Part 2: optional themes (SL—two optional themes/HL—three optional themes)
Assessment HL
• oceans and their coastal margins
External assessment (4 hours 30 minutes) – 80%
• hazards and disaster—risk assessment and response (HL only)
• paper 1 (1 hour 30 minutes) – 25% -- syllabus content: core theme -- assessment objectives 1–4 -- section A and section B are common to both SL and HL assessment (60 marks) -- section A: students answer all short-answer questions. Some include data (45 marks) -- section B: students answer one extended response question (15 marks)
• extreme environments Part 3: HL only extension—global interactions • measuring global interactions • changing space—the shrinking world • economic interactions and flows • environmental change • sociocultural exchanges • political outcomes • global interactions at the local level Fieldwork (SL/HL)—All students are required to complete one written report based on the analysis of data collected during fieldwork. In May, all HL and SL Geography students have the opportunity to participate in a six-day residential trip to Australia to carry out this fieldwork. The cost of this trip will be about SGD1300. For students who do not wish to participate in the Australia trip there will be a day dedicated to fieldwork within Singapore instead.
• paper 2 (2 hours) – 35% syllabus content: three optional themes -- assessment objectives 1–4 -- students answer three structured questions based on stimulus material, each selected from a different optional theme—for each theme there is a choice of two questions (20 marks per question) -- some stimulus material is included in the resources booklet -- this paper is common to both SL and HL assessment (60 marks)
Skills developed
• paper 3 (1 hour) – 20% syllabus content: higher level extension -- assessment objectives 1–4 -- students answer one of three essay questions (25 marks)
• locate and differentiate elements of the Earth’s surface
Internal assessment (20 hours) – 20%
• interpret and analyse landscapes, diagrams, maps, graphs and geopolitical cartoons
this component is internally assessed by the teacher and externally moderated by the IB at the end of course.
• process and analyse data using quantitative techniques • undertake geographical investigations and research • communicate ideas orally and in writing (including essays, reports and investigations) • decision-making, problem-solving and debating skills • team work, organisation
Assessment SL External assessment (2 hours 50 minutes) – 75% • paper 1 (1 hour 30 minutes) – 40% syllabus content: core theme -- assessment objectives 1–4 -- section A and section B are common to both SL and HL assessment (60 marks) -- section A: students answer all short-answer questions; some include data (45 marks) -- section B: students answer one extended response question (15 marks) • paper 2 (1 hour 20 minutes) – 35% syllabus content: two optional themes -- assessment objectives 1–4 -- students answer two structured questions based on stimulus material, each selected from a different optional theme. For each theme there is a choice of two questions (20 marks per question) -- some stimulus material is included in the resources booklet -- this paper is common to both SL and HL assessment (40 marks) Internal assessment (20 hours) – 25% this component is internally assessed by the teacher and externally moderated by the IB at the end of course. -- syllabus content: any topic from the syllabus -- assessment objectives 1–4 -- written report based on fieldwork—maximum 2,500 words (30 marks)
10
-- syllabus content: any topic from the syllabus -- assessment objectives 1–4 -- written report based on fieldwork—maximum 2,500 words (30 marks)
History We never truly study history but only what has been written about it. If we wish to participate in the shaping of the modern world it is essential that we understand both the past and the ‘why’ of its writing. Understanding the relationship between history and the historian provides the skills for one to navigate through today’s social, economic and political complexities in an informed and empowered manner. If the UWCSEA mission statement is to be truly meaningful, then we must engender amongst our graduates an appreciation for historical trends, movements and ideas. In other words, we must explore time, place and, most vitally, meaning and identity. History is a vital component of any balanced education, placing as it does a heavy emphasis on document analysis, which encourages students to critically evaluate information put before them, and the ability to make reasoned and balanced judgments, both aloud and on the page. It has a subject matter that involves issues of credibility, plausibility and probability; and a method of disciplined study that deals in arguments and interpretations, not in certainties. As such, the subject of history attempts to marry together both the arts and sciences. Such a foundation is essential if students are to be genuinely self-aware and autonomous individuals. Moreover, history also helps students understand the beliefs of other civilisations stimulating respect and curiosity for cultures both similar and distinct from their own. As a result, the study of history allows for the informed, passionate and respectful participation in contemporary societies. This participation can manifest itself in a thousand different ways from supporting a candidate running for public office; to protesting a grave injustice; to finding books to read and discovering places to visit.