, and only authentic material is used reflecting the culture of Frenchspeaking countries.

Grammar is learned in the context of vocabulary, topic and genre. Students keep a file of material relating to the various types of texts and themes studied and/or chosen by them. They are asked to present material from these themes in class as an integral part of the course. Such activities will also help to prepare for the course work oral exercises which will be internally assessed. At Standard Level, there is limited use of literary texts, whereas the study of literature is integral to the Higher Level course.

REQUIRED QUALIFICATIONS

The Language B course is designed for students who have already studied the language for two or more years, and have therefore acquired a reasonable level of proficiency.

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HOW IS THIS COURSE ASSESSED? HIGHER & STANDARD LEVEL EXTERNAL

Productive skills Writing 25%

Receptive skills Listening 25% Reading 25% INTERNAL

Oral assessment 25% HL and SL assessment outlines are identical. The nature of the assessments are different. For writing at HL the tasks set will require more complex language and structures and demand higher-order thinking skills. Additionally for HL, a higher word range has been provided.

WHY STUDY THIS AT AIGLON? Students who wish to study languages at university level, or for whom the use of languages in their future professional life may be required would do well to consider this course.

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Language B: Ab initio GROUP 2: LANGUAGE ACQUISITION STANDARD LEVEL HEAD OF DEPARTMENT: JACK GEORGE (WORLD LANGUAGES) LANGUAGES OFFERED: FRENCH, GERMAN, MANDARIN, SPANISH

COURSE OVERVIEW

Language ab initio students develop their receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts.

Students develop the ability to communicate through the study of language, themes and texts.

There are five prescribed themes: identities, experiences, human ingenuity, social organisation and sharing the planet. While the themes are common to both language ab initio and language B, the language ab initio syllabus additionally prescribes four topics for each of the five themes, for a total of 20 topics that must be addressed over the two years of the course.

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HOW IS THIS COURSE ASSESSED? STANDARD LEVEL EXTERNAL

Productive skills Writing 25%

Receptive skills Listening 25% Reading 25% INTERNAL

Oral assessment 25% Writing skills requires two written tasks, each from a choice of three. Receptive skills includes a separate section each for listening and reading. The Internal Assessment includes an individual, oral assessment.

WHY STUDY THIS AT AIGLON? A good working knowledge of another language will be helpful in both business and leisure activities. Students who have taken the Ab Initio course should be able to access that language as a subsidiary subject at university level.

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History GROUP 3: INDIVIDUALS & SOCIETIES HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: LUCY WIDDOWS

COURSE OVERVIEW

The emphasis is on developing skills of analysis and criticism. Teachers will expose students to a variety of different periods, themes, and events and will utilise different methods and work with supplementary texts to develop understanding. There will be opportunities to practise and develop ideas and techniques needed to coherently and persuasively answer questions orally and in writing.

The programme followed will depend partly on whether a student is following the HL or SL syllabus, and the individual interests of staff members teaching the course each year.

There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance and perspectives. The aims of the DP history course are to enable students to: - Develop an understanding of, and continuing interest in, the past - Encourage students to engage with multiple perspectives - Appreciate the complex nature of historical concepts, issues, events and developments - Promote international-mindedness through history from more than one region of the world -Develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of historical perspectives - Develop key historical skills, including engaging effectively with sources - Increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past.

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HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two

Paper Three

20% 25% 35%

INTERNAL

Historical Investigation

20%

EXTERNAL

Paper One

Paper Two

30% 45%

INTERNAL

Historical Investigation

25%

Assessed through a series of source-based and essay papers focused on the syllabus content and a historical investigation on a topic of the student's choice.

Assessed through a series of source-based and essay papers focused on the syllabus content and a historical investigation on a topic of the student's choice.

WHY STUDY THIS AT AIGLON? Studying History offers students insights into the past, and helps them understand the world today.

Students develop an understanding of and empathy with peoples of different times, places, and cultures. History is well-regarded by universities as providing a solid grounding in many areas that are useful to students of any discipline at university, not just for those wishing to study History.

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Geography GROUP 3: INDIVIDUALS & SOCIETIES HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: STEVE SAUNDERS

COURSE OVERVIEW

Geography is a dynamic subject firmly grounded in the real world, and focuses on the interactions between individuals, societies and physical processes in both time and space. It seeks to identify trends and patterns in these interactions. It also investigates the way in which people adapt and respond to change, and evaluates actual and possible management strategies associated with such change. Geography describes and helps to explain the similarities and differences between different places, on a variety of scales and from different perspectives.

Geography as a subject is distinctive in its spatial dimension and occupies a middle ground between social or human sciences and natural sciences. The course integrates physical, environmental and human geography, and students acquire elements of both socio-economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines, helping students develop life skills and have an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

GEOGRAPHIC THEMES Freshwater (SL and HL) Extreme environments (SL and HL) Geophysical hazards (HL only) CORE TOPICS Changing Population Global Climate - vulnerability and resilience Global Resource Consumption and Security CORE EXTENSION (HL ONLY) Power Places and Networks Human Development and Diversity Global Risks and Resilience

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HOW IS THIS COURSE ASSESSED? Students receive some college-style lecture classes, where they will be required to take notes. They also prepare and give group presentations, both in class and to the whole school, and take part in discussions. A key part of geographical study is fieldwork, and here we utilise our magnificent environment to provide several unique experiences. Reading and research are also important.

STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two

Paper Three

35% 25% 20%

INTERNAL

Fieldwork

20%

EXTERNAL

Paper One

Paper Two

35% 45%

INTERNAL

Fieldwork

25%

WHY STUDY THIS AT AIGLON? IB Geography allows students to question and think deeply about the world they see around them and provide the awareness and skills needed to manage it responsibly, productively and sustainably.

By undertaking fieldwork students will develop a range of skills for life, becoming inquiring learners able to design a methodology and collect and process data.

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Business Management GROUP 3: INDIVIDUALS & SOCIETIES HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: DAVID COULSON

COURSE OVERVIEW

Business Management is a rigorous and dynamic discipline that examines business processes and decision making. It considers how businesses are affected by internal and external environments. It is the study of how individuals and groups interact in an organisation and how businesses seek to maximise profit by meeting needs. At the IB, Business Management consists of 5 key topics: BUSINESS ORGANISATION AND ENVIRONMENT How businesses grow and change over time to achieve their objectives while operating within a changing and competitive environment. For example, should McDonald’s sell franchises to achieve rapid growth in new markets?

HUMAN RESOURCE MANAGEMENT How the organisational structure, leadership style and culture within a business influence motivation and employee relations within it. For example, should commission be offered as an incentive to health insurance sales personnel?

FINANCE AND ACCOUNTS How businesses raise finance, plan their financial and investment strategies, produce and analyse accounts and use them to analyse performance and identify strategies to improve. For example, should Coop sale and leaseback premises to reduce borrowings?

MARKETING How businesses research markets and plan their activities in order to offer goods and services which meet customer needs and will sell at a profit. For example, should Adidas sell a budget range of sports goods using e-commerce?

OPERATIONS MANAGEMENT How businesses organise their resources in order to produce goods and deliver services of the required quality, with maximum efficiency. For example, should Swisscom outsource its customer call centre operation to Asia?

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HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two

35% 40%

EXTERNAL

Paper One

Paper Two

35% 40%

INTERNAL

Research project

25%

INTERNAL

Written commentary

25%

The papers consist of a series of structured and extended response questions. The commentary requires students to produce a commentary based on supporting documents about a real issue or problem facing a particular organisation.

The papers consist of a series of structured and extended response questions. The research project requires students to research and report on an issue facing an organisation or a decision to be made by an organisation (or organisations)

WHY STUDY THIS AT AIGLON? This course provides a background to the challenges facing all businesses in achieving their objectives and the difficulties faced in making decisions. Business Management students become adept at quickly assessing information and using analytical tools to help make and justify decisions.

For students aspiring to work in business or become entrepreneurs the course is invaluable, especially if they choose to study an unrelated subject at university.

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Economics GROUP 3: INDIVIDUALS & SOCIETIES HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: DAVID COULSON

COURSE OVERVIEW

The aims of the economics course at SL and HL are to enable students to: develop a critical understanding of a range of economic theories, models, ideas and tools in the areas of microeconomics, macroeconomics and the global economy. Students apply economic theories, models, ideas and tools and analyse economic data to understand and engage with real-world economic issues and problems facing individuals and societies. Students will develop a conceptual understanding of individuals’ and societies’ economic choices, interactions, challenges and consequences of economic decision-making. There are four main sections: INTRODUCTION A basic introduction examining what economics is and how economists approach the world.

MICROECONOMICS How markets operate to allocate resources, how governments intervene and how firms behave in different market structures. For example, should smoking in public parks be prohibited?

MACROECONOMICS Economy-wide issues such as economic growth, inflation, unemployment and how governments can intervene in the management of the economy to improve standards of living. For example, should the government borrow more to invest in university education?

THE GLOBAL ECONOMY The importance of regional and global trade in relation to macroeconomic performance and how governments and global organisations seek to influence trade. For example, should the EU impose a tariff on Chinese steel exports? The examination of economic development, barriers to development and how to improve development are also covered.

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HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two

Paper Three

30% 30% 20%

EXTERNAL

Paper One

Paper Two

INTERNAL

Portfolio

20%

INTERNAL

Portfolio

40% 40%

20%

The papers include an extended response and data response assignments focused around the main topics.

The portfolio requires commentary on syllabus sections and published news media.

The papers include an extended response and data response assignments focused around the main topics.

The portfolio requires commentary on syllabus sections and published news media.

WHY STUDY THIS AT AIGLON? An increasingly global perspective has focused our minds on how best we can promote development and manage world trade. Likewise, the environmental agenda requires stakeholders to consider the external impacts of economic activity. As an economist, you will be studying the world around you in the context of the behaviour of people, firms and governments. You will learn to use evidence to make judgements about which action is most likely to lead to what outcome.

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Psychology GROUP 3: INDIVIDUALS & SOCIETIES HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: SIMON ROWNTREE

COURSE OVERVIEW

The core of the DP psychology course is an introduction to three different approaches to understanding behaviour: the biological, cognitive and sociocultural approaches. Students study and critically evaluate the knowledge, concepts, theories and research that have developed the understanding in these fields.

The interaction of these approaches to studying psychology forms the basis of a holistic and integrated approach to understanding mental processes and behaviour as a complex, dynamic phenomenon, allowing students to appreciate the diversity as well as the commonality between their own behaviour and that of others. The contribution and the interaction of the three approaches is understood through the four options in the course, focusing on areas of applied psychology: ABNORMAL PSYCHOLOGY DEVELOPMENTAL PSYCHOLOGY HEALTH PSYCHOLOGY PSYCHOLOGY OF RELATIONSHIPS The options provide an opportunity to take what is learned from the study of the approaches to psychology and apply it to specific lines of inquiry. Psychologists employ a range of research methods, both qualitative and quantitative, to test their observations and hypotheses. The course promotes an understanding of various approaches to research and how they are used to critically reflect on the evidence as well as assist in the design, implementation, analysis and evaluation of the students’ own investigations. Surrounding the approaches and options are overarching themes of research and ethics; considering both is paramount to understanding the subject.

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HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two

Paper Three

40% 20% 20%

EXTERNAL

Paper One

Paper Two

Paper Three

40% 20% 20%

INTERNAL

Experimental Study

20%

INTERNAL

Experimental Study

20%

Papers focus on short answer questions from the covered topics, and one paper focuses on research.

Students then undertake an experimental study and must produce a resulting report.

Papers focus on short answer questions from the covered topics, and one paper focuses on research.

Students then undertake an experimental study and must produce a resulting report.

WHY STUDY THIS AT AIGLON? Psychology at IB is suitable for any student looking to study psychology at any level at university or those who wish to move into clinical psychology, counselling or brain sciences. It is also very suitable for those who wish to work in a people-oriented career.

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Environmental Systems & Societies GROUP 3: INDIVIDUALS & SOCIETIES // GROUP 4: SCIENCES STANDARD LEVEL HEAD OF DEPARTMENT: LAURA HAMILTON

COURSE OVERVIEW

As an interdisciplinary course, ESS is designed to combine the methodology, techniques and knowledge associated with group 4 (sciences) with those associated with group 3 (individuals and societies). Since it is an interdisciplinary course, students can study ESS and it will count as either a group 3 or a group 4 course, or as both. If students choose the latter option, this leaves the opportunity to study an additional subject from any other group.

ESS is a complex course, requiring a diverse set of skills. It is firmly grounded in both a scientific exploration of environmental systems in their structure and function and in the exploration of cultural, economic, ethical, political, and social interactions of societies with the environment. As a result of studying this course, students will become equipped with the ability to recognise and evaluate the impact of our complex system of societies on the natural world. The interdisciplinary nature of the course requires a broad skill set and includes the ability to perform research and investigations and to participate in philosophical discussion.

The course requires a systems approach to environmental understanding and problem solving, and promotes holistic thinking about environmental issues. It is recognised that to understand the environmental issues of the 21st century and suggest suitable management solutions, both the human and environmental aspects must be understood. Students should be encouraged to develop solutions from a personal to a community and global scale. Students develop an understanding that the connections between environmental systems and societies are diverse, varied and dynamic. The complexity of these interactions challenge those working towards understanding actions required for effective guardianship of the planet and sustainable and equitable use of shared resources.

TOPIC 1: FOUNDATIONS OF ENVIRONMENTAL SYSTEMS AND SOCIETIES TOPIC 2: ECOSYSTEMS AND ECOLOGY TOPIC 3: BIODIVERSITY AND CONSERVATION TOPIC 4: WATER AND AQUATIC FOOD PRODUCTION SYSTEMS AND SOCIETIES TOPIC 5: SOIL AND TERRESTRIAL FOOD PRODUCTION SYSTEMS AND SOCIETIES TOPIC 6: ATMOSPHERIC SYSTEMS AND SOCIETIES TOPIC 7: CLIMATE CHANGE AND ENERGY PRODUCTION TOPIC 8: HUMAN SYSTEMS AND RESOURCE USE

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HOW IS THIS COURSE ASSESSED? STANDARD LEVEL EXTERNAL

Paper One

Paper Two

25% 25%

INTERNAL

Individual investigation

25%

The first paper is a case study while the second is a series of short answers and structured essays. The individual investigation requires a report on a research question designed and implemented by the students.

WHY STUDY THIS AT AIGLON? By providing insight into environmental issues and their impact on societies in a broad sense, this course can contribute to the appreciation of concepts such as sustainability when applied to careers ranging from construction to agriculture to the food industry and hospitality. An understanding of issues such as energy security and ecological footprints is also increasingly important in all spheres of industry and commerce.

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Biology GROUP 4: SCIENCES HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: DR KERENSA OGBE

COURSE OVERVIEW

Biology provides students with a strong emphasis on links between the environment and society combined with hard scientific learning.

STANDARD & HIGHER LEVEL TOPICS CELL BIOLOGY MOLECULAR BIOLOGY GENETICS ECOLOGY EVOLUTION & BIODIVERSITY HUMAN PHYSIOLOGY HIGHER LEVEL NUCLEIC ACIDS METABOLISM CELL RESPIRATION AND PHOTOSYNTHESIS PLANT BIOLOGY GENETICS & EVOLUTION ANIMAL PHYSIOLOGY OPTIONS For both HL and SL, one option topic is also studied from the following: A. NEUROBIOLOGY AND BEHAVIOUR B. BIOTECHNOLOGY AND BIOINFORMATICS C. ECOLOGY AND CONSERVATION D. HUMAN PHYSIOLOGY

REQUIRED QUALIFICATIONS

FOR SL: GCSE / IGCSE in Science, Dual Award Science/Biology (or equivalent) FOR HL: ‘B’ grade or higher in GCSE / IGCSE in Science, Dual Award Science/Biology (or equivalent) B grades are also advised in Mathematics and Chemistry

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C U R R I C U LU M G U I D E | I N T E R N AT I O N A L B AC C A L A U R E AT E

HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two

Paper Three

20% 36% 24%

EXTERNAL

Paper One

Paper Two

Paper Three

20% 40% 20%

INTERNAL

Individual investigation

20%

INTERNAL

Individual investigation

20%

Papers include multiple choice questions, data-based short answer and extended response. The investigation and write up is between 6-12 pages.

Papers include multiple choice questions, data-based short answer and extended response. The investigation and write up is between 6-12 pages.

WHY STUDY THIS AT AIGLON? This course provides an essential base for a wide range of careers, including: finance, business management, law, administration and government, manufacturing, marketing, media, planning, tourism, resource management and many others.

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Chemistry GROUP 4: SCIENCES HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: FRANCES BARRÉ

COURSE OVERVIEW

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigative skills. Chemical principles underpin both the physical environment in which we live and all biological systems. The course includes the essential principles of the subject, but also, through selection of an option, allows teachers some flexibility to tailor the course to meet the needs and interests of their students. It enables students to develop a wide, in-depth understanding of the subject and its applications.

Higher Level: 5 hours per week of lessons covering theoretical and practical work Standard Level: 3 hours per week of lessons covering theoretical and practical work The difference between the Higher Level and Standard Level courses is not in the topics studied, but the depth of each topic. The core principles which are studied at both levels are: STANDARD & HIGHER LEVEL TOPICS QUANTITATIVE CHEMISTRY ATOMIC STRUCTURE PERIODICITY AND TRANSITION METALS BONDING ENERGETICS KINETICS EQUILIBRIUM ACIDS AND BASES REDUCTION AND OXIDATION REACTIONS ORGANIC CHEMISTRY MEASUREMENT AND DATA PROCESSING AND ANALYSIS OPTIONS For both HL and SL, one option topic is also studied from the following: A. MATERIALS B. BIOCHEMISTRY C. ENERGY D. MEDICINAL CHEMISTRY

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C U R R I C U LU M G U I D E | I N T E R N AT I O N A L B AC C A L A U R E AT E

HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two

Paper Three

20% 36% 24%

EXTERNAL

Paper One

Paper Two

Paper Three

20% 40% 20%

INTERNAL

Individual investigation

20%

INTERNAL

Individual investigation

20%

Papers include multiple choice questions, data-based short answer and extended response. The investigation and write up is between 6-12 pages.

Papers include multiple choice questions, data-based short answer and extended response. The investigation and write up is between 6-12 pages.

WHY STUDY THIS AT AIGLON? Chemistry is a highly regarded qualification and it enables students to apply for a wide range of college and university courses. The skills developed as part of the IB Chemistry course are transferable to a variety of subjects and professions, serving as useful preparation for employment or further study. For example, the analytical and mathematical skills developed are useful in business and the ability to write concise, technical reports is a skill that lawyers require.

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Physics GROUP 4: SCIENCES HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: ANDREW BOWES LYON

COURSE OVERVIEW

Physics attempts to solve the deepest mysteries in the universe - what are we made of, how do objects interact, how did it all begin? So much of the things we take for granted in the modern world - cars, planes, iPhones, laptops, the internet, and so much more - only exist because previous generations studied physics and applied their understanding as engineers. All physics students will have the chance to visit CERN, the world-renowned particle physics laboratory in Geneva.

STANDARD AND HIGHER LEVEL TOPICS TOPIC 1: MEASUREMENT AND UNCERTAINTY TOPIC 2: MECHANICS TOPIC 3: THERMAL PHYSICS TOPIC 4: WAVES TOPIC 5: ELECTRICITY AND MAGNETISM TOPIC 6: CIRCULAR MOTION AND GRAVITATION TOPIC 7: ATOMIC, NUCLEAR, AND PARTICLE PHYSICS TOPIC 8: ENERGY PRODUCTION HIGHER LEVEL ONLY TOPIC 9: WAVE PHENOMENA TOPIC 10: ELECTROMAGNETIC INDUCTION TOPIC 11: QUANTUM AND NUCLEAR PHYSICS OPTIONS: For both HL and SL, one option topic is also studied from the following: A. RELATIVITY B. ENGINEERING PHYSICS C. IMAGING D. ASTROPHYSICS

REQUIRED QUALIFICATIONS

For SL: GCSE / IGCSE in Science, Dual Award Science/Physics (or equivalent) For HL: ‘B’ grade or Higher in GCSE / IGCSE in Science, Dual Award Science/Physics (or equivalent) ‘B’ grade or Higher in GCSE / IGCSE in Mathematics

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C U R R I C U LU M G U I D E | I N T E R N AT I O N A L B AC C A L A U R E AT E

HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two

Paper Three

20% 36% 24%

EXTERNAL

Paper One

Paper Two

Paper Three

20% 40% 20%

INTERNAL

Individual investigation

20%

INTERNAL

Individual investigation

20%

Papers include multiple choice questions, data-based short answer and extended response. The investigation and write up is between 6-12 pages.

Papers include multiple choice questions, data-based short answer and extended response. The investigation and write up is between 6-12 pages.

WHY STUDY THIS AT AIGLON? Physics teaches you to think clearly and analytically about problems; these skills are highly valued by university admissions tutors and employers. Physicists are increasingly in demand in today’s world.

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Computer Science GROUP 4: SCIENCES HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: DARREN WISE

COURSE OVERVIEW

The Computer Science course requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate.

The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved.

During the course the student will develop computational solutions. This will involve the ability to: - Identify a problem or unanswered question - Design, prototype and test a proposed solution - Liaise with clients to evaluate the success of the proposed solution - Make recommendations for future developments.

STANDARD AND HIGHER LEVEL TOPICS TOPIC 1: SYSTEM FUNDAMENTALS TOPIC 2: COMPUTER ORGANIZATION TOPIC 3: NETWORKS TOPIC 4: COMPUTATIONAL THINKING, PROBLEM-SOLVING AND PROGRAMMING HIGHER LEVEL ONLY TOPIC 5: ABSTRACT DATA STRUCTURES TOPIC 6: RESOURCE MANAGEMENT TOPIC 7 CONTROL OPTIONS: For both HL and SL, one option topic is also studied from the following A. DATABASES

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C U R R I C U LU M G U I D E | I N T E R N AT I O N A L B AC C A L A U R E AT E

HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two

Paper Three

40% 20% 20%

EXTERNAL

Paper One

Paper Two

INTERNAL

Computational solution

20%

INTERNAL

Computational solution

45% 25%

30%

Several compulsory short-answer questions, structured questions, an examination paper linked to options studied and the development of a computational solution and supporting documentation.

Several compulsory short-answer questions, structured questions, an examination paper linked to options studied, case study response and the development of a computational solution and supporting documentation.

WHY STUDY THIS AT AIGLON? Aiglon’s Computer science team is enthusiastic and committed to making your learning and classroom experience fun and interactive. Though there are theoretical elements to this course, your teachers will always try to make learning interactive, practical and a two way process. Small class sizes coupled with great resourcing mean you will truly have the best possible learning experience.

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Mathmatics: analysis and approaches GROUP 5: MATHEMATICS HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: TOM HIGGINS

COURSE OVERVIEW

Individual students have different needs, aspirations, interests and abilities. For this reason there are two different DP subjects in mathematics. Each course is designed to meet the needs of a particular group of students. Both courses are offered at SL and HL. This course focuses on the following concepts: Emphasis on algebraic methods, develop strong skills in mathematical thinking, real and abstract mathematical problem solving.

For students interested in mathematics, engineering physical sciences, and some economics.

The IB DP Mathematics: analysis and approaches course recognises the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts.

Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

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HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One

Paper Two*

Paper Three*

30% 30% 20%

INTERNAL Exploration

20%

Papers involve short-response questions based on the syllabus. Paper 3 involves two compulsory extendedresponse problem-solving questions. *Technology allowed

EXTERNAL

Paper One

Paper Two*

40% 40%

INTERNAL Exploration

20%

Papers involve short-response questions based on the content of the syllabus. *Technology allowed

WHY STUDY THIS AT AIGLON? Maths HL students will be expecting to include Mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Maths SL acts as an excellent foundation for mathematical competency in a broad range of different experiences. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as Chemistry, Economics, Psychology and Business Administration.

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Mathematics: applications and interpretation GROUP 5: MATHEMATICS HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: TOM HIGGINS

COURSE OVERVIEW

Individual students have different needs, aspirations, interests and abilities. For this reason there are two different DP subjects in mathematics. Each course is designed to meet the needs of a particular group of students. Both courses are offered at SL and HL. This course focuses on the following concepts: Emphasis on modelling and statistics, develops skills in applying mathematics to the real-world, mathematical problem solving using technology.

For students interested in social sciences, natural sciences, medicine, statistics, business, engineering, some economics, psychology and design.

The IB DP Mathematics: applications and interpretation course recognises the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasises the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling.

To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalisations. Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

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C U R R I C U LU M G U I D E | I N T E R N AT I O N A L B AC C A L A U R E AT E

HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Paper One*

Paper Two*

Paper Three*

30% 30% 20%

INTERNAL Exploration

20%

Papers involve short-response questions based on the syllabus. Paper 3 involves two compulsory extendedresponse problem-solving questions. *Technology allowed

EXTERNAL

Paper One*

Paper Two*

40% 40%

INTERNAL Exploration

20%

Papers involve short-response questions based on the content of the syllabus. *Technology allowed

WHY STUDY THIS AT AIGLON? Maths HL students will be expecting to include Mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Maths SL acts as an excellent foundation for mathematical competency in a broad range of different experiences. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as Chemistry, Economics, Psychology and Business Administration.

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Music GROUP 6: ARTS HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: TOM DOBNEY

COURSE OVERVIEW

IB Music will immerse students in the in-depth study of the musical links between cultures to train students to think about music within a global context. The curriculum covers topics in Western and non-Western music such as theory, aural skills, performance, composition and music technology.

Students will benefit from various approaches to instruction including, but not limited to, listening, reading, harmonic analysis, composition and performance projects. Students will choose to focus on one of these study areas: music creation, solo performance, or group performance.

SOLO PERFORMANCE Solo performance involves development of instrumental/vocal repertoire, involving one-toone coaching and regular practice with an accompanist, leading to one or more public recitals.

Another aspect is development of instrument/vocal technique through specific technical studies and concentrated individual practice. Recordings of the students’ work will be made using our equipment, developing expertise in the handling of recording techniques and digital media. It is envisaged that all Instrumental teachers will be closely involved in the rehearsal and assessment of all performances.

GROUP PERFORMANCE Regular participation in ensembles (e.g. Aiglon Choir, Rock Bands, Musicals) is essential.

Students will also be encouraged to form their own groups as well as assisting in the organisation and running of the many concerts that take place as part of the schools’ extracurricular music programme. Students may also perform in groups off-site as long as these concerts have been recorded and fulfil the criteria set out in the specification.

COMPOSITION Compositions will usually grow out of improvisation work based on a variety of genres.

Candidates will use Logic Pro and Sibelius for composition. Aspects such as technical feasibility, effectiveness, fitness for purpose, flow, structure and enjoyment potential will be discussed as part of a composition forum. Students will keep a journal detailing the exact composition process of each piece (three for Higher, two for Standard). This will greatly assist in the production of the pupils’ written statement which is submitted in support of the compositions.

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HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Listening paper

Musical links investigation

EXTERNAL

Listening paper

Musical links investigation

30% 20%

30% 20%

INTERNAL (CHOOSE ONE)

Creating 50%

Solo performing 50%

Group performing 50% Includes musical perception questions, a written media script investigating musical links between cultures.

Two compositions and written work or one solo or group recording from a public performance.

INTERNAL

Creating 25%

Solo performing 25% Includes musical perception questions, a written media script investigating musical links between cultures.

Three compositions and written work and one recording from a public performance.

WHY STUDY THIS AT AIGLON? Music provides an appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. This course also provides all students with the opportunity to engage in the world of music as lifelong participants.

Students who have studied Music at Aiglon have gone on to careers in music - as performers, producers, managers and recording engineers.

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Theatre Arts GROUP 6: ARTS HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: DESMOND HANN

COURSE OVERVIEW

Students experience the course from contrasting artistic perspectives. They learn to apply research and theory to inform and to contextualize their work. The course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre – as participants and audience members – they gain a richer understanding of themselves, their community and the world. Students become not only aware of their own cultural perspectives, appreciating the diversity of theatre practices, but the course allows students to engage with different forms of theatre across time, place and culture and promotes international-mindedness.

THEATRE IN CONTEXT Students examine the personal, theoretical and cultural contexts that inform theatre making and ways in which these influence creating, designing, directing, performing and spectating.

THEATRE PROCESSES Students explore the skills, techniques and processes involved in theatre making. Students reflect on their own creative processes and gain a practical understanding of the processes of others; creators, designers, directors and performers.

PRESENTING THEATRE Students learn about staging and presentation of theatre as well as the presentation of ideas, research and discoveries through diverse modes of presentation, both practical and written.

Students consider the impact theatre can have on the spectator. They are encouraged to think about their own artistic intentions as creators, designers and performers and the impact they wish to have on an audience.

ACTIVITIES INCLUDE: Creating practical theatre based on theatre theory (HL only) Working practically with play texts Examining world theatre traditions and performance practices Collaboratively creating and performing original theatre

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HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Solo theatre piece

Director's notebook

Research presentation

35% 20% 20%

INTERNAL

Collaborative project

25%

EXTERNAL

Director's notebook

Research presentation

35% 30%

INTERNAL

Collaborative project

35%

The course is structured for the assessment tasks to be ongoing with skills being developed throughout the course and the material for assessment developed throughout the latter part of the course.

The course is structured for the assessment tasks to be ongoing with skills being developed throughout the course and the material for assessment developed throughout the latter part of the course.

WHY STUDY THIS AT AIGLON? The Theatre Arts course prepares students not only for either a degree or diploma in all aspects of theatre, acting, directing, technical theatre, producer, but also compliments a multitude of other career paths from Law, English, Philosophy, Business, Marketing, Media, Film, TV, Humanities, Anthropology or Psychology.

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Visual Arts GROUP 6: ARTS HIGHER LEVEL & STANDARD LEVEL HEAD OF DEPARTMENT: LYNDON EVANS

COURSE OVERVIEW

IB Visual Arts is a rigorous pre-university course of study, designed to empower students to become knowledgeable and enquiring as well as caring and compassionate citizens of the world. There is a strong emphasis on encouraging students to develop inter-cultural understanding, openmindedness, and the attitudes necessary to respect and evaluate a range of points of view.

It is designed to build on prior knowledge and experience in the visual arts as well as develop new skills, techniques and ideas. It is highly recommended that any student wanting to take Visual Arts has completed a GCSE course or equivalent.

VISUAL ARTS IN CONTEXT VISUAL ARTS METHODS COMMUNICATING VISUAL ARTS

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C U R R I C U LU M G U I D E | I N T E R N AT I O N A L B AC C A L A U R E AT E

HOW IS THIS COURSE ASSESSED? STANDARD LEVEL

HIGHER LEVEL EXTERNAL

Comparative study

Process portfolio

EXTERNAL

Comparative study

Process portfolio

20% 40%

20% 40%

INTERNAL

Exhibition 40%

INTERNAL

Exhibition 40%

Examine and compare at least three artworks, two of which by different artists. Evidence sustained experimentation explorations and manipulation of art-making activities and an exhibition and rationale.

Examine and compare at least three artworks, two of which by different artists. Evidence sustained experimentation explorations and manipulation of art-making activities and an exhibition and rationale.

WHY STUDY THIS AT AIGLON? There is a very wide variety of further courses and career routes that can start with a passion for art.

Architecture, painting, advertising and marketing, fashion, gallery and museum work, interior design are but a few of the paths that are available and have been followed by former Aiglon students.

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IB Core: Extended Essay The Extended Essay (EE) is an in-depth study of a focused topic, usually chosen from one of the student's six IB Diploma Programme subjects.

The project is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen.

(Ibpublishing.ibo.org, 2017) HOW IS THE EXTENDED ESSAY ASSESSED? Supervisors will give feedback both verbally and in writing during the writing process but the Extended Essay is marked externally by the IB. WHERE WILL THE EXTENDED ESSAY TAKE ME? The Extended Essay provides students with the skills required to write a formal academic paper. IB research shows that the IB DP students who write an Extended Essay find that the EE: 1.

2.

3.

4.

5.

6.

Provides familiarity with steps for writing a lengthy essay at university Increases students’ confidence in research Improves ability to gather and evaluate sources of information Provides preparation for college level writing Improves time management in writing projects Increases knowledge of formal academic styles appropriate to a topic

(Aulls and Lemay, 2013) Essentially, it is excellent preparation for university level work.

EXTENDED ESSAY COORDINATOR: LAURA HAMILTON

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IB Core: Theory of Knowledge The aim of TOK is to encourage students to formulate answers to the question “how do you know?” in a variety of contexts, and to see the value of that question.

Specifically, the aims of the TOK course are for students to: 1.

2.

3.

4.

5.

Make connections between a critical approach to the construction of knowledge, the academic disciplines and the wider world Develop an awareness of how individuals and communities construct knowledge and how this is critically examined Develop an interest in the diversity and richness of cultural perspectives and awareness of personal and ideological assumptions Critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives Understand that knowledge brings responsibility which leads to commitment and action (Theory of knowledge, 2013)

HOW IS IT ASSESSED? TOK is assessed through a 1600 word essay which is externally marked and a presentation given in school which is internally marked and moderated by the IB. WHERE WILL TOK TAKE ME? TOK provides a clear framework for extended analytical and critical thinking. The skills it encourages will be useful in all careers and academic programmes in that it fosters an independent and inquiring student.

HEAD OF DEPARTMENT: DAVID FAIRWEATHER

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IB Core: Creativity, Activity, Service Studied throughout the Diploma Programme as a required component, CAS involves students in a range of activities alongside their academic studies.

CAS is not formally assessed. However, students reflect on their CAS experiences as part of the Diploma Programme, and provide evidence of achieving the eight learning outcomes for CAS. HOW IS CAS STRUCTURED AT AIGLON? The three strands of CAS, which have to be accessed through the Aiglon Activities programme, are characterised as follows: CREATIVITY: Arts, and other experiences that involve creative thinking.

ACTIVITY: Physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP. SERVICE: An unpaid and voluntary exchange that has a learning benefit for the student.

The rights, dignity and autonomy of all those involved are respected.

In order to demonstrate these concepts, students are required to undertake a CAS Project. The project challenges students to: show initiatives demonstrate perseverance and develop skills such as collaboration, problem solving and decision making.

WHAT IS THE SIGNIFICANCE OF CAS? CAS enables students to enhance their personal and interpersonal development by learning through experience. It is a core component of the IB DP. (International Baccalaureate, 2017) CAS COORDINATOR: NICK RUMBOLD

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Scoring, Bonus Points & Notes Important notes on scoring the IBDP and options for bonus points. Contact details and further information to learn more about Aiglon's IB Programme.

SCORING AND BONUS POINTS

The IB Diploma Programme is marked out of 45 points.

Each of the 6 subjects is scored from 1 to 7.

Up to 3 bonus points may be awarded as a result of grades for Theory of Knowledge and the Extended Essay. These are both marked from A to E. The bonus points scored are decided by the following matrix:

CONTACT

If you need more information about the IBDP at Aiglon, our IB team is here to help.

Please contact Aiglon's IB Coordinator: ibcoordinator@aiglon.ch More information, resources and studies guides related to the IB are also available on the Organisation’s website: www.ibo.org

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Avenue Centrale 61, 1885 Chesières, Switzerland +41 24 496 61 61 www.aiglon.ch