DP Subjects Guide for 2022-2024 by rgs.vn

INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME 2022-2024 COHORT

R E I G AT E G R A M M A R S C H O O L V I E T N A M

CONTACT gita.gemute@reigategrammar.edu.vn No. 7 Nguyen Cong Thai Street, Dai Kim Urban Area Dinh Cong, Hoang Mai, Hanoi, Vietnam Tel: +84 (0) 2435 409 183

Acknowledgement: Information within the following handbook has been drawn from various sources and as such are subject to the original copyright IB Learner profile 2006, IB DP Subject Guides and Guides and IB DP Subject Briefs as well as IB DP Guides to Core content Further information can be found at: http://www.ibo.org/programmes/diploma-programme/curriculum/ Reigate Grammar School Vietnam is an IB World School*, authorised to impart the International Baccalaureate (IB) Primary Years and Diploma Programmes. IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision.** *Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the IB Career-related Certificate (IBCC). Candidate status gives no guarantee that authorisation will be granted. For further information about the IB and its programmes, visit www.ibo.org **Mission Statement from the IB The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

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INTRODUCTION The purpose of this guide is to outline the structure of the International Baccalaureate Diploma Programme that Reigate Grammar School Vietnam (RGSV) offers to students in Years 12 and 13 (Grades 11 and 12).

THE RGSV MISSION STATEMENT

THE IBO MISSION STATEMENT

Reigate Grammar School Vietnam empowers and inspires students to become active, lifelong learners by providing a challenging, globally relevant curriculum that meets the needs of individual learners.

“The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

Our holistic and balanced approach nurtures each student’s potential and their enquiring minds. We foster international-mindedness by connecting students to their local and global communities to foster awareness and sustainable action. Our Vision Reigate Grammar School Vietnam aspires to nurture, empower and connect students with their local and global communities, to become international citizens who are active, compassionate and life-long learners. Nurture Empower Connect Our Values The core set of values, principles and skills we seek to promote in our students include: Enquiry Creativity Independent learning Problem solving Critical thinking Teamwork International mindedness

To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

R E I G AT E G R A M M A R S C H O O L V I E T N A M

WHAT IS THE IB DIPLOMA PROGRAMME? The Diploma Programme of the International Baccalaureate (IB Diploma) is a course of study for post-16 students of Secondary School. It leads to external examinations and the award of a diploma. The IB Diploma is recognised by leading universities around the world. The success of the programme can be measured by the 10% growth rate in schools taking on the Diploma. The IB Diploma programme is now offered in over 4,795 schools, located in over 150 countries in six continents.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

WHAT IS THE IB DIPLOMA PROGRAMME CURRICULUM? IB Diploma candidates are required to study six subjects. Three subjects are taught at Higher Level (HL), the others at Standard Level (SL). While it is possible to take four subjects at Higher Level, this is not recommended other than exceptional cases. HL courses represent 240 teaching hours SL courses require 150 hours. One subject is chosen from each of the following groups:

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IB DP Curriculum Model GROUP 1: Studies in Language and Literature course. The languages we offer are: Vietnamese Language and Literature, English Language and Literature, Korean Language and Literature, both at Higher and Standard Level. A student may also study their mother tongue as a School Supported Self Taught Literature course, at Standard Level only. GROUP 2: Language acquisition. This language could be: Language B – a second language course for students who have studied the language for a minimum of 2 years and a maximum of 5 years – French and English Language ab initio (Standard Level only) – a second language course for students new to language or with a limited background in that language – Spanish ab initio French and Mandarin are offered as an ab initio subject at RGSV in conjunction with Pamoja Education [at an additional cost]; NOTE: A student can study a second Language A (from Group 1) in place of a group 2 language. GROUP 3: Individuals and Societies Business Management, Geography, History and Information Technology in a Global Society. GROUP 4: Sciences Biology, Chemistry, Computer Science and Physics GROUP 5: Mathematics Mathematics: application and interpretation and Mathematics: analysis and approaches GROUP 6: Arts and Electives Music or Visual Arts or: A second choice from Group 3 or A second choice from Group 4. CORE Additionally, each diploma candidate must participate in the Theory of Knowledge (TOK) and Creativity/Activity/Service (CAS) courses and write an Extended Essay (EE). The unique characteristics of TOK, CAS and the Extended Essay (known as the IB Diploma Core) qualify them to receive the full Diploma of the International Baccalaureate.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

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

Reigate Grammar School Vietnam is committed to the IB Learner Profile as an integral part of the life of the school. With the Learner Profile and Bladins’s own ethos of igniting the spark of genius, every student can be elevated to the pinnacle of their own potential.

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development

We are also committed to equipping our students with the necessary 21st Century transferable skills. Therefore we integrate the following Approaches to Learning into our curricula: Thinking Skills Communication Skills Social Skills Research Skills Time-Management Skills

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The Core Theory of Knowledge (TOK) This course is obligatory for every candidate for the Diploma. It is a key element in the educational philosophy of the IB. Its purpose is to stimulate critical reflection upon the knowledge and the experience of students both in and outside the classroom. The course is thus “philosophical” in the sense that it is meant to encourage students to acquire a critical awareness of what they and others know through analyzing concepts and arguments as well as the bases of value judgments, which all human beings have to make. Programme of Study 1. Core theme Me as a knower What shapes my perspective? Where do our values come from? How can we navigate the world? How can we tell when we are being manipulated? 2. Optional themes (At least 2 studied) Knowledge and technology Knowledge and indigenous societies Knowledge and politics Knowledge and religion Knowledge and language 3. Areas of Knowledge Mathematics Natural sciences Human sciences History The arts ASSESSMENT (please consult the Reigate Grammar School Vietnam: ToK Handbook for details) Theory of Knowledge is not a course that is assessed by external, terminal examination as in other IB subjects. Instead, there are two pieces of assessment: Essay on a prescribed title presented in the form of a knowledge question (1,200-1,600 words). This task is assessed externally. Worth 67% of grade Exhibition of 3 objects which show how TOK manifests in the real world. This task is assessed internally (but externally moderation). Worth 33% of grade. Completed at the end of Grade 11.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Extended Essay All Diploma students must undertake an Extended Essay on a topic of their choice within an IB subject. This requirement reflects the principle that independent research skills are vital to all areas of study and deserve a central role in the curriculum. Along with the Theory of Knowledge and Creativity, Activity, Service components, the Extended Essay provides the ‘glue’ that makes the Diploma a coherent and integrated qualification. Please note that despite the title, projects can be undertaken in any subject not just those traditionally associated with formal essay writing. The Extended Essay is an in-depth study of a focused topic within a DP subject. It is recommended that students spend around 40 hours on it, though many willingly exceed this, often by a significant amount. Students have a maximum of five contact hours, including 3 mandatory reflection sessions, with an EE supervisor, who is usually a teacher within the school. Students are obviously expected to work independently for the remainder of the time. The EE supervisor provides the candidate with advice and guidance in the skills of undertaking research – by assisting, for example, with defining a suitable topic, with techniques of gathering and analyzing information/ evidence/data, with documentation methods for acknowledging sources and with writing an their reflections. The work is typically undertaken over several months.

Core Content:

Students are required to write independently a research essay (maximum 4000 words) on a topic of their own choice in an IB subject.

Assessment:

All Extended Essays are marked externally.

Marks for the essay are based on subject-specific content and specific research skills which are common and highly-transferable: and graded through five criteria: Criterion A: focus and method Criterion B: knowledge and understanding Criterion C: critical thinking Criterion D: presentation Criterion E: engagement Examples of Extended Essay titles: “An analysis of costume as a source for understanding the inner life of the character” “A study of malnourished children in Indonesia and the extent of their recovery after a period of supervised improved nutrition.” “Doing versus being: language and reality in the Mimamsa school of Indian philosophy.” “The effects of sugar-free chewing gum on the pH of saliva in the mouth after a meal.” “To what extent has the fall in the exchange rate of the US dollar affected the tourist industry in Carmel, California?” “What level of data compression in music files is acceptable to the human ear?” (please consult the Reigate Grammar School Vietnam: Extended Essay Handbook for further details) 11

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The Core Creativity Activity and Service (CAS)

Creativity, activity, service (CAS) is at the heart of the Diploma Programme. It is one of the three essential elements in every student’s Diploma Programme experience. It involves students in a range of activities alongside their academic studies throughout the Diploma Programme. The three strands of CAS, which are often interwoven with particular activities, are characterised as follows.

CAS enables students to enhance their personal and interpersonal development through experiential learning through taking action and reflection on those actions. At the same time, it provides an important counterbalance to the academic pressures of the rest of the Diploma Programme. A good CAS programme should be both challenging and enjoyable, a personal journey of self-discovery. Each individual student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life-changing.

Creativity: arts, and other experiences that involve creative thinking. Activity: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme. Service: an unpaid and voluntary exchange that has a learning benefit for For student development to occur, CAS should involve: Real, purposeful activities, with significant outcomes the student. The rights, dignity and autonomy of all those involved are Personal challenge—tasks must extend the student and be respected. achievable in scope Thoughtful consideration, such as planning, reviewing progress, reporting Reflection on outcomes and personal learning.

All proposed CAS activities need to meet these four criteria. It is also essential that they do not replicate other parts of the student’s Diploma Programme work.

Reflection

As concurrency of learning is important in the Diploma Programme, therefore, CAS activities should continue on a regular basis for as long as possible throughout the programme, and certainly for at least 18 months.

Investigation Refle ctio n

tion flec Re

Action

Preparation R e fl e c ti o n

Menmonstration

Successful completion of CAS is a requirement for the award of the IB Diploma. CAS is not formally assessed, however students do need to document their activities and provide evidence that they have achieved seven key learning outcomes. Each student will be required to keep notes in an online journal (via Managebac) including evidence of their planning, involvement, and self-evaluation. The school’s CAS Coordinator will monitor student planning and performing. A student who fails to fulfil the CAS requirements will not be eligible for the IB diploma. (please consult the Reigate Grammar School Vietnam: CAS Handbook for more details)

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

How the Core contributes to the final Diploma Score

While the Diploma Core consists of three elements. The Creativity, Activity, Service element must be completed but does not count towards the below Diploma points. The Extended Essay and Theory of Knowledge components are awarded grades A to E, with A being the highest grade and E being the lowest. These grades are then combined according to the following table, and up to three core points can be awarded.

Theory of Knowledge Extended

Excellent

Good

Satisfactory

Mediocre

Elementary

No grade

Essay

Excellent A

Failing condition

Good B

Failing condition

Satisfactory C

Failing condition

Mediocre D

Failing condition

Elementary E

Failing condition

No grade N

Receiving an E in either the Extended Essay or Theory of Knowledge will result in the Diploma of the International Baccalaureate not being awarded to the student. Diploma Courses certificates will still be awarded for each of the subjects that the student has taken.

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International Baccalaureate Diploma Programme Subject Selection Processes and Procedures Year 11 (Grade 10) students will begin learning about the International Baccalaureate Diploma Programme (IBDP) during Semester two of their Year 11 (Grade 10) year. Please see the timetable below. This timetable outlines items to be focused on for subject selection and career focuses, and sets deadlines for information to be shared with parents. During Semester two, Year 11 (Grade 10) students will be introduced to the different programmes of study offered at RGS Vietnam, and the various course options that all students have. Additionally, students will be researching and considering careers options to better inform them of how their future goals might impact their subject selection processes. These subject selection and careers-focused sessions will occur either during subject group classes or scheduled Friday homeroom times and invitation to special presentations. The Diploma Programme Coordinator (DPC) schedules these days and times into the overall homeroom calendars and coordinates the course presentations with the appropriate teachers and the careers focused events with the University Counsellor (UC). These are required components of the Year 11 (Grade 10) Homeroom pastoral programme. Procedures: Year 11 (Grade 10) students will: Complete a subject pre-survey at the start of Semester 2 Attend the IBDP Subject Selection events in Semester 2 Participate in the IBDP Taster Day in Semester 2. Have their IBDP subject selection be finalized and approved by the Diploma Programme Coordinator (DPC) by 26th May. In selecting to pursue the Full IB Diploma students will need to: Have successfully completed Year 11 (Grade 10) Select 3 Higher Level (HL) classes and 3 Standard Level (SL) classes Select a Language A as appropriate Meet subject requirements as outlined in the DP Subjects Guide IB Diploma Courses are appropriate for students who: Do not have a Language A Cannot access one or more courses at HL Or are approved by the Head of Secondary If the school deems students not to be suited for the IBDP, the school may consider alternate graduation pathways including Diploma Courses or A Levels.

Procedures for changing Subject Selection after May: Students who would like to make changes to their subject selection after May confirmations will need to do the following: If a change request occurs during the summer, students in combination with parents will need to email the DPC to request the change. The DPC will confirm the change and update relevant documents as soon as possible over the holiday period. During Semester 1 of the Year 12 (Grade 11) IBDP students will have 4 weeks to make a subject selection and/or programme change. In order to make the change students will have to: Have attended at least 3 lessons of the subject or 3 weeks in the programme under consideration for a change Have a valid justification for the change Complete a subject change or programme change form that will need to be signed by: Teachers teaching the classes connected to the change Programme coordinator University counsellor Parents There will be no subject changes after Term 1of Year 12 (Grade 11) unless exceptional circumstances are brought to the attention of the DPC and the Head of Secondary. Subject Level changes will be considered on an ongoing basis Any consideration of changes will be at the discretion and consultation of the DPC and Head of Secondary. If a change request is not approved students may appeal to the Headmaster Procedures for Subject Selection for new students: New students will make their choices from 1st May by submitting their subject selection document before 1st June and confirmation will be made before the end of semester. If they have been enrolled for the next academic year at RGSV before 1st May then they will be invited to attend the subject selection evening and taster day. Over the summer New students will make their choices by submitting their subject selection document before 1st August. Confirmation will be made after 1st August and by the start of the new academic year. Parent meetings: Information about Subject Selection Process Workshop on Selecting subjects: Matching interests with university requirements Subject Selection evening *required*

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Timeline for Post-16 Option Choices Semester 2: Week (Month)

Subject Selection

Week 1 (7th February 2022 - after TET)

DP Coordinator presents in homerooms about the programmes

Week 2 (14th February 2022)

DP Language Subject Presentations in classes: - English A - English B - Vietnamese A - Korean A - French B - Spanish Ab initio

Week 3 (21st February 2022 )

DP Maths Group Subject Presentations in classes: - Mathematics: Applications and Interpretations - Mathematics Analyses and Approaches

Week 4 (28th February 2022)

DP Individuals and Societies Subject Presentations in classes: - Digital Society (formally ITGS) - Business Management - History - Geography

Week 5 (7th March 2022)

DP Sciences Subject Presentations in classes: - Chemistry - Biology - Physics - Computer Science

Week 6 (14th March 2022)

DP Subject Presentation: - Visual Arts - Music Survey of subject selection

Week 7 (21st March 2022)

DP Taster Day/s Students visit classes and experience a lesson.

Week 8 (28th March 2022)

DPC visit homerooms to answer questions about subject selection evening

Week 9 (4th April 2022)

Subject Selection Evening

Week 11 (18th April 2022)

Teachers fill in information regarding appropriateness of subject selection

Week 12 (25th April 2022)

IGCSE Examinations Review Subject Selection/counsel students and parents

Week 13 (2nd May 2022)

Review Subject Selection/counsel students and parents New students entering RGSV can begin the selection process

Week 14 (9th May 2022) Week 15 (16th May 2022)

Review Subject Selection/counsel students and parents IGCSE Exams Final subject changes completed All parent meetings finalized Information shared with Head of Secondary

Week 16 (23rd May 2022)

IGCSE exams / Semester 2 exams

Week 17 (30th May 2022)

IGCSE exams

Summer

Present Students Can email DP Coordinator regarding subject changes New Students To be interviewed for enrollment and subject selections need to be made by 1st August and approved by the DPC in coordination with Admissions 15

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GROUP 1 Studies in Language and Literature Language A Literature School Supported Self-Taught Languages

Entry requirements:

Who should take this course?

What current students say…

All Students: The ability to write and read at a native speaker level in their own home language

Students who cannot access a language A in another language offered. Students who want to strengthen their home language Students who enjoy studying literature and are able to do so in their own language.

“I enjoy being able to read and write in my own language again!”

Through the study of a wide range of literature, the Language 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 Language 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. Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into three parts, each with a particular focus.

Readers, Writers and Texts: aims to introduce students to the notion and purpose of literature and the ways in which texts can be read, interpreted and responded to. Time and Space: draws attention to the fact that texts are not isolated entities, but are connected to space and time. Intertextuality: connecting texts focuses on the connection between and among diverse texts, traditions, creators and ideas. SL students will study nine works, whereas HL will study thirteen works. This will include works written originally in the language studies, as well as works in translation. Assessment at SL Assessment component

Weighting

External assessment (3 hours) Paper 1: Guided literary analysis (1 hour 15 minutes) Paper 2: Essay (1 hour 45 minutes)

70% 35% 35%

Internal assessment Individual oral (15 minutes)

30%

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Language and Literature English, Vietnamese & Korean Language A: Language and Literature comprises four parts—two relate to the study of language and two to the study of literature. Entry requirements:

Who should take this course?

What current students say…

English New students: Students who have completed an IGCSE 0500 course with a grade C or above or an equivalent IB MYP Year 3 course with a grade 5 or above.

English Students who intend to complete their G11 and G12 education with and IB Diploma.

English “This course is very different from IGCSE. You are required to think differently, you explore a variety of literary and non-literary texts and you prepare to write lengthy essays and an individual oral. Even the grading is different from IGCSE”.

Internal students: Students who have completed IGCSE 0500 course with a grade C or above. Vietnamese: New student: Students who pass the entrance exam and who have learnt Vietnamese in primary and secondary school Internal students: Students who completed Vietnamese programs in previous classes. Korean: New student: Students who pass the entrance exam and who have learnt Korean in primary and secondary school Internal students: Students who completed Korean programs in previous classes.

Students who have confidence in reading, writing and speaking skills and wish to extend these skills through a rigorous DP, two year course. Students who are organised to develop their own portfolio and are equipped to meet deadlines and reach standard or higher level course expectations. Vietnamese: Students who hold a Vietnamese passport and intend to complete a Bilingual Diploma Degree. Korean: Students who hold a Korean passport and intend to complete a Bilingual Diploma Degree.

Vietnamese: "The IBDP Vietnamese: Language and Literature course is absolutely splendid in its own nature. I am taking the course at HL level and the diversity, wide range of topics and mediums (photography, diary, caricature, novels,...) truly shows that it is not only rich and challenging in knowledge, but also extremely applicable and useful in many future career paths." I really appreciate the experience that Vietnamese IBDP gives me. Self-study and time management are essential skills for university and we're able to practice all that in IBDP. Korean: "Korean A L&L subject is an essential subject for developing logical and critical thinking. L&L subject is very helpful in future social life because they deal with not only literary works but also various non-literary texts such as movies and newspaper articles." “I experienced various perspectives and learned about creative interpretation and critical acceptance.” “Korean A L&L subject is not just a subject limited to language or literature, but a subject that studies how to logically organize our arguments and convey them convincingly.”

R E I G AT E G R A M M A R S C H O O L V I E T N A M

Part of the course

Parts 1: Readers writers and texts

Study of one literary works and non-literary texts. Equal time should be arranged for literary works and non-literary texts.

Study of two literary works and non-literary texts. Equal time should be arranged for literary works and non-literary texts.

Parts 2: Time and space

Study of one literary works and non-literary texts. Equal time should be arranged for literary works and non-literary texts.

Study of two literary works and non-literary texts. Equal time should be arranged for literary works and non-literary texts.

Part 3: Intertextuality

Study of two literary works to prepare for the final exam paper2.

Paper 1: Non-literary text analysis

An analysis of one non-literary text or extract (1 hour and 15 minutes)

A comparative analysis of a pair of texts, at least one of which is non literary (2 hours 15 minutes)

Paper 2: Literary essay

Write a literary essay about two works in response to a question (1 hour 45 minutes)

Individual Oral

15-minute individual oral exploring two of the texts in relation to a global issue of the student’s choice

HL Essay

Write a 1200-1500 word formal essay, following a line of inquiry of their own choice into one of the texts studied

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. 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 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. The course is designed to be flexible —teachers have the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills.

An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. In view of the international nature of the IB and its commitment to intercultural understanding, the Language A: Language and Literature course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important to IB Diploma Programme students because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.

Distinction between SL and HL The model for Language A: Language and Literature is the same at SL and HL, but there are significant quantitative and qualitative differences between the levels. In the literature sections the number of texts prescribed is greater at HL than at SL. In the language sections students are generally expected to cover many more texts of all kinds at HL than at SL. Two of the assessment tasks at SL are significantly easier than the comparable tasks at HL. The first is the Paper 1 textual analysis, where SL students address and analyse only one passage, while HL students make a comparative analysis of two passages. The second is the HL Essay, where HL students must write a 1200-1500 word formal essay, following a line of inquiry of their own choice into one of the texts studied. HL Language A: Language and Literature candidates will have a choice between writing about a non-literary or literary text. Students can choose any of the texts studied during the course, with the exception of the texts they have used for their internal assessment or that they plan to use for their Paper 2.

Differences between the HL and SL Language and Literature course Assessment at SL Assessment component

Weighting

External assessment (3 hours) Paper 1: Textual analysis (1 hour 15 minutes) Paper 2: Essay (1 hour 45 minutes)

70% 35% 35%

Internal assessment Individual oral

30%

Assessment at HL Assessment component Internal assessment (4 hours) Paper 1: Comparative textual analysis (2 hours 15 minutes) Paper 2: Essay (1 hour 45 minutes) HL Essay Internal assessment Individual oral

Weighting 80% 35% 25% 20 % 20%

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GROUP 2 Language Acquisition Overview Group 2 Language acquisition consists of a foreign language course that is offered in French, Spanish and English. Language AB INITIO & B are language acquisition courses designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process allows the learner to go beyond the confines of the classroom, expanding their awareness of the world and fostering respect for cultural diversity. The language course develops students’ linguistic abilities through the development of receptive, productive and interactive skills.

Placement onto Group 2 courses is designed to ensure that students are following the course that is most suited to their needs and that will provide them with an appropriate academic challenge whether it is at SL or HL.

Language B: French and English Entry requirements:

Who should take this course?

What current students say…

New students: At least 2 years of French at IGCSE level or equivalent are a pre-requisite for non native speakers or / and students who did not study in a French school or with French language as a medium

Priority for students with grade A* or A at IGCSE Students with B at IGCSE with great motivation and work ethic

“The course covers many important topics and themes which are similar to other classes but from a different angle.”

Internal students: At least 2 years of French at IGCSE level or equivalent are a pre=requisite for non native speakers or / and students who did not study in a French school or with the French language as a medium

Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material enables students to develop mastery of language skills and intercultural understanding. It should not be intended solely for the study of specific subject matter or content.

“This helps both learn the language and gather new knowledge about France and culture in French-Speaking countries.” “The course includes a lot of media (e.g. movies, music, etc.)” “The topics are interesting and allow to know more about the culture and life in French-speaking countries.”

There are 5 assessment objectives for the language B course. Students will be assessed on their ability to: 1. Communicate clearly and effectively in a range of contexts and for a variety of purposes. 2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. 3. Understand and use language to express and respond to a range of ideas with fluency and accuracy. 4. Identify, organize and present ideas on a range of topics. 5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. Presently at Reigate Grammar School Vietnam Language B is offered at both HL and SL in French and in English

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Course structure Five prescribed themes are common to the syllabi of Language B and Language ab initio; the themes provide relevant contexts for study at all levels of language acquisition in the DP, and opportunities for students to communicate about matters of personal, local or national, and global interest. The five prescribed themes are: Identities Experiences Human ingenuity Social organization Sharing the planet. The themes allow students to compare the target language and culture(s) to other languages and cultures with which they are familiar. The themes also provide opportunities for students to make connections to other disciplinary areas in the DP. Language B assessment at SL and HL: All language B Courses follow a common Assessment structure and teaching sequence Assessment component for SL

Weighting

External assessment (3 hours) Paper 1 (1 hour 15 minutes) Productive skills—writing (30 marks) 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. Paper 2 (1 hour 45 minutes) Receptive skills—separate sections for listening and reading (65 marks) Listening comprehension (45 minutes) (25 marks) Reading comprehension (1 hour) (40 marks) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

75% 25%

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. (30 marks)

25%

Assessment component for HL

Weighting

External assessment (3 hours 30 minutes) Paper 1 (1 hour 30 minutes) Productive skills—writing (30 marks) 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. Paper 2 (2 hours) Receptive skills—separate sections for listening and reading (65 marks) Listening comprehension (1 hour) (25 marks) Reading comprehension (1 hour) (40 marks) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

75% 25%

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. (30 marks)

25%

50%

R E I G AT E G R A M M A R S C H O O L V I E T N A M

Language AB INITIO: Spanish Entry requirements:

Who should take this course?

What current students say…

New students: Opened to all students new to this language or with a limited background in that language.

Anyone who desires to learn a new language as a beginner and discover the culture from the different Spanish-speaking countries.

“Studying Spanish at RGSV is an amazing opportunity to discover not only a new language but also so many different cultures as we learn from all the Spanish-speaking countries.”

Internal students: Opened to all students new to this language or with a limited background in that language.

Language AB INITIO is an additional language-learning course designed for students new to a second language or with a limited background in that language. It may only be studied at SL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material enables students to develop mastery of language skills and intercultural understanding. It should not be intended solely for the study of specific subject matter or content. There are 5 assessment objectives for the language AB INITIO course. Students will be assessed on their ability to: 1. Communicate clearly and effectively in a range of contexts and for a variety of purposes. 2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. 3. Understand and use language to express and respond to a range of ideas with fluency and accuracy. 4. Identify, organize and present ideas on a range of topics. 5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. Presently at Reigate Grammar School Vietnam Language AB INITIO is offered at SL in Spanish

The themes allow students to compare the target language and culture(s) to other languages and cultures with which they are familiar. The themes also provide opportunities for students to make connections to other disciplinary areas in the DP. Language B assessment at SL and HL: All language B Courses follow a common Assessment structure and teaching sequence Assessment component for SL

Weighting

75% 25%

25%

50%

Course structure Five prescribed themes are common to the syllabi of Language AB INITIO; the themes provide relevant contexts for study at all levels of language acquisition in the DP, and opportunities for students to communicate about matters of personal, local or national, and global interest. The five prescribed themes are: Identities Experiences Human ingenuity Social organization Sharing the planet. 22

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

GROUP 3 Individuals and Societies

Geography Entry requirements:

Who should take this course?

What current students say…

New students: An interest in current affairs and real world events. A deep interest in the world around them to understand the connections between humans and their environment.

Students interested in learning more about the world around them

“I never realised how broad Geography is and all it contains”

Students interested in challenging their own ideas as well as ideas of others

“I like being challenged to think critically and develop my skills of evaluation”

Students who enjoy learning through discussion and debate

“I like learning through a variety of different media: watching, listening, reading and exploring graphical information”

Strong and confident use of the Egnlish language. IGCSE Geography or MYP 5 Individuals and Societies or other social science course at a ‘B’ grade or higher. Internal students: In addition to the above. Ambitious students who invest effort into their own success.

Students who enjoy writing Students who enjoy considering a variety of different perspectives on the same issue Students who enjoy learning about current issues through real-life examples

"I enjoy sharing my opinion and actively contributing to lessons. I like listening to what my classmates think and challenging their ideas”

IGCSE Geography‘B’ grade students may consider SL IBDP Geography. IGCSE Geography‘A’ grade students may consider HL IBDP Geography. In addition, Pre-DP students are likely to have deeply enjoyed the content taken as part of the Geography section of their Humanities classes.

R E I G AT E G R A M M A R S C H O O L V I E T N A M

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives.

Distinction between SL and HL Students at standard level (SL) and higher level (HL) in Geography are presented with a syllabus that has a common core and optional themes. HL students also study the higher level extension. The syllabus requires the development of certain skills, attributes and knowledge as described in the assessment objectives of the course. Although the skills and activity of studying Geography are common to both SL and HL students, the HL student is required to acquire a further body of knowledge, to demonstrate critical evaluation, and to synthesise the concepts in the higher level extension. In summary: SL: students study two optional themes; HL students study three optional themes, providing further breadth HL: students study the HL extension—global interactions, and examine, evaluate and synthesize the prescribed concepts, which by their nature are complex, contestable, interlinked and require holistic treatment. This provides further depth at HL. Course structure The course consists of four sections. SL and HL core Geographic perspectives— global change Changing population Global climate— vulnerability and resilience Global resource consumption and security HL extension— HL only Geographic perspectives— global interactions Power, places and networks Human development and diversity Global risks and resilience

Within group 3 subjects, Geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The Diploma Programme Geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies. Geography takes advantage of its position between both of these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

Optional themes (SL/HL) Geographic themes—seven options Two options are studied at SL, and three at HL Freshwater—drainage basins Oceans and coastal margins Extreme environments Geophysical hazards Leisure, tourism and sport Food and health Urban environments Internal Assessment - SL and HL: Fieldwork Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation Assessment at SL Assessment component

Weighting

External assessment (2 hours 45 minutes) Paper 1 (1 hour and 30 minutes) Paper 2 (1 hour and 15 minutes)

75% 35% 40%

Internal assessment (20 teaching hours) Fieldwork

25%

Assessment at HL Assessment component

Weighting

External assessment (4 hours 30 minutes) Paper 1 (2 hour and 15 minutes) Paper 2 (1 hour and 15 minutes) Paper 3 (1 hour)

80% 35% 25% 20%

Internal assessment (20 teaching hours) Fieldwork

20%

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Business Management Entry requirements:

Who should take this course?

What current students say…

New students: Good command of English for both reading and writing

Everybody who is interested in what is happening around them since Business is everywhere and touches everything

‘I can no longer walk into a supermarket or convenience store without thinking business’

Internal students: IGCSE English C or above

‘Some of the articles we read are about issues I have never thought about before’ ‘I am learning about so many interesting topics’ ‘I always thought I would love Marketing most. I am doing my Internal Assignment on Financial tools’

The Business Management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the sociocultural and economic contexts in which those organizations operate. The course covers the key characteristics of business organization and environment, and the business functions of human resource management, finance and accounts, marketing and operations management. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment. The conceptual learning is firmly anchored in business management theories, tools and techniques and placed in the context of real world examples and case studies.

The aims of the business management course at HL and SL are to: Encourage a holistic view of the world of business Empower students to think critically and strategically about individual and organizational behaviour Promote the importance of exploring business issues from different cultural perspectives Enable the student to appreciate the nature and significance of change in a local, regional and global context Promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organizations Develop an understanding of the importance of innovation in a business environment.

The course encourages the appreciation of ethical concerns, at both a local and global level. It aims to develop relevant and transferable skills, including the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation. The course also develops subject-specific skills, such as financial analysis. There will be focus on current Business News so students can learn to apply, analyse and evaluate through the lens of actual Business events. Through these contemporary case studies, students can broaden their scope and collect ideas for their Internal Assessment.

R E I G AT E G R A M M A R S C H O O L V I E T N A M

Distinction between SL and HL

Business Management assessment at SL

The HL course in business management differs from the SL course in business management in terms of the: Recommended hours devoted to teaching (240 hours for HL compared to 150 hours for SL) Extra depth and breadth required (extension units for HL) Nature of the internal assessment task Nature of the examination questions. Course structure

Assessment component

Weighting

External assessment (3 hours) Paper 1 (1 hour and 15 minutes) Paper 2 (1 hour and 45 minutes)

75% 30% 45%

Internal assessment (15 teaching hours)

25%

Business Management assessment at HL

Unit 1: Business organization and environment Unit 2: Human resource management Unit 3: Finance and accounts Unit 4: Marketing Unit 5: Operations management

Assessment component

Weighting

External assessment (4 hours 30 minutes) Paper 1 (2 hour and 15 minutes) Paper 2 (2 hour and 15 minutes)

75% 35% 40%

Internal assessment (30 teaching hours)

25%

History Entry requirements:

Who should take this course?

What current students say…

New students: N/A

Students who enjoy reading and writing, especially as related to non-fiction materials. You should have an interest in learning about past events. Previous experience with IGCSE History is an asset.

“In my previous years we had to just memorize dates and names…here however essays check how you understood and analyzed the events. I personally think it’s the best way to learn history”

Internal students: N/A

History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying History develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

The IB Diploma Programme (DP) history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

History and international-mindedness ... an education for international-mindedness; an education designed to break down the barriers of race, religion and class; an education that extolled the benefits of cultural diversity; above all else, an education for peace. (George Walker 2011: 19) International-mindedness is an umbrella term through which the IB defines the goal of international education, and which is exemplified by the emphasis in all IB programmes on promoting global engagement, multilingualism and intercultural understanding. The DP history course is designed in such a way as to explicitly reinforce the emphasis on the development of international-mindedness. For example, one of the key concepts that weaves throughout the course is perspectives, and, more specifically, an emphasis on encouraging students to appreciate multiple perspectives. In addition, all students are required to study case studies and examples from different regions of the world, with comparison of such examples helping to ensure that the course adopts a transnational perspective. Teachers also have a great deal of freedom to choose relevant examples to explore with their students, helping to ensure that the course appropriately meets their students’ needs and interests regardless of their location or context. Throughout the DP history course, students have the opportunity to explore historical events that have played a key role in shaping the world today, deepening their understanding of the complex and interconnected nature of past and present events. For example, students explore historical examples of many of the global challenges facing the world today, such as conflict, rights and governance. This helps to meet one of the central aims of the course—to increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past. Distinction between SL and HL Students at standard level (SL) and higher level (HL) are presented with a syllabus that has a common core consisting of prescribed subjects and topics in world history. In addition, students at HL are also required to undertake an in-depth study of three sections from one of the HL regional options. While many of the skills of studying history are common to both SL and HL, the difference in recommended teaching hours at SL and HL signals a clear distinction between the demands made on students, with the greater depth of study required for HL.

SL Assessment Assessment component

Weighting

External assessment (2 hours 30 minutes)

75%

30%

Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Historical investigation Students are required to complete a historical investigation into a topic of their choice. (25 marks)

25%

45%

HL Assessment Assessment component

Weighting

External assessment (5 hours)

80%

Paper 1 (1 hour) Source-based paper based on the five prescribed subjects. Choose one prescribed subject from a choice of five. Answer four structured questions. (24 marks) Paper 2 (1 hour 30 minutes) Essay paper based on the 12 world history topics. Answer two essay questions on two different topics. (30 marks) Paper 3 (2 hours 30 minutes) Separate papers for each of the four regional options. For the selected region, answer three essay questions. (45 marks)

20%

25%

35%

R E I G AT E G R A M M A R S C H O O L V I E T N A M

Digital Society Entry requirements:

Who should take this course?

What current students say…

None

Students who are interested in the impact of technology on society. The course is suitable for students with no prior knowledge or experience of ICT.

“I thought I knew a lot about computers but the Digital Society course made me realize that they are a lot more complicated than I expected.”

This course used to be named Information and Technology in a Global Society. The curriculum has been reviewed, and the course has now been renamed to Digital Society. However, at the preparation of this booklet the final guide had not been shared by the IBO. First examinations for this course will be May 2024. Digital society is an interdisciplinary course within the Individuals and Societies subject group designed for young people interested in exploring the impact and importance of digital systems and technologies in the contemporary world. At its heart, digital society invites students to develop as ethical, empathetic and creative young people who address the changing world around them with understanding, imagination and action. The aims of the ITGS higher level courses are to: Focus inquiry using course concepts, content and contexts as well as real-world examples Explore diverse sources relevant to digital society Investigate impacts and implications of digital systems for people and communities Reflect on emerging trends, future developments and further insights. Share discoveries about digital society with others

Course structure 1. 2. 3. 4. 5. 6. 7. 8.

What is digital society? Data Algorithms Computers Networks and the Internet Media Artificial Intelligence Robots and autonomous technologies

Higher Level Extensions: 1. 2. 3.

Global Well-being Governance and human rights Sustainable development

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Digital Society assessment at SL Assessment component External assessment

Digital Society assessment at HL Weighting TBD

Assessment component External assessment

Paper 1 Questions that address the common SL and HL syllabus and real-world examples in an integrated way.

Paper 2 Source-based questions that address the common SL and HL syllabus in an integrated way. Sources may include text, audio, visuals, data, diagrams and/or infographics.

Paper 2 (TBD) Source-based questions that address the common SL and HL syllabus in an integrated way. Sources may include text, audio, visuals, data, diagrams and/or infographics.

Inquiry Project (Internal assessment) (30 teaching hours) Project An Inquiry into impacts and implications of digital systems for people and communities. The requirements are common to both SL and HL students. The submission requirements for the project include an inquiry process document, a recorded multimedia presentation and a list of references.

TBD

Weighting TBD

Paper 3 (1 hour and 15 minutes) Questions that address an intervention related to an HL extension challenge topic. A brief statement indicating the real-world nature of a selected challenge topic will be released four months prior tothe examination. Students will be required to evaluate an intervention and recommend steps for future action.

Internal assessment (30 teaching hours)

TBD

Project An Inquiry into impacts and implications of digital systems for people and communities. The requirements are common to both SL and HL students. The submission requirements for the project include an inquiry process document, a recorded multimedia presentation and a list of references.

R E I G AT E G R A M M A R S C H O O L V I E T N A M

GROUP 4 Sciences Biology Entry requirements:

Who should take this course?

What current students say…

New or internal students: Higher Level: B* grade in IGCSE* Biology, Co-ordinated or Combined Sciences. Standard Level: C* grade in IGCSE* Biology, Co-ordinated or Combined Sciences. *or equivalent

Students who are looking at taking university courses in biomedical studies, pharmacology, environmental sciences, food sciences and psychology. Students taking this DP course will have a good background in Biology.

“I really enjoyed unit 2, particularly when we learned about Carbohydrates, Fats and Proteins, as I am interested in learning about nutrition in my own time so I found learning about the fundamentals of food beneficial”

Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In the Diploma Programme Biology course, it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of the subject. By studying Biology in the DP students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings

Through the overarching theme of the nature of science, the aims of the DP Biology course are to enable students 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.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Distinction between SL and HL Group 4 students at SL and HL undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes. While the skills and activities of Group 4 Science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level material and in the common options. The distinction between SL and HL is one of breadth and depth. Group 4 Project All Diploma Course candidates must participate in an interdisciplinary investigation into the nature and process of science. This is a collaborative investigation including students from all four disciplines.

Assessment at SL Assessment component

Weighting

External assessment (3 hours) Paper 1 MCQ (45 minutes) Paper 2 (1 hour and 15 minutes) Paper 3 (1 hour)

80% 20% 30% 20%

Internal assessment (10 hours)

20%

Assessment at HL

Course structure

Assessment component

Core (SL and HL) 1. Cell biology 2. Molecular biology 3. Genetics 4. Ecology 5. Evolution and biodiversity 6. Human physiology

External assessment (4 hours 30 minutes) Paper 1 MCQ (1 hour) Paper 2 (2 hour and 15 minutes) Paper 3 (1 hour and 15 minutes)

80% 20% 36% 24%

Internal assessment (10 hours)

20%

Additional higher level 7. Nucleic acids 8. Metabolism, cell respiration and photosynthesis 9. Plant biology 10. Genetics and evolution 11. Animal physiology

Weighting

Option (choice of 1 out of 4) 1. Neurobiology and behaviour 2. Biotechnology and bioinformatics 3. Ecology and conservation 4. Human physiology

R E I G AT E G R A M M A R S C H O O L V I E T N A M

Chemistry Entry requirements:

Who should take this course?

What current students say…

New or internal students: Higher Level: B* grade in IGCSE* Chemistry, Co-ordinated or Combined Sciences. Standard Level: C* grade in IGCSE* Chemistry, Co-ordinated or Combined Sciences. *or equivalent

Students don’t have to become Scientists but should have a curiosity about the world around them. Also, many careers require a Chemistry background such as Doctors, Forensic Scientists, Chemical Engineers and so forth.

“I think the course covers what I need if I were to pursue Chemistry further”

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. All students undertake both theory and practical work as they complement one another naturally, both in school and in the wider scientific community. The DP Chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century. By studying Chemistry, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Chemistry provides students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.

Through the overarching theme of the nature of science, the aims of the DP chemistry course are to enable students 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.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Course structure Core (SL and HL) 1. Stoichiometric relationships 2. Atomic structure 3. Periodicity 4. Chemical bonding and structure 5. Energetics/thermochemistry 6. Chemical kinetics 7. Equilibrium 8. Acids and bases 9. Redox processes 10. Organic chemistry 11. Measurement and data processing

Assessment at SL

Assessment component

Weighting

External assessment (3 hours) Paper 1 MCQ (45 minutes) Paper 2 (1 hour and 15 minutes) Paper 3 (1 hour)

80% 20% 30% 20%

Internal assessment (10 hours)

20%

Assessment at HL Assessment component

Weighting

External assessment (4 hours 30 minutes) Paper 1 MCQ (1 hour) Paper 2 (2 hour and 15 minutes) Paper 3 (1 hour and 15 minutes)

80% 20% 36% 24%

Internal assessment (10 hours)

20%

Additional higher level 12. Atomic structure 13. The periodic table—the transition metals 14. Chemical bonding and structure 15. Energetics/thermochemistry 16. Chemical kinetics 17. Equilibrium 18. Acids and bases 19. Redox processes 20. Organic chemistry 21. Measurement and analysis Option (choice of 1 out of 4) A. Materials B. Biochemistry C. Energy D. Medicinal chemistry

R E I G AT E G R A M M A R S C H O O L V I E T N A M

Physics Entry requirements:

Who should take this course?

What current students say…

New or internal students: Higher Level: B* grade in IGCSE* Physics, Co-ordinated or Combined Sciences. Standard Level: C* grade in IGCSE* Physics, Co-ordinated or Combined Sciences. *or equivalent

Students who plan to study physical sciences or Engineering should take Physics. This course is also for those students who have a natural curiosity about how things work in the physical world, whether it’s at the classical or quantum level.

“What I like the most about the subject is that it has a strong and obvious connection to real life. Physics inspires me in a way that it makes me pay logical attention to my surroundings from the physics perspective. As a music lover, I am especially interested in waves and how they travel to make sound.”

Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides helping us better understand the natural world, physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. By studying Physics, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Physics provides students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.

Through the overarching theme of the nature of science, the aims of the DP physics course are to enable students 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.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Assessment at SL

Assessment component

Weighting

External assessment (3 hours) Paper 1 MCQ (45 minutes) Paper 2 (1 hour and 15 minutes) Paper 3 (1 hour)

80% 20% 30% 20%

Internal assessment (10 hours)

20%

Assessment at HL Assessment component

Weighting

External assessment (4 hours 30 minutes) Paper 1 MCQ (1 hour) Paper 2 (2 hour and 15 minutes) Paper 3 (1 hour and 15 minutes)

80% 20% 36% 24%

Internal assessment (10 hours)

20%

Additional higher level 9. Wave phenomena 10. Fields 11. Electromagnetic induction 12. Quantum and nuclear physics Option (choice of 1 out of 4) A. Relativity B. Engineering physics C. Imaging D. Astrophysics

R E I G AT E G R A M M A R S C H O O L V I E T N A M

Computer Science Entry requirements:

Who should take this course?

What current students say…

New students: HL & SL Level completed the IGCSE Computer Science course or any experience with Computing or Computer Science is an advantage,

Computing science is aimed at students who wish to study Computer Science at university level.

“It is an in depth course that covers many topics that we didn't study at IGCSE level”

Internal students: HL & SL Level completed the IGCSE Computer Science course, a background in coding would an advantage

The DP Computer Science course requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved. During the course the student will develop computational solutions. This will involve the ability to: Identify a problem or unanswered question Design, prototype and test a proposed solution Liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

The aims of the Computer Science courses are to: Provide opportunities for study and creativity within a global context that will stimulate and challenge students developing the skills necessary for independent and lifelong learning Provide a body of knowledge, methods and techniques that characterize computer science Enable students to apply and use a body of knowledge, methods and techniques that characterize computer science Demonstrate initiative in applying thinking skills critically to identify and resolve complex problems Engender an awareness of the need for, and the value of, effective collaboration and communication in resolving complex problems Develop logical and critical thinking as well as experimental, investigative and problem-solving skills Develop and apply the students’ information and communication technology skills in the study of computer science to communicate information confidently and effectively 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 continued developments in IT systems and computer science Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Course structure Core syllabus content SL/HL core Topic 1: System fundamentals Topic 2: Computer organization Topic 3: Networks Topic 4: Computational thinking, problem-solving and programming HL extension Topic 5: Abstract data structures Topic 6: Resource management Topic 7: Control Case study Additional subject content introduced by the annually issued case study Option SL/HL core HL extension Students study one of the following options: Option A: Databases Option B: Modelling and simulation Option C: Web science Option D: Object-oriented programming Internal assessment Solution Practical application of skills through the development of a product and associated documentation Group 4 project

Computer Science assessment at SL Assessment component

Weighting

External assessment (2 hours and 30 minutes)

70%

Paper 1 (1 hour and 30 minutes) Short answer and structured questions covering the following subject objectives:

45%

Know and understand Apply and Use Construct, analyse and evaluate Paper 2 (1 hour) Answer questions on their chosen option covering the following subject objectives:

25%

Know and understand Apply and Use Construct, analyse and evaluate Internal assessment (30 teaching hours)

Solution The development of a solution for a specified client to a specified problem or an unanswered question.

Computer Science assessment at HL Assessment component

Weighting

External assessment (4 hours and 45 minutes)

80%

Paper 1 (2 hours and 10 minutes) Short answer and structured questions covering the following subject objectives: Know and understand Apply and Use Construct, analyse and evaluate

40%

Paper 2 (1 hour and 20 minutes) Answer questions based on their chosen option covering the following subject objectives: Know and understand Apply and Use Construct, analyse and evaluate Paper 3 (1 hour) Answer questions based on the case study covering the following subject objectives: Know and understand Apply and Use Construct, analyse and evaluate Internal assessment (30 teaching hours)

20%

Solution The development of a solution for a specified client to a specified problem or an unanswered question. 37

R E I G AT E G R A M M A R S C H O O L V I E T N A M

GROUP 5 Mathematics Students will be able to choose from two courses. Mathematics: applications and interpretation, or, Mathematics: analysis and approaches. Both courses will provide the students the options of studying the subject at SL or HL. These courses include core syllabus content for SL along with extended syllabus content within each topic for HL. Students wishing to study subjects with a high degree of mathematical content should therefore opt for a mathematics HL course rather than a mathematics SL course. Course structure All topics are compulsory. Students must study all the SL sub-topics in each of the topics in the syllabus as listed in this guide. Topic 1: Number and Algebra Topic 2: Functions Topic 3: Geometry and trigonometry Topic 4: Statistics and probability Topic 5: Calculus Mathematical exploration: Internal assessment in Mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

SL These courses cater for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as Chemistry, Economics, Psychology and Business Administration. The intention is to introduce students to these concepts in a comprehensible and coherent way. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. HL These courses cater for students with a good background in Mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include Mathematics as a major component of their university studies, either as a subject in its own right or within courses such as Physics, Engineering and Technology. Others may take this level because they have a strong interest in Mathematics and enjoy meeting its challenges and engaging with its problems. These courses focus on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Mathematics: applications and interpretation SL/HL Mathematics: applications and interpretation focuses on introducing important mathematical concepts through the development of mathematical techniques, with a greater emphasis on Topic 2 (Functions) and Topic 4 (Probability and Statistics). Technology will play a large role in this course.

Entry requirements:

Who should take this course?

What current students say…

SL: New students: Passing entrance test Internal students: No specific requirements

SL: Students who do not plan to take mathematics-related courses at the university level.

“The Internal Assessment allows me to explore the area that I like and learn to connect mathematical theories with real-life situations.”

HL: New students: Passing entrance test with a score of at least 80%

HL: Students who consider mathematics as one of their strongest subjects but prefer technology to algebra.

Internal students: Achieving at least a B in IGCSE Additional Mathematics OR an A* in IGCSE Mathematics (Extended)

Mathematics: analysis and approaches SL/HL Mathematics: analysis and approaches also focuses on introducing important mathematical concepts through the development of mathematical techniques, however, with a greater emphasis on Topic 1 (Number and algebra), Topic 3 (Geometry and trigonometry) and Topic 5 (Calculus). Algebraic skills will be tested and developed in this course.

Entry requirements:

Who should take this course?

What current students say…

SL: New students: Passing entrance test Internal students: Passing the IGCSE Additional Mathematics OR achieving a minimum of a D in IGCSE Mathematics (Extended)

SL: Students whose university entry requirements do not include Higher Level for the mathematics course.

SL: "Mostly algebra and calculus but there is also some stats and probability."

HL: New students: Passing entrance test with a score of at least 80% Internal students: Achieving at least a B in IGCSE Additional Mathematics OR an A* in IGCSE Mathematics (Extended)

HL: Students who have successfully completed the Cambridge IGCSE Additional Mathematics course; students who consider mathematics as one of their strongest subjects

HL: "There is a lot to learn. There are a lot of concepts."

R E I G AT E G R A M M A R S C H O O L V I E T N A M

Assessment in Mathematics SL Assessment component

Assessment in Mathematics HL Weighting

Assessment component

Weighting

External assessment

80%

External assessment

80%

Paper 1 (1 hour 30 minutes) Technology required for AI (Applications and Interpretations). No technology allowed for AA (Analysis and Approaches). Short-response and extended response questions. Paper 2 (1 hour 30 minutes) Technology required. Short-response and extended response questions.

40%

30%

Internal assessment

20%

Paper 1 (2 hours) Technology required for AI (Applications and Interpretations). No technology allowed for AA (Analysis and Approaches). Short-response and extended response questions. Paper 2 (2 hours) Technology required. Short-response and extended response questions. Paper 3 (1 hour) Technology required. Two compulsory extended-response problem-solving questions. Internal assessment

20%

Mathematical exploration Internal assessment in mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics and will be externally moderated by the IB at the end of the course.

40%

30% 20%

Mathematical exploration Internal assessment in mathematics HL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics and will be externally moderated by the IB at the end of the course.

GROUP 6 The Arts Visual arts Entry requirements:

Who should take this course?

What current students say…

A natural interest in visual art is important and having previous success in drawing and painting is an advantage.

The IB DP Visual Art program is aimed at students who want a career in the creative arts sector. These include careers in; architecture, animation, fashion, illustration, and photography.

“I am learning how to communicate my ideas through my artwork”

Preferably students will have secondary Art experience (Yr. 10-11). Those enrolled at RGSV in Year 11 should have studied IGSCE Visual Art or Prep DP Visual Art.

Students who take Visual Arts will develop skills in drawing and painting, sculpture, photography, and digital art, as well as learning how to curate exhibitions and journal their process.

“Art challenges the way I see the world, to develop and change what I am thinking.” “When I do Art I have a safe place to express myself.”

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Visual Arts continually creating new possibilities and can challenge traditional boundaries. This is evident both in the way we make art and in the way we understand what artists from around the world do. Theory and practice in visual arts are dynamic, ever changing and connect many areas of study and human experience through individual and collaborative production and interpretation.

New ways of expressing ideas help to make visual arts one of the most interesting and challenging areas of learning and experience. The processes of designing and making art require a high level of cognitive activity that is both intellectual and affective. Engagement in the arts promotes a sense of identity and makes a unique contribution to the lifelong learning of each student. Study of visual arts provides students with the opportunity to develop a critical and intensely personal view of themselves in relation to the world.

Course structure

Visual Arts assessment

Visual arts in context Visual arts methods Communicating visual arts Distinction between SL and HL Because of the nature of the subject, quality work in visual arts can be produced by students at both HL and SL. The aims and assessment objectives are the same for visual arts students at both HL and SL. Through a variety of teaching approaches, all students are encouraged to develop their creative and critical abilities and to enhance their knowledge, appreciation and enjoyment of visual arts. The course content for HL and SL may be the same. However, due to the different amount of time available for each, students at HL have the opportunity to develop ideas and skills, to produce a larger body of work and work of greater depth. In order to reflect this, the assessment criteria are differentiated according level.

Assessment component

Weighting

Comparative study (External assessment) Students analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts SL: 10-15 Screens HL: 10-15 Screens plus an artwork related to the artist of study and 3 Screens

20%

Process portfolio (External assessment) Students submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two- year course SL: 9-18 Screens HL: 13-25 Screens

40%

Exhibition (Internal assessment) Students submit for assessment a selection of resolved artworks from their exhibition. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication. SL: 4-7 Artworks, Exhibition Text and Curatorial Rationale HL: 8-11 Artworks, Exhibition Text and Curatorial Rationale

40%

R E I G AT E G R A M M A R S C H O O L V I E T N A M

Music Entry requirements:

Who should take this course?

What current students say…

New students: ABRSM G4 (or above) or equivalent in any instrument.

Musicians dedicated to all- round learning in Music.

“Music is a very challenging subject at DP level”.

Researchers, Performers and Composers- you will integrate all of these roles into your work.

“You must be ready to work really hard to achieve well in this course”!

Music theory Knowledge ABRSM G4 (or above) or equivalent. Compstional/ Notation experience will help. Internal students: All of the above A* A or B at IGCSE Music recommended.

Open minded musicians who are prepared to step out of their comfort zone to interact with the four Areas of Inquiry. Mature, hardworking students!

Music is an essential part of the human experience and a unique mode of creativity, expression and communication. Music is both functional and meaningful, and its vitality and complexity enriches our lives. Though music is rooted in specific societies and cultures, it also transcends—and often connects—them. Music not only offers a way of understanding the world, but also a means by which we can express and share our understanding of it with others. Music’s many rich histories continue to evolve through individual and collaborative contributions. In the past, as in our contemporary and increasingly digital world, music responds to, and is shaped by, new and emerging technologies and approaches. The study of music encourages inquiry into creative practices and performance processes. Music study develops listening, creative and analytical skills, as well as encouraging cultural understanding and international-mindedness. In this way, music is a catalyst for expanding critical thinking—a crucial life skill. When we understand others and ourselves through music, we are empowered to make positive and effective change in the world.

“I am learning to use research, analysis and contextual information for preparing my own performance and creative work”.

In this course, students and teachers engage in a journey of imagination and discovery through partnership and collaboration. Students develop and affirm their unique musical identities while expanding and refining their musicianship. Throughout the course, students are encouraged to explore music in varied and sometimes unfamiliar contexts. Additionally, by experimenting with music, students gain hands-on experience while honing musical skills. Through realizing and presenting samples of their musical work with others, students also learn to communicate critical and artistic intentions and purpose. As students develop as young musicians, the course challenges them to engage practically with music as researchers, performers and creators, and to be driven by their unique passions and interests while also broadening their musical and artistic perspectives.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

Distinction between SL and HL The syllabus differentiates between SL and HL. The greater breadth and depth required for HL is reflected through an additional assessment task. This task requires HL students to demonstrate knowledge and understanding of the core syllabus areas by formulating and communicating intentions for a project that is based on: Real-life practices of music-making Their experiences as developing musicians in this course Their collaboration with others.

Course Structure

External/ Internal

Course Structure

External/ Internal

Exploring Music in Context

External

30%

20%

Presenting Music

External

40%

30%

Internal

30%

Students select samples of their work for a portfolio submission (maximum 2,400 words). Student submit:

Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry. The submission contains:

a. written work demonstrating engagement with, and understanding of, diverse musical material

a. Presenting as a researcher o programme notes (maximum 600 words) with fully notated scores and evidence of any work produced in Digital Audio Workstations.

b. practical exercises: o creating: one creating exercise (score maximum 32 bars and/or audio 1 minute as appropriate to style) o performing: one performed adaptation of music from a local or global context for the student’s own instrument (maximum 2 minutes)

b. Presenting as a creator o composition and/or improvisation (maximum 6 minutes)

c.supporting audio material (not assessed). Experimenting with Music Students submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry in a local and/or global context. The report provides a rationale and commentary for each process. Students submit: a. a written experimentation report that supports the experimentation (maximum 1,500 words) b. practical musical evidence of the experimentation process: o three related excerpts of creating (total maximum 5 minutes) o three related excerpts of performing (total maximum 5 minutes)

Internal

30%

20%

c. Presenting as a performer o solo and/or ensemble (maximum 12 minutes) o excerpts, where applicable (maximum 2 minutes)

The Contemporary Music-Maker (HL only) Students submit a continuous multimedia presentation documenting their real-life project. Students submit: Multimedia presentation (maximum 15 minutes), evidencing: a. the project proposal b. the process and evaluation c. the realized project, or curated selections of it.

100% 100%

R E I G AT E G R A M M A R S C H O O L V I E T N A M

Admissions to the Diploma Programme at RGSV CAN ANYONE ENTER THE IB DIPLOMA PROGRAMME?

Yes! The IB Diploma is an open programme. However, the programme is rigorous and students are advised to seriously consider the recommendations of teachers and counsellors before choosing their subjects as this can impact upon success at the IB Diploma. Admission to the Diploma Programme at RGSV is firmly rooted in two supporting principles. The first being, where possible all students who can benefit from participation in the IB Diploma Programme should have that opportunity. The second is that where possible all students should have access to the full Diploma Programme. Admission Routes. Internal Entries: (Existing Students moving from Year 11 / Grade 10 to Year 12 / Grade 11) Students entering the IB Diploma internally from the IGCSE Programme at RGSV take part in an extensive course selection process that includes input from staff as well as the DP Coordinator and University Counsellor. The Diploma Programme course selection process occurs during Year 11 (Grade 10), where students take part in a series of workshops and seminar sessions as outlined in the IB Diploma Subject selection section below. While each student is individual and this is evident within each student’s own programme, RGSV advises that students selecting Higher Level (HL) subjects would be expected to regularly achieve Grade B or above during the final two years of in-school assessment or as a final IGCSE Grade in that subject. All students entering the Diploma Programme should also demonstrate a commitment to the Learner Profile, in part evidenced through their approach to learning. For Standard Level (SL) subjects students would be expected to regularly achieve Grade C or above during the final two years of in-school assessment or as a final IGCSE Grade in that subject. Where a student has not met the above requirements fully, entry to the fully Diploma Programme may be granted as a conditional entry through discussion with the Headmaster or Head of Secondary and the DP Coordinator. Students entering conditionally will be expected to follow a support programme agreed with the DP Coordinator towards successful completion of the Diploma Programme. Progress of conditional students will also be monitored throughout the programme with target setting and review meetings twice each semester.

Students who have not met the above requirements may elect to take individual IB Diploma Programme courses. Where this route is deemed appropriate for the student and their future aspirations individual programmes of courses and support will be developed in thorough discussion with the DP Coordinator and University Counsellor. External Entries: All external entries to the Diploma Programme undertake placement testing to help determine suitable pathways through the programme for each student. Programme testing is based on the preliminary subject choices of each entrance student with tests in English and Mathematics mandatory for all applicants. This is considered in conjunction with previous school records and results of any recognised external examinations or assessments that are aligned to the expectations for Internal entrance within RGSV. As part of the application process each applicant, and their parents, have an individual course selection meeting with the Diploma Programme Coordinator and University Counsellor following successful completion of all entrance requirements prior to formal acceptance onto the Diploma Programme. Each application is processed on a case by case basis. For example: IGCSE as per RGSV Internal candidates IB MYP. HL subjects: regularly achieving a 5 or above in the final two years of the MYP. SL subjects: regularly achieving a 4 or above in the final two years of the MYP Other systems as equivalent. For further details please refer to the RGSV Admissions Policy.

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

WHAT DOES SUCCESSFUL COMPLETION OF THE IB DIPLOMA PROGRAMME MEAN?

All final written examinations are taken at RGSV in May of Year 13 (Grade 12), but they are set and assessed by IBDP external examiners. In addition, for most subjects, approximately 25% of the assessment is done internally. The DP grading scheme for each subject is as follows: 7 = excellent 6 = very good 5 = good 4 = satisfactory 3 = mediocre 2 = poor 1 = very poor The Diploma of the International Baccalaureate will be awarded to a candidate whose overall score is 24 points or above, provided all the following requirements have been met: Numerical grades have been awarded in all six subjects registered for the Diploma; An approved programme of CAS has been completed; Grades A (highest) to E (lowest) have been awarded for both Theory of Knowledge and an extended essay, with a grade of at least D in one of them; There is no grade 1 in any subject; There is no grade 2 at Higher Level; There is no more than one grade 2 at Standard Level; Overall, there are no more than three grade 3 or below; At least 12 points have been gained on Higher Level subjects (candidates who register for 4 Higher Level subjects must gain at least 16 points at Higher Level); At least 9 points have been gained on Standard Level subjects (candidates who register for two Standard Level subjects must gain at least 6 points at Standard Level); The final award committee has not judged the candidate to be guilty of malpractice.

The Diploma of the International Baccalaureate will be awarded to a candidate whose score is 28 points or above, provided all the following requirements have been met: Numerical grades have been awarded in all six subjects registered for the Diploma; An approved programme of CAS has been completed; Grades A (highest) to E (lowest) have been awarded for both Theory of Knowledge and an extended essay, with a grade of at least D in one of them; There is no grade 1 in any subject; There is no more than one grade 2 at Higher Level; There are no more than two grades 2 at Standard Level; Overall, there are no more than three grade 3 or below; At least 11 points have been gained on Higher Level subjects (candidates who register for 4 Higher Level subjects must gain at least 14 points at Higher Level); At least 8 points have been gained on Standard Level subjects (candidates who register for two Standard Level subjects must gain at least 5 points at Standard Level); The final award committee has not judged the candidate to be guilty of malpractice. Bonus points Up to three bonus points in total can be earned for performance in the Theory of Knowledge and the Extended Essay. These bonus points are added to the candidate’s total score.

R E I G AT E G R A M M A R S C H O O L V I E T N A M

IS IT NECESSARY TO FOLLOW THE WHOLE PROGRAMME?

ONLINE LEARNING

Students who wish to obtain the Diploma of the International Baccalaureate must meet all requirements. Under some conditions it may not be possible for a student to take the full IB Diploma Programme. In these instances a student is entered for Individual Diploma Programme Course credits, whereby the student gains individual certification from the IB for each successfully completed full IB Diploma Subject course.

IB World Schools, like RGSV, have the opportunity to enrol students in Diploma Programme courses online. These courses are developed and delivered by IB-approved online course providers. Approved course providers comply with the IB standards and practices for course development and course delivery. RGSV will be using the successful Pamoja Education provider.

HOW DO STUDENTS DECIDE WHICH PROGRAMME AND SUBJECTS TO TAKE? Since all candidates have different needs and backgrounds, it is important to work out which programme to take in consultation with the IB Coordinator and University Counsellor. This process starts in Year 11 (Grade 10); prior to the student starting the two-year programme. There will also be Information Evenings to inform parents and students about the various courses offered.

(A 21ST CENTURY APPROACH TO BROADENING EDUCATIONAL OPPORTUNITIES)

We, as well as the IB recognise that Diploma Programme courses online can: Extend subject choice for students in IB World Schools Create the potential for different ways to experience international and intercultural classrooms Enable students to develop essential learning skills. Students, especially those new to online learning, can find the initial experience challenging. An online course will require as much, if not more, of a student’s time as the equivalent face-to-face course. Consequently, the time devoted to online courses will be scheduled as a regular part of a student’s school day, with the expectation that a student will need additional time to study and complete assignments. The time allotted for this by the school will also be used for meetings between the student and site-based coordinator to discuss grades, progress and to resolve technical or other issues. As courses can be accessed at any time during the day or night, students may sometimes wish to start an assignment during the day and finish it away from school. Success for students also relies on their access to appropriate hardware, software and to the internet. A prestart technical check will take place by the site-based coordinator to ensure that the student is able to operate all necessary systems and pre-empt a loss of time at the beginning of the course. Students will require off-school time to complete course work; therefore, the site-based coordinator will ensure, via liaising with the family, that students have the necessary devices and systems for offsite access. Effective time management skills and self-discipline are necessary for students to succeed in online courses. Online students will have frequent interaction with teachers and classmates synchronously via web conferencing, phone calls, online chats or other technologies, as well as asynchronously via discussion boards, forums, wikis, feedback on assignments and other means. Students taking a Diploma Programme course online will study the same material and take the same exams as face-to-face students. Taken from IBO Publication Diploma Programme courses online: An overview for schools (Aug 14)

DP SUBJECTS GUIDE FOR 2022-2024 COHORT

RECOGNITION OF THE IB DIPLOMA FOR ADMISSIONS

UK universities and colleges accept the International Baccalaureate Diploma for entry to all first degree courses and higher education institutions. However, the institutions are autonomous, and therefore the standards required (i.e. combination of IB subjects, points secured in total and in individual subjects) are a matter for each individual institution to decide. Requirements will vary considerably depending on the institution and the course. RGSV recommends that students read the IB guide on applying to the U.K. as an IB student. (https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/recognition---international -student-guide-uk--march2016---eng.pdf.pdf)

Although there is no national ministry or centralised bureaucracy in the United States that controls university admission or placement, all colleges and universities value and accept the International Baccalaureate Diploma as a valid qualification equivalent to the American high school diploma. Some higher education institutions will also accept Diploma Courses. RGSV recommends that students read the IB guide on applying to the U.S. as an IB student. (https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/recognition---international -student-guide-us--march2016---eng.pdf.pdf)

TO UNIVERSITIES AND COLLEGES – UK

All applications for full-time undergraduate degree, Diploma of Higher Education, HND and Foundation degree courses at UK Higher Education institutions should be made via UCAS (Universities and Colleges Admissions Service). All applications are made online via the UCAS website (www.ucas.com) between 1 September and 15 January for entry in the following September/October. (However, applications for the University of Oxford or the University of Cambridge, and for courses in Medicine, Dentistry, Veterinary Science and Veterinary Medicine must be made by 15 October of the year preceding entry). Applicants may select up to five choices of institution/course, but are restricted to four choices for courses in Medicine, Dentistry, Veterinary Science and Veterinary Medicine with the opportunity to apply to one further choice of courses in other subject areas. Applications to Art and Design courses are made through two different pathways of equal status: (a) Route A (simultaneous route) - applications to be made between 1 September and 15 January (b) Route B (sequential route) - applications to be made between 13 February and 24 March. Institutions make their decisions independently of each other and relay them to applicants via UCAS. If the IB Diploma has not yet been achieved, the offers will normally be conditional on specified IB grades being obtained. Please refer to the UCAS website (www.ucas.com) which includes Course Search listing entry requirements for all courses in the UCAS scheme. For further information: UCAS PO Box 28 Cheltenham GL52 3LZ www.ucas.com

TO UNIVERSITIES AND COLLEGES – USA

A student interested in post-secondary study in the USA should contact the college or university he or she is interested in directly. Each university application is unique, and it is the student’s responsibility to explore the college's website, email the Admissions Officer and discuss with the University Counselor to understand all the requirements and deadlines of the specific college or university. In general terms, U.S. colleges and universities require you to submit a written application for admission, which is often done through the Common Application (www.commonapp.org), the Coalition Application (www.coalitionforcollegeaccess.org) or individual university websites. University applications often include written essays and a list of extracurricular activities the student has undertaken. Students will also need to request two letters of recommendation from teachers. RGSV will submit these letters of recommendation and a transcript with secondary school grades directly to the university on the student’s behalf. Additionally, many universities require either the Scholastic Aptitude Test (www.collegeboard.org) or the American College Test (www.act.org). These tests are being reconsidered as the COVID-19 pandemic has left students around the world without access to the SAT/ACT testing centers. As a result, many universities have implemented test-optional policies. Students whose first language is other than English are normally required to take the Test of English as a Foreign Language (www.toefl.org) or International English Language Testing System (www.ielts.org). IB exams, while not mandatory, will increase a student’s chance for securing admission to selective universities and often count as credit towards completing a bachelor's degree. Other web sites may be helpful in answering general and specific questions about the college admissions process in the U.S.A. Consult The National Association of College Admissions Counseling (www.nacac.com); The College Board (www.collegeboard.org); EducationUSA (www.educationusa.info) and the Higher Education Directory and the Higher Education Resource Center of the web site for the Council of International Schools (www.cois.org).

Reigate Grammar School Viet nam, No 6-7 Nguyen Cong Thai Street, Dai Kim New Urban Area, Hoang Mai District, Hanoi, Vietnam. +84 (0) 2435 409 1831 inquiry@reigategrammar.edu.vn reigategrammar.edu.vn