MODERN AMERICAN SCHOOL Accredited by the American Board ADVANC-ED (COGNIA) Members of the NEW EAST SOUTH ASIA Council of Overseas Schools (NESA) & Council of International Schools (CIS) Affiliated with AMIDEAST ♦ College Board (SAT/AP) ♦ ACT ♦ British Council
27 Bakheet Al-Issa, Sweifiyah, P.O. Box 950553, Amman 11195, Jordan. Telephone: (+9) 626-5810027/5816861 Fax: (+9) 626-581-6860 www.mas.edu.jo; email: admissions@mas.edu.jo
Modern American School is a candidate school for the International Baccalaureate (IB) Diploma Programme and pursuing authorization as an IB World School. IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision. *Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: The Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org
MAS Mission Statement The Mission of the Modern American School is to provide students with a challenging educational environment within an international community located at the heart of Amman, focusing on a global curriculum, integrated with technology, and a plethora of extracurricular activities to meet students’ individual needs MAS VISION Statement The Vision of the Modern American School in Amman is to nurture lifelong learners and global thinkers to become responsible citizens with leadership qualities and universal values while instilling pride in one's cultural identity.
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MAS Philosophy The Modern American School aims at fostering a high standard of bilingual, comprehensive education from its pre-Kg through grade 12 programs that meets, and integrates, both national and international standards. The philosophy of MAS rests on the conviction that students should be prepared to become contributing and responsible world citizens, as well as participants in an evolving multicultural society. MAS, in partnership with parents and the wider community, instils in its students the spirit of culture, flexibility, international understanding, pride, creativity, respect, and appreciation for their heritage, and environment. Students are encouraged to see all human beings as equal, irrespective of religion, culture, ethnic origin or gender and, to deal with each other with mutual respect and compassion. Through its rigorous yet diverse programs, the school aims to guide students in discovering fulfilment and enjoyment in the ethical, intellectual, and artistic achievements of the human endeavor. MAS views each student as a unique individual to be challenged, thereby achieving his or her personal potential, and experiencing the opportunity to succeed. In light of a rapidly evolving world, it is necessary to prepare MAS students to be leaders, ready to meet the challenges of technology, global changes and peace building. Thus, it is the school’s mission to direct the energy of our youth into a creative force; therefore, shaping their characters into mature, healthy, independent, well rounded, and conscientious members of the community capable of critical thinking and problem solving.
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Table of Contents MAS VISION & Mission and Philosophy ...................................................................................................................... 1 Assessment Philosophy of MAS ................................................................................................................................. 4 What is assessment in MAS? ...................................................................................................................................... 4 MAS assessment principles ........................................................................................................................................ 5 Types of assessment at MAS ...................................................................................................................................... 5 Assessment practices MAS teachers follow ............................................................................................................... 7 Planning for Assessment ............................................................................................................................................ 8 Homework .................................................................................................................................................................. 6 Quizzes Expectations ............................................................................................................................................... 16 Distribution of Assessments ………………………………………………………………………………………………………………………….8-10 MAS grading system ................................................................................................................................................. 16 Assessment Policy and the IB Learner Profile .......................................................................................................... 11 IBDP Approaches to teaching and approaches to learning ……………………………………………………………………………….. 12 IBDP Assessment Objectives ……………………………………………………………………………………………………………………………. 13 IBDP grading system …………………………………………………………………………………………………………………………………………16 Grade boundaries ..................................................................................................................................................... 16 EE & TOK Martix……………………………………………………………………………………………………………………………………………………..16 Awarding of the IB Diploma ..................................................................................................................................... 17 Communicating and Reporting Results of Assessment ............................................................................................ 17 Ministry of Education – IBDP Grade Equivalence .................................................................................................... 17 SCIENCE STREAM .................................................................................................................................................. 18 ART STREAM ......................................................................................................................................................... 18 References ................................................................................................................................................................ 19
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Assessment Philosophy of MAS The primary purpose of assessment and evaluation at MAS is to support and improve student learning-teaching process. As all students have different learning styles, experiences and abilities, the assessment and evaluation of their learning must be fair to all students. It should be varied in nature allowing students to demonstrate the full range of their learning. Assessment, learning, and teaching are intertwined and interdependent, focusing on the development of habits of mind, higher order thinking, critical thinking skills, 21st century skills, knowledge and attitudes that will provide for success within the American Diploma Program in college, and career. In addition, learning and assessment at MAS is criterion-referenced; aimed towards criteria that are explicitly stated by the school and integrated from a variety of sources. When done correctly, all forms of assessment have educational and pedagogical value. As a school MAS embraces the use of alternative forms of assessment in lieu of standard pen and ink exams. We assess what we value and we value what we assess. The measure of student achievement should be regarded as one component of the overall program of educational planning at MAS. Its relationship to educational goals, to the curriculum, to the professional development of staff, and to the reporting of student progress to parents must be integrated into a well-designed and documented process. The overall goals of that process are the improvement of instruction, positive reinforcement for every student, and measurement of student learning.
What is assessment in MAS? MAS sees assessment as the process of collecting useful information from a variety of sources to evaluate and measure the students' attainment in relation to the curriculum outcomes. It includes feedback, target setting, instructional guidance and support to promote effective learning process. The assessment program ascertains: • • • • •
The general level of learning within the school The progress of individual students The need for re-teaching/revision The need for modification of unit/semester plans. The need for modification of teaching-learning strategies.
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The school recognizes that assessments, both formative and summative are a necessary part of student development. The school also recognizes the importance of the development of study skills and examination techniques. It is incumbent upon the Director to arrange and supervise both formative and summative assessments and to ensure that students are adequately prepared for such assessments. Clear guidelines including well designed rubrics are required for all assessments both alternative and traditional.
MAS Assessment Principles In recognition that students have different learning styles, it is important for teachers at MAS to utilize different assessment methods and strategies to challenge each student. In principle, MAS operates a continuous assessment system as follow: •
Teachers assess students consistently and continuously.
•
Teachers use a variety of assessment tools, strategies and techniques.
•
Teachers' assessment practices are fair and transparent.
•
Teachers' assessment evaluates knowledge, understanding, skills and critical thinking.
•
Teachers use assessment as a base for guided instructions and feedback to improve future learning.
Types of assessment at MAS The assessment of student achievement is regarded as one component of the overall program of educational planning at MAS. Its relationship to educational goals, to the curriculum, to the professional development of staff, and to the reporting of student progress to parents is integrated into a welldesigned and documented process. The overall goals of that process are the improvement of instruction, and positive reinforcement for every student. The method and content of assessment will be compatible with the method and content of instruction. A variety of assessment instruments will be used to evaluate academic work. Students will be informed about the reasons for assessment, what is to be measured, how assessment is to be administered, scored and interpreted and what reporting procedures will be followed.
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This is achieved through summative, formative and placement assessments, through both internal and external evaluation, using a variety of assessment means, and standardized tests. To obtain the IB Diploma students are required to comply with the formal assessment components of the IB through internally and externally assessed work. Therefore, we include the following as part of our assessment process: • • •
Criterion-based assessment Whole course content evaluation Assessments will include recall, adapt apply, evaluate and reflection questions • feedback to students in a timely and purposeful manner.
Provide
Achievement Tests The school conducts a program of annual assessment of student achievement in defined subjects at all grade levels for use in curriculum and professional development. It is also an important tool for teachers to use when selecting appropriate materials and methods. These tests are locally developed and of a continuous nature. The General Director/Head of School, in consultation with staff, is responsible for overseeing the overall assessment program and the reporting of student achievement.
Standardized Tests The school participates in a program of standardized testing in defined subjects for all students in grades 2 through 12. The test results are used in curriculum review, professional development, and modification of instruction for improved student learning, as well as for the continual adaptation and development of both School Improvement Plan (SIP) and Department Improvement Plan (DIP). Students in grades 2 through 10 will take Measure of Academic Progress (MAP) tests twice per year. Students may also elect to sit for PSAT, SAT, SAT Subject Tests, ACT, AP and DELF examinations. The General Director/Head of School seeks to provide the required level of instructional and resource support and to liaise with the institutions administering them to ensure that staff and students are kept informed of the requirements. All students may be offered opportunities to re-sit for any failed end-of-year or external examination. In pursuit of the above objectives, the school requires that the implementation of student assessment follow these principles: • All assessments are directed toward meeting the school’s educational goals. • Student achievement is assessed using internal and external measures. • The results of school-wide assessment may be publicly reported, but individual results will not be publicly available. • The method and content of assessment will be compatible with the method and content of instruction. A variety of assessment instruments will be used to evaluate academic work. [6]
• • • • • • • • •
Students will be informed about the reasons for assessment, what is to be measured, how assessment is to be administered, scored and interpreted and what reporting procedures will be followed. Assessments are modified for students in academic support classes or ESL and clarification for those needs may be obtained from the General Director. School and external assessments should be coordinated to avoid over testing. All assessment practices will be reviewed annually. Assessment data should be used to monitor curriculum and professional development, and for teachers to select appropriate materials and methods. The General Director is the person designated to oversee the assessment program and the reporting of assessment results. Final examinations will not be considered as the sole basis for measuring an individual student’s attainment. Teachers are required to use a variety of assessment methods to evaluate their teaching and student learning. Parents should be advised as early as possible if there are any concerns about the progress of an individual student when identified through the assessment program. Prior to the official report card distribution, progress reports are sent out to ALL MAS students.
Assessment practices MAS teachers follow • •
• • •
Focus on summative assessment - in compliance with the IB rules and regulations in relation to exams and other forms of student work required for submission. Focus on alternative forms of assessment, which is differentiated to develop reflection, evaluation and critical thinking, thus reflecting accommodations for different cultural backgrounds, abilities and learning styles. Ensures student understanding of why and how they are being assessed in order to provide feedback and guidance of strengths and weaknesses. Ensures academic integrity and understand the consequences of copyright and ownership of the work of others. Ensures teacher collaboration on planning and evaluation. Teachers are encouraged to reflect on results to adapt and modify lesson planning to maximize student performance.
Planning for Assessment MAS subject teachers: [7]
• • • • • •
Plan their courses in agreement with the IB Diploma Program Outcomes, Assessment Criteria and Final Exams. Evaluate student prior knowledge to plan the sequences of courses which provide a foundation for the introduction of new skills and content. Work according to an effective timeline towards IB assessments, both internal and external. Ensure that assessment criteria are standardized. Reflect on assessment results to adapt and modify lesson planning according to student needs. Review their assessment practices on regular basis.
Homework The overall purposes of setting homework at MAS are to develop responsibility, study habits and independence, to reinforce concepts and practical skills, to enhance home/school communication and to develop a lifelong habit of reading for pleasure. It is School policy to keep homework to a reasonable amount per week. Expectations vary from grade to grade, but the amount of time allocated for homework increases as students’ progress through the school. Homework assigned should be of a level that students can work independently.
Quizzes Expectations • • •
Unannounced quizzes; Maximum of 5 min duration, Given either at the beginning of the lesson or the end of the lesson as the main goal is to check for understanding.
Distribution of Assessments High School Grades 9-12
Assessment
Percentage
First Assessment (A1)
35%
Second Assessment (A2)
35%
End of First Semester Exam (E1)
30 %
Third Assessment (A3)
35%
Fourth Assessment (A4)
35% [8]
End-of -Year Exam (E2) a. Non-External Subjects
30%
A1: ONE Test + Department Specific Alternative Forms of Assessment. A2: Department Specific Alternative Forms of assessment. E1: Exam A3: ONE Test +Department Specific Alternative Forms of Assessment. A4: Department specific alternative forms of assessment. E2: Exam For all non-external subjects to be unifying the Test – Quizzes weights With Consideration of A1: 35 %= 10% Test + 5 % Quizzes +20% Alternative Forms of Assessment. A2: 35 %= 5% Quizzes + 30% Alternative Forms of Assessment. E1: 30% A3: 35%=10% Test+ 5 %Quizzes +20% Alternative Form of assessment A4: 35 %= 5% Quizzes + 30% Alternative Forms of Assessment E2: 30% b. External Subjects A1: Maximum TWO Major Tests+ Quizzes +Assignments. A2: Maximum TWO Major Tests (including mocks) + Quizzes+ Assignments.
E1: Exam A3: Maximum 2 Major Tests (including mocks) + Quizzes+ Assignments. E2: Exam For all external subjects to be unifying the Test – Quizzes weights With Consideration of A1 %15 =% 35 : Tests % 5 +Quizzes+ 5% Participation % 10+ Assignments . A2 %15=%35 : Tests %5 +Quizzes+ 5% Participation % 10 + Assignments . E1 % 30 : A3 %15 =% 35 : Tests- 5% Quizzes+ 5% Participation % 10+ Assignments . A4 %15= %35 : Tests %5 + Quizzes+ 5% Participation % 10 + Assignments . E2 % 30 : *Teachers can assign extra projects based on the nature of the subject.
Middle School Grades 5-8
Assessment
Description [9]
Percentage
ONE Test + Department Specific Alternative Forms 35% = 10% Test + 5 of Assessment % Quizzes + 20% Alternative Forms of assessment
First Assessment (A1)
Second Assessment (A2) Department Specific Alternative Forms of Assessment
35% = 5% Quizzes + 30% Alternative Forms of Assessment
End of First Semester Exam (E1)
Exam
Third Assessment (A3)
ONE Test + Department Specific Alternative Forms 35% = 10% Test + 5 of Assessment %Quizzes + 20% Alternative Forms of assessment
30 %
Fourth Assessment (A4) Department Specific Alternative Forms of Assessment
35% = 5% Quizzes + 30% Alternative Forms of Assessment
End-of -Year Exam (E2) Exam
30%
ď – Elementary School Grades 1-4 Assessment
Percentage
First Assessment A1
50%
Second Assessment A2
50%
Third Assessment A3
50%
Fourth Assessment A4
50%
MAS grading system Currently Grades for achievement shall be reported each marking period as follows: Grade description
Grade
Advanced Performance
A*
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Proficient Performance
A
Average Performance
B
Basic Performance
C
Below Basic Performance
D
Far Below Basic Performance
E
Incomplete (Fail)
F
Assessment Policy and the IB Learner Profile MAS assessment reflects the IB Learner Profile objectives. 1. Inquirers – MAS encourages students to be independent learners. Students develop a thirst for learning by enhancing their inquiry and research skills, which prepares them to be successful participants in their future lives. 2. Knowledgeable – Students at MAS see themselves as members of the global community. They are encouraged to make informed decisions about issues which affect their lives locally, and on the world stage. 3. Thinkers – Students at MAS are encouraged to ‘think outside the box’. Both creativity and logic are well recognized and rewarded. 4. Communicators - MAS helps its students to develop tolerance and understanding for the opinions of others. They are encouraged to work both independently and collaboratively and discuss their opinions confidently and expressively. 5. Principled - MAS promotes integrity, and respect in all its students. Fairness, justice and tolerance are principles which are held in high regard by all in the MAS community. Students are encouraged to be responsible for their own thoughts and actions 6. Open-mindedness – MAS teaches its students to appreciate their own culture and traditions, as well as those of others. Students are provided opportunities to share experiences, in the spirit of acceptance and open-mindedness’. 7. Caring - MAS encourages students to respect each other, and empathize with those less fortunate than themselves. Students are expected to participate in the community service program, and local fundraising projects etc. which is a requirement for graduation from MAS. This builds team spirit, compassion and responsibility. 8. Risk-takers – At MAS, students are encouraged to express their opinions freely, without fear of judgement or censure. Students actively explore new ideas, develop character, and inspire each other to put their best foot forward at all times. [11]
9. Balanced - MAS believes that students should be well-rounded individuals. It offers programs which ensure intellectual, emotional and physical development leading to balanced decision making and actions. 10. Reflective - MAS encourages students to take responsibility for their own actions. They are taught to reflect and evaluate their strengths and weaknesses in order to develop confidence and character.
IBDP Approaches to teaching and approaches to learning The approaches to teaching and approaches to learning across the DP refers to deliberate strategies, skills and attitudes, which permeate the teaching and learning environment. These approaches and tools, intrinsically linked with the learner profile attributes, enhance student learning and assist student preparation for the DP assessment and beyond. The aims of the approaches to teaching and approaches to learning in the DP are to: • empower teachers as teachers of learners as well as teachers of content • empower teachers to create clearer strategies for facilitating learning experiences in which students are more meaningfully engaged in structured inquiry and greater critical and creative thinking • promote both the aims of individual subjects (making them more than course aspirations) and linking previously isolated knowledge (concurrency of learning) • encourage students to develop an explicit variety of skills that will equip them to continue to be actively engaged in learning after they leave school, and to help them not only obtain university admission through better grades but also prepare for success during tertiary education and beyond • enhance further the coherence and relevance of the students’ DP experience • allow schools to identify the distinctive nature of a DP education, with its blend of idealism and practicality. The five approaches to learning (developing thinking skills, social skills, communication skills, selfmanagement skills and research skills) along with the six approaches to teaching (teaching that is inquiry based, conceptually focused, contextualized, collaborative, differentiated and informed by assessment) encompass the key values and principles that underpin IB pedagogy.
IBDP Assessment Objectives The assessment objectives for each subject area reflect those parts of the aims that will be formally assessed either internally or externally. These assessments will center upon the nature of [12]
science. It is the intention of these courses that students are able to fulfill the following assessment objectives:
Group.1: Studies in language and literature [Language A: literature] 1. Know, understand and interpret: • A range of texts, works and/or performances, and their meanings and implications • Contexts in which texts are written and/or received • Elements of literary, stylistic, rhetorical, visual and/or performance craft • Features of particular text types and literary forms. 2. Analyse and evaluate: • Ways in which the use of language creates meaning • Uses and effects of literary, stylistic, rhetorical, visual or theatrical techniques • Relationships among different texts • Ways in which texts may offer perspectives on human concerns. 3. Communicate • Ideas in clear, logical and persuasive ways • In a range of styles, registers and for a variety of purposes and situations (for literature and performance only) ideas, emotion, character and atmosphere through performance. Introduction
Group.2: Language acquisition [Language B] 1. Communicate clearly and effectively in a range of contexts and for a variety of purposes. 2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. 3. Understand and use language to express and respond to a range of ideas with fluency and accuracy. 4. Identify, organize and present ideas on a range of topics. 5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. Group.3: Individuals and societies [History] 1. Knowledge and understanding • Demonstrate detailed, relevant and accurate historical knowledge. • Demonstrate understanding of historical concepts and context. • Demonstrate understanding of historical sources. 2. Application and analysis • Formulate clear and coherent arguments. • Use relevant historical knowledge to effectively support analysis. • Analyse and interpret a variety of sources. [13]
3. Synthesis and evaluation • Integrate evidence and analysis to produce a coherent response. • Evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response. • Evaluate sources as historical evidence, recognizing their value and limitations. • Synthesize information from a selection of relevant sources. 4. Use and application of appropriate skills • Structure and develop focused essays that respond effectively to the demands of a question. • Reflect on the methods used by, and challenges facing, the historian. • Formulate an appropriate, focused question to guide a historical inquiry. • Demonstrate evidence of research skills, organization, referencing and selection of appropriate sources. Group.4: Sciences [Physics, Chemistry and Biology] 1. Demonstrate knowledge and understanding of: a. facts, concepts and terminology b. methodologies and techniques c. communicating scientific information. 2. Apply: a. facts, concepts and terminology b. methodologies and techniques c. methods of communicating scientific information. 3. Formulate, analyse and evaluate: a. hypotheses, research questions and predictions b. methodologies and techniques c. primary and secondary data d. scientific explanations. 4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations. Group.5: Mathematics [applications and interpretation] 1. Knowledge and understanding: Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts. 2. Problem solving: Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems. 3. Communication and interpretation: Transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on [14]
paper and using technology; record methods, solutions and conclusions using standardized notation; use appropriate notation and terminology. 4. Technology: Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems. 5. Reasoning: Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions. 6. Inquiry approaches: Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analyzing information, making conjectures, drawing conclusions, and testing their validity.
Group.6: The Arts [Visual arts] 1. Demonstrate knowledge and understanding of specified content a. Identify various contexts in which the visual arts can be created and presented b. Describe artwork from differing contexts, and identify the ideas, conventions and techniques employed by the art-makers c. Recognize the skills, techniques, media, forms and processes associated with the visual arts d. Present work, using appropriate visual arts language, as appropriate to intentions 2. Demonstrate application and analysis of knowledge and understanding a. Express concepts, ideas and meaning through visual communication b. Analyse artworks from a variety of different contexts c. Apply knowledge and understanding of skills, techniques, media, forms and processes related to art making 3. Demonstrate synthesis and evaluation a. Critically analyse and discuss artworks created by themselves and others and articulate an informed personal response b. Formulate personal intentions for the planning, development and making of artworks that consider how meaning can be conveyed to an audience c. Demonstrate the use of critical reflection to highlight success and failure in order to progress work d. Evaluate how and why art-making evolves and justify the choices made in their own visual practice 4. Select, use and apply a variety of appropriate skills and techniques a. Experiment with different media, materials and techniques in art-making b. Make appropriate choices in the selection of images, media, materials and techniques in artmaking c. Demonstrate technical proficiency in the use and application of skills, techniques, media, images, forms and processes d. Produce a body of resolved and unresolved artworks as appropriate to intentions
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IBDP grading system For IBDP grades are out of seven, 7 being the highest grade possible and 1 being the lowest. The grades are converted to percentages to meet the MOE requirements according to MAS grade boundaries shown below: Grade description
Grade
Excellent
7
Very good
6
Good
5
Satisfactory
4
Mediocre
3
Poor
2
Very poor
1
Grade boundaries 35% quarter assessment
30% end of term assessment
100% total
Theory of Knowledge
Range
1-7
Range
1-7
Range
1-7
Grade description
1-7
31-35
7
26-30
7
89-100
7
Excellent
7
28-30
6
23-25
6
79-88
6
Very good
6
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24-27
5
20-22
5
69-78
5
Good
4-5
20-23
4
17-19
4
59-68
4
Satisfactory
2-3
17-19
3
14-16
3
49-58
3
Unsatisfactory
1
14-16
2
11-13
2
39-48
2
0-13
1
0-10
1
0-38
1
Awarded Points Matrix for EE and TOK
Awarding of the IB Diploma IBDP students may access exam scores at https://candidates.ibo.org
Communicating and Reporting Results of Assessment It is the DP coordinator’s responsibility to offer to parents/ guardians full and complete information about their children's progress. We provide parents/guardians with: • Assessment results on the school information system/PowerSchool - www.mas.edu.jo. Each parent is given log in information (user names and passwords) so they can access their children's assessment results. • Parents-Teachers evenings during where parents have the opportunity to meet with teachers, and be informed about their students’ progress, challenges and results. • Results and progress of students are provided to parents in formal report cards and assessment notices.
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Ministry of Education – IB Grade Equivalence The equivalency between IB Diploma Points and the National Jordanian Programme (Tawjihi) percentage grades is as follows: Grade 7 = 100% Grade 6 = 95% Grade 5 = 88% Grade 4 = 77% Grade 3 = 66% Grade 2 = 55% (SL only) In addition, student must: 1. Pass in at least six subjects 2. Have two of the six subjects at HL, and not the same subject at the SL. 3. Pass the Math and one science either at the SL or HL. 4. Pass the Arabic Language either HL or SL (for Jordanian and Arab students). 5. The minimum sum of the three HL subjects marks is 12 The passing point for the HL is 3/7, and for the SL is 2/7. Any third HL subject could be counted as SL if the student did not achieve the passing point for HL. SCIENCE STREAM The student must: 1. Take two of the six subjects at HL, two sciences at HL or one science and one Math at HL. 2. Take Arabic Language/One science subject or Math/Foreign Language/ one Individuals & Society or Art and Design subject at SL. 3. Have the following requirements: TOK, Religion, Physical Education, Community & Service, and ICT skills. 4. Achieve a total of 21 out of 42
ART STREAM The student must: 1. Take two of the six subjects at HL, one language and one individual & society at HL or two languages at HL. [18]
2. Take Arabic Language/One science subject or Math/Foreign Language/ one Individuals & Society or Art and Design subject at SL. 3. Have the following requirements: TOK, Religion, Physical Education, Community & Service, and ICT skills. 4. Achieve a total of 21 out of 42 (Country Recognition Statements).
References: General Regulations: Diploma Programme. IB Publishing Ltd., September 2016. Diploma Programme: From principles into practice . Geneva , April 2015. Programme standards and practices. International Baccalaureate Organization (UK) Ltd. , March 2016. Simplifying the diploma requirements and failing conditions. International Baccalaureate Organization, n.d. “IB Learner Profile.� IB Organization, https://www.ibo.org/benefits/learner-profile Country recognition for IBDP [19]
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