IBDP Options Information 2019 English/Mandarin

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

As IB learners we strive to be: Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

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

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

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

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

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

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

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

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

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

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Welcome to the International Baccalaureate Diploma at NLCS Jeju Welcome to the NLCS Jeju Options Guide for the IB Diploma Programme. In this booklet, you will find all the information you need to make your choice of subjects for the Diploma Programme that you will follow in the Sixth Form at NLCS Jeju.

The guide also provides information about the Diploma Programme as a whole, its philosophy and the elements that make up the core of the Diploma Programme.

This is a very exciting time in your school life. Over the next few months, you can begin to think seriously about what where your academic interests lie and what pathway you might eventually choose to Higher Education.

NLCS Jeju IBDP Options Process The Options process at NLCS Jeju is designed to help you make the right choices. It is important that you create a Diploma Programme that is right for you both as an individual and in terms of your future university and career aspirations. You should make sure that you seek advice from different people: teachers, Tutors, Assistant Heads, parents, the University Guidance Counsellors. Listen to all the advice but make sure you come to your own decision. You will study these subjects for two years and the grades you eventually get will determine where you can go to university, so don’t choose a subject just because your friend is doing it or because your parents think it is a good idea. Make your own decisions.

Although these decisions are important, try not to let the process become too stressful! For some subjects such as Engineering and Medicine, universities may have specific requirements but, for most courses, a range of different subjects is acceptable. If you focus your Diploma Programme on the areas you are most interested in, then it is likely that you will be studying what you need for the courses to which you will eventually apply.

As we explain later in this guide, universities and colleges around the world welcome applicants from the IB Diploma Programme. They understand the challenge and rigour involved and it gives them a good sense of the quality of the candidate. Admissions tutors know that successful IB Diploma candidates are likely to thrive in Higher Education.

As a school, we know that the IB Diploma Programme gives you the best possible preparation for Higher Education and the best possible chance of gaining admission to your university and course of choice.

We hope you will find this guide inspiring; the subject pages are written by teachers and they give a strong sense of the subject passion that lies at the heart of an NLCS education. The Diploma Programme is demanding, but it is an extraordinarily rich experience that will shape you for life. As a DP student, you join a global community of learners, ‘internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.’



What is an IB Education? August 2013, IBO

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What is the IB Diploma Programme?

The IB Diploma Programme (IBDP) is a two-year pre-university course. It is best summarised by the programme model:

All students in the Diploma Programme must study six subjects chosen from the following areas: Group 1

Studies in Language and Literature

Group 2

Language Acquisition

Group 3

Individuals and Societies

Group 4

Sciences

Group 5

Mathematics

Group 6

The Arts

Students at NLCS Jeju may choose to take an additional subject from Group 3 or 4 instead of a Group 6 Arts subject. In addition to studying six subjects, all students will study the Theory of Knowledge (TOK) course, complete an Extended Essay (EE) and fulfill the objectives for Creativity, Activity and Service (CAS).

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How is the Diploma score calculated?

The Diploma Programme is scored out of 45 points. This is the maximum points score that any student can achieve, and is calculated as follows: Each of the six subjects is worth a maximum of 7 points, making a combined total of 42.

The remaining 3 points are awarded from the Core and are based on the student’s performance in Theory of Knowledge and the Extended Essay.

Although there are no points for CAS, the IB Diploma will only be awarded once all of the CAS requirements have been met.

Grading in the Diploma is ‘criterion-referenced’. This means that each student’s performance is measured against well-defined levels of achievement, which are consistent from one examination session to the next. Grades are not awarded on a ‘curve’ to a certain percentage of candidates. In theory, if every student demonstrated a Level 7 achievement on an examination, then they should all be awarded the top Level.

Each of the six subjects is given a numerical grade as follows: 7 6 5 4 3 2 1

Excellent Very good Good Satisfactory Mediocre Poor Very poor

NB although they have the same scale, these grades are not directly equivalent to NLCS Jeju reporting grades (R Grades). IB Diploma grades are awarded according to the specific criteria laid out for each subject, relating only to the examinations and coursework completed by the candidate.

NLCS Jeju R Grades take into account a broader range of criteria, including performance in the classroom.

Passing Criteria for the IB Diploma All students must:   

achieve at least 24 points, with a minimum of 12 at Higher Level and 9 at Standard Level submit an Extended Essay and Theory of Knowledge work which are of at least a D grade standard, and meet the CAS requirements

to be awarded a Diploma.

IB Diploma candidates take their final examinations in May of Year 13 and will receive their results shortly after they leave Year 13, in early July.

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Subjects available at NLCS Jeju Group 1 Studies in Language & Literature

Group 2 Language Acquisition

Korean Literature HL/SL

English B HL & SL

Korean Language & Literature HL/SL

French B HL/SL, ab initio SL

English Literature HL/SL

Mandarin B HL/SL, ab initio SL

English Language & Literature HL/SL

Spanish B HL/SL, ab initio SL

Chinese Literature HL/SL

Korean B HL/SL

Literature (English) and Performance SL

Latin HL/SL

Group 3 Individuals & Societies

Group 4 Sciences

Economics HL/SL

Biology HL/SL

Geography HL/SL

Chemistry HL/SL

History HL/SL

Physics HL/SL

Global Politics HL/SL

Computer Science HL/SL

Philosophy HL/SL

Sports, Exercise and Health Science SL

Psychology HL/SL

Group 5 Mathematics*

Group 6 The Arts

Mathematics: Analysis and approaches HL/SL

Music HL/SL

Mathematics: Applications nd interpretation HL/SL

Theatre HL/SL Dance HL/SL Visual Arts HL/SL

*The IBO are making substantial changes to the Mathematics courses for students taking their examinations in 2020.

Further details will be provided at the Options Day/Opeh House and in lessons before the options deadlines.

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Frequently Asked Questions What is the difference between Standard and Higher Level?

You must choose six subjects from the list above. Three of these you must choose to study at Standard Level and three of them you must study at Higher Level. This arrangement means that you can pursue areas of personal interest and intellectual strength within the context of a broad and balanced curriculum.

Please note that the number of points available for a HL and a SL course is exactly the same: 7 points for each subject. However, many universities will place an emphasis on HL grades when considering applications, so it is important to bear this in mind if you already know the path you wish to take in Higher Education. Further information on this is given later in this booklet.

How do I decide what to take in Groups 1 and 2?

The school expects you to take English in either Group 1 or Group 2 in order to support the continued development of your academic English. Your chosen English course should be appropriate to your proficiency in English whilst providing suitable academic challenge.

As a general guide, any student taking English as a First Language at IGCSE, who is on target for a C grade or better, should choose English in Group 1. Those on target for a D or E grade in English as a First Language or a C or beter in English as a Second Language, should likely choose English B HL in Group 2. Only students likely to either fail English as a First Language or get a D or worse in English as a Second Language should choose English B SL; this course is unlikely to provide sufficient academic challenge for anyone else.

Once you have decided on your English option, you may then choose another language in either Group 1 or Group 2, as appropriate. Note: it is possible to take a second Group 1 language (e.g. both English Literature and Korean Literature) instead of a Group 2 Language.

Universities will regard your level of English as proficient because you are studying an IB Diploma in English and most of you will have been educated in an English-speaking environment for four years by the time you graduate.

As second language English speakers, some universities may require you to take TOEFL or IELTS to demonstrate your language proficiency but this will be on a case-by-case basis.

What is a Bilingual Diploma?

A Bilingual Diploma is awarded to students who successfully complete a Group 1 course in any language other than English.

What is Theory of Knowledge (TOK)?

The Theory of Knowledge (TOK) course is unique to the IB Diploma Programme. The course encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme course, and to make connections across them. The TOK course is assessed by a presentation and an essay. All students will have the chance to make their TOK presentation before the end of Year 12. The TOK essay will be written in the first term of Year 13. The TOK essay titles are set by the IBO. Recent TOK Essay titles include: “In the natural sciences progress can be made, but in the arts, this is not possible.” To what extent do you agree?

“Only seeing general patterns can give us knowledge. Only seeing particular examples can give us understanding.” To what extent do you agree with these assertions?

“Can we know when to trust our emotions in the pursuit of knowledge?”

“In what ways may disagreement aid the pursuit of knowledge in the natural and human sciences?”

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What is the Extended Essay?

All IB Diploma students must complete an Extended Essay. The Extended Essay is the prime example of a piece of work where the student has the opportunity to show knowledge, understanding and enthusiasm about a topic of his or her choice. The Extended Essay promotes high-level research, writing skills, intellectual discovery and creativity. You will have the opportunity to engage in personal research in a topic and subject of your choice under the guidance of a supervisor (a teacher in the school).

The Extended Essay is presented as a formal piece of scholarship containing no more than 4000 words. At NLCS Jeju, you will begin the Extended Essay in Term 1 of Year 12, working with a subject specialist supervisor who will guide you through the process. You will submit a fully referenced draft of your essay by the end of June in Term 3 of Year 12 and, after a final meeting with your supervisor, you will submit the final draft by the end of October in Term 1 of Year 13.

The Extended Essay topic must come from the list of approved subjects. At NLCS Jeju, that list includes all the subjects that are offered in the IB Diploma Programme. Additionally, students may request to submit and Extended Essay in the following subjects as long as a supervisor can be found:

Design and Technology

Environmental Systems and Societies

Human Rights

Film

World Religions

Business and Management

World Studies

All students will be asked to express their first and second preference of subject. Not every student will necessarily be able to pursue their first preference; this is dependent on there being sufficient supervisors available in each subject. Supervisors will be allocated by the EE Coordinator in consultation Heads of Department.

What is the Creativity, Activity & Service (CAS) programme?

All IB Diploma students must fulfill the CAS requirements. Although there are no points for CAS, it is an essential part of the Diploma Programme and helps to ensure that students continue to develop beyond the classroom. Most importantly, it ensures that the IB student does not only know things about the world, but also acts.

Over the two years students must demonstrate that, through CAS activities, they have:        

Increased their awareness of their own strengths and areas for growth.

Undertaken new challenges Planned and initiated activities Worked collaboratively with others.

Shown perseverance and commitment in their activities.

Engaged with issues of global importance.

Considered the ethical implications of their actions.

Developed new skills.

In addition to planning and undertaking your CAS activities, you must regularly reflect on them and build up a portfolio of evidence. To help you with this, NLCS Jeju manages the CAS programme through ManageBac.

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University Recognition “IB is well known to us as excellent preparation. Success in an IB programme correlates well with success at Harvard. We are pleased to see the credential of the IB Diploma Programme on the transcript.”

- Marlyn McGrath Lewis, Assistant dean of admissions, Harvard University, USA

“Diploma Programme students are well-rounded, multifaceted, multi-skilled and have studied in depth. They have good time-management skills. They score higher than students in other national systems, and the IB score is worldwide the same measure.”

- Hrilina Lock, Undergraduate admissions manager, London School of Economics, UK

The IB Diploma is internationally respected as a world-class pre-university qualification that provides access to the most competitive universities and degree courses in the UK, USA and other countries such as Australia and Canada.

Why do Universities value IB Students?       

IB students are prepared for academic success.

IB students are more likely than others to enroll in and graduate from selective higher education institutions.

Based on their experiences, IB students possess a broader range of skills that enhance their ability to adapt and contribute to university life.

IB students demonstrate a level of emotional and intellectual maturity for managing the demands of challenging coursework and make meaningful contributions.

They have extensive experience doing independent research and presenting what they have learned through presentations, papers and other projects.

They think critically and draw on diverse perspectives that reflect an international outlook.

Participation in the IB Diploma Programme shows that students have excelled in multiple and diverse academic challenges and is a strong predictor for success in university.

Subject Choice Guidance in relation to University Applications The IB Diploma ensures that you maintain a breadth of subjects. It is important, however, to give some thought to your possible Higher Education ambitions before making your final choices. The following guidance is particularly appropriate for those students who may want to apply for very specific degree courses (particularly in the UK and Hong Kong) at very high-ranking universities.

If you are in doubt about your choices and think you may be ruling yourself out of course in which you might be interested, please consult the UGC office.

Medicine/Dentistry In order to have the widest possible choice of medical/dental schools the following choices are generally advisable:  Chemistry IB Higher Level is essential.  Biology Higher Level at IB is required by medical schools.  Mathematics is useful/recommended; Mathematics at Higher Level or Standard Level at IB is recommended.  Most Oxbridge colleges are happy to see two sciences and Maths at Higher Level.

Veterinary Science This is a highly competitive course, so it is essential to have two sciences (one of which must be Chemistry) and Mathematics minimum at IB Higher Level.

*

http://www.ibo.org/recognition/documents/IBRecognitionbrochure_FinalV2.pdf

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Natural Sciences For this very competitive course it is important to have two sciences and Mathematics at IB Higher Level.

Economics, Physics, Engineering and Mathematics For high-ranking universities, we recommend candidates to take Mathematics at IB Higher Level.

Philosophy, Politics and Economics For this combination, it is not a requirement to be taking these subjects at IB but it is useful to have studied at least one or two of them, because it proves interest and helps at interview.

Mathematics and History are also highly desirable background subjects and may considerably improve chances of acceptance on university courses.

Law There are no specific subject requirements. One can study arts or sciences or a combination. As grade requirements are very high it is important to study subjects that you will do well in.

It can be helpful to demonstrate both analytical (logic) and essay writing skills across your subjects. This makes a contrasting subject useful. Languages are also useful and can enable you to study a European/English law combination.

English Some universities like to see a modern or a classical language in the combination, with English at IB Higher Level a requirement. Universities are usually pleased to see other “supportive� essay-writing subjects, such as History.

Architecture Visual Arts is highly recommended, preferably at Higher Level, as most universities will require you to submit a portfolio of work.

General Advice for subject-specific majors Finally, it goes without saying that for most other subjects it is recommended/highly desirable to have the relevant discipline to Higher Level IB if it is available, e.g. History to a high standard in order to study History at university.

You should also think carefully in Year 12 about your choice of Extended Essay topic and how you might use that to demonstrate your interests to universities and colleges.

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Timeline of the options process The options process starts officially in January of Year 11, although we know that students are thinking about their options long before this time. During the spring half term, students receive a series of assemblies and presentations, information from subject teachers, and engage in discussions with University Guidance Counsellors.

Parents have the opportunity to participate in a bespoke Options Day, in which the options process is explained in detail. During this day there are presentations by departments and opportunities to talk to staff. This is followed by an Open House, during which both parents and students can discuss choices with teachers. The half term break provides the opportunity for parents and students to discuss and finalise the choices.

Once the students make their choices immediately after the spring half term vacation, the school timetable is constructed for the following year. Classes are constructed within timetable blocks according to student choice. It may not be possible for every student to have their initial combination, but the school endeavours to make this happen wherever possible.

There is only one opportunity for students to request a change once their selected first choice has been processed.

Students do not have the opportunity to change their option subject combination until the beginning of Year 12.

At this time, requests for change are treated on an individual basis, yet may not be possible due to timetable constraints. We know that some students may wish to change after the summer, or after the commencement of the course, but students and parents need to be aware that it may not be possible to change at this point.

It is very important therefore, that students and parents make the right decision based on enjoyment of subject, passion, university destination requirements, and advice from staff.

IBDP Options Information Day and Open House:

Friday 25th January

Deadline for choices submission:

Monday 11th February

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Subject Information Group 1: Studies in Language and Literature

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Language A: Literature (HL/SL) At NLCS Jeju, Literature courses are offered in English, Korean and Chinese. Specific details, including texts studied for each, are given in the following pages. All are structured and examined according to the following common criteria.

Course Content Part 1: Works in translation Number of works studied: Two at SL, three at HL This part of the course is a literary study of works in translation, based on close reading of the works themselves.

Students are encouraged to appreciate the different perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works. Part 1 of the course aims to deepen students’ understanding of works as being products of a time and place. Artistic, philosophical, sociological, historical and biographical considerations are possible areas of study to enhance understanding of the works.

Students will develop the ability to:   

understand the content of the work and the qualities of the work as literature respond independently to the work by connecting the individual and cultural experience of the reader with the text recognize the role played by cultural and contextual elements in literary works.

Part 2: Detailed study Number of works studied: Two at SL, three at HL In part 2 the focus is on detailed analysis of a work, both in terms of content and technique. The detailed study is best achieved through approaches that ensure close reading and in-depth analysis of the significant elements of the works involved.

Students will develop the ability to:    

acquire detailed knowledge and understanding of the works studied demonstrate appropriate analytical responses to specific genres show how particular effects are achieved through language use, and analyse elements such as character, theme and setting engage with the details of works in order to develop a considered and informed response.

Part 3: Literary genres Number of works studied: Three at SL, four at HL In part 3, a group of works selected from the same literary genre is studied in depth. Each genre has recognizable techniques, referred to as literary conventions, and writers use these conventions, along with other literary features, in order to achieve particular artistic ends. The grouping of works by genre is intended to provide a framework for the comparative study of the selected works through an exploration of the literary conventions and features associated with that genre.

Students will develop the ability to:    

acquire knowledge and understanding of the works studied acquire a clear sense of the literary conventions of the selected genre understand the ways in which content is delivered through the literary conventions of the selected genre compare the similarities and differences between the chosen works.

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Part 4: Options Number of works studied: Three at SL, three at HL This part of the course is designed to give teachers an opportunity to include in their courses works that reflect their own particular interests, or that meet the specific needs of their students. Teachers may freely choose their approach to teaching the works, providing it is in keeping with the aims and objectives of the course. In addition, three options are provided that demonstrate the possibilities open to teachers. The ideas in the options may also be combined in other ways. For all choices the assessment task is the same, and students will be assessed on their literary understanding as well as their ability to produce an effective oral presentation.

Students will develop the ability to:    

acquire knowledge and understanding of the works studied present an individual, independent response to works studied acquire powers of expression through oral presentation learn how to interest and hold the attention of an audience.

Assessment: HL Students will be assessed through a mixture of oral and written responses. The table below reflects the current assessment format and is subject to review by the IB. Assessment Component

Weighting

EXTERNAL ASSESSMENT Exam Paper 1: Literary commentary (2 hours) The paper consists of two passages: one prose and one poetry. Students choose one and write a guided literary analysis in response to two questions.

20%

Exam Paper 2: Essay (2 hours) The paper consists of three questions for each literary genre. In response to one question students write an essay based on at least two works studied in part 3.

25%

Written assignment Students submit a reflective statement and literary essay on one work studied in part 1.

25%

The reflective statement must be 300–400 words in length.

The essay must be 1,200–1,500 words in length.

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral commentary and discussion (20 minutes) Students present a formal oral commentary and answer subsequent questions on an extract from a work studied in part 2.

15%

Individual oral presentation (10–15 minutes) The presentation is based on works studied in part 4. It is internally assessed and externally moderated.

15%

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Assessment: SL Students will be assessed through a mixture of oral and written responses. The table below reflects the current assessment format and is subject to review by the IB.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Exam Paper 1: Guided literary analysis (1 hour 30 minutes) The paper consists of two passages: one prose and one poetry. Students choose one and write a guided literary analysis in response to two questions.

20%

Exam Paper 2: Essay (1 hour 30 minutes) The paper consists of three questions for each literary genre. In response to one question students write an essay based on at least two works studied in part 3.

25%

Written assignment Students submit a reflective statement and literary essay on one work studied in part 1.

25%

The reflective statement must be 300–400 words in length.

The essay must be 1,200–1,500 words in length.

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral commentary (10 minutes) Students present a formal oral commentary and answer subsequent questions on an extract from a work studied in part 2.

15%

Individual oral presentation (10–15 minutes) The presentation is based on works studied in part 4. It is internally assessed and externally moderated.

15%

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Korean A: Literature “Literature is the safe and traditional vehicle through which we learn about the world and pass on values from on generation to the next.”

Je Se Hee, Korean novelist

Course Overview The Korean A: Literature program is primarily a pre-university course in literature.

It is aimed at students who intend to pursue literature, or related studies, at university, as well as at students whose formal study of literature will not continue beyond this level. The former would normally follow the Higher Level programme and the latter the Standard Level.

Literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature, therefore, can be seen as a study of all the complex pursuits, anxieties, joys and fears that human beings are exposed to in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity and artistic ingenuity, and provides immense opportunities for encouraging independent, original, critical and clear thinking. It is also develops a healthy respect for the imagination and a perceptive approach to literary works. The discussion of literature is itself an art that requires the clear expression of ideas both orally and in writing.

Through the study of a wide range of literature, the Korean A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the Korean A: literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.

There are no formal requirements for students undertaking this course. Students who take these courses will often have varied language profiles and may be multilingual. Each course offers the opportunity for continued language development and the acquisition of a range of skills including, for example, textual analysis and the expression of literary appreciation. Students completing this course will have developed skills of analysis and the ability to support an argument in clearly expressed writing, sometimes at significant length. This course will enable them to succeed in a wide range of university courses, particularly in literature, but also in subjects such as philosophy, law and language.

Works studied Works in translation

Detailed study

Literary genres

Options

The Kite Runner (Khaled Hosseini)

Poetry: Dongju Yoon

Poetry:

Novel: Jiwon Park

Short story: Cheongjun Lee

Sowol Kim

Short story: Dongri Kim

Mokwol Park

Poetry: Seok Baek

인생 (위화) The Transformation (Franz Kafka)*

Essay: Chondeuk Pi*

Jihun Cho Jungju Seo* *HL only

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English A: Literature Great literature lies at the very core of human culture and existence and serves an important practical role in articulating the ideals of a people or civilisation; ideals like love, faith, duty, friendship, freedom, reverence which are the parts of human life most worthy of preservation.

The study of English Literature at IB includes three central components or activities, all of which seek to nurture creative, critical and investigative qualities. Students will engage with literary texts of great artistic value in order to discuss the values, morals and issues embedded within them. Of increasing importance, and arguably the element of the course that underpins achievement and progress in other areas, is the creative aspect of studying Literature. Developing an appreciation of intellectual and aesthetic creativity and originality is central to the subject, as is the need to develop creative and insightful ways of responding to this facet of writing and literary production.

All of the above will be achieved through the detailed study of a wide range of world literature, ranging from the seventeenth century French play Tartuffe (Moliere) to the post-war Japanese world of Wonderful Fool (Endo) to canonical classics of English Literature by the likes of Blake, Wordsworth and Shakespeare.

Anyone interested in questioning and confronting their deepest held beliefs, whilst also empathising with situations and states of mind they are yet to encounter should consider pursuing the study of English Literature at IB. The breadth and scope of the subject is so wide, touching upon philosophical, historical and psychological concepts that its study is always richly rewarding and satisfying.

The course comprises of four units that cover a variety of literature texts. When studying these texts, students will consider the context in which the text was produced and received, key themes, plot and character and critical reception and interpretation.

Works studied Works in translation

Detailed study

Literary genres

Options

Broken April – Kadare

Selected poems - Donne

Prose fiction:

Silence – Endo

Othello/Hamlet/King Lear - Shakespeare

Wuthering Heights

The Tragical History of Dr Faustus (Marlowe)

Candide – Voltaire*

Selected speeches of Dr Martin Luther King Jr.*

Jane Eyre

A Streetcar Named Desire (Williams)

Emma

Essays (Orwell)

Remains of the Day* *HL only

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Chinese A: Literature “When literature exists, perhaps we do not notice how important it is, but when it does not exist, our lives become coarsened and brutal.” ~ Mo Yan (the winner of the Nobel Prize for Literature in 2012) Group 1 Language A: Literature may be studied in mother tongue English and mother tongue Chinese. It is a course that promotes respect for literary heritage of the students’ home language and provides an opportunity for students to continue to develop oral and written skills in their mother tongue.

The goal is that by the end of the course the students will have an appreciation for the writer’s craft and the cross cultural/historical nature of literature, and the ability to discuss it in oral and written forms. Their personal responses will reflect their acquisition of the vocabulary and literary language needed for the accurate articulation of their views. Students will also have begun to recognise the ways in which literary works enable us to explore aspects of human experience.

Aims and Objectives 1. Introduce students to a range of texts from different periods, styles and genres 2. Develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections 3. Develop the students’ powers of expression, both in oral and written communication 4. Encourage students to recognise the importance of the contexts in which texts are written and received 5. Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning 6. Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts 7. Promote in students an enjoyment of, and lifelong interest in, language and literature 8. Develop in students an understanding of the techniques involved in literary criticism 9. Develop the students’ ability to form independent judgments and to support those ideas.

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Language A: Language & Literature (HL/SL) At NLCS Jeju, Language & Literature courses are offered in English and Korean. Specific details, including topics studied, for each are given in the following pages. As with Language A: Literature courses, both are structured and examined according to the following common criteria.

Course Content Part 1: Language in cultural context In this part of the course students are given the opportunity to explore how language develops in specific cultural contexts, how it impacts on the world, and how language shapes both individual and group identity. Topics for stimulating approaches to the unit are listed below, each of which implies a range of vocabulary and writing styles with which students should become familiar.

The study of language in cultural context aims to enable students to meet the following learning outcomes.   

Analyse how audience and purpose affect the structure and content of texts.

Analyse the impact of language changes.

Demonstrate an awareness of how language and meaning are shaped by culture and context.

Part 2: Language and mass communication In part 2 students consider the way language is used in the media. Mass media include newspapers, magazines, the internet (for example, social networking), mobile telephony, radio and film. This section also addresses the issue of how the production and reception of texts is influenced by the medium through which they are delivered.

The study of language and mass communication means that students will be able to meet the following learning outcomes. While each of the learning outcomes must be covered, the examples provided are not prescriptive but are intended to provide guidance on the ways in which these learning outcomes can be incorporated into the teaching of part 2.   

Examine different forms of communication within the media.

Show an awareness of the potential for educational, political or ideological influence of the media.

Show the way mass media use language and image to inform, persuade or entertain.

Part 3: Literature—texts and contexts At SL students study two literary texts. At HL students study three literary texts.

Meaning in a text is shaped by culture and by the contexts of the circumstances of its production. It is also shaped by what the reader brings to it. Literary texts are not created in a vacuum but are influenced by social context, cultural heritage and historical change. Through the close reading of literary texts, students are able to consider the relationship between literature and issues at large, such as gender, power and identity. Students are encouraged to consider how texts build upon and transform the inherited literary and cultural traditions. The compulsory study of translated texts encourages students to reflect on their own cultural assumptions through an examination of work produced in other languages and cultures.

The study of literature—texts and contexts means that students will be able to meet the following learning outcomes.   

Consider the changing historical, cultural and social contexts in which particular texts are written and received.

Demonstrate how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context.

Understand the attitudes and values expressed by literary texts and their impact on readers.

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Part 4: Literature—critical study At SL students study two literary texts. At HL students study three literary texts.

Close reading is considered to be a core skill in the understanding and interpretation of literature. By looking closely at the detail of literary texts, students develop awareness of their rich complexities and the intricacies of their construction.

The study of literature—critical study means that students will be able to meet the following learning outcomes.   

Explore literary works in detail.

Analyse elements such as theme and the ethical stance or moral values of literary texts.

Understand and make appropriate use of literary terms.

Assessment: HL Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1: Comparative textual analysis (2 hours) The paper consists of two pairs of unseen texts. Students write a comparative analysis of one pair of texts.

25%

Paper 2: Essay (2 hours) In response to one of six questions students write an essay based on at least two of the literary texts studied in part 3. The questions are the same at SL but the assessment criteria are different.

25%

Written tasks Students produce at least four written tasks based on material studied in the course. Students submit two of these tasks for external assessment.

20%

One of the tasks submitted must be a critical response to one of the prescribed questions for the HL additional study.

Each task must be 800–1,000 words in length; task 1 should be accompanied by a rationale of 200–300 words, while task 2 should be accompanied by a short outline.

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral commentary Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions.

15%

Further oral activity Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment.

15%

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Assessment: SL Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1: Textual analysis (1 hour 30 minutes) The paper consists of two unseen texts. Students write an analysis of one of these texts.

25%

Paper 2: Essay (1 hour 30 minutes) In response to one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different.

25%

Written task Students produce at least three written tasks based on material studied in the course. Students submit one written task for external assessment. This task must be 800–1,000 words in length plus a rationale of 200–300 words.

20%

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral commentary Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions.

15%

Further oral activity Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment.

15%

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Korean A: Language and Literature “There are many people, simple commoners, despite wanting to have their say, who are unable to fulfill their desire. Finding this pitiful, I am creating a new twenty-eight characters, no more than to make it convenient for all people to easily learn and use them every day.”

-King Sejong the great

Course Overview Language A: language and literature comprises four parts—two relate to the study of language and two to the study of literature.

A key aim of the language A:language and literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course.

The main difference of literatuture course and Lannguare&Literature course lies in the different areas of focus each takes. In the language A: literature course, focus is directed towards developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgments. The focus of the language A: language and literature course is directed towards developing and understanding the constructed nature of meanings generated by language and the function of context in this process. Students will study a range of selected non-fiction texts, such as articles, blogs and speeches by examining language choice, structure, and the influences of culture and context.

It is recommended that students have had experience of writing critical essays about texts, not having done so should not exclude them from studying language A. The choice of the course will depend on the students’ interests and future educational plans particularly in subjects such as communication, media, journal, pshychology, marketing and culture studies, etc. Additionally, student will have advantage to have the Bilingual Diploma, which is seen in a very positive strength by western universities.

Topics Studied Part 1: Language in Part 2: Language and Part 3: Literature— Part 4: Literature— cultural context mass communication texts and contexts critical study Language and Change

Blogs & media

Language and Knowledge

Censorship

Language, the Individual and Society

Popular culture

Language and Power

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Selected Poems (Huang Dong Gyu)

The Paradise of yours (Chungjoon Lee)

Life is Elsewhere (Milan Kundera)

Choonhyangjeon (Unknown Authorship)

[HL only] The nonpossession (Beopjeong)

[HL only] Travel to Mujin (Seungok Kim)

English A: Language and Literature The study of Literature and Language is interdependent and mutually inclusive. Without an ear for language and an ability to shape it, which actor, activist, politician, advertising/marketing giant would have stood the test of time?

Which leader would have successfully convinced a nation that bloodshed was in the name of something higher, something nobler than mere violence?

And yet it is through the medium of language that all of these things occur.

The Language A: Language and Literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices.1

Course Content At both Higher and Standard Level, students will study a range of selected non-fiction texts, such as articles, blogs and speeches by examining language choice, structure, and the influences of culture and context. Higher Level students will also study a minimum of 6 literary texts (a mix of genres, time periods and cultural influences) and Standard Level will read a minimum of 4 literature texts.

Some examples of the diversity of texts that can be studied as part of the course can be found in the following word cloud:

1

Language A: language and literature guide (p. 5, IBO, 2011)

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Literature and Performance (SL only) “That is part of the beauty of all literature. You discover that your longings are universal longings, that you're not lonely and isolated from anyone. You belong.” ~F. Scott Fitzgerald

Course Overview Unique, creative and at the heart of the IB philosophy, this course is an intriguing synthesis of Language A and Theatre. The course focuses on the study of the interaction between literary text and performance. All of which culminates in a piece of poetry or prose that has been transformed from page to stage. The process is exciting, creative and will challenge you to view texts from angles that will make you stand out from the crowd. This is a group 1 subject that goes far beyond the scope of literature or theatre studies as individual subjects. Literature and Performance is ideal for students who have studied Drama at iGCSE level, have a passion for theatre and wish to explore English as a practical as well as theoretical language.

Literature and performance aims The aims of the literature and performance course are to: 1.

2.

3.

4.

5.

Equip students with the skills to explore critically and imaginatively a range of literary texts and performance possibilities Develop in students the ability to articulate their responses to literature and performance in a variety of styles and contexts Introduce students to a range of performance skills Broaden the perspectives of students through the exploration of texts from differing cultures, periods and genres Foster a personal and passionate engagement with literature and performance, and by so doing guide students towards a better understanding of themselves and the world.

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Literature and Performance Syllabus Part 1: Critical study of texts  A range of literary texts are studied.  Students develop the skills to identify meaning and make viable interpretations.  Students analyse the effect of literary features.  Students write and speak appropriately about literature.

Part 2: Exploration of the chosen approach to the text  Texts are explored in terms of their performance potential.  Students generate ideas for the transformation of prose and poetry texts into dramatic form.  Students speak and write appropriately about their ideas.

Part 3: Realization of texts in performance  Students develop the skills to prepare their own pieces for performance, and to perform scripted drama.  Students perform to an audience.  Students analyse and evaluate performance through appropriate speech and writing.

Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1: Prose and performance (1 hour 30 minutes) Students answer one essay question from a choice of three concerned with issues involved in dramatizing a novel.

20%

Paper 2: Poetry (1 hour 30 minutes) Students answer one comparative essay question from a choice of six.

20%

Written coursework: Major playwrights in performance Students produce one piece of writing that incorporates critical analysis of the realization of an extract or a series of linked extracts from a play as well as reflection on the student’s performance in a staged interpretation of it. The written coursework must be 1,500–2,000 words in length.

20%

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. The internal assessment component has two compulsory parts.

Performance (5 minutes) and individual oral presentation (15 minutes) Students present one performance during the course. This must be a transformation based on one or more of the poetry and prose texts studied in class. It must not be based on the texts studied for papers 1 and 2.

The individual oral is a structured presentation about this performance.

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40%

Subject Information Group 2: Language Acquisition

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Selecting Language Options in Group 2 In the Languages department, our aims are simple: to foster and encourage enthusiasm, enquiry, independence and critical thinking whilst generating a love for Spanish and its cultures. We strive to deliver stimulating and stretching courses through studying authentic resources.

Group 2 consists of two types of language course: Language B is an additional language-learning course designed for students with some previous learning of that language, usually to IGCSE level (or equivalent). It may be studied at either SL or HL. Language ab initio is designed for students with little or no prior experience of the language they wish to study.

This does not, however, mean that ab initio courses are easy. In fact, if anything the lack of prior experience of the language makes the learning curve steeper and as such more challenging for many students thank continuing with a language they already have experience of.

As with the Group 1 languages, Language B and Language ab initio courses vary in terms of the language of delivery but have common course structures and assessment criteria. These common elements are described below, followed by subject-specific pages.

At NLCS Jeju we offer HL, SL and ab initio courses in French, Mandarin and Spanish.

There is no ab initio course for English B or Korean B, which are offered at either HL or SL. There are a number of factors that contribute to an individual’s choice of language course in Group 2; language profiles are rarely identical as people can have very different aptitudes for listening, speaking, reading and writing.

Following a discussion with individuals, the Diploma Programme Coordinator and their language teachers will ensure that, as far as possible, students are following the course that is most suited to their needs and that will provide them with an appropriate academic challenge.

Language acquisition aims The following aims are common to both language B and language ab initio.

1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.

2. Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.

3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.

4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.

5. Develop students’ awareness of the importance of language in relation to other areas of knowledge.

6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.

7. Provide students with a basis for further study, work and leisure through the use of an additional language.

8. Foster curiosity, creativity and a lifelong enjoyment of language learning.

Classical Languages An alternative to a modern language course in Group 2 is Latin as a Classical Language. This is taught and assessed differently to the others and is explained at the end of this section.

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Language B (HL/SL) Language B courses are designed for students with previous experience of studying the language, usually up to the equivalent of IGCSE level. Those without this experience should consider a Language ab initio course.

Course Content In any language B course, students develop the ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works.

Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course. All language B courses are delivered thematically, following the guiding principles below.

Theme

Guiding Principles

Identities

The guiding principle of this theme is to explore the nature of the self and what it is to be human.

Students could investigate the theme through a range of optional recommended topics such as: lifestyles, health and wellbeing, beliefs and values, subcultures, language and identity.

Experiences

The guiding principle of this theme is to explore and tell the stories of the events, experiences and journeys that shape our lives.

Students could investigate the theme through a range of optional recommended topics such as: leisure activities, holidays and travel, life stories, rites of passage, customs and traditions, migration.

Human ingenuity

The guiding principle of this theme is to explore the ways in which human creativity and innovation affect our world.

Students to investigate the theme through a range of optional recommended topics such as: entertainment, artistic expressions, communication and media, technology, scientific innovation.

Social organization

The guiding principle of this theme is to explore the ways in which groups of people organise themselves or are organised through common systems or interests.

Students could investigate the theme through a range of optional recommended topics such as: social relationships, community, social engagement, education, the working world, law and order.

Sharing the planet

The guiding principle of this theme is to explore the challenges and opportunities faced by individuals and communities in the modern world.

Students could investigate the theme through a range of optional recommended topics such as: the environment, human rights, peace and conflict, equality, globalization, ethics, urban and rural environment.

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Assessment: HL Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour 30 minutes): Productive skills—writing One writing task of 450–600 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.

25%

Paper 2 (2 hours): Receptive skills—listening and reading Listening comprehension (1 hour)

50%

Reading comprehension (1 hour) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral assessment A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by discussion based on one or more of the themes from the syllabus.

25%

Assessment: SL Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour 15 minutes): Productive skills—writing One writing task of 250–400 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.

25%

Paper 2 (1 hour 45 minutes): Receptive skills—listening and reading Listening comprehension (45 minutes)

50%

Reading comprehension (1 hour) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral assessment A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme.

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25%

Language ab initio (SL only) Designed for students with little or no experience of studying the language, ab initio courses develop the ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.

Key aims for the language ab initio course.

Students will be assessed on their understanding of five key concepts: 1. Audience: Students understand that language should be appropriate for the person(s) with whom one is communicating 2. Context: Students understand that language should be appropriate to the situation in which one is communicating 3. Purpose: Students understand that language should be appropriate to achieve a desired intention, goal or result when communicating 4. Meaning: Students understand that language is used in a range of ways to communicate a message 5. Variation: Students understand that differences exist within a given language, and that speakers of a given language are generally able to understand each other

Course content Language ab initio coursesare divided into five broad themes, all of which are well suited to fostering an international perspective. These ab initio courses seek to develop intercultural understanding and foster a concern for global issues, as well as to raise students’ awareness of their own responsibility at a local level.

Topics that may be covered under each theme are as follows: Identities

Experiences

Human Ingenuity

Social organization

Sharing the Planet

Personal attributes

Daily routine

Transport

Neighbourhood

Climate

Personal relationships

Leisure

Entertainment

Education

Physical geography

Eating and drinking

Holidays and tourism

Media

The workplace

Environment

Physical wellbeing

Festivals and celebrations

Technology

Social issues

Global issues

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Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour): Productive skills—writing Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions.

25%

Paper 2 (1 hour 45 minutes): Receptive skills—listening and reading Listening comprehension (45 minutes)

50%

Reading comprehension (1 hour) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral assessment A conversation with the teacher, based on a visual stimulus and at least one additional course theme.

30

25%

Why choose English?

Available as Language B HL/SL. Although the role, needs and function of the English language are constantly shifting and developing, it is evident that English has been established ‘as the standard language: an intrinsic part of the global communications revolution.’ (The Economist) Additionally, English is the main language of books, newspapers, international business, academic conferences, science technology, diplomacy, sport, international competitions, airports and air-traffic control, pop music and advertising.

Because of this, over one billion people are currently learners of the English language.

One of the aims of the English B course is to set its students apart from the other billion English learners, opening up a wealth of academic and employment opportunities, through focusing far beyond the realms of basic and functional English. Through the English Language B course, students are exposed to a multitude of language styles and registers, encouraging competency when writing a business report, a professional letter, an academic paper or a scientific investigation to name but a few.

In terms of more immediate gain, the Language B course complements and provides support with the five other IB disciplines. The demands upon an IB learner are extensive, particularly in terms of the expectations upon language competency and creativity. In any given day, an IB learner may be expected to deliver a formal presentation, summarise a highly academic article, engage others in a discussion forum, produce an essay outlining a reasoned argument, convince others of their opinion or read one of the literary classics, and all in the English language.

Following the language course provides students with the tools to successfully adapt their spoken and written language to fulfill all of these differing expectations on their English Language skills. Studying Language B also provides students with greater intercultural understanding, adequately preparing them to understand, interact and build personal and professional relationships within an ever-growing international community of English Language speakers. Gaining an insightful understanding and appreciation of the influences, motivations and experiences of our global neighbours is a central part of the language B course and, also sits at the heart of the IB philosophy.

Note: students on target for a C grade or better in English as a First Language IGCSE should choose English as a Group 1 subject. Those wishing to deviate from this guidance should have a conversation with the IBDP Coordinator about the issues this may bring about.

Why choose French?

Available as Language B HL/SL and ab initio.

The American Council on the Teaching of Foreign Language Survey indicates that more students are interested in studying French than any other foreign language in the United States. The Modern Languages Association’s survey shows that French enrollments in the United States are on the rise and are now at the highest level in over 20 years. While any language will be useful for some jobs or for some regions, French is amongst the few foreign languages that are widely spoken throughout the world and is the second most frequently taught language in the world after English.

The International Organization of Francophonie has 56 member states and governments. Of these, 28 countries have French as an official language. French is the only language other than English spoken on five continents. When deciding on a foreign language for work or school, consider that French is a language that will give you the most choices later on in your studies or your career.

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Why choose Spanish?

Available as Language B HL/SL and ab initio.

Spanish is the primary language of 20 countries worldwide.

Spanish is the second most studied language and second language in international communication.

Every year the number of people studying Spanish grows significantly.

Increasingly, the second language U.S. citizens are choosing to learn is Spanish.

Acquiring language requires special skills that, once learned, can be used to become fluent in other languages. Understanding a language also means understanding the culturally enriching aspects of different societies. To stay competitive in today's world, it is imperative to learn more about other cultures and how they think. When deciding on a foreign language for work or school, consider that Spanish is a language that will give you the most choices later on in your studies or your career.

Why choose Mandarin?

Available as Language B HL/SL and ab initio.

This course will enable you to:      

develop your intercultural understanding of Chinese enable you to understand and use the Chinese language you have studied in a range of contexts and for a variety of purposes encourage, through the study of Chinese texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures develop your awareness of the role of language in relation to other areas of knowledge provide you with a basis for further study, work and leisure through the use of Chinese language provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of Chinese language.

Why choose Korean?

Available as Language B HL/SL. Korean B is an additional language-learning course designed for students with some previous learning of Korean. The main focus of the course is on language acquisition and development of language skills.

Students study a variety of topics such as the environment, famous people, current and historical events, immigration, music, art, cuisine, fashion, film, etc.… to develop their skills in listening, reading, writing, speaking and cultural interaction. Types of texts studied include: Personal texts (blog, diary, email, personal letter), Professional texts (blog, mail, essay, formal letter, proposal, report, survey) and Mass Media texts (advertisement, articles, blog, brochure, film, interview, review, news report, speech).

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Latin (HL/SL) aere perennius (more lasting than bronze) Horace Odes III.30

Studying Latin is stimulating and enjoyable. You will build on the foundation laid in IGCSE Latin. You will consolidate and refine your understanding of the language and enjoy and appreciate a wide range of literature.

Your vocabulary will increase and you will have the added benefit of being able to use a dictionary for unseen translations in examinations.

You gain highly respected and transferable skills and acquire confidence to approach language sensitively and critically. You will acquire the vocabulary to appreciate the rich body of literature left to us by the Romans. Set texts are prepared thoroughly in class, literary techniques are examined and personal responses to literature are produced.

Course Overview This classical languages course provides an opportunity for students to explore the language, literature and culture of ancient Rome. The study of Latin language gives important insights into the culture that produced it, and leads to a greater understanding of contemporary languages, literature and cultures. Fundamentally, the study of classical languages trains the mind, developing skills of critical thought, memory and close analysis, as well as an appreciation of the beauty and power of language.

Linguistic skills lie at the heart of the course, since it is through a deep understanding of the workings of a language that true intellectual contact can be made with the peoples of the past. Students translate Latin accurately and sensitively. Students also study different genres of classical texts, examining the ideas in these works and their artistry within their historical, political and cultural contexts. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, and use of primary sources.

IBDP Latin Syllabus Aims     

To enable the student to reach an appropriate level of knowledge and understanding of the language and to use this understanding for a variety of purposes, including translation, comprehension and research.

Develop the student’s appreciation of the literary merit of classical texts and an awareness of the issues raised in them, as well as their connections and relevance to our times.

Encourage, through the study of texts and other products of classical cultures, an awareness and appreciation in the student of the different perspectives of people from those cultures.

Provide the student with an opportunity for intellectual engagement through the process of inquiry and the development of critical thinking and learning skills.

Provide the student with a basis for further study, work and enjoyment in a variety of contexts.

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Course Content Part 1: Study of language Latin: The study of Cicero or Ovid in order to develop language skills. One extract from each author will be set and students will be required to translate one of the extracts.

Part 2: Study of literature A detailed study of literature from two options in the original language chosen from five prescribed options.

Part 3: Individual study—research dossier A collection of annotated primary source materials demonstrating an in-depth exploration of an aspect of classical language, literature or civilization chosen by the student.

Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (HL 1 hour 30 minutes/SL 1 hour 15 minutes) Translation of one extract from a prescribed author in Part 1 of the syllabus

35%

Paper 2 (HL 2 hours/SL 1 hour 30 minutes) Questions based on ten extracts, two from each option in Part 2 of the syllabus.

45%

Standard level: Students answer questions on three extracts from two options.

Higher level: Students answer questions on four extracts from two options, and provide a written response to a prompt on one option.

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual study – research dossier An annotated collection of seven to nine primary source materials relating to a topic in classical history, literature, language, religion, mythology, art, archeology or some aspect of classical influence.

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20%

Subject Information Group 3: Individuals and Societies

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Economics (HL/SL) ‘It has been more profitable for us to bind together in the wrong direction than to be alone in the right one’ Nassim Nicholas Taleb, The Black Swan

Why might I be interested in studying Economics?

What is happening to the Korean Won and what are the implications of this for the Korean economy? How will global events impact on the ability of Korea to provide jobs for all its citizens? How can Korea contribute to the economic development of other countries? Why do cinemas charge different prices to different people to see the same movie? Should one firm provide all the electricity in a country? Does competition bring us the best use of our scarce resources? How might we deal effectively with the problem of air pollution in Beijing? How does the market system allocate scarce resources?

If you are interested in any of these questions and want to develop an independent and critical way of thinking then Economics is a subject you will find valuable. This social science looks at how we try to make most use of the scarce resources we have as a society to provide for our own needs and for the needs of future generations. Economics is relevant to an understanding of the world in which you will live and work in the future, it provides a way of analyzing events and will help you consider alternative national economic strategies to inform your decisions as a citizen.

Course Overview In Economics you will have the opportunity to demonstrate your learning in a variety of ways, through class discussions based on simulations, written work which could be continuous prose or responding to data, presentations to class, problem solving and working with data.

Economics is a well-respected foundation for further courses at university and a wide range of occupations including working in the private and government sectors as an economist analyzing policy and proposing solutions to problems; describing economic problems to others through careers in journalism or teaching; working for financial institutions, such as banks, analyzing data and taking risky decisions based on your analysis; as a route to qualify as an accountant; working within a variety of businesses.

Course Content All students, both Higher and Standard Level, will study four main topics, but with Higher Level students taking a more mathematical approach. The topics are: Microeconomics: the study of markets, how they work, when they fail and how we deal with the failure.

Macroeconomics: the study of the workings of national economies and how we tackle the problems of growth, unemployment, inflation and equity.

International Economics: a study of why countries engage in international trade, the exchange rate, international institutions and trading arrangements.

Development Economics: we consider the impact of economic policies on developing countries, how growth and development might be achieved and the ways we measure underdevelopment.

Higher Level candidates will, in addition, primarily also study the theory of costs and the theory of the firm. This includes a judgment as to the best way to organize production to convert scarce resources into a wider range of desirable goods and services.

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Assessment There are essay and data response based papers for both Higher and Standard Level students. These test the content of the specification. In addition, Higher Level students take a mathematical based paper testing all aspects of the specification.

All students submit three Internally Assessed commentaries on relevant and recent news stories related to their studies. This allows students an opportunity to apply their learning to aspects of the subject that particularly interest them.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour 30 minutes) An extended response (essay) paper.

30% HL 40% SL

Section A: Microeconomics Students answer one question from a choice of two (25 marks) Section B: Macroeconomics Students answer one question from a choice of two (25 marks) Paper 2 (1 hour 30 minutes) A data response paper.

30% HL 40% SL

Section A: International economics Students answer one question from a choice of two Section B: Developmental economics Students answer one question from a choice of two 20% HL

Paper 3 (HL only, 1 hour) HL extension/mathematics paper.

Students answer one question from a choice of three based on the whole course.

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Portfolio of commentaries tudents produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media.

Maximum 750 words x 3

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20%

Geography (HL/SL) Understanding now so we can adapt and prepare for the future

Whatever your passion for the world - fascination with landscapes or concerns about inequality - Geography will provide you with knowledge and transferable skills that will reward you personally and advance you professionally.

Course Overview The Geography department comprises highly experienced teachers that believe Geography is one of the foundation blocks that all other subjects are built on, and as such Geography is visible in every aspect of human life. As a dynamic, ever changing subject Geography evokes a natural curiosity of the world around us and allows students to explore the depths of their own inquisitiveness. We strive to provide exceptional teaching that will instill a passion for the subject that will in turn lead to exceptional results.

IB Geography Syllabus Aims      

To develop an understanding of the interrelationships between people, places, spaces and the environment.

Develop critical awareness and consider the complexity of geographical issues.

To develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management.

Acquire in-depth understanding of how geographical issues have been influenced by powerful human and physical processes and form viewpoints on how these issues can be resolved.

To understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.

Appreciate the relevance of geography in analyzing contemporary issues and challenges, and develop a global perspective of diversity and change.

Course Content Paper 1: Geographical Themes SL two themes – HL 3 Themes   

Oceans and their Coastal Margins Geophysical Hazards Food and Health

Paper 2: Core – Geographical perspectives – global change SL and HL   

Population distribution— changing population Global climate—vulnerability and resilience Global resource consumption and security

Paper 3: Higher Level – Core Extension HL only   

Power, places and networks Human development and diversity Global risk and resilience

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Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1: Geographical Themes (2 hours HL/1 hour 30 minutes SL) HL Students answer questions on three themes. Each theme has a structured question and one extended answer question from a choice of two.

35% HL 35% SL

SL students answer questions on two themes. Each theme has a structured question and one extended answer question from a choice of two.

Paper 2: Core – Geographic perspectives – global change (1 hour 15 minutes) This paper is divided into three sections, A, B and C.

40% HL 25% SL

Section A: Students answer structured questions based on the core units which may include stimulus material, such as tables/diagrams/maps Section B: Students answer questions based on an infographic or visual stimulus.

Section C: Students answer one extended answer from a choice of two.

Paper 3: Geographic Perspectives – global interactions (HL only, 1 hour) HL extension/mathematics paper.

20% HL

Students answer one of three essay questions.

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Geographical investigation Students produce a written report on a geographical investigation. The report must not exceed 2,500 words.

The purpose of the fieldwork is to reinforce principal geographic concepts and skills taught in class. It provides opportunities for learning through practical work and fosters skills of cooperation, organization, investigation and presentation.

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20% HL 25% SL

History (HL/SL) “History Opens Doors!

Many top jobs are within the grasp of historians. With a history degree you can aspire to be prime minister, press baron and media mogul, overlord of the BBC, ‘the most famous lawyer in the land’, archbishop of Canterbury, top diplomat, Oxbridge vice-chancellor, England footballer or chairman of the richest football club in the world, famous comedian or celebrated pop musician, best-selling novelist, trade union boss, business millionaire – and perhaps even, one day, monarch of the realm.”

David Nicolls, Professor of History

In IB History, students study about twentieth-century authoritarian rulers in countries such as Germany and China

Why study IB History?

IB History is a course that is widely respected and recognised by top universities around the world. An IB History student focuses on skills such as reading, writing, critical thinking, and comparative evaluation. Among other career routes, history provides an excellent background for those interested in becoming lawyers, consultants, civil servants and those interested in international relations and politics. Knowledge of history is essential to understanding the context of the modern world. It is impossible to understanding the complex issues that we face today without an understanding of how the past shaped these issues. In this sense, knowledge of the past is inescapable.

History allows us to understand the importance of individuals such as Martin Luther King in bringing about social change

What is the difference between HL and SL History?

Many students ask this question. In truth, both Higher Level and Standard Level History require the same set of skills. The essential difference between the two courses is the amount of content that is covered. Students taking HL History will cover a regional topic dealing with the History of the Americas.

This means that they will be required to take an additional exam paper. Hence doing the HL course allows students to further develop their writing and analytical skills in History, as well as covering another major area of modern world history.

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History allows us to understand the impact of ideologies on twentieth century history, not least in terms of the impact of Communism on Asia

Assessment IB History consists of three different papers. SL students will sit the first two papers, while HL students will also sit Paper 3. All students will also complete an internal assessment.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour) The Move to Global War

20% HL 30% SL

Four short-answer/structured questions. This section of the syllabus examines the impact of Nazi and Japanese imperialism on International Relations 1931-39.

Paper 2 (1 hour 30 minutes) Authoritarian and Single-Party States: Hitler, Mao & Castro and the impact of The Cold War

25% HL 45% SL

Two extended-response (essay) questions.

Paper 3 (HL only, 2 hours 30 minutes) The Great Depression and the New Deal, World War II and the Americas, & the Cold War and the Americas

35% HL

Three extended-response questions.

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Historical investigation Historical investigation on any area of the syllabus (approximately 20 hours’ work)

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20% HL 25% SL

Global Politics (HL/SL) The 21st century is characterised by rapid change and increasing interconnectedness, impacting individuals and societies in unprecedented ways and creating complex global political challenges. Global Politics is an exciting, dynamic subject that draws on a variety of disciplines in the social sciences and humanities, reflecting the complex nature of many contemporary political issues. The study of global politics enables students to critically engage with different and new perspectives and approaches to politics in order to comprehend the challenges of the changing world and become aware of their role in it as active global citizens.

‘I must study war and politics that my children may have liberty to study mathematics and Philosophy’ John Adams

Course Overview The Global Politics department is led by an experienced IB examiner who has worked collaboratively with educators from a range of top international schools in order to develop a course that is challenging, engaging and authentic.

Students will have access to a rich range of resources and learning opportunities through an online platform that encompasses all lesson, revision and extension materials. The course requires students to actively engage with contemporary global issues and should only attract students who have a genuine interest in the global political system.

IB Global Politics Syllabus Aims The aims of the global politics course at SL and HL are to enable students to: 1.

2.

3.

4.

Understand key political concepts and contemporary political issues in a range of contexts.

Develop an understanding of the local, national, international and global dimensions of political activity.

Understand, appreciate and critically engage with a variety of perspectives and approaches in global politics.

Appreciate the complex and interconnected nature of many political issues, and develop the capacity to interpret competing and contestable claims regarding those issues.

Course Content SL/HL: Core Syllabus Content Students will explore political theories, perspectives and concepts Topic 1: Power Sovereignty and International Relations Topic 2: Human Rights Topic 3: Development Topic 4: Peace and Conflict HL Extension In addition to answering one extra question on the SL essay paper, HL students also record two oral presentations that are submitted to the IB for assessment. Students find, research and present two case studies that must each fit into one of the following categories: 1. Environment 2. Poverty 3. Health

4. Identity 5. Borders 6. Security

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Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour 15 minutes) Stimulus-based paper on a topic from one of the four core units. Students answer four compulsory short-answer/structured questions.

20% HL 30% SL

Paper 2 (2 hours 45 minutes HL/1 hour 45 minutes SL) Extended response paper based on the four core units. HL students must write three essays from a choice of eight, each selected from a different core unit. SL students must write two essays from a choice of eight, each selected from a different core unit.

25% HL 45% SL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Engagement activity A written report (2,000-word maximum) on a political issue explored through engagement and research.

20% HL 25% SL

HL extension: global political challenges (HL only) Two video recorded oral presentations (10-minute maximum each) of two case studies chosen from two different HL Extension topics. These are the culmination of approximately 90 hours’ work on research and preparation.

20% HL

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Philosophy (HL/SL)

‘Socrates did not teach philosophy, he taught to philosophise’ Daniel and Auriac

Course Overview The Philosophy IB course at NLCS Jeju aims to teach students how to philosophise. This means that students are required to think hard about some of the most difficult questions that humans have ever considered. Questions such as: what does it mean to be a human being? What is consciousness? What is truth? Does some form of God exist? What is the morally right way to live?

How free are we to choose our actions? What is justice? Students taking the IB Philosophy course will begin to tackle all of these questions (and many more) by learning how to critically analyse and evaluate the answers that some of the world’s greatest thinkers have proposed for them. They will also learn how to construct sophisticated and precise arguments of their own in order to convince others that their personal views on these issues could be the correct ones.

The guiding principle behind the IB Philosophy course is that it is a skills-based programme. One of the main skills that Philosophy helps us to acquire is that of critical thinking. Students who learn how to do Philosophy develop high-quality critical thinking skills, which are essential for becoming independent thinkers, living ethically as global citizens, and for studying all other academic subjects with a logical and rigorous approach.

Although no previous knowledge is required to begin the course, those who choose philosophy will enjoy thinking deeply about difficult topics that remain unanswered and will be excited about taking part in discussions and debates in which they consider other people’s views and support their own. Being able to contribute to high-quality debate - both orally and in writing – is one of the specific skills that students will develop throughout the course.

Philosophy students therefore need to be prepared to think in ways they have never thought before, to be creative problem-solvers, and to enjoy breaking down complex ideas, concepts, and arguments. Students will actively engage with philosophical texts and with the views of the most influential and pivotal thinkers of the past and present.

Course Content HL/SL Core Theme: ‘Being Human’  Do humans have an essential nature?  What is the relation between our minds and our bodies?

HL/SL Optional Theme: ‘Ethics’  Analysis and evaluation of moral theories. What ethical rules should we follow?  Applied ethics. How can we solve real-life moral dilemmas in issues such as abortion, euthanasia, worldpoverty, and environmental sustainability?

HL/SL study of a philosophical text: Plato’s Republic Analysis and evaluation of the author’s views on questions such as: what is justice? What is the nature of truth?

How should a society be organised?

HL Extension (HL only): ‘The Nature of Philosophical Activity’  Exploring what it means to “do philosophy”.  Creating a personal response on the issue of Philosophy’s value and purpose.

HL Optional Theme 2 (HL only): ‘Philosophy of Religion’  Exploration of diverse conceptions and meanings of ‘God’.  Analysis and evaluation of arguments for and against the existence of God.

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Assessment Assessment is primarily through extended response (essay) questions.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (2 hours 30 minutes HL/1 hour 45 minutes SL) Core theme – “Being Human” Optional Theme – “Ethics” Optional Theme HL only – “Philosophy of Religion”

40% HL 50% SL

Paper 2 (2 hours 45 minutes HL/1 hour 45 minutes SL) Prescribed text – Plato’s Republic

20% HL 25% SL

Paper 3 (HL only, 1 hour 15 minutes) Higher Level extension: “The Nature of Philosophical Activity”

20% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Philosophical analysis Students produce a philosophical analysis of a non-philosophical stimulus. Students select the stimulus themselves according to their interests. The analysis must not exceed 2000 words.

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20% HL 25% SL

Psychology (HL/SL) Psychology is a fascinating area of study. It will help you understand human behaviour and mental processes and allow you to better understand how we think act and feel. If you are interested in a deeper understanding of the human condition, you should consider studying psychology.

"Don't become a mere recorder of facts, but try to penetrate the mystery of their origin."

Ivan Pavlov (1849-1936)

Course Overview Psychology is the rigorous and systematic study of mental processes and behaviour. It is a complex subject which draws on concepts, methods and understandings from a number of different disciplines. There is no single approach that would describe or explain mental processes and behaviour on its own as human beings are complex animals, with highly developed frontal lobes, cognitive abilities, involved social structures and cultures. The study of behaviour and mental processes requires a multidisciplinary approach and the use of a variety of research techniques whilst recognising that behaviour is not a static phenomenon, it is adaptive, and as the world, societies and challenges facing societies change, so does behaviour.

IB Psychology Aims 1. develop an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour 2. apply an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour to at least one applied area of study 3. understand diverse methods of inquiry 4. understand the importance of ethical practice in psychological research in general and observe ethical practice in their own inquiries 5. ensure that ethical practices are upheld in all psychological inquiry and discussion 6. develop an awareness of how psychological research can be applied to address real-world problems and promote positive change.

Course Content Core The topics that must be studied are: 

Biological approach to understanding behaviour o the brain and behaviour (SL and HL) o hormonees and behaviour (SL and HL) o genetics and behaviour (SL and HL) o the role of animal research in understanding human behaviour (HL only)

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



  

Cognitive approach to understanding behaviour o the brain and behaviour (SL and HL) o hormones and behaviour (SL and HL) o genetics and behaviour (SL and HL) o the role of animal research in understanding human behaviour (HL only) Sociocultural approach to understanding behaviour o the brain and behaviour (SL and HL) o hormones and behaviour (SL and HL) o genetics and behaviour (SL and HL) o the role of animal research in understanding human behaviour (HL only) Approaches to researching behaviour Challenging assumptions and critically assessing the methods used by researchers are integral skills in the study of psychology (SL and HL) Direct assessment on approaches to research (HL only)

Options SL students study one of the following options; HL students study two.   

Abnormal psychology Developmental psychology Health psychology

Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1: Core (2 hours) Section A: Three short-answer questions on the core approaches to psychology.

40% HL 50% SL

Section B: One essay from a choice of three on the biological, cognitive and sociocultural approaches to behavior.

Paper 2: Options (2 hours HL/ 1 hour SL) HL students: two questions; one from a choice of three on each of two options.

20% HL 25% SL

SL students: one question from a choice of three on one option.

Paper 3 (HL only, 1 hour) Three short-answer questions from a list of six static questions on approaches to research.

20% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Experimental study Students are required to work as part of a group to plan and conduct a psychological investigation.

The research method, subjects and materials, as well as the operationalization of the Independent and Dependent Variables, will be the result of the group working together. Once the data has been generated the collaboration is complete. Each student will write up the report independently of other group members. The data will be analysed and conclusions drawn independently.

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20% HL 25% SL

48

Subject Information Group 4: Sciences

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Biology (HL/SL) “I became aware of the very complex internal organization in a cell from the basic science classes, and it made me think about how all that could work. It seemed like a great mystery, especially how organelles in the cell can be arranged in three dimensions, and how thousands of proteins could find their way to the right location in the cells.”

John E. Rothman, 2013 Nobel Laureate for Physiology or Medicine

Why study IB Biology?

This is a very exciting time to study and continue to read Biology further at university. Biology is now firmly at the forefront of research, investigating how to answer many questions, such as what is life and how did we come to be?

Moreover, Biology is proving to be an instrumental science in providing solutions to many of the world’s problems such as in medicine, food security, materials science and utilisation of energy resources.

Course Overview The IB Diploma Biology course will provide some of the skills and knowledge with which to start a career in these fields. In particular, Biology at Higher Level is a prerequisite to study medicine at all international and national universities. Here at NLCS Jeju, students will learn the subject from the small scale, including about organic molecules, cells, and cellular processes. They will then extend this to a bigger scale to the biology of plants and animals and finally, how these interact on an even bigger scale in ecological studies. Underlying this will be a study in genetics and the theory of evolution. The acquisition of practical skills and an opportunity to develop an ability to clarify problems and search for solutions are an integral part of the course.

Aims of the Course Throughout this challenging course, students become aware of how scientists work and communicate with each other. Furthermore, students enjoy multiple opportunities for scientific study and creative inquiry within a global context. In addition, the course is designed to:          

Appreciate scientific study and creativity within a global context through stimulating and challenging opportunities Acquire a body of knowledge, methods and techniques that characterize science and technology Apply and use a body of knowledge, methods and techniques that characterize science and technology Develop an ability to analyse, evaluate and synthesize scientific information Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities Develop experimental and investigative scientific skills including the use of current technologies Develop and apply 21st century communication skills in the study of science Become critically aware, as global citizens, of the ethical implications of using science and technology Develop an appreciation of the possibilities and limitations of science and technology Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

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Course Content Core (HL/SL) HL Extension (HL only) 1. Cell Biology 7. Nucleic Acids 2. Molecular Biology 8. Metabolism, Cell Respiration 3. Genetics and Photosynthesis 4. Ecology 9. Plant Biology 5. Evolution and Biodiversity 10. Genetics and Evolution 6. Human Physiology 11. Animal Physiology

Optional topics* A. Neurobiology and behavior B. Biotechnology and bioinformatics C. Ecology and conservation D. Human physiology

*Decisions on which optional topics are studied will be taken later in the course.

Assessment There are two major areas of assessment: written exams and coursework (Internal Assessment). The exams are sat at the end of the course in Year 13 and are marked externally. The course work is marked internally, moderated externally, and involves designing and undertaking practical work.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour HL/45 minutes SL) Multiple Choice.

20% HL 20% SL

Paper 2: Options (2 hours 15 minutes HLHL/1 hour 15 minutes SL) Data-based, short answer and extended response questions.

36% HL 40% SL

Paper 3 (1 hour 15 minutes HL/1 hour SL) Practical questions and option topics: data-based, short answer and extended response questions

24% HL 20% SL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Practical Experimental work - 60 hours at HL & 40 hours at SL. This is assessed during a single 10-hour experiment, including an investigation and write-up of 6 to 12 pages.

20% HL 20% SL

Group 4 Project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. The Group 4 Project does not count toward a student’s score in the subject, but must be completed in order to pass the course.

0% HL 0% SL

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Chemistry (HL/SL) Course Overview Chemistry at Higher Level is a prerequisite to study medicine at all British universities. The IB Diploma Programme Chemistry Standard Level course combines academic study with the acquisition of practical and investigational skills through the experimental approach. Students learn the chemical principles that underpin both the physical environment and biological systems through the study of quantitative chemistry, periodicity, kinetics and other subjects. The Chemistry course covers the essential principles of the subject and, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students. photo or picture related with your course Throughout this challenging course, students become aware of how scientists work and communicate with each other. Furthermore, students enjoy multiple opportunities for scientific study and creative inquiry within a global context. In addition, the course is designed to:

Aims of the Course

       

Provide a body of knowledge, methods and techniques that characterise science and technology Enable students to apply and use a body of knowledge, methods and techniques that characterise science and technology Develop an ability to analyse, evaluate and synthesise scientific information Develop experimental and investigative scientific skills Engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities Develop and apply the students’ information and communication technology skills in the study of science Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology Develop an appreciation of the possibilities and limitations associated with science and scientists encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method

Differences between Chemistry Higher and Standard level All topics studied at Standard Level are also studied at Higher Level, but in more depth. Both include two optional units, but Higher Level again goes into greater depth.

Course Content Core (HL/SL) 1. Stoichiometric relationships 2. Atomic structure 3. Periodicity 4. Chemical bonding and structure 5. Energetics/thermochemistry 6. Chemical kinetics

7.

8.

9.

10.

11.

Equilibrium Acids and bases Oxidation and reduction Organic chemistry Measurement and data processing

Optional topics* A. Materials B. Biochemistry C. Energy D. Medicinal chemistry

*Decisions on which optional topics are studied will be taken later in the course.

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Assessment There are two major areas of assessment: written exams and coursework (Internal Assessment). The exams are sat at the end of the course in Year 13 and are marked externally. The course work is marked internally, moderated externally, and involves designing and undertaking practical work.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour HL/45 minutes SL) Multiple Choice.

20% HL 20% SL

Paper 2: Options (2 hours 15 minutes HLHL/1 hour 15 minutes SL) Data-based, short answer and extended response questions.

36% HL 40% SL

Paper 3 (1 hour 15 minutes HL/ 1 hour SL) Practical questions and option topics: data-based, short answer and extended response questions

24% HL 20% SL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Practical Experimental work - 60 hours at HL & 40 hours at SL. This is assessed during a single 10-hour experiment, including an investigation and write-up of 6 to 12 pages.

20% HL 20% SL

Group 4 Project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. The Group 4 Project does not count toward a student’s score in the subject, but must be completed in order to pass the course.

0% HL 0% SL

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Physics (HL/SL) What is Physics?

International Baccalaureate Physics programme is a two-year rigorous preuniversity course that is internationally well recognised. The focus of this programme is to impart in students the ability to inquire about, analyse and describe the Physical World, as well as develop the knowledge and skills required to excel in their university studies. By design this course allows students to experience the challenges which are normally felt at undergraduate level. The course introduces the students to scientific methods and techniques which are needed for scientific investigations. Students are made aware of the moral and ethical social responsibility in the use of scientific knowledge. Students are encouraged to understand the relationship between the various scientific disciplines and carry out an interdisciplinary project.

Practical investigations are an integral part of the curriculum. Students are required to research a scientific problem, develop hypothesis, design experiments, conduct investigations and draw conclusions. Special emphasis is given to manipulative skills required to carry out scientific investigations.

What skills will I develop through Physics?

Physics is about the observation, understanding and prediction of natural systems. Studying physics can help you to develop a range of skills that can be applied in many areas, both scientific and non-technical. These skills include:      

Problem-solving - studying physics gives you a pragmatic and analytical approach to problem-solving. You break down tasks down to their basic elements and use imagination and creativity to try new approaches to solve challenging problems.

Reasoning - the course involves using reasoning skills to construct logical arguments, apply analytical skills and grasp complex problems.

Numeracy - a physics degree gives you skills in using mathematics to find solutions to scientific problems, create mathematical modeling and interpret and present information graphically.

Practical skills - the degree helps you obtain practical skills by planning, executing and reporting experiments, using technical equipment and paying attention to detail.

Communication - studying physics gives you skills to communicate complex ideas and use technical language correctly.

Information and communication technology (ICT) - the course involves using ICT effectively, including specialist software packages for motion analysis and data processing.

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Course Content Core (HL/SL) 1. Measurement and uncertainties 2. Electricity and magnetism 3. Mechanics 4. Circular motion and gravitation 5. Thermal Physics 6. Atomic, nuclear and particle physics 7. Waves 8. Energy production

HL Extension (HL only) 9. Wave Phenomena 10. Electromagnetic induction 11. Fields 12. Quantum and nuclear physics

Optional topics* A. Relativity B. Engineering physics C. Imaging D. Astrophysics

*Decisions on which optional topics are studied will be taken later in the course.

Assessment There are two major areas of assessment: written exams and coursework (Internal Assessment). The exams are sat at the end of the course in Year 13 and are marked externally. The course work is marked internally, moderated externally, and involves designing and undertaking practical work.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour HL/45 minutes SL) Multiple Choice.

20% HL 20% SL

Paper 2: Options (2 hours 15 minutes HLHL/1 hour 15 minutes SL) Data-based, short answer and extended response questions.

36% HL 40% SL

Paper 3 (1 hour 15 minutes HL/1 hour SL) Practical questions and option topics: data-based, short answer and extended response questions

24% HL 20% SL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Practical Experimental work - 60 hours at HL & 40 hours at SL. This is assessed during a single 10-hour experiment, including an investigation and write-up of 6 to 12 pages.

20% HL 20% SL

Group 4 Project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. The Group 4 Project does not count toward a student’s score in the subject, but must be completed in order to pass the course.

0% HL 0% SL

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Computer Science (HL/SL) Computing is integral to science—not just as a tool for analysing data but also as an agent of thought and discovery.

“It had nothing to do with using [programs] for practical things, it had more to do with using them as a mirror of your thought process. To actually learn how to think. I think everyone in this country should learn to program a computer. Everyone should learn a computer language because it teaches you how to think. I think of computer science as a liberal art.”

Steve Jobs (Former CEO of Apple)

Course Overview The Computer Science department includes an IB examiner and Cambridge Examinations examiner who believes that learning to program teaches the student how to think creatively. The belief that the computer is little more than a tool to combine learning from multiple disciplines is part of the department’s vision. The Head of Department is conducting doctoral research on programming at NLCS Jeju and has created a syllabus using this research in order to promote student passion.

IB Computer Science Syllabus Aims    

To empower innovation, knowledge acquisition and exploration To develop ‘computational thinking’, which will in turn develop ‘creative thinking’ To draw on a wide spectrum of knowledge from other disciplines To develop real-world skills that are desirable to potential employers

Computational Thinking Computational thinking is a problem-solving methodology that is applicable across a range of subject disciplines and underpins this course. The six principles of computational thinking, identified by Jeanette Wing in her article “Computational thinking” are:      

thinking procedurally thinking logically thinking ahead thinking concurrently thinking abstractly thinking recursively (HL only).

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Course Content Core (HL/SL) 1. System fundamentals 2. Computer organization 3. Networks 4. Computational thinking, problem-solving and programming

HL Extension (HL only) 5. Abstract data structures 6. Resource management 7. Control 8. Case study: additional subject content introduced by the annually issued case study

Optional topics* A. Databases B. Modelling and simulation C. Web science D. Object-oriented programming (OOP)

*Decisions on which optional topics are studied will be taken later in the course.

Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (2 hours 10 minutes HL/1 hour 30 minutes SL) Short answer and structured questions testing knowledge and application of theories learned during the course.

40% HL 45% SL

Paper 2 (2 hours 15 minutes HLHL/1 hour 15 minutes SL) Section A (HL/SL): a variety of questions on the chosen option.

20% HL 25% SL

Section B (HL only): additional questions based upon the HL extension material for the option.

Paper 3 (HL only, 1 hour) Structured questions based on the pre-released case study (topic 8 above).

20% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Solution The requirement of the internal assessment is to develop a solution for a specified client to a specified problem or an unanswered question. The solution is assessed using five criteria: planning; solution overview; development; functionality and extensibility of product; evaluation.

20% HL 30% SL

Group 4 Project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. The Group 4 Project does not count toward a student’s score in the subject, but must be completed in order to pass the course.

0% HL 0% SL

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Sports Exercise and Health Science (SL only) Course description and aims The IB DP course in sports, exercise and health science is a standard level (SL) course involving the study of the science that underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of topics and carry out practical (experimental) investigations in both laboratory and field settings. This provides an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance.

Where relevant, the course will address issues of international dimensions and ethics by considering sport, exercise and health relative to the individual in a global context.

Course content Topic 1: Anatomy  The skeletal system  The muscular system Topic 2: Exercise physiology  Structure and function of the ventilator system  Structure and function of the cardiovascular system Topic 3: Energy systems  Nutrition  Carbohydrate and fat metabolism  Nutrition and energy systems

Topic 4: Movement analysis  Neuromuscular function  Joint and movement type  Fundamentals of biomechanics Topic 5: Skill in sport  The characteristic and classification of skill  Information processing  Principles of skill learning Topic 6: Measurement and evaluation of human performance  Statistical analysis  Study design  Components of fitness  Principles of training programme design

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Optional topics* A. Optimizing physiological performance B. Psychology of sport C. Physical activity and health D. Nutrition for sport, exercise and health *Decisions on which two optional topics are studied will be taken later in the course.

Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (45 minutes) 30 multiple-choice questions on the core syllabus.

20%

Paper 2 (1 hour 15 minutes) Section A: one data-based question and several short answer questions on the core (all compulsory).

35%

Section B: one extendedresponse question on the core (from a choice of three).

Paper 3 (1 hour) Several short-answer questions (all compulsory) in each of the two options studied.

25%

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual investigation The internal assessment task will be one scientific investigation taking about 10 hours and the writeup should be about 6–12 pages long. Investigations exceeding this length will be penalized in the communication criterion as lacking in conciseness.

20%

Group 4 Project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. The Group 4 Project does not count toward a student’s score in the subject, but must be completed in order to pass the course.

0%

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Subject Information Group 5: Mathematics

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Choosing the right Mathematics option The IBDP Mathematics syllabus has changed substantially this year. Rather than simply choosing the level of study, students are now required to decide upon the pathway they take through the course. There are two options for this: Analysis and Approaches, and Applications and Interpretation. Both courses cover the same broad topics, but look at each in different levels of depth, as summarised by the comparison table of guided teaching hours below. An overview of the two courses is given on the following pages, but in broad terms the Analysis & Approaches course takes a more theoretical, pure mathematics approach whilst Applications & Interpretation is more applied. They are also assessed slightly differently, as the tables on the following pages show.

What do universities say?

Students wishing to pursue Mathematics or heavily mathematical courses such as Physics at university should opt for Analysis & Approaches at Higher Level. However, at the time of going to print, there is very little more specific information available, as the courses have not yet been taken by any students and as such no past papers or results analyses exist.

As soon as more guidance is available, we will share it with students and parents. This process will begin with dedicated presentations to parents at the Options Information Day and to students in their Maths lessons.

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Mathematics Analysis & approaches (HL/SL) Course overview This course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology.

Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (2 hours HL/1 hour 30 minutes SL) No calculators allowed.

30% HL 40% SL

Section A: Compulsory short-response questions based on the syllabus.

Section B: Compulsory extended-response questions based on the syllabus.

Paper 2 (2 hours HL/1 hour 30 minutes SL) Calculators allowed.

30% HL 40% SL

Section A: Compulsory short-response questions based on the syllabus.

Section B: Compulsory extended-response questions based on the syllabus.

Paper 3 (HL only, 1 hour) Calculators allowed.

Two compulsory extended response problem-solving questions.

20% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Mathematical exploration Internal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics.

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20% HL 20% SL

Mathematics Applications & Interpretation (HL/SL) Course overview This course is designed for students who enjoy describing the real world and solving practical problems using mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics.

Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (2 hours HL/1 hour 30 minutes SL) Calculators allowed.

Compulsory short-response questions based on the syllabus.

30% HL 40% SL

Paper 2 (2 hours HL/1 hour 30 minutes SL) Calculators allowed.

Compulsory extended response questions based on the syllabus.

30% HL 40% SL

Paper 3 (HL only, 1 hour) Calculators allowed.

Two compulsory extended response problem-solving questions.

20% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Mathematical exploration Internal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics.

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20% HL 20% SL

Subject Information Group 6: The Arts

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Music (HL/SL) ‘Music is the shorthand of emotion’ Leo Tolstoy

The IB Diploma Programme music course seeks to develop students’ knowledge and potential as musicians, both personally and collaboratively. IB Diploma Programme music students are required to study musical perception and actively listen to a wide range of music from different parts of the world, musical cultures and time periods. They also develop aural perception and understanding of music by learning about musical elements, including form and structure, notations, musical terminology, and context. Through the course of study, students become aware of how musicians work and communicate.

Aims of the Course The course enables students to:     

become informed, reflective and critical musicians understand the dynamic and changing nature of music explore and value the diversity of music across time, place and cultures express musical ideas with confidence and competence develop perceptual and analytical skills

Course Content Musical Perception The listening paper is based on musical perception— analysis, examination, comparing and contrasting of pieces of music. Section A relates to two prescribed works and section B to music from different times and places, encompassing jazz/pop, western art music and world music.

Performing In the performing component, students must submit a programme of contrasting pieces in any style of music that is 15 minutes in length.

Creating (optional for standard level) In creating, students create three pieces of 3 to 6 minutes in length choosing from a wide range of styles and media, including traditional instruments, voices and/ or music technology, and reflect on their understanding of the intention, process and outcome of the pieces.

Musical Links Investigation Through the study of pieces from two distinct musical cultures, students are encouraged to explore, analyse and examine the musical connections existing between two (or more) pieces of music. Through investigative study and analysis of the similarities and differences between the selected pieces of music, students learn to demonstrate significant musical links.

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Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Listening exaxmination paper Three (SL) or Four (HL) musical perception questions, based on prescribed works and extracts of music.

30%

Musical Links Investigation An in-depth investigation into the significant musical links between music of two distinct musical cultures. This should be submitted in a creative written format, such as a magazine article or website, in 2000 words.

20%

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

HL students must complete both of the modules below, each of which becomes 25% of the final grade. SL students choose one of the modeules below, which becomes 50% of the final grade.

Solo Performing (compulsory for HL, optional for SL) 15 minutes (20 mins HL) of solo recital presented during one or more public performances.

25% HL (50% SL)

Creating (compulsory for HL, optional for SL) Two (SL) or Three (HL) compositions, each 3-6 minutes in length, with recordings and written work to support.

25% HL (50% SL)

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Theatre (HL and SL) The IB Theatre course is a multifaceted theatre making course of study. It gives students the opportunity to make theatre as designers, directors and performers. It emphasises the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. Students experience the course from contrasting artistic perspectives. Students learn to apply research and theory to inform and to contextualise their work. The theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre, they gain a richer understanding of themselves, their community and the world. Through the study of theatre, students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. It enables students to discover and engage with different forms of theatre across time, place and culture and promotes international mindedness.

Aims of the course       

Experience and participate in a wide and varied range of theatre activities and develop proficiency in more than one area of theatre technique Become familiar with forms of theatre from their own and different cultures Explore different theatre traditions in their historical contexts Develop academic skills appropriate for the study and understanding of theatre Become reflective and critical practitioners in theatre Develop the confidence to explore, to experiment and to work individually and collaboratively on innovative projects, which should involve challenging established notions and conventions of theatre Understand the dynamic, holistic and evolving nature of theatre and the interdependencies of all aspects of this artform

Course Description The first year will provide a foundation course that establishes theories, principles and skills that students will develop more independently in the second year. Alongside the projects within the curriculum, students will also have opportunities to take part in productions outside of class time that may contribute to course requirements.

A range of professional practitioners will be invited to deliver workshops to students as part of the course to augment their experience and underpin their practice.

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Assessment Although some work is externally assessed by IB examiners, all is completed during the course. There are no examinations for Theatre at the end of the course.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Director’s Notebook Students choose a published play and develop ideas regarding how it should be staged.

20% HL 35% SL

Research Presentation Students plan and deliver an individual presentation (15 minutes) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.

20% HL 30% SL

Solo Theatre Piece (HL only) Research of a theorist not previously studied. Students identify an aspect of their theory and create and present a solo theatre piece (4-8 minutes).

20% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Collaborative Project (SL and HL) Students collaboratively create and present an original piece of theatre (13-15 minutes) to a specified target audience, created from a starting point of their own choice.

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25% HL 35% SL

Dance (HL/SL) ‘Great dancers are not great because of their technique, they are great because of their passion.’

Martha Graham

Course Overview This course will present dance in a holistic form. Students will develop a broad understanding of dance and its functions in society. Students will have the opportunity to embrace a variety of dance traditions and dance cultures from the past, present and future. Students will be expected to choreograph, perform, and critique dance. Students will develop creative, performance, and analytical skills while enhancing their appreciation and enjoyment of dance.

As an integral part of the IB Dance course, students may visit performances, experiencing the work of others first hand, this will incur a small cost.

What is dance?

According to the IB: All dance is expressive movement with intent, purpose and structure, which communicates through the body and gestures of the dancer. Dance is a vital and integral part of human life. It exists over time in many forms and styles and is practiced in all traditions and cultures, taking place in a range of contexts for various purposes.

Dance is a unique medium for learning about self and the world. It is one essential component of artistic, aesthetic and cultural education, and develops creative potential through physical expression. In dance, the integration of body, mind and spirit helps participants learn skills that are transferable to other disciplines and to their daily lives.

Course objectives Students will be able:             

To know, apply and perform advanced concepts and principles of dance technique and performance To apply studio and stage protocol To develop upper level concepts of musicality, phrasing and musical interpretation To demonstrate innovative thinking in improvisation and composition To communicate multiple ideas/themes through advanced choreographic processes and performance To demonstrate compositional contrast across two of the three dance works.

To compare, contrast and analyse the history and progression of dance genres To investigate skills and requirements mandatory for professions related to dance To create and maintain a portfolio of the progression of dance knowledge To attend and critique live and pre-recorded dance performances To reflect and evaluate personal and artistic growth, as well as goal management To analyse the similarities and differences in the dance elements of two dance cultures and/or traditions.

To demonstrate organization of written material, including use and attribution of appropriate sources.

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Assessment Although some work is externally assessed by IB examiners, all is completed during the course. There are no examinations for Dance at the end of the course.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Composition and analysis The development of the creative aspect of making dances and composing original work:  

35% HL 40% SL

SL: 2dance works (totaling 6-10 minutes) composed by the student, submitted on DVD. HL: 3 dance works (totaling 8-15 minutes) composed by the student, submitted on DVD.

An analytical statement on the processes of composition and analysis of one of the dances.

Dance investigation: world dance studies The development of a comparative knowledge of several dance styles from more than one culture and/or tradition:

25% HL 20% SL

1. Exploring dances, gaining both a physical and theoretical understanding 2. Individual investigation A formal written report, no more than 1,500 words (SL) 2,500 words (HL), analysing the similarities and differences between two dance styles drawn from different dance cultures and/ or traditions, one familiar and one unfamiliar to the student.

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Performance The development of an understanding of and facility in performing dances.

SL: One or two dances (solo/ duet/group but at least one must be a solo or a duet) in any style or styles, performed by the student to show proficiency and expressive ability appropriate to the dance, presented at an open showing; total presentation of 3-6 minutes.

HL: As above, but with a two or three dance total presentation of 6-9 minutes.

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40% HL 40% SL

Visual Arts (HL and SL) IB Visual Arts is based upon the observation and interpretation of the world we live in, developing the ability to explore and communicate ideas and meanings. In an increasingly digital world, the artist uses traditional and 21st century media to create his/her own visual language and challenge others’ beliefs and perspectives.

Course Overview Within the Visual Arts IB course, students apply techniques and processes that they have developed during previous art and design study to create a personal and intuitive body of work that communicates their responses to their world around them.

Students broaden their portfolio of skills by developing higher-level digital manipulation skills alongside oil painting, dry-point etching, textiles and sculpture.

Course Content The Process Portfolio Students develop a digital sketchbook from the outset of the course – a record of their artists research, practical experiments, wet and dry media observations, and evidential process images of their developing practice. Together, these records form the Process Portfolio, which documents how they have researched, developed and resolved their artworks.

Studio Work: painting, printing, sculpture, textiles, or screen-based media work As students progress in year 1 of the course they begin to specialise in their chosen mediums. They develop their own lines of enquiry, working independently on outcomes within the context of their selection of artists, designers, and craftspeople.

The Comparative Study A fundamental part of every artist’s journey is their understanding and response to the work of other artists, designers and craftspeople from history to the present day. The student’s exploration of Art History is realised in an extended Comparative Study, where students deconstruct artworks that inspire their own journey and place them within the context of the cultures that they were produced in. As an integral part of the IB Visual Arts course, students will visit galleries, experiencing the work of others first hand, this will incur a small cost.

The Exhibition Throughout the two-year course, students produce work within three areas: 2D, 3D and digital. These culminate in a final exhibition at the end of Year 13. This exciting event is designed by the student within the context of regular gallery visits throughout their studies and an increasing understanding of curatorial practice, communicating personal vision.

Portfolio development for university applications Higher Level students are guided and mentored through portfolio development towards application for their choice of international further education courses in Art and Design.

Gallery and Ongoing Film Programme Students will visit three galleries over the duration of the course to consider curatorial practice. They will also be introduced to a range of global artists as part of their critical and contextual studies.

Higher Level or Standard Level?

Higher Level students will have explored a broader range of media and processes, developing a more substantial portfolio. Otherwise, the courses present equal challenge in the time given.

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Assessment Although some work is externally assessed by IB examiners, all is completed during the course. There are no examinations for Visual Arts at the end of the course. Weightings of the different assessment elements are the same for HL and SL, though the amount of work produced for each will differ.

Assessment Component

Weighting

EXTERNAL ASSESSMENT The Process Portfolio A record of the student’s own development, explorations, and processes. A digital document collated over their two-year course.

40%

The Comparative study Extended investigation and comparison of the work of other artists, designers and craftspeople, placed within the context of the cultures that inspires their own studio practice [SL and HL]. For HL students this is further extended into a personal study demonstrating the ways in which the artists have specifically inspired their own art practice.

20%

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

The Final Exhibition Students mount their own substantial final exhibitions, selecting a coherent body of work from their two years’ art practice. HL 11 and SL 7 pieces. 10% of the assessment represents their understanding of curatorial practice.

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40%

Your Option Choices As you go through this process you may find that you change your mind a number of times, as there could be a number of different options to choose from. Use the grid below to record your choices but do think carefully about what you want to do and possible university pathways.

Combination A

Combination B

Combination C

Group 1

Group 2*

Group 3

Group 4

Group 5

Group 6**

*or second Group 1 subject in a different language. **or second Group 3 or 4 subject.

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Important contact information Senior Staff Head of Senior School

Ms. Sam Sweeney

ssweeney@nlcsjeju.kr

Vice Principal (Academic)

Mr. Rob Earl

rearl@nlcsjeju.kr

IB Diploma Coordinator

Mr. Ryan Miles

rmiles@nlcsjeju.kr

Director of UGC

Ms. Bo Young Kim

bokim@nlcsjeju.kr

Guidance Counsellor

Mr. Alan Nesbit

anesbit@nlcsjeju.kr

Guidance Counsellor

Mr. Victor Cho

vcho@nlcsjeju.kr

Guidance Counsellor

Ms. Tannis Waugh

twaugh@nlcsjeju.kr

Guidance Counsellor

Mr Sung Hyun Baek

shbaek@nlcsjeju.kr

UGC Team

Group 1: Studies in Language and Literature Head of Korean

Ms Jinyoung Kwon

jykwon@nlcsjeju.kr

Head of English

Mr. Geoff Hall

ghall@nlcsjeju.kr

Head of Mandarin

Ms. Jenny Liu

jliu@nlcsjeju.kr

Group 2: Language Acquisition Head of ESL

Ms. Michelle Hamilton-Scott

mhamilton-scott@nlcsjeju.kr

Head of European Languages

Ms. Laetitia Choi

lchoi@nlcsjeju.kr

Head of Mandarin

Ms. Jenny Liu

jliu@nlcsjeju.kr

Head of Korean

Ms. Jinyoung Kwon

jykwon@nlcsjeju.kr

Group 3: Individuals and Societies Head of Geography

Ms. Kate Fowler

kfowler@nlcsjeju.k r

Head of History & Politics

Mr. James Tipney

jtipney@nlcsjeju.kr

Head of Economics & Philosophy

Mr. Raymond Maher

rmaher@nlcsjeju.kr

Teacher of Psychology

Ms. Tania Foley

tfoley@nlcsjeju.kr

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Group 4: Sciences Head of Biology

Ms. Kym Pritchard

kprichard@nlcsjeju.kr

Head of Chemistry

Mr. Ramsey Curtis

rcurtis@nlcsjeju.kr

Head of Physics

Dr. Nicholas Gillings

ngillings@nlcsjeju.kr

Head of Computer Science

Mr Tajvir Singh

tsingh@nlcsjeju.kr

Head of PE

Ms. Tricia De Martino

tdmartino@nlcsjeju.kr

Mr. John Kennedy

jkennedy@nlcsjeju.kr

Head of Music

Ms. Mindy Ruskovich

mruskovich@nlcsjeju.kr

Head of Drama

Mr. Ian Peirson

ipeirson@nlcsjeju.kr

Head of Dance

Ms. Stella Taylor

staylor@nlcsjeju.kr

Head of Visual Arts

Ms. Sharon Kennington

skennington@nlcsjeju.kr

EE Coordinator

Ms Tania Foley

tfoley@nlcsjeju.kr

TOK Coordinator

Ms Luz Quevedo

lquevedo@nlcsjeju.kr

CAS Coordinator

Dr. Alison Dangerfield

adangerfield@nlcsjeju.kr

Group 5: Mathematics Head of Mathematics

Group 6: The Arts

The Core

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IB 培养目标 国际文凭课程(IBDP)核心的十个属性被统称为IB学习者资料。 他们表达了学生应该通过学习去 发 现和效仿的价值观和素质，从而“成为本地、国家和国际社会的负责任的成员”。

作为 IB 学生，努力做到具有以下素质 探究者Inquirers ：他们培养发展自己天生的好奇心。他们学习掌握开展探索和研究的必要技能，并在学习的过程中 显示出独立自主性。他们积极主动、热爱学习，这种好学的品质将伴随他们的一生。 知识渊博的人Knowledgeable ：他们探索各种与当地或全球有关的重要概念、思想观点和问题。在探索的过程中， 他们学习掌握精深的知识并发展广泛而均衡的对各个学科的综合理解。 思考者Thinkers ：他们积极地以批判性和创造性的方式运用思考技能来识别和处理复杂的问题，并做出理由充分、 合乎伦理的决定。 交流者Communicators ：他们能够运用一种以上的语言，在多种多样的交流模式中有信心和富有创意地理解并表达 思想观点及信息。他们能够有效而愉快地与他人合作。 有原则的人Principled ：他们处事正直、诚实，有强烈的公平和正义感，尊重个人、集体和社会群体的尊严。他们对 自己的行动及其后果承担责任。 胸襟开阔的人Open-minded ：他们了解和欣赏本民族的文化和个人的历史，并对其他个人和社会群体的观点、价值 观和传统采取开放和包容的态度。他们习惯于寻求和评价一系列广泛的观点，并愿意通过体验来丰富自己。 富有同情心的人Caring ：他们理解、同情和尊重他人的感受。他们有个人奉献精神，通过服务和行动来改善他人的 生活和环境。 敢于冒风险的人Risk-takers ：他们有勇气并深思熟虑地面对自己不熟悉的情境和变化不定的事物，并以独立自主的 精神来探索新的角色、观点和策略。他们能够勇敢和条理清楚地捍卫自己的信仰。 全面发展的人 Balanced ：他们理解智力、身体和情感均衡发展对于他们自己以及他人的康乐的重要性。 反思者Reflective： 他们对自己的学习和经历做出缜密的思考。为了有助于自己的学习和个人发展他们能够评估和了 解自己的长处和局限性。

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欢迎来到NLCS济州的IB国际文凭课程 欢迎了解我校的国际文凭课程。在这本小册子中，您将找到您需要的所有信息，以便您选择在文凭课程中学习的科 目，您将在济州 NLCS 的第六个学段中学习。 该指南还提供有关整个文凭课程的信息，其理念和构成文凭课程核心要素等。 这是你学校生活中非常激动人心的时刻。在接下来的几个月里，你可以开始认真思考你的学术兴趣所在，以及你最 终选择高等教育的途径。

NLCS 济州 IBDP 选课流程 NLCS 济州的选课流程旨在帮助您做出正确的选择。无论是对您个人还是对未来的大学专业和职业理想，创建一个适 合您的文凭课程组合非常重要。你应该确保从不同的人那里寻求建议：老师、导师、助理校长、家长、大学升学辅 导员。听所有的建议，但要确保你自己做出决定。你将用两年时间学习这些科目，你最终得到的成绩将决定你在哪 里上大学，所以不要仅因为你的朋友选择了一个科目，或者因为你的父母认为这是一个好主意而作出选择。要做出 自己的决定。 虽然这些决定很重要，但不要让这个过程变得太紧张！对于工程和医学等一些学科，大学可能有特定的要求，但是 对于大多数大学专业来说，一系列不同的学科组合都是可以接受的。如果您将文凭课程重点放在您最感兴趣的领域， 那么您很可能会最终研究那些你大学申请的那些课程。 正如我们在本指南后面解释的，世界各地的大学和学院都欢迎来自 IB 文凭课程的申请人。他们明白该课程体系所涉 及的挑战和严谨程度，并使他们对候选人的素质有一个很好的认识。招生导师知道成功的 IB 文凭考生有可能在高等 教育中茁壮成长。作为一所学校，我们知道 IB 文凭课程能为您提供最好的高等教育准备，能为你选择的大学和专业 提供最好的入学机会。 我们希望你会发现这个指南鼓舞人心; 科目部分由老师编写，他们强烈地感受到 NLCS 教育的核心——学科激情。文 凭课程是要求很高的，但这是一个非常丰富的经验，将塑造你的生活。作为一名 DP 学生，你加入了一个全球学习者 社区，“具有国际意识的人们，认识到他们共同的人性和共同守护着我们的地球，有助于创造一个更美好，更和平 的世界。”

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什么是 IBDP 国际文凭课程？ IB 国际文凭课程（IBDP）是一门为期两年的大学预科课程。 课程模型总结如下：

IB 学员从 6 个学科组中选择六门科目。在我校，学生们如果不从第六组中选出一门的话，也可以从第三组或者第四 组中多选一门。这六组是： 第一组

语言和文学研究

第二组

语言习得

第三组

个人和社会

第四组

科学

第五组

数学

第六组

艺术

除了学习6门课，学生还要完成三个核心部分: 知识理论（TOK）、扩展论文（EE）、创造行动服务（CAS），所有 这三个部分都是强制性的，并且代表了国际文凭项目的核心哲学。

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如何计算文凭分数？ 文凭课程满分为 45 分。 这是任何学生都可以达到的最高分数。分数计算如下： 六个科目中的每个科目最多可得 7 分，总共得到 42 分。 剩下的 3 分是由 Core 核心授予的，是根据学生在知识理论和扩展论文中的表现得出的。 虽然 CAS 不算分，但是如果没有达到 CAS 要求的目标，将会导致文凭被扣留。 文凭评分是“标准参考”。 这意味着每个学生的表现都是根据明确的成绩水平来衡量的，从一次考试到下一次考试 是一致的。 不会把候选人按照其在整体中的位置百分比曲线来打分。 从理论上讲，如果每个学生在考试中都表现出 七级成绩，那么他们都应该被授予顶级水平。 六门科目中的每一门都被赋予如下分数等级： 7 优秀 6 非常好 5 好 4 满意 3 平庸 2 差 1 很差

注意：虽然具有类似的分数等级，但国际文凭的分数等级并不等同于 NLCS 济州学生成绩报告中的等级。 IB 文凭课 程的成绩是根据每个科目由考试局制定的具体标准颁发的，仅与考生完成的试卷和课程作业有关。 NLCS Jeju 自己 的学生报告等级则考虑了更广泛的标准，比如包括课堂表现等。

IB 文凭的通过标准 所有学生必须： 

至少达到 24 分，在高级水平科目中至少达到 12 分，在标准水平中达到 9 分；



扩展论文和知识理论两项至少达到 D 级；



并达到 CAS 的目标。

才能获得文凭。IB 文凭考生在 13 年级 5 月份参加期末考试，并在 7 月初离开 13 年级后不久获得最终成绩。

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在 NLCS Jeju 可选择的 IB 课程有哪些? 第一组

语言和文学研究

第二组

语言习得

韩国文学 HL＆SL

英语 B HL＆SL

韩国语言文学 HL＆SL

法语 B HL/SL, ab initio SL

英文文学 HL＆SL

Mandarin B HL/SL, ab initio SL

英语语言文学 HL＆SL

西班牙语 B HL/SL, ab initio SL

中国文学 HL＆SL

韩国 B HL/SL

文学（英语）和表演 SL

拉丁 HL 和 SL

第三组

第四组

个人和社会

科学

经济学 HL＆SL

生物 HL＆SL

地理 HL 和 SL

化学 HL＆SL

历史 HL＆SL

物理 HL 和 SL

全球政治 HL＆SL

计算机科学 HL 和 SL

哲学 HL＆SL

运动、体育和健康科学 SL

心理学 HL＆SL

第五组

数学*

第六组

数学: 分析和方法 HL＆SL

音乐 HL＆SL

数学：应用和解释 HL＆SL

戏剧 HL 和 SL

艺术

舞蹈 HL＆SL 视觉艺术 HL＆SL *国际文凭组织正在对 2020 年参加考试的学生的数学课程进行重大修改。更多详情将在选课信息日/家长开放日以及 选课截止日期前的课程中提供。

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常见问题 标准和高级有什么区别？ 你必须从上面的列表中选择六个科目。 其中三个你必须选择在标准水平学习，三个你必须在高级水平学习。 这种安 排意味着你可以在广泛和平衡的课程范围内追求个人兴趣和智力的发展空间。 请注意，HL 和 SL 课程的分值完全相同：每个科目都是满分 7 分。但是，许多大学在考虑申请时会强调 HL 等级，因 此如果你对自己在大学高等教育中的学习前景有考量的话，请务必牢记这一点。 有关这方面的更多信息，请参阅本 手册的后面部分。

我如何决定在第一组和第二组中选什么科目？ 学校希望您在第一组或第二组中选择英语，以支持你持续的英语发展。 您的首选英语课程应适合您的英语水平，同 时提供学术挑战性。 作为一般指南，任何在 IGCSE 学习中把英语作为第一语言来学习的学生，如果其成绩是达到 C 级或更高级别的话， 应选择第 1 组的英语。如果是达到英语作为第一语言的 D 或 E 级或 英语作为第二语言的 C 级或更高，应该可以选择 第 2 组中的英语 B HL。只有那些可能会在将英语作为第一语言考试中失败或者在英语作为第二语言考试中得到 D 或 更差的学生则可以选择英语 B SL; 英语 B SL 这门课程不太可能为其他人提供足够的学术挑战。 确定英语选项后，您可以根据需要选择第 1 组或第 2 组中的其他语言。 注意：也可以在第 1 组中选第二门语言（例 如英语文学和中文母文学），而不从第 2 组语言中进行选择。 大学将把你的英语水平看作是精通的，因为你正在学习英语的 IB 文凭，你们大多数在毕业的时候已经在英语环境中 接受了四年的教育。 作为第二外语的英语人士，有些大学可能会要求您参加托福或雅思考试，以证明您的语言水平， 但这将会按个案分析。

双语文凭 对于以英语以外的任何语言成功完成第一组课程的学生颁发双语文凭。

什么是知识理论（TOK）？ 知识理论（TOK）课程是 IB 文凭课程独有的。 课程鼓励学生思考知识的性质，作为他们的文凭课程的一部分来反思 他们学习所有科目的过程，并在课程之间建立联系。 TOK 课程的评估由演讲陈述和论文两部分组成。 所有学生都将 有机会在 12 年级结束之前进行 TOK 演讲。TOK 论文将在 13 年级的第一学期写出。TOK 论文题目由 IBO 制定。

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最近的 TOK 论文题目包括：

“在自然科学方面可以取得进步，但在艺术方面，这是不可能的。” 在何种程度上你同意这种论断？ “只有看到一般的模式才能给我们提供知识。 只有看到特定的例子才能让我们理解。“ 在何种程度上你同 意这种论断？ “在追求知识的过程中我们能否知道何时可以相信我们的情绪？” “分歧会以何种方式帮助自然科学和人文科学领域内的知识追求？”

什么是扩展论文？ 所有 IB 文凭学生必须完成一篇扩展论文。扩展论文是学生展现他或她在所选择的科目上知识、理解力和热情的一件 主要作品。扩展论文提升高层次的研究、写作技巧、智力发现和创造力。您将有机会在一位导师（学校老师）的指 导下，针对您选择的科目和主题进行个人研究。 扩展论文应以正式的论文格式呈现，不超过 4000 字。在济州 NLCS，你将在 12 年级的第 1 学期开始扩展论文，有 专业指导老师指导你完成整个过程。你将在 12 年级第三学期 6 月底之前提交完整的包括参考文献在内的初稿，在与 你的导师进行最后一次会议之后，你需要在 13 年级第 1 学期 10 月底提交终稿。 扩展论文题目必须来自批准的科目列表。在 NLCS 济州，这个清单包括 IB 文凭课程中提供的所有科目。此外，只要 能够找到导师，学生可以请求提交以下主题的扩展论文：

设计与技术

环境系统和社会

人权

电影

世界宗教

商业和管理

世界研究

有学生将被要求表达他们的第一和第二选择的科目。 不是每个学生都能够追求到他们的首选，取决于是否每门课上 都有足够多的导师人选。 EE 协调员在和各科系负责人讨论后会安排导师。

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什么是创造力、活动与服务（CAS）项目 所有 IB 文凭学生必须达到 CAS 的要求。 虽然 CAS 没有任何分值，但它是文凭课程的重要组成部分，有助于确保学 生在课堂之外继续发展。 最重要的是它确保了国际文凭学生不仅了解世界的事情，而且还做事。 在两年中，学生必须证明，通过 CAS 活动，他们： •

提高了对自身优势和需发展领域的认识

•

承担新的挑战

•

计划和启动了活动

•

与他人合作

•

在活动中表现出坚毅和承诺的特质

•

参与到具有全球重要性的问题中

•

考虑到他们行为的道德影响

•

开发新的技能

除了规划和开展 CAS 活动外，你还必须定期反思并建立一系列证据组合。 为了帮助你，NLCS 济州通过 ManageBac 电子在线系统管理 CAS 活动。

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大学的认可 “IB 是我们熟知的出色的大学准备。 在 IB 课程上成功与在哈佛大学的成功有相关性。 我们很高兴在成绩单上看到 IB 文凭课程的证书。”

Marlyn McGrath Lewis, 美国哈佛大学 助理招生主任 “文凭课程的学生是全面的、多方面的、多技能的、深入研究的。他们有很好的时间管理能力。他们的分数高于其 他国家考试系统的学生，IB 分数在世界范围内是相同的。”

Hrilina Lock, 英国伦敦经济学院 本科招生主管

IB 文凭作为世界一流的大学预科课程享有国际声望，提供通向英国、美国和其他国家（如澳大利亚和加拿大）最具 竞争力的大学和学位课程的通道。

为什么大学重视 IB 学生？ •

IB 学生在学术成功上有所准备。

•

IB 学生比其他人更有可能在高选择性的高等教育机构就读和毕业。

•

根据他们的经验，国际文凭学生拥有更广泛的技能，提高了他们适应和促进大学生活的能力。

•

IB 学生表现出一定的情感和智力成熟度，能管理具有挑战性的课程作业，并做出有意义的贡献。

•

他们具有丰富的独立研究经验，并通过演讲、论文和其他项目展示他们所学到的知识。

•

批判性地思考，反思国际视野的多元视角。

•

参加 IB 文凭课程表明，学生在多种多样的学术挑战方面表现出色，是大学成功的有力预测指标 2。

与大学申请有关的学科选择指导 IB 文凭可确保您保持广泛的科目。 然而，在做出最终选择之前，要考虑一下可能的高等教育上的雄心壮志，这一点 很重要。 以下指导对那些想在高等大学申请非常具体的学位课程（特别是在英国和香港）的学生特别适用。 如果您对自己的选择有疑问，或者感到你在自己感兴趣的大学专业上把握不大，请向 UGC 我校的大学申请办公室咨 询。

2

http://www.ibo.org/recognition/documents/IBRecognitionbrochure_FinalV2.pdf

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医学/牙科 为了能有最广泛的医疗/牙科学校的选择，通常建议以下选择： •化学 IB 高级水平是必不可少的。 •IB 的生物学高级水平是医学院校要求的。 •数学是有用的/推荐的; 建议在 IB 选择高级数学或标准级别数学。 •大部分 Oxbridge 学院都乐于看到两门科学课程和数学课程。 兽医学 这是一门高度竞争的课程，因此在 IB 高级水平有两门科学（其中之一必须是化学）和数学是最基本的。 自然科学 对于这个非常有竞争力的课程，在 IB 有两门科学和一门高级数学是很重要的。 经济学、物理学、工程学和数学 对于排名高的大学，我们建议考生在 IB 选高级数学。 哲学、政治和经济学 对于这种组合，在 IB 学习这些科目并不是必须的，但是至少研究了一两个是有用的，因为它证明了考生的兴趣并有 助于面试。数学和历史也是非常理想的背景科目，并可能大大提高被大学专业接受的机会。 法律 没有特定的科目要求。 人们可以学习艺术或科学或其组合。 由于分数要求非常高，因此研究你能学好的科目是很重 要的。 •在学科中展示分析（逻辑）和轮文写作技巧是有帮助的。 这让那些有对比的学科显得有用。 •语言也是有用的，可以让你享受学习欧洲/英国的法律组合。 英语 一些大学喜欢看到现代或古典语言的组合，在 IB 要求选择高级英语。 大学通常很高兴看到其他“支持性”的论文写作主题，如历史。 建筑 强烈建议视觉艺术，最好选高级水平，因为大多数大学需要你提交作品组合。 对专业申请的一般性建议 最后，不言而喻，对于大多数其他专业，如果能选的话，建议/非常希望你在将来有可能报考的专业上选择对应科目 的高级 IB 水平。 如为了在大学学习历史，你应选择高级历史课程。 你还应该在 12 年级仔细考虑你对扩展论文题目 的选择，以及你如何使用它来向大学和学院展示你的兴趣。

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选课过程的时间表 选课过程从 11 年级的 1 月份正式开始，尽管我们知道学生在这个时间之前也早已经开始在考虑他们的选择。在春季 的半个学期中，学生将接受一系列的集会和演讲信息，来自学科教师的信息，并与大学申请办公室进行讨论。

家长有机会参加选课信息日，学校会详细解释选课过程。在这一天，有部门的介绍和与工作人员交谈的机会。信息 会之后有家长开放日活动，家长和学生可以同学科老师具体商谈。半学期休息为家长和学生提供了讨论和确定学生 选择的机会。

一旦学生在春季半学期假期后做出了选择，学校下一年的课程表也随之创建。班级也是根据学生的选择在课程表内 构建的。有可能不会是每个学生都得到自己最初想要的组合，但学校尽可能地做到这一点。

学生在提出了第一次的选择组合后，只有一次机会要求更改。在 12 年级开课之前，学生没有机会改变他们的选择科 目组合。在 12 年级开始后，换课申请也是个别提出个别考虑，但由于课程表的限制，也存在无法调整的可能。我们 知道有些学生可能希望在夏天之后或者在课程开始之后改变，但是学生和家长需要意识到在这一点上可能无法改变。

因此，学生和家长根据科目、热情、大学目的地的要求和工作人员的建议，作出正确的决定是非常重要的。

IB 选课信息活动和家长开放日： 选课提交截止日期：

1 月 25 日星期五 2 月 11 日星期一

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科目信息 第1组 语言和文学研究

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语言 A：文学（HL / SL） 在 NLCS Jeju，文学课程以英语、韩语和中文提供。以下几页给出了各文学科目的具体细节，包括研究的文本等。所 有这些都根据以下共同标准进行结构化研究和考试。

课程内容 第 1 部分：翻译作品

研究的作品数量：SL 为 2，HL 为 3

这部分课程是对翻译类作品进行文学研究，基于对作品本身的仔细阅读。鼓励学生欣赏来自其他文化的人的不同观 点，并考虑文化在理解文学作品中所起的作用。本课程的第一部分旨在加深学生对作品的理解，使其成为时间和地 点的产物。艺术类、哲学类、社会学类、历史类和传记类作品等是可能的研究领域，以加强对作品的理解。 学生将培养以下能力： •

理解作品的内容、作品的文学质量

•

通过将读者的个人和文化经验与文本联系起来，能够独立地对作品做出回应

•

认识到文学作品中文化和语境因素等所起的作用。

第 2 部分：详细研究

研究的作品数量：SL 为 2，HL 为 3

在第 2 部分中，重点是对作品内容和技术方面进行详细分析。详细研究最好通过确保对所涉及作品的重要元素进行仔 细阅读和深入分析的方法来实现。 学生将培养以下能力： •

获得详细的知识和对所研究作品的理解

•

展示对特定类型的适当分析反应

•

展示如何通过语言使用实现特定效果，并分析角色，主题和设置等元素

•

参与工作细节，以便制定经过深思熟虑的知情回应。

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第 3 部分：文学体裁

研究的作品数量：SL 为 3，HL 为 4

在第 3 部分中，将深入研究从同一文学体裁中选出的一组作品。每种体裁都有可识别的技术，称为文学惯例，作家使 用这些惯例以及其他文学特征，以达到特定的艺术目的。按体裁分类的作品旨在通过探索与该类型相关的文学惯例 和特征，为在所选的各个作品之间开展比较研究来提供框架。 学生将培养以下能力： •

获得对所研究作品的了解和理解

•

清楚地了解所选流派的文学惯例

•

了解所选流派的文学是如何通过惯例来传达内容的

•

比较所选作品之间的异同。

第 4 部分：自选部分 研究的作品数量：SL 为 3，HL 为 3

本课程的这一部分旨在让教师有机会在课程中包含反映他们自己特定兴趣或满足学生特定需求的作品。教师可以自 由选择教授作品的方法，只要符合课程的目标和目的。此外，还提供了三个参考选项，展示了教师选题的可能性。 选项中的想法也可以以其他组合方式呈现。对于所有选择，考试任务是相同的，并且将评估学生的文学理解以及他 们做出有效口头表达的能力。 学生将培养以下能力： •

获得对所研究作品的了解和理解

•

对所研究的作品提出个人的独立回应

•

通过口头陈述获得表达能力

•

学习如何激起读者的兴趣并保持读者的注意力。

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评估：HL 学生将接受口头和书面的混合评估。 下表反映了当前的评估形式，考试局有权审查并修改。 评估组成

比重

外部评估 试卷 1：文学评论（2 小时）

20%

该试卷由两个文本组成。一篇散文和一首诗歌。 学生选择一个，在两个问题的引导下写一篇文学分 析。 25%

试卷 2：论文（2 小时） 每一个文学体裁有三个问题。学生根据第 3 部分中研究的至少两篇文学文本撰写一篇文章来回答其 中的一个问题。

25%

书面任务 学生根据第一部分学习的一篇文本写一个反思性的陈述和一篇文学论文。反思性的陈述要求 300400 字。论文 1200-1500 字。

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。 15%

个人口头评论和讨论 （20 分钟） 学生正式评论课程第 2 部分研究的文学文本摘录。并回答相应的问题。 个人口头陈述 （10-15 分钟）

15%

口头陈述基于第 4 部分研究的工作。它通过第 2 部分内部评估任务进行内部评估并接受外部审核。

92

评估：SL 学生将接受口头和书面的混合评估。 下表反映了当前的评估形式，考试局有权审查并修改。 评估组成

比重

外部评估 试卷 1：在引导下进行文学评论（1 小时 30 分）

20%

该试卷由两个文本组成。一篇散文和一首诗歌。 学生选择一个，在两个问题的引导下写一篇文学分 析。 25%

试卷 2：论文（1 小时 30 分） 每一个文学体裁有三个问题。学生根据第 3 部分中研究的至少两篇文学文本撰写一篇文章来回答其 中的一个问题。

25%

书面任务 学生根据第一部分学习的一篇文本写一个反思性的陈述和一篇文学论文。反思性的陈述要求 300400 字。论文 1200-1500 字。

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。 15%

个人口头评论和讨论 （10 分钟） 学生正式评论课程第 2 部分研究的文学文本摘录。并回答相应的问题。

15%

个人口头陈述 （10-15 分钟） 口头陈述基于第 4 部分研究的工作。它通过第 2 部分内部评估任务进行内部评估并接受外部审核。

93

韩语 A: 文学 “文学是我们学习世界并向下一代传递价值的安全的以及传统的工具。” 赵世熙, 韩国小说家

课程总览 韩语 A: 文学课程主要是文学专业大学预科课程。它针对想要在大学期间追求文学或 相关专业的学生，以及那些对文学的正式学习不会在此级别后继续的学生。前者通 常会学习高级级别的课程，而后者会选择标准级别的课程。 文学是关于我们对世界的观念、解释和体验。所以，对文学的学习，可以看作是对 所有人类在面对日常生活所接触到的复杂的追求、焦虑、喜悦和恐惧的学习。它让 对人类创造力和艺术独创性的探索成为可能，也提供了巨大的机遇去鼓励独立、原 创、批判性的和清晰的思路。它同时也培养了对艺术作品的想象力的健康的尊重， 以及对艺术作品的洞察和理解。对文学的讨论，包括口头的和书面的，本身也是一 种清楚表达想法的艺术。 通过对一些文学作品的学习，韩语 A:文学课程鼓励学生去欣赏文学的艺术性并培养在他们的阅读中呈现批判性能力。 文学作品会在其文学和文化背景下研究，通过文本和段落的仔细研究,并考虑一些批判性的途径。鉴于国际文凭的国 际性，以及它对跨文化的理解，韩语 A: 文学课程不仅限于某一个文化或是某一语言下的产物。通过翻译作品把文学 和其他文化的角度介绍给学生尤为重要。对文学研究的回应是通过口头和书面的交流，因此学生可以培养和提高他 们对语言的掌握。 对于选择这门课的学生没有正式的要求。通常选择这门课的学生来自不同的语言背景，也可能是多语言的。每门课 都提供继续培养和获取一系列技能的机会，例如，文本分析和文学鉴赏的表达。完成这门课的学生会培养分析能力 和通过清晰的书面形式支持论点的技能，有时长度会相当长。这节课会帮助他们在一系列的大学课程中取得成功， 特别是文学，还有哲学、法律和语言这样的课程中。

课程内容 翻译作品

详细研究

文学流派

选学

追风筝 的人 （卡勒 德 •胡

诗歌 尹东君

诗歌：金素月, 朴木月, 赵

小说：朴智媛

赛尼） 活着（余华） 变形记*（弗朗茨•卡夫

继宏, 徐延柱*（仅高级级

短篇小说 李成俊

别）

论文: 皮千得*（仅高级级

短篇：金东日 诗歌： 白夔行

别）

卡）-仅高级级别

*（仅限HL）

94

英语 A: 文学 伟大的文学是人类文化和生存的核心，在阐明一个民族或文明 的理想中起着重要的实际作用：理想、爱、信仰、义务、友 谊、自由、崇敬是人类生命中最值得保存的部分。 国际文凭组织的英语文学研究包括三个中心组成部分或活动， 所有这些都旨在培养创造性，批判性和调查性的素质。学生将 学习具有极大艺术价值的文学文本，以讨论嵌入其中的价值、 道德和问题。在学习文学时体现出的创造性，越来越重要地成 为支撑其他领域的成就和进步的课程要素。发展对知识和审美 的创造力和原创性的认识是这个学科的核心，也需要发展创造 性和有见地的方式来回应写作和文学创作。 以上所有内容都将通过对广泛的世界范围内文学作品的详细研 究而取得，比如十七世纪法国戏剧《Tartuffe》（莫里哀），战 后日本《Wonderful Fool》（Endo），以及经典的注入布莱克 华兹华斯和莎士比亚的作品。 任何有兴趣质疑和面对自己最深刻的信念的人，同时也对他们尚未遇到的情境和心态愿意去感受的人，应该考虑在 IB 学习英语文学。主题的广度和范围如此广泛，触及哲学、历史和心理的概念，使得它的研究总是富有回报和令人 满意的。 该课程包括四个单元，涵盖各种文献文本。 学习这些文本时，学生将考虑文本创作和被接受时的背景、关键主题、 情节和人物以及相关的文学批评和阐释。

课程内容 翻译作品

详细研究

文学流派

选学

破碎的四月– Kadare

精选诗歌- Donne

Prose fiction:

The Tragical History of Dr Faustus (Marlowe)

Silence – Endo

Othello/哈姆雷特/李尔王 -

Candide – Voltaire*

莎士比亚 马丁路德金博士精选演*

Wuthering Heights Jane Eyre

A Streetcar Named Desire (Williams)

Emma

Essays (Orwell)

Remains of the Day*

*（仅限HL）

95

中文 A: 文学 “我们也许感觉不到文学存在的重要，然而一旦文学不存在，我们的生活顿时就变得粗糙和残酷了。”

莫言（2012 年的诺贝尔文学奖得主）

第 1 组语言 A：用母语中文来研究中文文学。这门课程提倡尊重学生母语的文学传统，并为学生提供持续发展母语口 语和母语写作能力提供机会。 目标是在课程结束时，学生能欣赏作者的作品，能欣赏文学跨文化以及跨历史的性质，具有用口头和书面形式讨论 的能力。他们对文学作品能作出自己的点评，他们的点评应该能够反映出自己使用词汇和文学语言来准确地表达观 点的能力。学生们也将开始认识到文学作品是一种让读者能够探索人类各种体验的方式。

宗旨和目标 1. 引导学生学习一系列不同时期、不同风格和不同体裁的作品; 2. 培养学生对不同作品进行细致的分析并建立作品间适当联系的能力; 3. 培养学生的口头和书面表达能力; 4. 鼓励学生对作品的创作情境和接受情境的重要性有清晰的认识; 5. 鼓励学生通过学习作品，理解具有其它文化背景的人们的观点以及这些观点在语义建构上所起的作用; 6. 培养学生对作品的形式、风格和美学等方面的鉴赏能力; 7. 促使学生从语言和文学中获得愉悦，并对它们产生终身兴趣； 8. 培养学生对各种文学批评技巧的理解力; 9. 培养学生独立的文学评判能力并能够做到言之有据。

96

语言 A：语言和文学（HL / SL） 在 NLCS Jeju，语言和文学课程以英语、韩语提供。以下几页给出了各文学科目的具体细节，包括研究的文本等。和 文学课程一样，所有这些语言和文学课程也都根据以下共同标准进行结构化研究和考试。

课程内容 第 1 部分：文化语境中的语言

在本课程的这一部分，学生有机会探索语言在特定文化背景下的发展，它如何影响世界，以及语言如何塑造个人和 群体身份。 单元的主题在下文中有所介绍，每个主题都包含一系列学生应该熟悉的词汇和写作风格。 文化语境中的语言研究旨在使学生能够取得以下学习成果： •

分析受众和写作目的对文本结构和内容的影响。

•

分析语言变化的影响。

•

培养对文化和语境如何塑造语言和意义的认识。

第 2 部分：语言和大众传播

在第 2 部分中，学生将考虑语言在媒体中的使用方式。 大众媒体包括报纸、杂志、互联网（例如社交网络）、移动 电话、广播和电影等。 本节还讨论了文本的制作和接收如何受到传播媒介影响等方面的问题。 语言和大众传播的研究意味着学生将能够取得以下学习成果。 虽然每个学习目标都需要涉及到，但所提供的示例不 是硬性规定的，而是旨在为这些学习成果如何纳入第 2 部分的教学提供指导。 •

检查媒体所包含的各种不同的沟通形式。

•

表现出对媒体教育、政治或意识形态影响潜力的认识。

•

展示大众传媒如何使用语言和图像来告知、说服或娱乐其受众。

97

第 3 部分：文学——文本和背景 SL 学生学习两篇文学文本。HL 学生学习三篇文学文本。 文本中的含义是由文化和其生产环境的背景决定的。它也受到读者所带来的影响。文学文本不是在真空中创造的， 而是受到社会背景、文化遗产和历史变迁的影响。通过仔细阅读文学文本，学生能够考虑文学与问题之间的关系， 如性别、权力和身份。鼓励学生考虑文本是如何建立和改造继承文学以及文化传统的。对翻译文本的必选研究鼓励 学生通过检查其他语言和文化所产生的作品来反思自己的文化设定。 对文学 ——文本和语境的研究意味着学生将能够取得以下学习成果： •

考虑不断变化的历史、文化和社会背景对文本写作和特定文本解读的影响。

•

证明文本、流派和结构的形式元素不仅可以被视为能发出影响，也可以受到其语境的影响。

•

了解文学文本表达的态度和价值观及其对读者的影响。

第 4 部分：文学批评研究 SL 学生学习两篇文学文本。 HL 学生学习三篇文学文本。 仔细阅读被认为是理解和解释文学的核心技能。 通过仔细观察文学文本的细节，学生可以了解其丰富的复杂性和复 杂的结构。 文学研究——文野批评研究意味着学生将能够取得以下学习成果： •

详细探索文学作品。

•

分析主题和道德立场或文学文本的道德价值等要素。

•

理解并适当使用文学术语。

98

评估：HL 评估组成

比重

外部评估 试卷 1：比较文本分析（2 小时）

25%

该试卷由两组新文本组成。 学生们对其中一组文本进行比较分析。 25%

试卷 2：论文（2 小时） 针对六个问题中的一个进行回答，学生根据第 3 部分中研究的至少两篇文学文本撰写一篇文章。问 题和 SL 是相同的，但评估标准不同。

20%

书面任务 学生根据课程中学习的材料制作至少四个书面任务。 学生提交其中两项任务进行外部评估。 提交的任务之一必须是对 HL 附加研究的一个规定问题进行批评性的解读。 每项任务的长度必须为 800-1,000 字; 任务 1 应附有一个 200-300 字的合理论证，而任务 2 应该附有简短的提纲。

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。 个人口头评论

15%

学生评论课程第 4 部分研究的文学文本摘录。 评论时学生会被给出两个指导性的问题。 进一步的口头活动

15%

学生至少完成两项口头活动，一项基于第一部分，另一项基于课程第二部分。 一项口头活动的评分 需要提交以供最终评估。

99

评估：SL 评估组成

比重

外部评估 25%

试卷 1：文本分析（1 小时 30 分） 该试卷由两个新文本组成。 学生们对其中一个文本进行比较分析。

25%

试卷 2：论文（1 小时 30 分） 针对六个问题中的一个进行回答，学生根据第 3 部分中研究的两篇文学文本撰写一篇文章。问题和 HL 是相同的，但评估标准不同。 书面任务 学生根据课程中学习的材料制作至少三个书面任务。 学生提交一项任务进行外部评估。

20%

任务的长度必须为 800-1,000 字; 附有一个 200-300 字的合理论证。

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。 15%

个人口头评论 学生评论课程第 4 部分研究的文学文本摘录。 评论时学生会被给出两个指导性的问题。 进一步的口头活动

15%

学生至少完成两项口头活动，一项基于第一部分，另一项基于课程第二部分。 一项口头活动的评分 需要提交以供最终评估。

100

韩语 A: 语言和文学 “有很多人，简单的普通人，无法实现他们希望表达自己的愿望。我觉得这很可怜，我创造了一个新的 28 个字符的体系，只是为了让所有人能够很容易去学并每天使用它们。”

-世宗大王

课程总览 语言 A:语言和文学由四部分组成 – 两个和语言学习相关，两个和文学研究相关。 语言 A 的一个关键目标：语言和文学课程是为了鼓励学生探究由语言和文本所产生 的意义，这是非常值得辩论的，因为它很少是直接和明确的。帮助学生紧密地专注 在他们所学的语言的语境，并且意识到上下文在塑造语言意义中的角色，这是这门 课程的核心。 文学课程、语言和文学课程，这两者的主要区别在于课程专注的领域不同。在语言 A:文学课程中，重点在于指导培养文学批判所涉及的技巧以及促进独立判断文学作 品的能力。在语言 A：语言和文学课程中，重点是为了培养学生去理解语言和文本的功能，语言和文本是如何构建起 来并产生意义的。学生会学习一系列选定的非小说的文本，比如文章、博客和演讲等，通过研究这些文本来仔细观 察语言的选择、结构以及文化和语境的影响。 建议学生在选这门课前，有针对文本写作进行批判性分析的经验，但没有这样经验的学生也不应该排除在学习语言 A 之外。对于本门课的选择应该建立在学生的兴趣和未来的教育计划上，特别是想选择传媒、沟通、期刊、心理学、 市场和文化研究等专业。另外，学生将有双语文凭的优势，这也是许多西方大学视为优势的地方。

课程内容 文化语言

语言和大众传播

文学 – 文本和语境

文学-批判性研究

语言和变化

博客和媒体

诗歌选集（黄东宇）

你的天堂（李俊洋）

语言和知识

审查

生活在别处（米兰·昆德

钱春香（佚名）

语言、个体和社会

流行文化

拉）

（仅高级级别）去往木槿

自由：（仅高级级别）非

（金承钰）

语言和权利

激情（法顶禅师）

101

英语 A: 语言和文学 文学与语言研究是相互依存和相互包容的。没有耳朵来接受语 言和听取语意，哪个演员、活动家、政治家、广告/营销巨头会 经受住时间的考验？哪位领导人能成功地把流血事件描述地比 纯粹的暴力更高尚一些？所有这些事情都是通过语言这个媒介 发生的。 语言 A：语言与文学课程旨在培养学生的文本分析技能，并理解 文本和非文学文本都可以被看作是自主的，但同时又与受文化 决定的阅读习惯有关。.3

课程内容 无论是高级或标准那个层面，学生都将通过研究一系列精选的非小说文本，如文章，博客和演讲等，来考察语言的 选择、结构以及文化和语境的影响。 高水平的学生也将学习至少 6 本文学文本（混合的流派、时间段和文化的影响） 和标准水平的学生将阅读至少 4 本文学文本。 在下面的词云中可以找到作为课程一部分的可供研究的文本多样性的例子，例子无限，因此该课程很精彩：

3

Language A: language and literature guide (p. 5, IBO, 2011)

102

文学与表演 (仅限 SL ) “这是所有文学之美的一部分。 你发现你的愿望也是万众的愿望，你不孤独，不孤立于任何人。你找到归属。“

F. 斯科特·菲茨杰拉德

课程概述 独特的、创造性的、在 IB 理念的核心，这门课是语言 A 和剧场的有趣的综合。 课程着重于文学作品与表演之间的互 动。 所有这一切都以一首诗歌或散文的形式达到高潮，这些诗歌或散文从书面的形式转变为舞台形式。 这个过程是 令人兴奋的，有创意的，并且会挑战你观看文本的角度，让你脱颖而出。 这个课程属于第一大类，但超出单一的文 学或戏剧研究课程的范围。 文学和表演课程 对于 iGCSE 阶段学过戏剧，对戏剧充满热情，希望将英语作为实践和理 论语言进行探索的学生来说是理想的选择。 文学和表演 课程的 目标是： 1. 发展学生在批判地和想象地探索一系列文学文本和表演可能性方面的技能。 2. 培养学生在各种风格和背景下表达他们对文学和表演的理解和反应能力。 3. 向学生介绍一系列的表演技巧。 4. 通过探索来自不同文化、时期和流派的文本，拓宽学生的视野。 5. 培养个人对于文学和表演的热情，并因此来引导学生更好地了解自己和世界。

教学大纲 第1部分：对文本的批判性研究 

研究一系列的文学作品。



培养学生识别意义的技能，并作出可行的解释。



学生分析文学特征的影响。



学生就文学内容进行适当地写和说。

第2部分：就文本探索选定的方法 

就文本的表演潜力进行探索。

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学生们将散文和诗歌文本转化为戏剧形式。



学生正确地说出和写出他们的想法。

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第三部分：文本表演性的实现 

培养学生准备自己的表演作品并执行脚本戏剧的技能。



学生表演给观众。

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学生通过适当的演讲和写作来分析和评估自己的表演

评估 评估组成

比重

外部评估（3 小时） 论文 1：散文与表演（1 小时 30 分钟） 根据一部可以戏剧化的小说提出三个大问题，学生从中选出一个问题以书面论述的形式进

20%

行回答。 20%

论文 2：诗歌（1 小时 30 分钟） 学生从六个问题中选择一个，以比较论述的形式来回答问题。 书面作业：主创剧作 学生写一篇论文，就提供给的剧作的呈现进行批判性的分析，并对自己是如何演绎该作品

20%

进行反思解读。 书面作业必须长达 1500-2000 字。

内部评估 该部分由教师进行校内评估，课程结束时由国际文凭组织审核内部评估的成绩。内部评估 部分有两个必修部分。 40%

表演（5 分钟）和个人口头表达（15 分钟） 学生在课程中表演一次。 这是一个基于课堂上研究的一个或多个诗歌和散文文本进行的形 式的转换， 而不应该基于论文 1 和 2 所研究的文本。 个人口头表达则是关于本人表演的一个结构化的介绍。

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科目信息 第2组 语言习得

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第 2 组中的语言科目选项 在语言部门，我们的目标很简单：培养和鼓励热情、探究、独立和批判性思维，同时培养对第二语言及其文化的热 爱。 我们致力于通过研究真实的语言资源来提供有趣和伸展的课程。 第 2 组由两种语言课程组成： 语言 B 是外语学习课程，为以前学习过该语言的，通常是在 IGCSE 或类似水平，学生设计，学生可以选是标准级 SL 或高级 HL。 语言初级 ab initio 是专门为那些 很少或根本没有 他们想学习语言的相关经验的学生设计的。然而，这并不意味着 ab initio 课程很容易。 事实上，如果缺乏先前的语言经验会使学习曲线更加陡峭，对许多学生来说更具挑战性，因 此很多学生选择那些他们已经有过学习经历的语言。 在 NLCS 济州，我们提供法语、中文普通话和西班牙语的 HL 和 SL 课程。 英语 B 和韩语 B 都没有初级课程，这两种语言提供 HL 或 SL 课程。 有许多因素可以帮助个人决定选择何种语言课程; 因为人们在听、说、读、写方面的能力可能非常不同，因此语言选 择因人而异，少有雷同。 在与个人讨论后，国际文凭课程协调员及其语言教师将确保学生尽可能遵循最适合他们需求的课程，并为他们提供 适当的学术挑战性。

语言习得课程的目标 以下是语言 B 和 语言初级水平两类课程的共同目标： 1.

通过研究语言、文化、思想和具有全球意义的问题，来培养国际观念

2.

使学生能够在学过的相关背景和各种目的下以所学习的语言进行交流

3.

通过研究文本和通过社会互动，鼓励对来自不同文化背景的人们的各种观点的认识和欣赏

4.

培养学生对他们所熟悉的各种语言和文化之间的关系的理解

6.

培养学生对语言在其他知识领域重要性的认识

7.

通过语言学习和探究过程为学生提供智力发展，提供参与和发展批判和创造性思维技能的机会

8.

通过使用另一种语言，为学生提供进一步学习、工作和休闲的语言基础

9.

培养好奇心，创造力，终身享受语言学习

古典语言 第 2 组中除了现代语言课程之外，还有拉丁语作为古典语言的课程。 拉丁语与其他现代语言的教学和评估方式不同， 本节末尾对此进行了解释。

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语言 B（HL/SL） 语言 B 课程专为具有相关语言学习经验的学生而设计，通常学生需要预先达到 IGCSE 水平。 没有这种经验的人应该 考虑选择初级水平的语言课程。

课程内容 在任何语言 B 课程中，学生通过学习语言、主题和文本来培养以目标语言进行交流的能力。 通过这样做，他们还可 以对语言如何运作进行概念性理解。 通过适合课程水平的、在各种环境中模拟语言学习目的，培养听说读写互动性 的技能，从而提高交流能力。 所有语言 B 课程都按主题授课，遵循以下指导原则。

主题

指导原则

身份认同

这个主题的指导原则是探索自我的本质以及人的含义。 学生可以通过一系列可选的推荐话题来研究该主题，例如：生活方式、健康和幸福、信仰和 价值观、亚文化、语言和身份。

经历

这个主题的指导原则是探索和讲述塑造我们生活的事件、经验和旅程等故事。 学生可以通过一系列可选的推荐话题来研究该主题，如休闲活动、假期和旅行、生活故事、 仪式、习俗和传统、移民。

人类智慧

这个主题的指导原则是探索人类的创造力和创新如何影响我们的世界。 学生通过一系列可选的推荐话题来研究该主题，如娱乐、艺术表达、传播和媒体、技术、科 学创新。

社会组织

这个主题的指导原则是探索人们自我组织或者通过共同的制度或利益组织起来的方式等。 学生可以通过一系列可选的推荐话题来研究该主题，例如社交关系、社区、社交活动、教 育、工作世界、法律和秩序等。

共享地球

这个主题的指导原则是探索个人和社区在现代社会面临的挑战和机遇。 学生可以通过环境、人权、和平与冲突、平等、全球化、伦理、城乡环境等一系列可选的推 荐话题来研究该主题。

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考试： HL 评估组成

比重

外部评估 25%

试卷 1（1 小时 30 分）产出技能——写作 从 3 个题中选择一个回答，每个题对应的主题不同。学生将从提供的列表中选择一种文本类型。 要求 450-600 字的写作。 试卷 2： 接受技能 - 听力和阅读

50%

听力理解- 1 小时 阅读理解 -1 小时 从五个主题中出三篇听力和三篇阅读题，综合答题

内部考试 本部分由校内老师评分并接受考试局审核 25%

单人口语考试 与老师的对话，基于课堂上学习的一篇文学作品的摘录，然后根据教学大纲中的一个或多个主题 进行讨论。

考试： SL 评估组成

比重

外部评估 试卷 1（1 小时 30 分）产出技能——写作

25%

从 3 个题中选择一个回答，每个题对应的主题不同。学生将从提供的列表中选择一种文本类型。 要求 250-400 字的写作。 试卷 2： 接受技能 - 听力和阅读

50%

听力理解- 45 分钟 阅读理解 -1 小时 从五个主题中出三篇听力和三篇阅读题，综合答题 内部考试

25%

本部分由校内老师评分并接受考试局审核 单人口语考试 与老师的对话，基于课堂上学习的一篇文学作品的摘录，然后根据教学大纲中的一个或多个主题 进行讨论。

108

语言 ab initio 初级（仅限标准水平 SL） Ab initio 课程专为很少或没有该语言经验的学生而设计，通过语言、主题和文本的学习，培养以目标语言进行交流 的能力。 通过这样做，他们还可以对语言如何运作进行概念性理解。 通过适合课程水平的各种环境和目的下的听说 读写互动性技能的培养来发展交流能力。

初级语言课程的关键目标 学生将被评估他们在以下几个方面的能力： 1.

听：学生理解语言应该适合沟通的对象

2.

背景：学生明白语言应该与人们交流时的具体场景相适合

3.

交流的目的：学生理解语言应该是适当的，以达到沟通时预期的意图、目标或结果

4.

含义：学生明白语言可以用各种方式来传达信息

5.

语言的变化：学生理解在给定的语言中存在差异，并且特定语言的说话者通常能够相互理解

课程内容 课程分为五大主题，都很适合培养国际视野。 初级课程旨在培养跨文化理解能力、培养对全球问题的关注，并提高 学生对本土自身责任的意识。 每个主题下有若干单元： 身份

经历

人类智慧

社会组织

共享地球

个人属性

日常生活

交通

社区

气候

个人关系

休闲

娱乐

教育

自然地理

餐饮

假期和旅游

媒体

工作场所

环境

身体健康

节日和庆祝

技术

社会问题

全球问题

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评估 评估组成

比重

外部评估 25%

试卷 1（1 小时 30 分）产出技能——写作 从 3 个题中选择一个回答，每个题对应的主题不同。学生将从提供的列表中选择一种文本类型。 要求 70-150 字的写作。 试卷 2 （1 小时 45 分钟） 接受技能 - 听力和阅读

50%

听力理解- 45 分钟 阅读理解 -1 小时 从五个主题中出三篇听力和三篇阅读题，综合答题

内部考试 本部分由校内老师评分并接受考试局审核 25%

单人口语考试 与老师的对话，基于一个图示来谈话，并根据至少一个教学大纲中的额外主题进行讨论。

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为什么选英语? 可以选英语 B HL 或 SL 尽管英语的角色、需求和功能在不断地变化和发展，但显然英语已经被确立为“标 准语言：全球通信革命的内在组成部分”（The Economist）。另外，英语是书 报、国际商务、学术会议、科技、外交、体育、国际比赛、机场和空中交通管制、 流行音乐、广告等主要语种。正因为如此，目前超过十亿人是英语学习者。

语言 B 课程的目标之一是让学生从十亿英语学习者中脱颖而出，通过把重点放在远远超越基础和功能英语的领域来开 辟了大量的学术和就业机会。通过语言 B 课程，学生们可以接触到多种语言风格和特质，在撰写商业报告、专业信 函、学术论文或科学调查等方面提高能力。

就更为直接的收益而言，语言 B 课程与其他五个 IB 学科相辅相成，并提供支持。对国际文凭学习者的要求非常广泛， 特别是对语言能力和创造力的期望。在任何一天，国际文凭学习者都可能会做出正式的介绍，总结出一篇非常有学 术性的文章，在讨论论坛上与他人进行交流，撰写一篇文章来概述理由，说服别人的意见，或者阅读一篇文学经典， 这些都可能是用英文。语言课程为学生提供了成功调整语言和文字的工具，以满足他们对英语语言技能的不同期望。 学习语言 B 还为学生提供更大的跨文化理解，在不断增长的国际英语语言社区中增加其理解力、互动和建立个人和职 业关系。深入了解和理解我们全球化社区中邻国的影响、动力和经验是 B 语言课程的核心部分，也是 IB 理念的核心。

注意：在英语作为第一语言 IGCSE 考试中达到 C 级或更高成绩的学生应选择第 1 组科目中的英语。 那些希望偏离这 一指导的学生应该与国际文凭预科课程协调员就这可能产生的问题先进行讨论和对话。

为什么选法语? 可以选法语 B HL 或 SL 或初级 ab initio 美国外语教学调查委员会表示，在美国，有更多的学生有兴趣学习法语，而不是其他外 语。现代语言协会的调查显示，在美国法语的入学率正在上升，现在已经是 20 多年来 的最高水平。虽然任何语言在某些工作或某些地区都是有用的，但法语是世界上广泛使 用的少数几种外语之一，是英语之后世界上第二常用的语言。

法语国家国际组织有 56 个成员国和政府。其中有 28 个国家以法文为官方语言。法语是五大洲以外唯一使用英语的 语言。在为工作或学习决定外语时，请考虑到法语是一种在学习或职业生涯中给你最多选择机会的语言。

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为什么选西班牙语? 可以选西班牙语 B HL 或 SL 或初级 ab initio 西班牙语是全球 20 个国家的主要语言。西班牙语是国际交流中第二大学习语言和第 二语言。每年学习西班牙语的人数都大大增加。美国公民选择学习的第二种语言中也 越来越多地是西班牙语。

学习语言需要特殊的技能，一旦学会了，就可以用其他语言流利地使用。 理解语言 也意味着理解不同社会文化丰富的方面。 为了在当今世界保持竞争力，有必要更多 地了解其他文化以及他们如何思考。 在为工作或学校决定外语时，考虑到西班牙语是一种语言，可以在以后的学习 或职业生涯中为您提供最多的选择。

为什么选中文普通话? 可以选普通话 B HL 或 SL 或初级 ab initio 这门课让你能够： 

培养你对中文跨文化的理解



在一系列你所学过的中文的语境和各种各样的目的中让你能够理解和使用中 文



通过学习中文文章和社交交流，鼓励对来自其他文化的不同观点的意识和欣 赏



了解语言在其他知识领域中所扮演的角色



为你在未来的学习、工作和休闲中使用中文奠定基础



通过中文的知识，给你提供享受的、创造的和智力促进的机会。

为什么选韩语? 可以选普通话 B HL 或 SL 韩语 B是为有一些韩语基础的学生提供的额外的语言学习课程。该课程的主要侧重点在于语言 习得和语言技巧的培养。 学生将学习各种各样的主题，比如说环境、名人、当下或是历史的大事件、移民、音乐、艺 术、餐饮、流行、电影等等，来培养他们在听说读写和文化交流方面的能力。所学的文章的种 类包括：新故事、短篇小说、小册子、广告、戏剧节选、社论、辩论、评论和面试等。

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拉丁语（HL/SL） aere perennius（比青铜更持久） 霍勒斯颂歌 III.30 学习拉丁语是既刺激又愉快的。 建立在 IGCSE Latin奠定的基础之上， 你将巩固 和完善对语言的理解，并理解和欣赏各 种文献。 你的词汇量会增加，还可以获 得额外的好处，即能够在考试中使用字 典来查看没有学过的文本的翻译。

你获得了收到高度尊重且可以转移到其他领域的技能，并获得了敏感和批判性地处理语言的信心。 你将获得更多的 词汇来欣赏罗马人留给我们的丰富文学作品。 在课堂上准备好整套文本，检查文学技巧并生成自己对文学的回应。

课程简介 古典语言课程为学生提供探索古罗马语言、文学和文化的机会。对拉丁语的研究给予了对其产生的文化的重要见解， 并且导致对当代语言、文学和文化的更深入的理解。从根本上讲，对古典语言的研究是培养思维、发展批判性思维、 记忆和密切分析的技巧，以及对语言的美和力量的欣赏。

基本的原则是对文本的原始语言进行研究。语言技能是课程的核心，因为它是通过对语言运作的深刻理解，才能与 过去的人们建立真正的知识联系。学生学会准确、敏感地翻译拉丁文作品。学生还学习不同类型的古典文本，在历 史、政治和文化背景下考察这些作品的思想和艺术性。教师明确地教授思维和研究技巧，如理解、文本分析、转移 和使用主要参考资料的来源。

IBDP 拉丁语教学大纲宗旨 

使学生达到对语言的适当水平的知识和理解，并将这种理解用于多种目的，包括翻译、理解和研究。



培养学生对古典文学的文学价值的欣赏，以及对其中提出的问题的认识，以及它们与我们时代的联系和相关 性。



通过研究古典文化的文本和其他作品，鼓励学生认识和欣赏来自这些文化的人的不同观点。



通过探究过程和批判性思维和学习技巧的发展，为学生提供智力锻炼的机会。



为学生提供在各种情况下进一步学习、工作和智力享受的基础。

113

课程内容 第一部分：语言研究 拉丁语：为了发展语言技能而对西塞罗或奥维德的研究。 从每个作者选择出一篇作品，要求学生翻译。 第二部分：文学研究 从五个规定的选项中选择原始语言的两篇文献开展详细研究。 第三部分：个人学习研究档案 建立其研究档案，包括一系列带注释的主要资料，展示对学生选择的古典语言、文学或文明方面的深入探索。

评估 评估组成

比重

外部评估 35%

试卷1： SL（1小时15分钟） HL（1小时30分钟） 从教学大纲制定的作者的作品中选出一段，学生翻译

45%

试卷2： SL（1小时30分钟）HL（2小时） 基于大纲第二部分的内容， 提供10段文本摘录，每两段来自大纲中的一个选学项 标准：学生从两个选项中回答关于三个文本摘录的问题 高级：学生从两个选项中回答关于四个文本摘录的问题，并对一个选项的提示提 供书面答复

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。 20%

个人学习 - 研究档案 与古典历史、文学、语言、宗教、神话、艺术、考古学或经典影响的某个方面有关的七到 九种主要资料的附加说明。

114

科目信息 第3组 个人与社会

115

经济学（HL/SL） “我们一起在错误的方向上比一个人在正确的方向上更有价值。”

纳西姆·尼古拉斯·塔勒布, 黑天鹅

为什么我会对学习经济学感兴趣？ 韩元正在发生什么事情？这对韩国经济有什么影响？全球性事件将如何影响韩国为全体公 民提供就业的能力？韩国怎样才能为其他国家的经济发展做出贡献？为什么同一部电影电 影院收取不同的价格给不同的人？一个公司应该提供整个国家的所有电力吗？竞争是否能 够最好地利用我们稀缺的资源？我们如何有效处理北京的空气污染问题？市场体系如何分 配稀缺资源？ 如果你对这些问题感兴趣，并希望发展一种独立而批判的思维方式，那么经济学就是一个你会发现有价值的学科。 这个社会科学着眼于我们如何最大限度地利用社会的稀缺资源来满足自己的需要和子孙后代的需要。经济学与理解 将来生活和工作的世界有关，它提供了一种分析事件的方式，并将帮助您考虑替代性的国家经济战略，以便作为公 民作出自己的选择。

课程大纲 在经济学中，您将有机会以各种方式展示您的学习情况，比如通过基于模拟的课堂讨论、可以持续写论文或做与数 据分析相关的书面作业、课堂演讲、解决问题和处理数据等。 经济学是高校进一步课程和广泛职业的一个备受尊敬的基础。在私营和政府部门工作，可以作为经济学家分析政策 和提出解决问题的办法; 通过从事新闻或教学工作，向他人陈述经济问题; 为银行等金融机构工作，根据您的分析分析 数据和做出风险决策; 可以是通向会计资格的一种途径; 以及在各种业务中工作。

课程内容 所有学生，包括高等和标准水平的学生，都将学习四个主要课题，而高级水平的学生则采用更多的数学方法。四个 课题是： 微观经济学：研究市场，如何运作，何时失效以及如何处理失效。 宏观经济学：研究国家经济的运作情况，以及我们如何处理经济增长、失业、通货膨胀和公平问题。 国际经济学：研究为什么各国从事国际贸易、汇率、国际机构和贸易安排。 发展经济学：我们考虑经济政策对发展中国家的影响，如何实现增长与发展，衡量发展不足的方式。 此外，高级水平的学生也将主要研究成本理论和企业理论。这包括对组织生产将稀缺资源转化为更广泛的理想商品 和服务的最佳方式的判断。

116

评估 为高级和标准级别的学生提供基于论文和数据研究的论文。这些考察课纲内的内容。另外，高级的学生参加基于数 学的书面考试，针对课纲规定的内容。

所有的学生都会提交三份有关他们学习相关和最近新闻的内部考试评论。这使学生有机会将自己的学习应用到特别 感兴趣的课题的各个方面。 评估组成

比重

外部评估 30% HL

试卷 1（1 小时 30 分钟）长答卷 A 部分：微观经济学

学生从两个选项中选答一个（25 分）

B 部分：宏观经济学

学生从两个选项中选答一个（25 分）

40% SL

30% HL

试卷 2（1 小时 30 分钟）根据数据回答 A 部分：国际经济学

学生从两个选项中选答一个（20 分）

B 部分：发展经济学

学生从两个选项中选答一个（20 分）

40% SL

20% HL

试卷 3 仅限 HL（1 小时） HL 扩展论文（50 分） 学生根据整个课程中的三个问题选择一个回答

内部评估 该部分由教师进行内部评估，课程结束时由国际文凭组织主持复核。 评论文集 学生根据教学大纲的不同部分以及新闻媒体公布的摘录，制作三份评论文件。 最多 750 字×3 份

117

20%

地理（HL/SL） 了解现在，我们可以适应和为未来做好准备。

无论你对世界有什么热情 - 对风景的迷恋或对不平等的担忧 - 地理学将为你提供知识和可转换的技能，将奖励你个人 并推动你的专业。

课程大纲 地理部门由经验丰富的教师组成，他们相信地理学是所有其他学科的基础之一，因此地理学在人类生活的各个方面 都是可见的。 作为一个充满活力、不断变化的学科，地理学唤起了我们对周围世界的天然好奇心，并让学生探索他 们自己的好奇心的深度。 我们努力提供卓越的教学，灌输对这个课题的热情，从而导致出色的成果。

IB 地理教学大纲目标 •了解人、地点、空间和环境之间的相互关系。 •培养批判意识并考虑地理问题的复杂性。 •关注人类福祉和环境质量，了解规划和可持续管理的需求。 •深入了解地理问题如何受到强大的人力和物理过程的影响，并就如何解决这些问题形成观点。 •通过管理不同规模的资源，了解和评估规划和可持续发展的必要性。 •认识地理学在分析当代问题和面临调整方面的相关性，发展对多样性和变化的全球视角。

课程内容 试卷 1：地理主题

试卷 2：核心——地理视角——全球变化

SL 两个 – HL 三 个

SL 和 HL

•海洋及其沿海边缘

•人口分布——人口变迁

•地质灾害

•全球气候——脆弱性和恢复性

•食品与健康

•全球资源消耗与安全

试卷 3：核心扩展-仅限高级 •权力、地方与互联网 •人类发展和多样性 •全球危机和恢复性

118

评估 评估组成

比重

外部评估 35% HL

试卷1：地理主题（2小时HL / 1小时30分钟SL） HL学生回答有关三个主题的问题。 每个主题都要回答一个二选一的结构化问题和一个二 选一的扩展问答问题。

35% SL

SL学生回答有关两个主题的问题。每个主题都要回答一个二选一的结构化问题和一个二选 一的扩展问答问题。 试卷2：核心 - 地理视角 - 全球变化（1小时15分钟）

40% HL

本文分为A，B和C三个部分。

32% SL

A部分：学生根据核心单元回答结构化问题，其中可能包括材料，如表格/图表/地图 B部分：学生根据信息图或视觉图回答问题。 C部分：学生从两个选项中选一个扩展问答题来回答。 试卷3：地理视角之全球互动部分（仅限高级，1小时） 高级水平扩展/数学试卷，只有HL学生回答，从三个短文中选一个回答问题。

20% HL 仅限

内部评估 内部评估，在课程结束时由 IB 进行外部复核。 20% HL

地理调查 学生就地理调查撰写书面报告。 报告不得超过 2500 字。 实地考察的目的是加强课堂教授的主要地理概念和技能的理解和使用。 它提供了通过实际 工作来学习的机会，培养了合作、组织、调查和演示的技能。

119

25% SL

历史（HL/SL） 历史打开门！ 许多高层职位都在历史学家的掌握之中。 具有历史学位，你可以 立志成为总理，新闻大亨和媒体大亨，英国广播公司的霸主，“地 球上最有名的律师”，坎特伯雷大主教，顶级外交官，牛津大学副 校长，英国足球运动员， 世界上最富有的足球俱乐部，着名的喜 剧演员或着名的流行音乐家，畅销小说家，工会老板，商界百万富 翁，甚至有一天是王国的君主。” 大卫尼科尔斯，历史教授

在IB历史上，学生学习德国和中国等国 家二十世纪的威权统治者

为什么学习 IB 历史？ IB历史是一门受到全球顶尖大学广泛尊重和认可的课程。 一个IB历史专 业的学生注重阅读，写作，批判性思维和比较评估等技能。 在其他职业 路线中，历史为那些有意成为律师，顾问，公务员以及对国际关系和政 治感兴趣的人提供了很好的背景。 了解历史对于理解现代世界的背景至 关重要。 如果不了解过去如何塑造这些问题，就不可能理解我们今天面 临的复杂问题。 从这个意义上说，过去的知识是不可避免的。

历史使我们能够理解马丁·路德·金 （Martin Luther King）等个人在 实现社会变革中的重要性

HL 和 SL 历史有什么区别？ 许多学生提出这个问题。 事实上，高级和标准历史都需要相同的技能。 两 门课程之间的本质区别在于所涵盖的内容的数量。 学习“高级历史”的学 生将涉及“美洲历史”的一个地区性主题。 这意味着他们将被要求增加一 份考试试卷。 因此，学习高级课程，可以使学生进一步发展自己的历史写 作和分析能力，并涵盖现代世界历史的另一个主要领域。

历史使我们能够理解意识形态对二 十世纪历史的影响，尤其是共产主 义对亚洲的影响

120

评估 IB历史由三个不同的考试组成。 SL学生参加前两次考试，而HL学生参加三次考试。所有学生也都需要完成内部评估。

评估组成

比重

外部评估 试卷 1（1 小时）

20% HL

走向全球战争

30% SL

四个简答题/结构化问题（15 分） 课程大纲的这一部分考察了纳粹和日本帝国主义对国际关系在 1931-39 期间的影响 试卷 2（1 小时 30 分钟）

25% HL

威权主义和一党派国家：希特勒，毛泽东和卡斯特罗以及冷战的影响

45% SL

两个扩展答复问题（30 分） 35% HL

试卷 3 仅限 HL（2 小时 30 分钟） 大萧条和新政，二战和美洲，冷战和美洲 三个扩展答复问题（45 分）

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。 历史调查

20% HL

对教学大纲的任何领域的历史调查

25% SL

大约 20 个小时（25 分）

121

全球政治 （HL/SL） 二十一世纪的特点是变化迅速、相互关联性增强，以前所未有的方式影响个人和社会，造成复杂的全球政治挑战。 全球政治是一个激动人心的、充满活力的主题，它吸收了社会科学和人文学科的各个学科，反映了许多当代政治问 题的复杂性。对全球政治的研究使学生能够以不同的观点和方法进行批判性的接触，以便理解变化中的世界，并意 识到他们作为全球公民的作用。

“我必须研究战争和政治，那样我的孩子们则可能有自由去学习数学和哲学” 约翰·亚当斯

课程概述 全球政治系由一位经验丰富的 IB 考官带队，他与一系列顶级国际学校的教育工作者合作，共同开发了此具有挑战性、 吸引力和真实性的课程。学生将通过一个在线平台来接触丰富的资源和学习机会，这个平台上包括了所有的课程、 复习和拓展资料。该课程要求学生积极参与当前的全球问题，因此应该只吸收那些对全球政治体系有真正兴趣的学 生。

IB 全球政治教学大纲的目标 该课程的目的是使学生能够： 1. 在各种背景下理解关键的政治理念和当代政治问题。 2. 了解地方、国家、国际和全球各个层面的政治活动。 3. 理解、欣赏和批判性地认识和了解全球政治的各种观点和方法。 4. 鉴赏许多政治问题的复杂性和相互关联性，并发展就这些问题的各种争议性的观点和主张进行阐述和解 释的能力。

课程内容 标准／高级水平 课程 ： 核心教学大纲内容 学生将探索政治理论、观点和概念 •主题1：权力主权与国际关系 •主题2：人权 •主题3：发展 •主题4：和平与冲突

122

HL 高级水平课程的扩展内容 除了在 SL 标准论文的答卷上多回答一个问题之外，HL 高级水平的学生还需要记录两个口头报告并提供给考试局评 分。 学生发现、研究并提出两个案例研究，案例研究必须符合以下几个类别之一 1.环境

4.身份

2.贫穷

5.边界

3.健康

6.安全

评估 评估组成

比重

外部评估 试卷 1（1 小时 15 分）

20% HL

来自四个核心主题之一的题目，试卷提供材料， 学生回答四个必修的简答/结构化问题。

30% SL

试卷 2（高级 2 小时 45 分 / 标准级 1 小时 45 分钟） 基于四个核心主题的扩展回答。 HL 学生必须从八个选项中写出三篇论文，每篇论文都应选自不 同的核心主题单元。 SL 学生必须从八个选项中写出两篇论文，每篇论文都选自不同的核心主题 单元。

25% HL 45% SL

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。 参与性活动 参与和研究一个与政治相关的问题，然后提出书面报告（最多 2,000 字）。

20% HL 25% SL

HL 扩展：全球政治挑战（仅限 HL） 两个录制出来的口头报告（每个最多 10 分钟）的视频，对应两个不同的 HL 扩展主题，提供两 个案例研究。 这些应是大约 90 个小时的研究和准备工作的体现。

123

20% HL

哲学 (HL / SL) “苏格拉底不教哲学，他教哲学思维” Daniel 和 Auriac.

课程大纲 NLCS 济州的哲学 IB 课程旨在教授学生如何以哲学的思维去思考。这意味 着学生必须认真思考人类曾经考虑过的一些最困难的问题。诸如这样的问 题：作为一个人是什么意思？什么是意识？什么是真理？有某种形式的神 存在吗？什么是道德正确的生活方式？我们有多自由去选择我们的行动？ 什么是正义？学习国际文凭哲学课程的学生将开始通过学习如何批判性分 析和评估一些世界上最伟大的思想家的答案来解决所有这些问题（以及更 多）。他们还将学习如何构建他们自己的复杂而精确的论点，以使其他人 相信他们对这些问题的个人观点可能是正确的。

国际文凭哲学课程背后的指导原则是基于技能的课程。哲学帮助我们获得的主要技能之一就是批判性思维。学习如 何做哲学的学生培养高质量的批判性思维技能，这对于成为独立思考者，以全球公民的道德生活，以及以逻辑和严 谨的方式学习所有其他学术科目是至关重要的。

虽然开始学这门课程不需要前期准备知识，但是选择哲学的人将会深入思考那些尚未得到解答的难题，并且会为参 加讨论和辩论而感到兴奋，在这些讨论和辩论中他们会考虑他人的观点并支持他们自己。能够为口头和书面的高质 量辩论做出贡献，是学生在整个课程中学习的具体技能之一。

因此，哲学学生需要做好准备，以前所未有的方式进行思考，成为富有创造力的解决问题的人，并且乐于打破复杂 的概念、观念和争论。学生将积极学习哲学文本，以及过去和现在最有影响力和关键的思想家的意见。

课程内容 高级和标准级： 核心主题：“作为人” •人类是否具有本质特征？ •我们的思想和我们的身体之间的关系是什么？

高级和标准级可选主题：“伦理” •道德理论的分析和评估。 我们应遵循什么道德规范？ •应用伦理。 在堕胎，安乐死，世界贫困，环境可持续性等问题上，我们如何解决现实生活中的道德困境？

124

高级和标准级对哲学文本的研究：柏拉图共和国 分析和评估作者对以下问题的看法：什么是正义？ 真理的本质是什么？ 一个社会应该如何组织？

高级的扩展（仅限高级）：“哲学活动的本质” •探索“做哲学”意味着什么。 •就哲学的价值和目的问题作出个人回应。

仅限高级的可选主题：“宗教哲学” •探索“上帝”的不同概念和含义。 •分析和评价赞成和反对上帝存在的论点。

评估 评估方式主要是对问题以论述文的形式来回答。 评估组成

比重

外部评估 HL 40 %

考卷 1（ HL 2小时30分钟， SL 1小时45分钟）

SL 50%

核心主题 - “作为人” 可选主题 - “伦理” 只有HL选题 - “宗教哲学” 考卷2 HL＆SL（1小时）

HL 20%

文本 - 柏拉图共和国。

SL 25%

仅限 HL 考卷3（1小时15分钟） HL 20%

更高层次的延伸：“哲学活动的本质”

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。 哲学分析 学生对非哲学材料产生哲学分析。 学生根据自己的兴趣选择材料。 分析不得超过 2000 字。

125

HL 20% SL 25%

心理学(HL/SL) 心理学是一个迷人的学习领域。它将帮助你理解人的行为和心理过程，并让你更好地理解我们的行为和感觉。如果 你有兴趣深入了解人的状况，你应该考虑学习心理学。

“不要只成为事实的记录者， 而是要试图渗透事实起源的奥秘。” 伊凡·巴甫洛夫（1849-1936）

课程大纲 心理学是对心理过程和行为的严谨而系统的研究。这是一个复杂的主题，从多个不同学科来采纳概念、方法和理解。 由于人类是复杂的动物，具有高度发达的额叶、认知能力、涉及到社会结构和文化，因此没有单一的方法可以自行 描述或解释心理过程和行为。对行为和心理过程的研究需要多学科的方法和多种研究技术的使用，同时认识到行为 不是一个静态现象，它是适应性的，而且随着世界、社会和受到的挑战的变化，人的行为也产生变化。

IB 心理学的目标 1. 了解影响心理过程和行为的生物的、认知的、社会文化的种种因素 2. 把对影响心理过程和行为的生物的、认知的、社会文化的因素的理解转化为至少一个应用领域的研究 3. 了解不同的调查方法 4. 理解道德实践在心理学研究中的重要性，在自己的调查中遵守道德实践 5. 确保在所有的心理咨询和讨论中保持道德操守 6. 了解如何应用心理学研究来解决现实世界的问题并促进积极的变化

126

课程内容 核心 必学主题: 





了解行为的生物学方法 o

大脑和行为（SL和HL）

o

激素和行为（SL和HL）

o

遗传和行为（SL和HL）

o

动物研究在理解人类行为中的作用（仅限HL）

理解行为的认知方法 o

大脑和行为（SL和HL）

o

激素和行为（SL和HL）

o

遗传和行为（SL和HL）

o

动物研究在理解人类行为中的作用（仅限HL）

理解行为的社会文化方法 o

大脑和行为（SL和HL）

o

激素和行为（SL和HL）

o

遗传和行为（SL和HL）

o

动物研究在理解人类行为中的作用（仅限HL）



研究行为的方法



对研究人员的假设作出挑战，对研究人员的使用方法进行批判性的评估，这些是心理学研究中的不可或缺的 技能（SL和HL）



直接对研究方法开展评估（仅限HL）

选学 SL 标准级别学生选学一个; HL 高级 学生选学两个。 

心理异常



发展心理学



健康心理学

127

评估 评估组成

比重

外部评估

试卷1： 核心（2小时）

40% HL

•A：关于心理学核心方法的三个简短问答题

50% SL

•B：从三个就生物、认知和社会文化如何影响行为的主题中选择一个来写文章

试卷2：自选主题（高级2小时，标准级1小时）

20% HL

高级：两个问题：两个主题中各有三个问题，每个主题选一个问题来回答。

25% SL

标准级：从一个主题的三个问题中选出一个来回答。

20% HL

试卷3（仅限高级，1小时） 关于研究方法的六个静态问题中选出三个简短的问题来回答。

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。

实验研究 学生被要求作为小组的一员进行计划和进行心理调查。研究方法、对象和材料，以及作 为自变量和因变量的操作，将作为小组工作的结果来呈现。一旦生成了数据，协作就完 成了。每个学生都将独立于其他小组成员撰写报告，将对数据进行分析，得出独立的结 论。

128

20% HL 25% SL

科目信息 第4组 科学

129

生物 (HL /SL) “我从基础科学课程中开始意识到一个细胞中也具有非常复杂的内部组织，这让我思考这些是如何发挥作用的。 这 看起来似乎是一个很大的谜团，特别是细胞中的细胞器如何排列成三维，以及成千上万的蛋白质如何能够在细胞中 找到合适的位置。” John E. Rothman，2013 年诺贝尔生理学或医学类奖获得者

为什么学习 IB 生物? 就学习生物学而言这是一个非常激动人心的时刻让学生有机会继续在大学学习生物 学。 生物学现在已经站在研究的最前沿，研究并回答许多问题，例如生命是什么， 以及我们是如何形成的？ 此外，生物学被证明是一种工具科学，可以为世界上许多 问题提供解决方案，例如医学、食品安全、材料科学和能源利用等。

课程大纲 IB文凭生物课程将提供一些这些领域的技能和知识，可以打开以后的职业大门。 特别是，HL生物学是在所有大学学 习医学的先决条件。在我校，学生将从微观开始学习该科目，包括有机分子，细胞和细胞过程。 然后，他们将这个 扩大到动植物生物学的大范畴，最后，这些在生态学研究中如何相互作用。 在此基础上将是遗传学和进化论的研究。 获得实用技能和发展能力，澄清问题和寻求解决方案也是课程不可或缺的一个组成部分。

课程目标 在这个具有挑战性的课程中，学生将了解科学家如何相互工作和交流。此外，学生在全球范围内享有多种科学研究 和创造性探究的机会。此外，该课程旨在： •通过启发和挑战性的机会，以世界性的视角来培养对科学研究和创造力的理解 •从科学和技术特征的角度来获取知识、方法和技术 •应用和使用一系列科学和技术类的知识，方法和技术 •培养分析、评估和综合科学信息的能力 •培养对科学活动期间有效合作和沟通的必要性和价值的认识 •培养实验和调查相关的科学技能，包括使用现有技术 •在科学研究中发展和应用 21 世纪的沟通技巧 •作为全球公民，对使用科学和技术时的伦理影响发展批判性的认识 •了解科学技术的可能性和局限性 •了解科学学科之间的关系及其对其他知识领域的影响。

130

课程内容 核心 (HL/SL)

HL 扩展 (仅限)

选学主题*

1. 细胞生物学

7.核酸

A.神经生物学和行为

2．分子生物学

8.代谢、细胞呼吸和光合作用

B.生物技术和生物信息学

3. 遗传学

9.植物生物学

C.生态和保护

4. 生态学

10.遗传学与进化

D.人体生理学

5.进化与生物多样性

11. 动物生理学

6.人体生理学 *课程后期将决定研究哪些可选主题。

评估 有两个主要的评估领域：外部书面考试和课程作业（内部评估）。 考试是在 13 年级课程结束的时候进行，并由考试 局外部评分。 课程工作是内部评分，然后由考试局外部复核，涉及设计和承担实验工作。 评估组成

比重

外部评估 试卷 1 HL（1 小时）＆SL（45 分钟）

20% HL

多项选择

20% SL

试卷 2 HL（2 小时 15 分钟）＆SL（1 小时 15 分钟）

36% HL

基于数据的简答题和扩展阐述题

40% SL

试卷 3 HL（1 小时 15 分钟）＆SL（1 小时）

24% HL

实验问题和选学主题： 基于数据的，简单和扩展阐述题

20% SL

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。 实验 实验工作 - HL 60小时，SL40小时。通过一个10小时的实验作出评估，包括

20% HL

调查研究和6到12页的实验报告写作。

20% SL

第4组项目 第4组项目是一项合作活动，来自第4组不同科目的学生在科学或技术主题上

0% HL

共同工作，允许跨学科的概念和感知，从而达到目标10所说：共享 ， 即发

0% SL

展对“科学学科之间的关系及其对其他知识领域的影响“方面的理解。 该项 目可以基于实验或理论。 第4组项目不计入学生在该科目中的分数，但必须 完成才能通过该课程。

131

化学 (HL /SL) 课程概述 高级课程的化学是英国所有大学学习医学的先决条件。IB 文凭课程化学标准课程将学术研究与通过实验方法获得实 践和调查技能相结合。学生通过定量化学、周期性、动力学和其他学科的学习，学习支撑物理环境和生物系统的化 学原理。化学课程涵盖了学科的基本原则，通过选择选学内容，教师可以灵活地调整课程来满足学生的需求。

课程目标 在这个充满挑战的课程中，学生们会意识到科学家是如何工作和交流的。此外，学生在全球范围内享有多重科学研 究和创造性调查的机会。另外，课程设计为： •提供一整套科学和技术特征的知识，方法和技术 •使学生能够应用和使用一系列科学和技术特征的知识，方法和技术 •培养分析、评估和综合科学信息的能力 •发展实验和调查科学技能 •意识到在科学活动中有效的协作和交流的必要性和价值 •将学生的信息和通信技术技能发展和应用于科学研究

photo or picture related with your course

•提高对使用科学技术的道德、伦理、社会、经济和环境影响的认识

•了解与科学相关的可能性和局限性，科学家鼓励理解科学学科与科学方法的总体性质之间的关系

化学高级课程与标准课程的差异 所有标准课程上研究的课题都包括在高级课程中，但高级课程研究得更深入。两个级别都有两个选学单元，同样， 高级水平比标准水平研究得更深入。

课程内容 核心 (HL/SL)

选学*

1. 化学计量关系

7. 平衡

A. 材料

2. 原子结构

8. 酸和碱

B. 生物化学

3. 周期性

9. 氧化和还原

C. 能源

4. 化学键和结构

10. 有机化学

D. 生物医学

5. 能量学/热化学

11. 测量和数据处理

6. 化学动力学 *课程后期将决定研究哪些可选主题。

132

评估 有两个主要的评估领域：外部书面考试和课程作业（内部评估）。 考试是在 13 年级课程结束的时候进行，并由考试 局外部评分。 课程工作是内部评分，然后由考试局外部复核，涉及设计和承担实验工作。

评估组成

比重

外部评估 试卷 1 HL（1 小时）＆SL（45 分钟）

20% HL

多项选择

20% SL

试卷 2 HL（2 小时 15 分钟）＆SL（1 小时 15 分钟） 基于数据的简答题和扩展阐述题

36% HL 40% SL

试卷 3 HL（1 小时 15 分钟）＆SL（1 小时）

24% HL

实验问题和选学主题： 基于数据的，简单和扩展阐述题

20% SL

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。

实验

20% HL

实验工作 - HL 60小时，SL40小时。通过一个10小时的实验作出评估，包括

20% SL

调查研究和6到12页的实验报告写作。

0% HL

第4组项目 第4组项目是一项合作活动，来自第4组不同科目的学生在科学或技术主题上 共同工作，允许跨学科的概念和感知，从而达到目标10所说：共享 ， 即发 展对“科学学科之间的关系及其对其他知识领域的影响“方面的理解。 该项 目可以基于实验或理论。 第4组项目不计入学生在该科目中的分数，但必须 完成才能通过该课程。

133

0% SL

物理 (HL /SL) 什么是物理？ IB 物理课程是为期两年的国际公认的严格的大学预科课程。该项目的重点是传授 学生对物理世界进行查询、分析和描述的能力，以及发展在大学学习中所需要的 知识和技能。通过设计，本课程可让学生体验通常在本科水平所面临的挑战。课 程向学生介绍科学调查所需的科学方法和技术。学生们意识到使用科学知识的道 德和伦理的社会责任。鼓励学生了解各学科之间的关系，开展跨学科项目。 实践调查是课程的一个组成部分。学生需要研究科学问题、发展假设、设计实验、进行调查和得出结论。特别强调 进行科学调查所需的操作技能。

通过物理学我可以发展什么技能？ 物理是关于自然系统的观察、理解和预测。学习物理可以帮助你发展一系列的技能，可以应用于科学和非技术的许 多领域。这些技能包括： 

解决问题——学习物理学给你一个解决问题的务实和分析方法。你把任务分解成基本要素，用想象力和创造力去 尝试新的方法来解决具有挑战性的问题。



推理 ——课程涉及使用推理技巧来构建逻辑论证、运用分析技巧和掌握复杂的问题。



数学——物理学学位让您掌握使用数学技巧来找到解决科学问题的方法、创建数学模型并以图形方式解释和呈现 信息。



实用技能 ——通过规划、执行和报告实验，使用技术设备和注意细节，学位课程可帮助您获得实用技能。



交流 -——学习物理学可以让您掌握复杂的想法并正确使用技术性语言。



信息和通信技术（ICT） ——课程涉及有效使用信息通信技术，包括用于运动分析和数据处理的专用软件包。

课程内容 核心 (HL/SL)

HL 扩展 (仅限)

选学*

1. 测量和不确定性

9.波现象

A. 相对论

2. 电力和磁力

10.电磁感应

B. 工程物理学

3. 力学

11.场

C. 成像

4. 圆周运动和万有引力

12.量子和核物理

D. 天体物理

5. 热物理 6. 原子、核子和粒子物理学 7. 波 8. 能源生产 *课程后期将决定研究哪些可选主题。

134

评估 有两个主要的评估领域：外部书面考试和课程作业（内部评估）。 考试是在 13 年级课程结束的时候进行，并由考试 局外部评分。 课程工作是内部评分，然后由考试局外部复核，涉及设计和承担实验工作。 评估组成

比重

外部评估 20% HL

试卷 1 HL（1 小时）＆SL（45 分钟）

20% SL

多项选择

试卷 2 HL（2 小时 15 分钟）＆SL（1 小时 15 分钟） 基于数据的简答题和扩展阐述题

36% HL 40% SL

试卷 3 HL（1 小时 15 分钟）＆SL（1 小时）

24% HL

实验问题和选学主题： 基于数据的，简单和扩展阐述题

20% SL

内部评估 该部分由教师进行内部评估，并在课程结束时由 IB 进行外部审核。

实验

20% HL

实验工作 - HL 60小时，SL40小时。通过一个10小时的实验作出评估，包括

20% SL

调查研究和6到12页的实验报告写作。

0% HL

第4组项目 第4组项目是一项合作活动，来自第4组不同科目的学生在科学或技术主题上 共同工作，允许跨学科的概念和感知，从而达到目标10所说：共享 ， 即发 展对“科学学科之间的关系及其对其他知识领域的影响“方面的理解。 该项 目可以基于实验或理论。 第4组项目不计入学生在该科目中的分数，但必须 完成才能通过该课程。

135

0% SL

计算机科学(HL /SL) 计算是科学不可或缺的组成部分，不仅是分析数据的工具，而且是思考和发现的工具。

“编程与实际的东西使用没有任何关系，它更多的是用编程作为思考过程的一面镜子。 要真正学习如何思考。 我认 为这个国家的每个人都应该学习编程。 每个人都应该学习计算机语言，因为它教会你如何思考。 我认为计算机科学 是一门自由艺术。” 史蒂夫·乔布斯（苹果前首席执行官）

课程概述 计算机科学系包括一名 IB 考官和剑桥考试考官，他认为学习编程会教给学生如何创造性地思考。 计算机科学系相信 计算机不仅仅是将多学科学习结合起来的工具，而是包括更多。 该部门负责人正在 NLCS 济州进行编程的博士研究， 并利用这项研究制定了教学大纲，以促进学生的激情。

课程目标 •加强创新，知识获取和探索 •发展“计算思维”，进而发展“创造性思维” •吸取其他学科的广泛知识 •发展就业所需的现实技能

计算思维 计算思维是一种解决问题的方法论，适用于一系列学科，并支撑这一课程。 Jeanette Wing 在她的文章“计算思维”中指出的计算思维的六个原则是： •程序思考

•同时思考

•逻辑思维

•抽象地思考

•提前设想

•递归思考（仅限 HL）。

136

课程内容 核心 (HL/SL)

HL 扩展(仅限 HL )

选学*

1. 系统基础

5. 抽象数据结构

A. 数据库

2. 计算机组织

6. 资源管理

B. 建模和模拟

3. 网络

7. 控制

C. 网络科学

4. 计算思维、解决问题和

8. 案例研究：根据每年发布

D. 面向对象编程(OOP)

编程

的案例开展更多主题学习 *课程后期将决定研究哪些可选主题。

评估 评估组成

比重

外部评估 试卷1（SL 1小时30分钟, HL 2小时10分钟）

40% HL

简答题和结构化的问题，测试在课程中学到的理论知识和应用。

45% SL

试卷2（2小时15分钟HL， 1小时15分钟SL） A部分（HL / SL）：关于所选方案的各种问题。

20% HL

B部分（仅限HL）：基于该选项的HL扩展材料的其他问题。

试卷3（仅限HL，1小时）

25% SL

20% HL

基于预先发布的案例研究，回答结构化问题（主题8）。

解决方案

20% HL

内部评估的要求是为指定的客户开发针对指定问题或未答复问题的解决方案。 使用五个标

30% SL

准评估解决方案：计划、解决方案概述、开发、产品的功能和可扩展性、 评价。

0% HL

第4组项目

0% SL

第4组项目是一项合作活动，来自第4组不同科目的学生在科学或技术主题上共同工作，允 许跨学科的概念和感知，从而达到目标10所说：共享 ， 即发展对“科学学科之间的关系 及其对其他知识领域的影响“方面的理解。 该项目可以基于实验或理论。 第4组项目不计 入学生在该科目中的分数，但必须完成才能通过该课程。

137

体育运动与健康科学 （仅限标准水平） 课程描述和目标 IB DP 国际文凭的“体育，运动和健康科学课程”是一门标准水平（SL）课程，涉及对身体表现的科学研究。 该课 程结合了解剖学、生理学、生物力学、心理学和营养学等传统学科。 学生的学习涵盖一系列主题，并在实验室和实 地设置中进行实际（实验）调查。 这提供了获得应用科学原理所必需的知识和理解的机会，以及对人类表现进行批 判性分析的机会。 在相关的情况下，课程将通过在全球范围内考虑与个人相关的体育、运动和健康来解决国际层面 和伦理问题。

核心组成课题 主题 1：解剖学

主题 4：运动分析

可选主题

•骨骼系统

•神经肌肉功能

A.优化生理性能

•肌肉系统

•关节和运动型

B.体育心理学

•生物力学基础

C.身体活动和健康

主题 2：运动生理学

D.营养对运动、训练和健康的关系

•呼吸系统的结构和功能

主题 5：运动技能

•心血管系统的结构和功能

•技能的特点和分类

主题 3：能量系统 •营养

•信息处理

* 课 程 后 期 将 决 定 研究 哪些 可 选 主

•技能学习的原则

题。

•碳水化合物和脂肪代谢

主题 6：人类表现的测量与评估

•营养和能量系统

• 统计分析 • 学习规划 •健身的组成部分 •培训计划设计的原则

138

评估

评估组成

比重

外部评估 试卷1（45分钟）

20%

30道核心内容的多选题

试卷2（ 1小时15分钟）

35%

A 部分：核心内容部分的简答题以及一道数据题（全部必做） B 部分：核心内容部分的扩展阐释题（三选一）

25%

试卷3（1小时） 两项选学部分所对应的简答题（全部题目必做） 内部评估 该部分由教师进行内部评估，课程结束时由国际文凭组织主持外部复核。

20%

个人考察 内部评估任务将是一项科学调查，大约需要10个小时的工作，写作部分应为6-12页长。 超过这个长度的调查报告在评判标准中将因为缺乏沟通的简洁性而扣分。

0% 第4组项目 第4组项目是一项合作活动，来自第4组不同科目的学生在科学或技术主题上共同工作，允 许跨学科的概念和感知，从而达到目标10所说：共享 ， 即发展对“科学学科之间的关系 及其对其他知识领域的影响“方面的理解。 该项目可以基于实验或理论。 第4组项目不计 入学生在该科目中的分数，但必须完成才能通过该课程。

139

140

科目信息 第5组 数学

141

做出正确的数学科目选择 国际文凭预科课程数学课程大纲今年已发生重大变化。 学生现在需要决定他们数学课程的路径安排，而不是简单地 选择课程学习水平。 有两个选择：分析和方法科目，以及应用和解释科目。 这两类课程涵盖了相同的主题，但是从 不同的角度来深层次地看待各个主题，如下面的指导性的教学课程时间比较表所总结的那样。 以下几页概述了这两 门课程，但从广义上讲，分析与方法科目采用了更为理论化的纯数学方法，而应用与解释科目则更为广泛。 它们的 评估也略有不同，如后续页面的表格所示。

大学怎么说？ 希望在大学攻读对数学要求很高的专业比如物理学的学生应选择高级 HL 的分析和方法科目。 但是，在制作本手册 时，目前提供的信息非常少，因为还没有学生学过这些科目，因此没有过去的试卷或成绩分析。 一旦获得更多指导，我们将与学生和家长分享。 这个过程将从选项信息日的面向家长和学生的数学课程介绍开始。

142

数学 分析和方法 (HL/SL ) 课程大纲 本课程面向希望在大学学习数学或学习具有大量数学内容专业的学生; 它适用于喜欢开发数学论证、解决问题和探索 真实和抽象应用程序的学生，无论是否有技术辅助。

评估 评估组成

比重

外部评估 试卷 1（2 小时 HL / 1 小时 30 分钟 SL）

30% HL

不允许使用计算器。

40% SL

A 部分：基于课程提纲的必答短问题。 B 部分：基于课程提纲的必答长问题。 试卷 2（2 小时 HL / 1 小时 30 分钟 SL）

30% HL

计算器允许使用。

40% SL

A 部分：基于课程提纲的必答短问题。 B 部分：基于课程提纲的必答长问题。 试卷 3（仅限 HL，1 小时）

20% HL

计算器允许使用。 两个必答的长问题。

内部评估 该部分由教师进行内部评估，课程结束时由国际文凭组织主持外部复核。 20% HL

数学探索 数学的内部评估是个人探究性质，是一个涉及探索数学领域的书面作品。

143

20% SL

数学 应用和解释 (HL/SL ) 课程大纲 本课程专为喜欢描述现实世界和使用数学解决实际问题的学生而设计，他们有兴趣利用技术的力量，同时探索数学 模型，享受数学更实际的方面。

评估 评估组成

比重

外部评估 试卷 1（2 小时 HL / 1 小时 30 分钟 SL）

30% HL

允许使用计算器。

40% SL

基于课程提纲的必答短问题。 试卷 2（2 小时 HL / 1 小时 30 分钟 SL）

30% HL

计算器允许使用。

40% SL

基于课程提纲的必答长问题。 20% HL

试卷 3（仅限 HL，1 小时） 计算器允许使用。 两个必答的长问题。

内部评估 该部分由教师进行内部评估，课程结束时由国际文凭组织主持外部复核。 20% HL

数学探索 数学的内部评估是个人探究性质，是一个涉及探索数学领域的书面作品。

144

20% SL

科目信息 第 6组 艺术类

145

音乐 (HL / SL) “音乐是情感的速记” Leo Tolstoy

IB文凭的高级音乐课程旨在培养学生的知识以及发展潜在的音乐家，无论是个人还是合作方面。 学习IB文凭音乐课 程的学生必须学习音乐感知，并积极聆听来自世界不同地区、音乐文化和时代的各种音乐。他们还通过学习音乐元 素，包括形式、结构、符号、音乐术语和背景知识等来发展对音乐的听觉和理解。通过学习，学生们意识到音乐家 是如何工作和交流的。

课程目标 该课程使学生能够： •成为有知识的、反思和批判的音乐家 •了解音乐的动态性和变化性 •探索并重视跨越时间、地点和文化的音乐多样性 •充满信心和能力地去表达音乐理念 •培养感性和分析能力

课程内容 音乐感知 音乐听力试卷基于音乐感知 - 分析、检查、比较和对比音乐片段。 A部分涉及两个规定的作品，B部分涉及不同时间 和地点的音乐，包括爵士/流行音乐，西方艺术音乐和世界音乐。 表演 在表演部分，学生必须提交一个任何风格的总长 15 分钟的对比性的音乐作品。 创作（对于标准级别是选学的） 在创作过程中，学生从包括传统乐器、声乐和/或音乐技术在内的多种风格和媒体中选择 3 到 6 分钟长的作品，反思 他们对作品的意图、过程和结果的理解。 研究音乐之间的联系 通过对两种不同音乐文化的研究，鼓励学生探索、分析和研究两种（或更多）音乐之间存在的音乐关系。 通过对所 选曲目的异同进行调查研究分析，学生学习演示如何展示音乐之间的重要联系。

146

评估 评估组成

比重

外部评估 听力考试试卷：

30%

三（SL）或四（HL）道音乐感知题，根据规定的作品和音乐片段回答。

音乐联系性研究：

20%

对两种截然不同的音乐文化之间的重要音乐联系进行深入的调查。 这应该以2000字的创意 写作格式提交，比如杂志文章或网站稿件风格。 内部评估 该部分由教师进行内部评估，课程结束时由国际文凭组织主持外部复核。

HL学生必须完成以下两个模块，每个模块都占最终成绩的25％。 SL学生选择以下一种模 式，这将成为最终成绩的50％。 独奏表演 （高级必做，标准级选做）：

25% HL

在一次或多次公开演出中演奏15分钟（20分钟HL）的独奏音乐

(50% SL)

25% HL

创作（SL选学，HL必学）：

(50% SL) 两部（SL）或三部（HL）作品，每部3-6分钟，附上录音和书面形式。

147

戏剧 (HL /SL) 国际文凭戏剧课程是一个多方面的戏剧课程。它让学生有机会作为设计师、导演和表演者。它强调了作为一个整体 的一部分，单独和协作的重要性。它提供了积极参与创作过程的机会，将创意转化为行动，成为好奇和富有成效的 艺术家。学生从对比艺术的角度体验课程。学生学会运用研究和理论来为他们的工作提供信息和背景。戏剧课程鼓 励学生通过研究、创作、准备、展示和批判性地反思戏剧的过程来欣赏戏剧，从而对自己、社区和世界有了更丰富 的理解。通过对戏剧的研究，学生逐渐了解自己个体的和文化的观点，对戏剧实践的多样性、过程和表现方式有所 了解。它使学生能够跨越时间、地点和文化去发现和参与不同形式的戏剧，并促进国际意识。

课程目标 •体验并参与各种各样的戏剧活动，并提高对多个戏剧技术领域的熟练程度 •熟悉本文化和其他不同文化的戏剧形式 •在历史背景下探索不同的戏剧传统 •培养适合学习和理解戏剧的学术技能 •成为戏剧领域具有反思和批判思维的从业者 •培养探索、试验单独和协作地开展创新项目的信心，这应该涉及挑战既定的戏剧概念和惯例 •了解戏剧的动态，整体和演变性质以及该艺术形式各方面的相互依赖性

课程概述 第一年将提供一个基础课程，为学生在第二年更独立地发展理论、原则和技能打下基础。 除课程内的项目外，学生 还将有机会参加课外时间的戏剧制作，这可能有助于满足课程要求。 我们将邀请一系列专业从业者为学生提供研讨 会，作为课程的一部分，以增加学生的经验并巩固他们的实践。

148

评估 评估组成

比重

外部评估 导演的个人笔记 学生选择一个已发表的剧本，并就如何把它搬上舞台提出自己的想法

20% HL 35% SL

研究报告 学生们设计出一个单独的演示文稿（15分钟），并在同龄人面前介绍展示。在

20% HL

演示稿中，他们需要勾勒并具体展示出一个他们以前没有学过的戏剧传统。

30% SL

独角戏（仅限HL）

20% HL

研究以前没有学过的一位理论家。学生选定戏剧理论的一个方面，就此创建和 呈现一个独立的剧场片段（4-8分钟）

内部评估 该部分由教师进行内部评估，课程结束时由国际文凭组织主持外部复核。 协作项目（SL和HL）

SL 35%

学生们从一个他们自己选择的起点出发，根据一个特定的目标受众，通过协作

HL 25%

创作和展示一出原创的戏剧（13-15分钟）。

149

舞蹈 (HL / SL) “伟大的舞者不是因其技术而伟大，是因其激情。” 玛莎·格雷厄姆

课程大纲 本课程将以整体形式呈现舞蹈。学生将对舞蹈及其在社会中的功能有广泛的了解。学生将有机会拥抱过去、现 在和未来的各种舞蹈传统和舞蹈文化。学生将被期望编舞、表演和进行舞蹈评论。学生将发展创造性、表演和 分析能力，同时增强对舞蹈的欣赏和享受。 作为国际文凭舞蹈课程的一个组成部分，学生可以亲自参观演出，亲身体验别人的作品，这需要很小的费用。

什么是舞蹈？ 据 IB 介绍：所有舞蹈都是表现性的运动、意图、目的和结构，通过舞者的身体和姿态进行交流。舞蹈是人类生 活中不可或缺的重要组成部分。它随着时间的推移以各种形式和风格存在，并且在所有的传统和文化中被实践， 发生在各种用途的背景下。 舞蹈是学习自我和世界的独特媒介。它是艺术、美学和文化教育的重要组成部分，通过体力表达来发挥创造潜 力。在舞蹈中，身体、思想和精神的融合有助于参与者学习那些在其他学科和日常生活中也用到的技能。

课程目标 学生将能够： •

了解、运用和执行有关舞蹈技巧和表演的先进理念和原则

•

遵守演出室和舞台规则

•

发展音乐、语言和音乐演绎的上层概念

•

在即兴创作和作曲中表现创新思维

•

通过先进的编排过程和表现沟通多个想法/主题

•

展示三个舞蹈作品中的两个作品来形成对比

•

比较、对比和分析舞蹈类型的历史和进展

•

调查与舞蹈相关的专业技能和要求

•

创建和维护自己的舞蹈知识发展资料组合

•

参加和评论现场和预先录制的舞蹈表演

•

反映和评估个人和艺术成长，以及目标管理

•

分析两种舞蹈文化和/或传统的舞蹈元素的异同。

•

展示书面材料的组织，包括使用资料和归因适当的资料来源。

150

评估 虽然有些工作由 IB 考官进行外部评估，但所有工作都需在课程期间完成。 课程结束时不再有舞蹈考试。

评估组成

比重

外部评估 组成和分析 SL 40%

发展舞蹈创作中的创造性以及原创舞蹈 •SL: 以 DVD（SL）的形式提交两部舞蹈作品（共 6-10 分钟）

HL 35%

•HL: 由学生（HL）创作的三部舞蹈作品（总共 8-15 分钟） 阐述其创作过程并分析其中一部作品的舞蹈部分 世界舞蹈研究

SL 20%

从多种文化和/或传统的几种舞蹈风格入手进行比较，发展舞蹈比较知识。

HL 25%

1.探索舞蹈，获得形体和理论上的理解； 2. 个人研究 提交个人研究正式书面报告，不超过 1500 字（标准）／2,500 字（高级）；分析不同舞蹈文 化和/或传统的两种舞蹈风格的异同，这两种舞蹈风格中一个对学生来说是应是熟悉，一个应 是陌生的。

内部评估 该部分由教师进行内部评估，课程结束时由国际文凭组织主持外部复核。

表演

SL 40%

通过舞蹈表演来发展对舞蹈的理解。

HL 40%

SL：一次或两次舞蹈（独奏/双人/群，但至少一个必须是独奏或双人），由学生做公开表演， 表现出与舞蹈相适应的熟练和表现能力; 总展示3-6分钟 HL：两或三次舞蹈，总计6-9分钟

151

视觉艺术 (HL / SL) IB 视觉艺术基于对我们真实世界的观察和解读，发展出探索和交流观念、意义的能力。 在日益数字化的世界中，艺术家运用传统的和 21 世纪的媒体来创造自己的视觉语言， 挑战他人的信仰和观点。

课程简介 在视觉艺术IB课程中，学生运用他们在以前的艺术和设计研究中发展出来的技术和流 程，创造一个个人化、直观的工作体系，将他们的反应传达给周围的世界。 学生们通过 在油画、干法蚀刻、纺织品和雕塑等方面开发更高水平的数字操作技能，拓宽了他们的 技能组合。

课程内容 过程档案 学生以数字写生开始课程——数字写生是学生艺术发展实践的一个记录，包括了学生对艺术家的研究、实践实验、 湿和干媒体观察记录，以及证据性的过程图像等。这些记录一起形成过程档案，记录他们如何研究、开发和产生出 他们的艺术品。 画室工作：绘画、印刷、雕塑、纺织品或基于屏幕的媒体工作 随着学生在课程的第一年进步，他们开始专注于他们选择的媒介。 他们开发自己的探究路径，在选择艺术家、设计 师和手工艺人的背景下独立完成作品。 比较研究 每个艺术家的旅程的一个基本部分是他们对从历史到现在的其他艺术家、设计师和手工艺者的工作的理解和回应。 学生对艺术史的探索是在一个扩展的比较研究中实现的。在这个研究中，学生解构了能够激发他们自己旅程的艺术 作品，并把它们放置在他们的文化背景中。作为 IB 视觉艺术课程的一个组成部分，学生会参观画廊，亲身体验别人 的作品，这样会需要少量费用。 个人作品展览 在为期两年的课程中，学生将在三个领域内完成工作：2D、3D 和数字化。这些最终积累出在 13 年级末的展出。这 个激动人心的展出活动，其背后是学生在整个学习期间定期参观艺术馆，对展览策划实践有更深入的了解，从而传 达出学生个人的视野。 大学申请作品集 向 HL 学生提供大学申请作品集的指导，来帮助他们在大学申请中选择艺术和设计方面的专业课程。 画廊和当下的电影节目 学生将在课程期间访问三家画廊，考虑策展实践。 作为批判和背景研究的一部分，还将向他们介绍一系列全球艺术 家。

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高级或标准水平？ 高级水平的学生将探索更广泛的媒体和流程，开发更多实质性的作品集。除此之外，两个水平提供的挑战性在给定 的时间内是相同的。

评估 虽然有些工作由 IB 考官进行外部评估，但所有工作都需在课程期间完成。 课程结束时不再有视觉艺术考试。HL 和 SL 的不同评估元素的权重相同，但每个评估元素所要求达到的工作量会有所不同。 评估组成

比重

外部评估 40%

过程档案 记录学生自己的发展、探索和过程。 整理两年课程的数字文件。 比较研究 对其他艺术家、设计师和手工艺者的作品放在文化背景下进行深入调查和比较，激发学生自己 的工作室实践。 [SL 和 HL]。 对于 HL 学生来说，这将进一步扩展为一个个人研究，展示艺术

20%

家如何激发他们自己的艺术实践。

内部评估 该部分由教师进行内部评估，课程结束时由国际文凭组织主持外部复核。 最后的展览

40%

学生从他们两年的艺术实践中选择一个连贯的工作，进行他们自己的实质性的最后的展览。 HL 11 件／SL 7 件。 评估的 10％代表了他们对展览策划实践的理解。

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你的选择组合 当你经历选择过程时，你可能会多次改变主意，因为可能有多种不同的选择可供考虑。 使用下面的表格记录你的选 择，仔细考虑你想做什么和可能的大学前景。

组合 A

组合 B

第一组

第二组*

第三组

第四组

第五组

第六组**

*或从第一组中再选一个不同语言的科目。 **或从第 3 或第 4 组中再选一个科目。

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组合 C

重要联络信息 高级负责人 中学校长

Ms. Sam Sweeney

ssweeney@nlcsjeju.kr

副校长

Mr. Rob Earl

rearl@nlcsjeju.kr

IB 负责人

Mr. Ryan Miles

rmiles@nlcsjeju.kr

UGC 大学申请辅导办公室 负责人

Ms. Bo Young Kim

bokim@nlcsjeju.kr

辅导员

Mr. Alan Nesbit

anesbit@nlcsjeju.kr

辅导员

Mr. Victor Cho

vcho@nlcsjeju.kr

辅导员

Ms. Tannis Waugh

twaugh@nlcsjeju.kr

辅导员

Mr Sung Hyun Baek

shbaek@nlcsjeju.kr

韩语

Ms Jinyoung Kwon

jykwon@nlcsjeju.kr

英语

Mr. Geoff Hall

ghall@nlcsjeju.kr

中文

Mrs. Jenny Liu

jliu@nlcsjeju.kr

第一组语言和文学研究

第二组语言习得 英语第二语言

Ms. Michelle Hamilton-Scott

mhamilton-scott@nlcsjeju.kr

欧洲语

Ms. Laetitia Choi

lchoi@nlcsjeju.kr

中文普通话

Mrs. Jenny Liu

jliu@nlcsjeju.kr

韩语

Ms. Jinyoung Kwon

jykwon@nlcsjeju.kr

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第三组个人与社会 地理

Mrs. Kate Fowler

kfowler@nlcsjeju.kr

历史与政治

Mr. James Tipney

jtipney@nlcsjeju.kr

政治与哲学

Mr. Raymond Maher

rmaher@nlcsjeju.kr

心理学

Ms. Tania Foley

tfoley@nlcsjeju.kr

生物

Ms. Kym Pritchard

kprichard@nlcsjeju.kr

化学

Mr. Ramsey Curtis

rcurtis@nlcsjeju.kr

物理

Dr. Nicholas Gillings

ngillings@nlcsjeju.kr

电脑

Mr Tajvir Singh

tsingh@nlcsjeju.kr

体育

Ms. Tricia De Martino

tdmartino@nlcsjeju.kr

第四组科学

第五组数学 数学

Mr. John Kennedy

jkennedy@nlcsjeju.kr

第六组艺术 音乐

Ms. Mindy Ruskovich

mruskovich@nlcsjeju.kr

戏剧

Mr. Ian Peirson

ipeirson@nlcsjeju.kr

舞蹈

Mrs. Stella Taylor

staylor@nlcsjeju.kr

视觉艺术

Mrs. Sharon Kennington

skennington@nlcsjeju.kr

扩展论文

Ms Tania Foley

tfoley@nlcsjeju.kr

知识理论

Ms Luz Quevedo

lquevedo@nlcsjeju.kr

CAS 创意行动服务

Mrs. Alison Dangerfield

adangerfield@nlcsjeju.kr

核心

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