AIS’S OFFICIAL IB NEWSLETTER
IB Busy!
GET IT?
IB Busy’s Official Guide to IB Published for the Class of 2015 Inside Dedication P.1
Course Overviews: Group 4 P.12
Introduction to the Guide P.2
Course Overviews: Group 5 P.14
Introduction to IB P.3
Course Overviews: Group 6 P.15
Groups & Courses P.4
Creativity, Action and Service P.16
Group Overviews P.5
Extended Essay P.20
Course Overviews: Group 1 P.7
Theory of Knowledge P.22
Course Overviews: Group 2 P.8
Acronyms and Vocabulary P.24
Course Overviews: Group 3 P.9
Command Terms P.26
Dedicated to IB Survivors
Introduction to the Guide Congratulations! You have been very carefully chosen to be part of the AISE IB Class of 2015! Ahead of you lay not only a very challenging couple of years, but also the most life changing and maturing of your high school careers. As six IB juniors who felt as if they were “pushed into the water without knowing how to swim” when they started IB, the members of IB Busy! have put together a guide for you that not only covers the basics you have heard over and over again, but also the things that we wish we had known a year ago. When we started IB, it was so different from American Diploma that we were somewhat dumbfounded by how much we had to change. But, eventually we caught on and here we are at the end of our junior year. Here are some three quick pointers that pretty much sum up IB at AISE. First of all, IB is not impossible; it is just different. As someone who was accepted into IB in the first place, you probably had no or very little trouble in the past two years. In fact, you were probably the kind of student who got all As and if you got a B you knew that all you had to do was study a bit more next time. But it doesn’t work that way anymore. IB requires that you plan ahead of time and use every second you have. There is no space for procrastination because trust me you will regret it – even if you do finish an assignment the night before it was due, you most probably would have done better if you hadn’t procrastinated. Secondly, IB is not only scholastic, but it is in every meaning of the word life changing. When you’re in IB, you are expected by your teachers and by everyone around you to simply be mature. Barely anyone nags you; in fact most teachers are way more lenient with us than they ever were. But, if you don’t pull your weight you will be the one paying the price. In IB, you will be forced to manage between grades and extracurricular activities, as well as talk to people you don’t know or go to new places – things you probably have never done before. You will also probably be able to express who you are in a way you never have before. In a small class, which you will soon become very close to, you will realize that everyone has a very important place and role. Which brings me to my next and final point – your IB Family. No, the term family isn’t thrown in there to make IB sound cute or cozy, because your IB class will become your family. Strangely, you will soon find that there is no one in your whole class that you mind hanging out or working with. People are helpful, encouraging, and most importantly they will always be there for you. You will get to know people you have never talked to before and in fact, from personal experience, all the shy ones will “lose their shell.” It may be hard to believe now, but your class will become your family. In fact, they will be a big part of why IB is worth it. These are merely glimpses of the thrilling, exciting, heart-wrenching roller coaster ahead. Read on to learn more about IB from our point of view. Smile! Do not worry about this summer or what comes after it, because although some days you will hate IB and everything about it, overall you will be more than glad that you are an IB student.
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Introduction to the International Baccalaureate
444 Welcome to the IB! The next two years of your life will no doubt be two of the most rigorous, time consuming and tiring years. However, they will also be the most rewarding and memorable. The result of these two years is then assessed by an examination at the end. Universities internationally recognize the IB, making them more accessible to students. Formerly known as the hexagon, the IB is organized by a course overview that encompasses the groups listed above, with requirements such as Extended Essay, TOK, and CAS around the center of the hexagon. This is the IB Curriculum Framework: At the very center of the hexagon is the knower. That is you. As the knower, there are certain sets of principles you are automatically expected to abide to. These principles are encompassed into one concept known as the IB learner profile. The IB learner profile states that students must be: • • • • • • • • • •
Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective
Students are also required to write Internal Assessments in every subject criteria. In languages A and B, these Internal Assessments are known as written tasks. The following is a small overview of the core requirements: CAS: Although the IB might be demanding, it has numerous activities within it that are truly for the knower. One of these activities is CAS, creativity, action, and service, CAS develops the knower in terms of mind, body, and spirit, and tests the extent of the knower. In each of the two years, students have a retreat in which they go to a different part of the country not only to discover its bounds, but also grow as a person. It is during the first CAS retreat that IB students usually form a bond and give birth to what is commonly known as the “IB Family.” Theory of Knowledge: TOK provides the knower with the recommended dosage of philosophical thought, food for the mind. Theory of Knowledge not only presents deeply mind-provoking questions, but also questions the knowledge we receive in other classes. It provides an insight into the world, a perspective we usually do not bother to discover. Extended essay: At the end of the two years, students are required to submit an independently researched paper on a subject area and topic of their choice. The requirement for this essay is roughly about 4000 words and is done with the help of a supervisor in school.
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Groups & Courses The International Baccalaureate Diploma Program consists of six subjects taken from six different groups: • • • • • •
Group 1: Studies in Language & Literature Group 2: Language Acquisition Group 3: Individuals & Societies Group 4: Experimental Sciences Group 5: Mathematics & Computer Science Group 6: The Arts
AIS offers the following courses: • Group 1: 1. Arabic Language & Literature 2. English Language & Literature 3. English Literature • Group 2: 1. French B 2. Arabic B 3. Spanish ab-initio 4. French ab-initio • Group 3: 1. Economics 2. Business & Management 3. Psychology 4. History 5. World Politics 6. Geography • Group 4: 1. Biology 2. Chemistry 3. Physics • Group 5: 1. Math HL 2. Math SL 3. Math Studies • Group 6: 1. Visual Art
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Group Overviews Group 1: Group 1 covers the literature courses. Courses such as English Language and Literature add language studies to the program. AIS offers English Literature, English Language and Literature, as well as Arabic Language and Literature. The aim of the courses is to develop an appreciation of literature and international works, to develop analytical and literary criticism skills, and a deeper understanding of different cultures. Around the world, literature courses are available in 55 countries, whereas the language and literature courses are available in 16 countries. Group 2: Part of what makes the IB so special and, well, international is its Group B – second languages. There are two group B languages offered at AISE, French and Arabic HL. By the end of the two years students either speak French almost fluently or they improve their Arabic in great measures. Both courses focus mostly on the language and culture and loosely on grammar and rules. There are also two courses offered at the AB initio level: Spanish and French. French AB initio goes up to French 4 (at AISE), so anyone who took French in high school can take this course. However, since Spanish AB initio is the only Spanish course at AISE, there is no pre-requisite. Learning new languages or improving your second language is definitely worth the effort, because in a world that is quickly advancing and growing, one must learn to look outside of their own bubble but into new cultures and ways of thinking. Many universities and employers also encourage having a second language. Group 3: In IB, Group 3 students are required to choose one subject from the following offered subjects at AIS: Business and Management, Economics, Geography, History, Psychology, and World Politics SL. Studying any one of these subjects helps create an appreciation of human experience and behavior, the history of social and cultural institutions, and the varieties of physical, economic and social environments that people take up. Most of these courses center on essay assignments. Most IB questions and internal assignments consist of essay writing of some sort where students are required to identify, analyze, and critically evaluate theories and present concepts and arguments relating to the nature and activities of individuals and societies. Group 4: Group 4 includes the experimental sciences, being Biology, Chemistry, Physics Design technology, and Environmental Systems and Societies. This group is meant to help students explore the theories and techniques of the experimental sciences. There is a mandatory project that is interdisciplinary and stimulates students to appreciate the many implications of science all around the world. It also encourages students to collaborate with other students who take other sciences to create one big project and to develop their understanding of other disciplines of science. The project consists of members from every available group 4 science, with 3 different experiments to be carried out by all members of each team, as well as presentations dedicated to the 3 sciences explaining the data collected and the carrying out of the experiment itself.
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Group Overviews
Continued
Group 5: It is a requirement that students study one course in mathematics for their IB Diploma. Computer Science can be taken as an elective. There are three mathematics courses offered: mathematic studies standard level, mathematics standard level, and mathematics higher level. These courses aim to help students develop mathematical knowledge, concepts and principles, as well as logical, critical and creative thinking. Math studies is recommended for students who do not expect math to be a major component of their university studies. Math SL is for students that expect to need a “sound mathematical background� for majors such as economics, chemistry and business. Math HL is for students that anticipate that math will be a major component of their university studies or will be the main subject that they will study. This applies for majors such as physics, engineering, technology and actuarial sciences. Keep in mind that some universities require mathematics HL for their economics programs.
Group 6: The only coursed offered at AISE from this group is Visual Art. The purpose of the visual arts curriculum is to develop the artistic talents of the knower and challenge their sense of creativity. Group 6 consists of visual arts, music, theatre, and film. Most of the listed subjects are not currently offered in AIS, due to the lack of interest. These courses require previous knowledge of artwork as well as an adequate amount of artistic talent. Group 6, however, is not solely dedicated to the arts. It is also possible to not take an art course and substitute another subject in its place. For most students, this subject is another group 4 or 5 course.
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Course Overviews Group 1 Arabic Language & Literature: This course was newly created (first exams in 2013) after the abolishment of the Arabic A2 course which served as a second language to past candidates. However, starting 2013, students will be able to study two language courses at the same level. Students are awarded a bilingual diploma if they successfully complete this course with an English A course, Literature or Language & Literature. Although not included in the IB syllabus nor the final exam, students study syntax or Arabic grammar throughout the course, as a way to improve and enhance their writing skills. The course content is identical to that of all other Language & Literature courses. At the end of their second year, candidates sit for two exams, a Paper 1 (one unseen text to analyze) and a Paper 2 (essay response to question about texts studied). The final grade issued to students includes other assessments, that includes a Further Oral Activity, an Individual Oral Commentary and a Written Task. Students at HL are required to submit two different Written Tasks. The topics of the Written Task II are prescribed by the IB towards the beginning of the second year. English Language & Literature: The English Language & Literature course is comprised of four parts – two relate to the study of language and two relate to the study of literature. The four parts are language in cultural context, language and mass communication, literature – texts and contexts, and literature – critical study. For SL, the external assessments are Paper 1 (one unseen text to analyze), Paper 2 (essay response to question about texts studied), and a written task. For HL, it is the same except that for Paper 1, two unseen texts are compared and two written tasks are submitted for assessment. Internal assessments for this course are Individual Oral Commentaries and Further Oral Activities. This course is challenging because it is a new course (first class to sit an examination on this course was the graduating class of 2013). However, it is a lot more entertaining in its learning because you’re not only learning about the text itself, but you’re analyzing the language in literary and non-literary texts and examining how they came to be. If you’re up for a challenge, this is definitely the course to take. Students considering majoring in journalism would also benefit greatly from such a course seeing that one of the four main components discusses language in mass communication. English Literature: IB English Literature is meant to acquaint IB students with analyzing literature. It can be studied in any language as long as there’s enough written literature in said language. The course is available in both standard and higher levels, with 240 hours for higher and 150 for standard, just like all other classes. The literature study is extensive, ranging from different time periods, genres, and places. The course is very effective in helping students develop an appreciation of literature, and to develop the ability to closely read and analyze texts as well. The course is split into four parts, Works in Translation, Detailed Study, Literary Genres, and Options. Overall, this course will help you establish an extensive knowledge of literature and familiarity with literature analysis. If you enjoy analyzing, reading, and a bit of hard work, this is the way to go.
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Course Overviews Group 2 French B: French B is an intermediary level French course provided at AIS, meant to satisfy the IB’s desire to spread appreciation of international culture as well as the development of students’ lingual abilities. This course is intended for students who already have some experience in French, and can be studied at both Higher Level and Standard Level. The French B core, just like any Language B course, consists of: • Communication and media (Communication et médias) • Global Issues (Questions mondiales) • Social relationships (Relations sociales)
As well as 2 options to choose from an available 5: • Cultural Diversity (Diversité culturelle) • Customs and Traditions (Coutumes et traditions) • Health (Santé) • Leisure (Loisirs) • Science and Technology (Science et technologie)
At higher level, students read two works of French literature. In the External Assessment component (70% of your grade) there is a paper 1 (25%), paper 2, (25%), Written Assignment (20%) whereas in the Internal Assessment component (30% of your grade) there is an Individual Oral (20%) and an Interactive Oral (10%). Arabic B: We know what you’ve heard about Arabic B – it’s hard and everyone gets bad grades. But, from experience, I can promise you that it is worth it. Arabic B is only offered at High Level at AISE since it was primarily designed for students who speak Arabic as a second language. But as we all know, our Arabic is probably not at the level it should be. Even if you are not planning on working or studying in Egypt, Arabic B will help you strengthen your Arabic skills. It is different than the Arabic taught by the Egyptian system, since the focus is mostly writing and understanding stories and poetry rather than grammar. The exam consists of two papers, mostly made up of essay and short-answer questions. The course does require a lot of hard work but at the end it’s worth it. French/Spanish ab-initio: Ab-initio courses are designed specifically for students with little or no experience of the language. Ab-initio courses are organized into three themes: individual and society, leisure and work, and urban and rural environment. By the end of the course, students are expected to be able to converse in each of the themes above relatively well and have intermediate writing skills. Assessment includes a fifteen minute oral, a written assignment, and of course the final two year comprehensive exam. No ab-inito course is ever easy. Spanish is a new and exciting course at AIS that should be considered by students. As for French, it has been around for quite some time and it does offer students a chance to start learning this language. Students applying for French ab-initio must have not taken French 4.
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Course Overviews Group 3 Economics: The economics course is one of the Group 3 social sciences as it falls under the topic of individuals and societies. Economics deals with issues of scarcity, resource allocation and the methods and processes by which choices are made to satisfy human wants. This course discusses the economic theories of microeconomics, the economic variables that affect individuals, firms and markets, and those of macroeconomics, the economic variables that affect countries, governments and societies. The course is divided into four parts: microeconomics, macroeconomics, international economics and development economics. The assessments for this course are as follows: • Paper 1 • Section A: Microeconomics • Section B: Macroeconomics • Paper 2 • Section A: International economics • Section B: Development economics • Paper 3 • HL Extension only • HL material from all four sections of the course • Internal Assessment: • Portfolio of three commentaries based on three different sections of the syllabus on articles acquired from different news sources. Geography: The geography course integrates both physical and human geography. Both scientific and socio-economic methodologies are studied. The course tries to raise global and international awareness on a number of key issues such as poverty, sustainability, and climate change. Different perspectives and viewpoints are studied. Detailed case studies, at a variety of levels, from local to regional, national and international are examined. The aims of course are to develop an understanding of the interrelationships between people, places, spaces and the environment, develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management, and appreciate the relevance of geography in analyzing contemporary issues and challenges, and develop a global perspective of diversity and change. Geography HL students study seven HL topic extensions on top of the core material: Measuring Global Interactions, Changing Space - The Shrinking World, Economic Interactions and Flows, Environmental Change, Sociocultural Exchanges, Political Outcomes, and Global Interactions at the Local Level. This is one of the courses in jeopardy of not being created due to the lack of interest.
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Course Overviews Group 3 History: IB History is provided at both the HL and SL level at AIS. Students at both the SL and HL level study 20th century world history with emphasis on European history. The course centers around the peacemaking, peacekeeping—international relations 1918–36, causes, practices and effects of wars, and origins and development of authoritarian and single-party states. Only HL students study the aspects of history of Asia and Oceania. All students study the causes and effects of WWI, the interwar period, the rise of Nazi Germany and Fascist Italy, the Spanish Civil War, and the causes and effects of WWII. Only HL students study Imperial Russia, the Russian Revolution, and communist China. All students are expected to complete a historical investigation of their subject of choice to serve as the internal assessment (IA) of the course. IB History is a great course for those looking to specialize in international relations and government. Students who successfully complete IB History HL get many credits waived off in college and some even graduate a year early because of the history classes they are not required to take. World Politics: The World Politics course is a Group 3 pilot course. However, we should first mention that this course may or may not continue next year. This is because of lack of interest in the course. Personally, I would like to recommend this course to anyone that is thinking of majoring in political science, international relations, international law, etc… This course explores the fundamental political concepts such as power, liberty and equality and gives students the opportunity to develop an understanding of the national and international dimensions of political activity, while referring to political issues that shape our world. The World Politics course addresses the major issues that surround us on a daily basis. Seeing as part of the IB Learner Profile is that the students should be global citizens that are aware of their surroundings, the World Politics course pushes the students to be just that. There are four core units in this course: power, sovereignty and international relations, human rights, development and peace and conflict. The internal assessment for this course requires students to undertake an engagement activity and then submit a written report summarizing the investigation. These activities can be anything from interviewing members of local NGOs to participating in a Model United Nations conference. Business & Management: This course is designed for students to be able to grasp different business theories, and for them to be able to apply different business principles, practices and strategies. Students begin by getting introduced to organization and their different types. Then, they get acquainted with the external environment that affects the business and its operations. Students then start studying the different departments in a business, that includes marketing, HR, operations management and accounting/finance. For the SL students, the internal assessment is a research project that looks at a real world problem affecting a business involving any form of a business organization. As for HL students, they are limited to real-world organizational issues or a decision making strategy. It is worth noting that this course is not accepted for credits in most universities, at both levels SL and HL.
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Course Overviews Group 3 Psychology: IB Psychology goes beyond studying human behaviors and behaviors of the mind. The course is almost exclusively based on previous studies. The course not only goes in-depth into theories and studies, but also goes the extra mile by examining the limitations of said theories and studies. IB psychology challenges students’ memorization and critical thinking skills through its multiple thought provoking learning outcomes. No prior knowledge of psychology is required in order to qualify for the course. IB psychology examines the cognitive, biological, and sociocultural aspect of human behavior. Psychology also follows the scientific method, and is therefore considered a science. Due to its theoretical nature, however, it is considered a social science. As a social science, it makes its focus on observing human interaction with the environment. Nevertheless, it encompasses various elements of sciences such as basic biology. Students will have to complete one practice and one final internal assessment for IB psychology. The final Internal assessment will be done in the second year and sent to the IB to be graded. In conducting the Internal assessment, students are expected to replicate a study or experiment, taking ethicalities into consideration. HL students are allowed to alter the experiment as they wish. SL students, however, have to follow exact procedures of the original experiment. During their first year in IB psychology, students will study the following topics: • Biological level of analysis (BLOA) • Cognitive level of analysis (CLOA) and • Sociocultural level of analysis (SCLOA) The second year consist mostly of options, which include: • Developmental psychology • Qualitative research (HL only) • Statistical Tests (HL only) • Health psychology • Psychology of human relationships, and • Sport psychology
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Course Overviews Group 4 Biology: IB Biology is a difficult yet rewarding and very interesting course. No, biology is not all about memorization as many like to believe. However, there is a lot to study and understand fully. The syllabus is made up of six topics: statistics, cell theory, biochemistry, genetics, ecology and the human body. All students take two options and the HL students have to take most of these subjects in more depth. The syllabus obviously covers an array of topics that one can use after they graduate from the course. If you haven’t noticed, a lot of the syllabus is very close to 10th grade Biology but just more in-depth. However, at AISE, IB Biology HL students take HL material in their first year, so make sure that you are sure of the level you choose from the very beginning. The examinations is made up of a paper 1 for all material, paper 2 for data-based questions (questions based on interpreting graphs) and paper 3, for options. Chemistry: IB Chemistry is definitely a difficult, extensive course. However, many concepts in chemistry are based on each other, so one often finds theirself reviewing old topics while studying a new one. The IB chemistry course is also very closely related to IB Biology, so students take both will often find a lot of similarities, making the learning smooth. The syllabus is composed of ten topics plus two options, but HL students have an extension to each topic. HL chemistry is a lot of hard work, but thankfully it is taught here in a way that all SL material is covered in the first year, so if an HL student finds it too difficult already, they can drop to SL before they start HL material. The examination is made up of a multiple choice paper 1, a free response paper 2 and a paper 3 for options.
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Course Overviews Group 4 Physics: The aim of the Physics course is to appreciate the scientific processes carried out by scientists as well as to develop an appropriate understanding of the world of Physics. Just like all other sciences in Group 4, the IB Physics course holds experimental work at high esteem. The course can be studied at both Higher Level and Standard Level. The Group 4 project is a requirement to pass this course. SL students study eight topics, with the HL students studying an additional six. There are also 7 options for the SL students to choose 2 from, and 6 options for the HL students to choose 2 from. The IB organizes the Physics Core syllabus into the following topics: • Topic 1:Physics and physical measurement • Topic 2: Mechanics • Topic 3: Thermal physics • Topic 4: Oscillations and waves • Topic 5: Electric currents • Topic 6: Fields and forces • Topic 7: Atomic and nuclear physics • Topic 8: Energy, power and climate change Furthermore, the Physics assessment is categorized into three papers, and an internal assessment. These are weighted as follows: • Paper 1: 20% • Paper 2: 32% • Paper 3: 24% • Internal Assessment: 24%
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Course Overviews Group 5 Math HL: Math HL is considered worldwide to be one of the hardest IB subjects that one can take. Not only should students enjoy math, they must have a talent. They have to be committed to their studies and to the course. They must be keen to explore and investigate the concepts even further. Students interested in taking this course must have completed Pre-Calculus successfully, and are fully capable of the techniques studied in that course. Towards the beginning of the school year students must sit for a placement test that decides their eligibility for enrollment in this course. The Core material includes starts off with Algebra and ends with Calculus. Following the completion of the seven core topics, students explore one other topic from the options list. As with the other math courses, students prepare a portfolio that consists of two individual pieces of work based on mathematical investigation and mathematical modelling. Math SL: Math SL is the most popular IB math course. In fact, in light of Math HL most new students expect it to be easy. However, Math SL is a challenging course, so make sure that if you choose it you will not want to change to Studies. First, you cannot change in the middle of your first year, and second even if you change in your second year you will have missed a lot of material. So, before making your decision make sure you know which matters more; taking Math SL or getting a higher grade in Math Studies. However, at the end Math SL has a broad syllabus that provides a lot of information on many areas that they may need later on in life. The exam is made up of a paper 1 and a paper 2. You are only allowed to use your calculator on the paper 2. Math Studies: This course is for the less mathematically inclined. Math Studies was created to accommodate students who are aiming at a career in disciplines that are not dependent on your mathematical skills. It is worth noting that some higher education institutions find this course unsuitable for admission. It is important to understand which universities do accept applications from Math Studies and which do not. This course counts towards the 3 SL subjects required by all Diploma students. 130 hours of instruction are dedicated towards the course and its eight topics; a further 20 hours are dedicated towards an individual project that is submitted to IB for assessment. This project counts as 20% of the final IB grade. 80% is dedicated to the external assessments, two papers that students sit in for at the end of their second year. Students interested in applying to this course must have access to an approved GDC. Students are allowed to use the GDC in both of the exams that they sit in for.
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Course Overviews Group 6 Visual Art: Currently, Visual Art is the only group 6 subject that is offered at AIS. Visual arts is a fairly challenging course, like most other subjects in IB. it is highly recommended that students have prior artistic knowledge and most importantly interest in the subject. The course visual arts is offered at two levels: SL and HL, with 150 hours for HL and 240 hours for HL, like other IB subjects. The purpose of this course is not only to provoke a sense of creativity in the knower and challenge its bounds, but also break down cultural boundaries by expanding artistic knowledge and the way students understand and interpret art. In terms of the course content, there is no major difference between art HL and SL. Due to the different required time for the different levels, however, HL art students explore artworks in more detail and are expected to present work that is at a higher level; showing their understanding for art. There is no written final exam for this course. For the final exam, however, students are required to present 10 works of art in order to be assessed on what they have learned throughout the two years.
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Creativity, Action and Service CAS is one of the three core requirements of the IB program, along with TOK and the Extended Essay. It is essential to the program because it takes into account the importance of life outside of academics and balances out the rigor of the scholarship side of the program. Creativity includes a range of arts activities, as well as the creativity that is required for the students to design, plan and implement service projects. Action includes participation in individual and team sports, as well as expeditions, camps and local and international projects. Service includes many community and social service activities such as helping special needs children, visiting hospitals and orphanages, and working with refugees and homeless people. Before, we used to count CAS as a number of hours to finish. However, this was not the true point of CAS. The true goal of CAS is not to sign off on hours and get it done with. To avoid that, the IBO has changed the CAS system to truly instill the spirit of CAS within the students. Students are now expected to be involved in CAS activities for at least three hours each during the two years of the program. They are then expected to reflect on these activities and what they have learned from them. Students are also expected to have three CAS activities for each CAS category. They are also expected to have at least one CAS project which spans more than three months and includes two or three of the CAS components, one of which is almost always service. Students must also prove that they are achieving the CAS outcomes in their activities. The eight CAS outcomes are: • Increase awareness of strength and areas for growth • Undertake new challenges • Plant and initiate activities • Work collaboratively with others • Show perseverance and commitment • Engage with issues of global importance • Consider ethical implications • Develop new skills At AIS, we use ManageBac to upload CAS activities, pre-reflections, evidence and reflections. We are able to use it to submit pictures, text files, YouTube videos, etc… as evidence.
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Creativity, Action and Service It is very important for you to realize that CAS is not a matter of getting hours signed. The purpose of CAS is to help IB students become better individuals and to be well-rounded individuals that fit the characteristics of the IB Learner’s Profile. It is aimed to develop students into thinkers that can reflect and understand their own strengths and weaknesses, identify their goals and figure out how to grow personally. It is meant to develop students that can accept new challenges and new roles and that are aware of themselves and their responsibilities towards society. It is not meant to be a matter of doing activities only for CAS, but for us to do them to actually learn from them and become better people. It is very easy for us to get sucked into the vacuum of “I have to do this and this and this for CAS hours,” but we must not let this happen. CAS should be an opportunity for you to expand your interests, work in groups, serve your community and learn something new about yourself. It is a range of intellectual, physical, creative and emotional experiences that benefit you and the people around you as well. Remember, CAS can be fun! CAS Reflections: After being introduced to CAS, as well as its many benefits and goals, you must be wondering by now how we are assessed on this. It is worth mentioning that CAS is pass/fail, in that your IB diploma relies on you passing your CAS requirement. The central approach to which you are assessed on the CAS you have done is through your CAS reflections. This is all done through Managebac. Your reflections are an honest retelling of what your activity consisted of, as well as evidence of planning and organization, of effort and commitment, of active reflection, and of personal development and achievements. The following questions should also be considered: What do you perceive and notice? How you feel being involved? What do you think and feel about the activity itself? What does the activity mean to you? What value does the activity have? What did you learn from this activity, and how might you extrapolate from this to apply any lesson to your life more generally? You should also provide evidence of achieving your learner outcomes, unless you have not achieved all of them, in which case you must still provide an explanation as to why that happened.
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Creativity, Action and Service You can provide evidence through a variety of ways, with more ways being better. These ways are through a journal, a written representation of your reflection, websites, Youtube videos, Photos, and files, which can be anything things like documents showing the resolutions you wrote for MUN or an organization plan for a specific activity. All these are meant to show how you achieved (or not) your learner outcomes as well as how you’ve upheld the requirements of CAS and how you’ve developed your mind, body, and soul. Having a reflection is part of meeting your CAS deadline, which will determine whether you will get credit for an activity/project or not. In addition to a reflection, you have to have the provided CAS documentation form properly filled out, with correct dates, times, activity names and supervisors, as well as supervisor emails and phone numbers as part of evidence of having completed the CAS activity/project. Information on Managebac must coincide appropriately with the information on your documentation form, or vice versa. Managebac also has additional information which must be completed, including a brief pre-reflection before initiating an activity/project and the designation of which learner outcomes you wish to fulfill. Reflection is a very crucial aspect of CAS, as well as part of the IB learner profile. Besides being crucial towards earning your CAS credit and ultimately acquiring your IB diploma, by reflecting, you are proving that you are a true IB student, and that you truly do understand the spirit of CAS. CAS Projects: Your CAS project is a main component of the CAS program. You will fail CAS if you do not successfully complete your CAS project or simply fail to do it at all. If you fail CAS, this will subsequently lead to the immediate withholding of your IB Diploma until you are able to complete the CAS requirement. The CAS project is a project that incorporates at least two or more CAS elements i.e creativity, action, or service and three to four learner outcomes. Note that there is no set number of how many learner outcomes the project must meet but that three to four is the advised number of learner outcomes. Your CAS project must be a long-term one, usually encompassing months of work. The project does not have to be an ongoing activity although it could be; the project could also be the planning and carrying out of a large service event. Since your project is such a vital part in ensuring you get a diploma at the end of the two years it is important you put quite a bit of thought and planning into it.
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Creativity, Action and Service Try and think of an idea early on, and see if you would like to work alone or with some of your peers (it is usually better to work with someone else, not only is it less hectic but you’d be fulfilling one of the learner objectives: working collaboratively with others). If you think of an idea early on, you can choose your CAS Tuesdays to help you get going on your project. For example, if my CAS project is having a soccer tournament at school for underprivileged children then I would choose soccer as one of my CAS Tuesdays and maybe even multimedia designing to be able to create posters and banners advertising this event. The point is if you have an idea of a project early on you have the opportunity of spending your CAS Tuesdays acquiring the skills necessary for your project or even carrying it out. It is also a good idea to start creating an action plan immediately after you are set on a project to be able to give yourself deadlines and track your progress. Ideally, you would like to have come up with an idea for your CAS project at the end of your junior year, created an action plan over the summer, picked CAS Tuesday activities that complement your project, and finally have your project done by February or March of your senior year. Note that, each diploma student is required to undertake at least one CAS project but is not limited to one, and can choose to do more. However, it is better to partake in one CAS project and finigh it thoroughly well than to partake in three CAS projects and contribute to each one in a mediocre fashion. All in all, CAS projects, although being daunting at first glace, are a great way to explore your interests and find a way to use your strengths to contribute to the welfare of your community.
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Extended Essay One of the core requirements of the International Baccalaureate diploma is the Extended Essay. The purpose of the extended essay is to dicover the deep nature of a particular chosen topic that is of interest to the knower. It is basically an in-depth analysis of a certain research question that provides insight into the subject area. The extended essay displays students’ writing and research skills. The essay should also display a certain degree of knowledge and understanding of the topic and subject area chosen. The extended essay is compulsory and is assessed externally by the IBO. Along with Theory of knowledge, the extended essay is worth 3 of the 45 IB points. The extended essay requires a supervisor from the school, preferably an expert on the field who merely serves as a guide through the paper. For the most part, the extended essay is based on independent research and critical thinking skills. Students are strongly advised to finish the majority of their research and writing during the summer of their first year. The following are a few requirements for the extended essay: • Must be on of the subject areas that are approved by the IB • Meet the deadlines set by the school • Must be in formal language (either English or the language of the chosen subject area) Group 4 extended essay research: International baccalaureate group 4 consists of experimental sciences such as biology, chemistry, and physics. In order to write an extended essay on these subject areas, students are required to conduct an experiment in order to collect their data, which then becomes their research. Components of the extended essay: The extended essay consists of several components. The following is a basic outline of the extended essay: • Abstract • Acknowledgments • Contents • Maps, charts, diagrams, annotated illustrations and tables • Equations, formulas and calculations • Citations/references (whether parenthetical or numbered) • Footnotes or endnotes • Bibliography • Appendices
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Extended Essay The extended essay is a maximum of 4000 words. Students will be penalized for not acquiring within the word limit, examiners will stop grading the paper after the 4000 word mark. Relationship with TOK: The extended essay and Theory of Knowledge are both located at the core of the curriculum framework, as they are interrelated. the grading scale of the extended essay and theory of knowledge is closely associated with each other. The following the rubric for the extended essay and theory of knowledge: A few words of advice from the IB Busy! team on the extended essay: • Start early, you will finish early and will save yourself from a lot of stress your second year. • Choose a topic that you are truly interested in, something you can write 4000 words on. • While conducting your research, take note of your sources. • Use JSTOR.com. It is a research database that the school generously pays for and is a great help in terms of research material. • Your supervisor is there to merely guide you through your extended essay. The rest is independent research. Make sure to not completely rely on your supervisor to do your research for you.
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Theory of Knowledge Theory of Knowledge is one of the most thought-provoking and mind-winding classes you may ever encounter. It will squeeze ideas from you mind and give you thoughts you probably would have never imagined you would have. It may even shake some of your fundamental beliefs, but at the end it’s worth it. TOK revolves around four ways of knowing and six areas of knowledge. The ways of knowing are language, sense perception, emotions and reason, while the areas of knowledge are mathematics, natural sciences, human sciences, language, ethics and the arts. You will explore each of these areas thoroughly through many activities and interactions. Soon enough, TOK will become your safe haven after a rough, information-filled day. In fact, IB will even change you so much that you will start thinking out the box, and you will need a class like TOK to express these ideas. From class debates to heated discussions, TOK is definitely an interesting and stimulating class that you will never forget. Academically speaking, TOK accounts for part of the three points of the forty-five the IB offers (the other part being your extended essay). The IB uses a matrix that awards each candidate 0-3 points based on what they earn in TOK and on their EE. Your score is determined by your performance on two internally and externally graded assessments; the presentation and the essay, respectively. Failure to complete either of these will keep the candidate from getting their IB Diploma. Both are based on focusing on knowledge issues, which are questions of knowledge. These usually start with “to what extent…” or “how does…”. In both assessments you will also focus on all areas of knowledge and ways of knowing to answer your knowledge issue. The Presentation: Your TOK presentation is primarily based on a real-life situation, which you will then address using a knowledge issue. This question must be answered based on the ways of knowing and areas of knowledge. You will have to explore them thoroughly using your own example and experiences. In fact, one of the most important aspects of TOK is including your own personal experiences. The presentation can be done individually or in groups of up to three people. However, each person must talk for at least ten minutes, meaning that in a group of two the presentation must last twenty minutes, and so on. Candidates often use a power point or a similar visual aid in their presentation. As previously mentioned, it is internally graded by your TOK teacher and usually a couple of other IB teachers. Each individual is graded using a rubric out of twenty points. At AISE, the presentation is usually given in December in one’s senior year. However, most teachers assign a practice presentation to count as a semester exam grade in either semester of your junior year.
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Theory of Knowledge The Essay: Similar to the presentation, the essay revolves around a knowledge issue, addressed by areas of knowledge and ways of knowing. However, it pays more focus on the “knower’s perspective,” which consists of many personal examples and experiences. Moreover, each individual must explore one main knowledge issue and a few other smaller ones. Ten questions are provided each year, and the candidate is to pick and provide a stance on any of them, using the aspects mentioned above. It must be between 1,200-1,800 words and is graded on a rubric out of forty points. Similar to the presentation, teachers usually assign a practice essay in the first year as a semester exam grade for either semester. The real essay is to be completed in December of the second year. It may sound like a lot of work now, but keep in mind that by the time you turn in these assignments you will in fact be very excited to present all that you have learned. You will have new opinions and thoughts, and will thus find these assessments as a way to show off your renovated way of thinking.
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Acronyms and Vocabulary AHL – Additional Higher Level: This is the material that HL students are required to take regarding the core subjects that the SL students do not. CAS – Creativity, Service, Action: One of the three core components of the IB Diploma. Certificate: A document issued by the IBO to prove that a student has taken an IB exam for an IB course. Certificate student: A student who is not working towards the IB Diploma, but is taking an IB course. Diploma: A document issued by the IBO to prove that a student has earned the minimum scores and completed the necessary requirements. Diploma candidate|: A student that is completing the requirements for the IB Diploma. DP – Diploma Program: The IBO’s two-year program designed for ages 16 to 19 or grades 11 and 12. EE – Extended Essay: One of the three core requirements for the IB Diploma. It is a 4,000-word research paper written by a Diploma Candidate on the subject of their choosing, supervised by an EE advisor. EA – External assessments: The exams taken for each subject at the end of the two-year program that assess the student’s knowledge throughout the program. EAs different from one subject to another and are graded externally. HL – Higher Level: the “higher” level of study for a specific subject – around 240 hours of teaching. IA – Internal Assessment: IAs differ as well from one subject to another. These are graded internally but the grades are sent to the IBO, who might ask for a sample to be graded. IB – International Baccalaureate IBC – International Baccalaureate Coordinator IBO – International Baccalaureate Organization, now inaccurate after a name change in 2007 IOP – Individual Oral Presentation: An internal assessment for the literature courses. IOC – Individual Oral Commentary: An internal assessment for the Literature and Language and Literature courses. FOA – Further Oral Activity: One of the internal assessments for the Language and Literature courses. This is meant to be a creative assignment that the students use to G4P – Group 4 Project: This is a project with a prescribed theme that is meant to assess the manipulative skills of the students. Students are expected to work together in groups to perform three experiments – one for each science – and turn in a presentation for each at the end of the project.
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Acronyms and Vocabulary MCQ – Multiple-choice questions Mocks – Candidates take two sets of mock examinations. The first set of mocks is at the beginning of their senior year (October) and those are the grades that are used as predicted grades for university applications. The second set of mocks are in the spring of senior year and these are sent to the IBO as a predicted level of where the student is at before their exams. MYP – Middle Years Program: This is the IBO’s Program designed for ages 11 to 16 or grades 6 to 10. Paper – This is the equivalent of one “exam” in a subject area. One subject area’s examination is usually split into more than one paper. PG – Predicted Grades: Predicted grades are based on mock exams taken by the candidates. PLA – prescribed list of authors PLT – prescribed literature in translation list PYP – Primary Years Program: This is the IBO’s Program designed for ages 3 to 12 or grades K to 5. SBS – school-based syllabus Scores – For IB exams, scores range from 1 – 7: 1 being the lowest and 7 being the highest. They are determined by points from the various components of the exam. TOK and the EE are awarded letter grades and based on these two grades, students may earn up to three “bonus” points on the total diploma score. Maximum achieved on the diploma score is a 45, including the 3 TOK and EE points. SL – Standard Level: the “lower” level of study for a specific subject – around 150 total hours of teaching. TOK – Theory of Knowledge: A 100-hour required course on the foundation of knowledge and how we come to know what we know. One of the three core components of the IB diploma - assessed by a 1200 – 1600 word paper and a presentation. WL – World Literature assignment: A requirement of the Literature courses – an essay on world literature (two for HL) WT – Written Task: The written works required for the Language and Literature courses. SL students submit one written task, while HL students submit two.
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Command Terms These key terms and phrases are used in IB examination questions. It will help if you familiarize yourself with them early on. Notice that a few words may look to have the same definition but in fact demand a different and specific way of responding. If you do not structure the way the IB wants you to structure them you will lose points even if you answer correctly! These terms will be used frequently in examination question but other terms may be used to direct students to present an argument in a specific way. Take into consideration that different subjects have different diffenitions of the command terms. A list of a subject’s specific command terms can be found in each subject’s respective guide, you can ask your teachers for them. Analyze Comment Compare
Break down to present the essential elements or structure Give a judgment/personal conclusion based on a given statement. Give an account of the similarities between two or more items or situations referring to both (all) of the items throughout the account This means that account should not be one paragraph for this item and another for the other item, but both should be compared simultaneously (running comparison structure). Compare Give an account of the similarities AND differences between two or more items or situations, referring to and contrast both (all) of the items throughout the account. This means that account should not be one paragraph for an item and another paragraph for another but both items should be compared and contrasted simultaneously. Contrast Give an account of the differences between two or more items or situations, referring to both (all) of them throughout. Deduce Reach a conclusion from the information given. Define Give the precise meaning of a word, phrase, concept or physical quantity. Describe Give a detailed account of the situation/ item. Discuss Provide a balanced review that includes a range of arguments, factors, or hypotheses (must examine counter-claim). Personal opinions and conclusions should be presented clearly and supported by appropriate evidence. Distinguish Make clear the differences between two or more concepts or items (no running comparison structure required). Evaluate Make an assessment/conclusion by weighing up the strengths and limitations. Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. Explain Give a detailed account including reasons or causes. Identify Provide an answer from a number of possibilities. Investigate Observe, study, or make a detailed examination in order to establish facts and reach new conclusions. Justify Give valid reasons or evidence to support an answer or conclusion. Outline Give a brief account or summary. To what Consider the positives and negatives of an argument or concept. Opinions and conclusions must be preextent sented in clear argument.
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