IB DIPLOMA PROGRAMME HANDBOOK
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TABLE OF CONTENTS 4
IB Learner Profile
5
Introduction
6
The IB Diploma Programme
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Why should I study the IB Diploma Programme?
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Choosing your Diploma Programme Subjects
12
IB Assessment Methods
13
IBDP Grading
14
Conditions for the award of the Diploma
15
Recognition of the Diploma by Universities
16
Graduation Ceremony
3
IB LEARNER PROFILE The aim of IB programmes is to develop internationally minded people who strive to be: Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. As a result, they actively enjoy learning, and this love of learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas, and issues that have local and global VLJQLƬFDQFH ,Q VR GRLQJ WKH\ DFTXLUH LQ GHSWK NQRZOHGJH DQG GHYHORS understanding across a broad and balanced range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems and make reasoned ethical decisions.
Communicators
7KH\ XQGHUVWDQG DQG H[SUHVV LGHDV DQG LQIRUPDWLRQ FRQƬGHQWO\ and creatively in more than one language and a variety of modes of FRPPXQLFDWLRQ 7KH\ ZRUN HƪHFWLYHO\ DQG ZLOOLQJO\ LQ FROODERUDWLRQ ZLWK others.
Principled
They have integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of individuals, groups, and communities. They take responsibility for their own actions and the consequences that accompany them.
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.
Caring
They show empathy, compassion, and respect towards the needs and feelings of others. They have a personal commitment to service and act to PDNH D SRVLWLYH GLƪHUHQFH WR WKH OLYHV RI RWKHUV DQG WKH HQYLURQPHQW
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. In addition, they are brave and articulate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical, and emotional EDODQFH WR DFKLHYH SHUVRQDO ZHOO EHLQJ IRU WKHPVHOYHV DQG RWKHUV
Reflective
They give thoughtful consideration to their own learning and experience. As a result, they are able to assess and understand their strengths and limitations to support their learning and personal development.
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The core values at the Deira International School are:
RESPECT, EXCELLENCE, COLLABORATION AND INTEGRITY
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THE IB DIPLOMA PROGRAMME
The International Baccalaureate Diploma Program ,%'3 LV D FRPSUHKHQVLYH DQG ULJRURXV SUH XQLYHUVLW\ course taken in Years 12 and 13. The program offers students: 1. A balanced and challenging academic experience, which emphasises the education of “the whole person”, thus developing socially responsible citizens of the world. 2. An internationally accepted XQLYHUVLW\ HQWUDQFH TXDOLƬFDWLRQ LQWR XQLYHUVLWLHV 3. International understanding through shared academic experience and development of global awareness. 4. A sense of identity and cultural awareness. 5. Development as critical and compassionate thinkers and informed participants in local and ZRUOG DƪDLUV
The IB Diploma Program is successful and is growing. The IB works with over 3,500 schools in FRXQWULHV WR RƪHU WKH WKUHH IB programs to approximately 1,100,000 students. The Diploma Program for students aged 16 WR VWDUWHG LQ ZLWK ƬUVW examinations in 1970 and is now RƪHUHG E\ ,% :RUOG 6FKRROV Over 5,300 IB World Schools in more than 140 countries teach IB Diploma courses. The IB Organisation is registered as a foundation with the Swiss Federal Government and holds consultative status with UNESCO. It is funded largely from fees paid by participating schools. The +HDG 2ƯFH LV ORFDWHG LQ *HQHYD Switzerland, and there are three 5HJLRQDO 2ƯFHV $IULFD (XURSH 0LGGOH (DVW RƯFH LQ *HQHYD $VLD t 3DFLƬF 6LQJDSRUH DQG The Americas (Washington, %XHQRV $LUHV DQG 9DQFRXYHU 6
The IB Diploma Programme is a balance between the desirability of a broad education and the need to allow some specialisation. In all subjects the emphasis is on the mastery of subject content along with the development of critical thinking and an appreciation of the value and art of learning. To achieve a broad and balanced programme the student must choose one subject from each of these six groups: Students must choose three subjects for study in greater depth at Higher Level (HL) and three subjects for study in somewhat lesser depth at Standard Level (SL). In addition to the above subjects, the Diploma student must complete the IB Diploma core which is made up of three additional requirements. (1) Study a course of Theory of knowledge (ToK). This is an interdisciplinary course intended to stimulate knowledge and experience gained inside and outside the classroom. ToK challenges students to question the bases of knowledge, to be aware of subjective and ideological biases, and to develop a personal mode of thought based on analysis of evidence expressed in rational argument. ToK seeks to develop a coherent approach to learning the academic subjects and encourages appreciation of other cultural perspectives. (2) Undertake original research and write an Extended essay (EE) of some 4,000 words. opportunity to investigate a topic of special interest and acquaints students with the kind of independent research and writing skills expected at university. (3) Actively participate in Creativity, Activity and Service
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
English A: Language and Literature
HL/SL
Arabic A: Language and Literature
HL/SL
Arabic B
HL/SL
French
HL/SL/Ab Initio
Spanish
HL/SL/Ab Initio
History
HL/SL
Geography
HL/SL
Economics
HL/SL
Business Management
HL/SL
Psychology
HL/SL
Digital Society
HL/SL
Biology
HL/SL
Chemistry
HL/SL
Physics
HL/SL
Design Technology
HL/SL
Computer Science
HL/SL
Environmental Systems and Societies
HL/SL
Sports, Exercise and Health Science
HL/SL
Mathematics: Analysis and Approaches
HL/SL
Mathematics: Applications and Interpretations
HL/SL
Theatre
HL/SL
Music
HL/SL
Visual Arts
HL/SL
Any subject from Group 3 or 4
HL/SL
(CAS). CAS involves students in a range of activities alongside their academic studies throughout the Diploma Programme. The three strands of CAS, which are activities are characterised as follows; Creativity: arts and other experiences that involve creative thinking.
Activity: physical exertion contributing to a healthy lifestyle, complementing work elsewhere in the Diploma Programme. Service: an unpaid and voluntary exchange that has a learning Students are able to use their cocurricular participation in sport, music and drama productions to
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IB ENROLMENT REQUIREMENTS We believe that the IB Diploma Programme is an exciting and challenging one. A student who wishes to be academically stimulated and is prepared to commit themselves to hard work should seriously consider the IB Diploma. The programme provides an excellent preparation for the demands of university. Enrolment requirements •
Students currently enrolled at Deira International School are accepted into the Diploma 3URJUDPPH EDVHG RQ DOO URXQG <HDU UHVXOWV 0RVW VXEMHFWV KDYH ƮH[LEOH UHTXLUHPHQWV IRU success.
•
Students from other schools are enrolled based on prior academic records and recommendations.
•
All students must have a commitment to their studies and must be able to work independently.
•
Commitment to achieve a grade 4 or higher in all subjects throughout the course.
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HOW TO DECIDE? WHAT DO I DO WELL IN? WHAT DO I FIND REWARDING?
WHAT DO I WANT TO BE?
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CHOOSING YOUR DIPLOMA PROGRAMME SUBJECTS This document should complement the workshops provides by the IB Team, current IB students and Alumni to help inform your subject choices. The process of subject choices should be consultative with the support of your IB mentor and parents. Remember that you need to choose six subjects, one from each group and that 3 must be at Higher Level and 3 at Standard Level. Take into account: 1. Your interest and ability in the subject. 2. Your commitment to your studies and ability to work independently. 3. Your university and career plans - ask the IB Coordinator and University Counsellors. In making choices at Group 6, students should be very aware of their special interests and abilities. In particular, students with previous success in The Arts should consider taking up one of the DP Arts taking the Diploma should discuss their proposed subject choices with the IBDP mentors before completing course selection forms. Sample Diploma Programmes Example 1: Humanities focus Subjects
Core Requirements
English Lit & Lang (HL) French B (SL) History (HL) Sports, Exercise and Health Science Mathematics: analysis and approaches (SL) Economics (HL)
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Creativity, Action, Service, Theory of Knowledge, Extended essay
Example 2: Science focus Subjects
Core Requirements
English Lit & Lang (SL) Spanish ab initio (SL) Economics (SL) Chemistry (HL)
Creativity, Action, Service, Theory of Knowledge, Extended essay
Mathematics: analysis and approaches (HL) Physics (HL)
Example 3: Creative focus Subjects
Core Requirements
English Lit & Lang (HL) Spanish B (SL) History (HL) Design and technology (SL)
Creativity, Action, Service, Theory of Knowledge, Extended essay
Mathematics: applications and interpretations (SL) Visual arts (HL)
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IB ASSESSMENT METHODS A variety of assessment techniques are used by the IB to award an IB grade. These techniques vary from subject to subject. 1. Internal Assessments is based on assessment by the subject teacher. In all cases the teacher’s assessment is moderated by IB examiners who may require the school to submit samples of students’ assessed work. This applies to course work in Languages, Individuals and Societies, Sciences, Mathematics, Arts and to TOK essays. Internally assessed work a subject. 2. Oral Examinations - in Languages These are conducted by the subject teacher and recorded before being submitted to the IB examiners for moderation. 3 . Written Examinations - in all subjects except Visual Arts, Theatre and Film. These may include multiple choice tests, short answer questions, data and document based questions and essays. The examination scripts are marked by external examiners appointed by the IBO. The marking standards of these examiners are moderated by the Chief Examiner for the subject.
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4. Theory of Knowledge In Year 13, students are given a choice of six essay titles (prescribed by the IBO). They choose one to respond to. In addition, they must prepare a TOK exhibition. All Theory of Knowledge essays are marked and moderated by examiners appointed by the IBO. 5. Extended Essay Depending on the topics chosen, each student is assigned a mentor / teacher who supervises the student through the research process. All Extended Essays are marked and moderated by examiners appointed by the IBO. 6. Creative Activity and Service Activities Students complete self-evaluations of their activities and then activity supervisors also write a brief evaluation. These are then discussed with the CAS Coordinator. Samples of CAS folders are sent to the examiner for evaluation. If the school requirement it will inform the IBO. This is likely to lead to the failure of the Diploma.
IBDP GRADING The grading scheme used for IBDP examinations is as follows: 1 - Very poor 2 - Poor 3 - Mediocre 4 - Satisfactory
5 - Good 6 - Very good 7 Excellent
A grade will not be awarded in any subject where the student has failed to complete any of the required assessment components. For a Diploma student the grades achieved in the six subjects are added together to obtain a total points score.
Bonus points are added to the total as follows: Bonus points matrix
Theory of knowledge (ToK)
Extended essay
Excellent A
Excellent A
Good B
Satisfactory C
Mediocre D
Elementary E
+3
+3
+2
+2
Failing Condition
+2
+2
+1
+2
+1
0
+1
0
0
Good B
+3
Satisfactory C
+3
Mediocre D
+2
Elementary E
Failing Condition
IB Diploma Score
A candidate who writes a Good Extended essay and whose performance in Theory of knowledge is judged to be Satisfactory, will be awarded +2 bonus point.
The maximum score for the IB Diploma is 45.
A candidate who fails to submit any work for Theory of knowledge will not be awarded a Diploma. The failure to submit an Extended essay is also a failing condition.
A maximum of 3 bonus points (ToK and Extended
Students study six subjects with a possible score of 7 in each (6 x 7 = 42).
45. 13
CONDITIONS FOR THE AWARD OF THE DIPLOMA These conditions are an abridged version and should be read in conjunction with the following document published by the IBO – General Regulations: For students DQG WKHLU OHJDO JXDUGLDQV DYDLODEOH DW KWWS ZZZ LER RUJ All assessment components for each of the six subjects and the additional Diploma requirements must be completed in order to qualify for the award of the IB Diploma, except under the conditions stipulated in articles 18 and 19 of the IBO – General Regulations: For students and their legal guardians. The IB Diploma will be awarded to a candidate provided all the following requirements have been met. •
CAS requirements have been met.
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The candidate’s total points are 24 or more.
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There is no “N” awarded for theory of knowledge, the extended essay or for a contributing subject.
•
There is no grade E awarded for theory of knowledge and/or the extended essay.
•
There is no grade 1 awarded in a subject/level.
•
There are no more than two grade 2s awarded (HL or SL).
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There are no more than three grade 3s or below awarded (HL or SL).
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The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).
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The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).
RECOGNITION OF THE DIPLOMA BY UNIVERSITIES The clearest indication of the acceptance of the IB has been the wide recognition it has received from Ministries of Education and universities around the world.
6LQFH WKH ƬUVW H[DPLQDWLRQV ZHUH DGPLQLVWHUHG in 1970, over 1,500,000 students have earned the Diploma. Many of them have chosen to continue WKHLU VWXGLHV RƱHQ LQ RWKHU FRXQWULHV E\ XVLQJ their IB credentials in making application. The terms of recognition vary from country to country. In some instances a negotiated agreement between IBO and a central national authority has been drawn up thereby requiring all institutions in that country to accredit the Diploma in the same ZD\ ,Q RWKHUV LW LV OHƱ WR LQGLYLGXDO XQLYHUVLWLHV WR GHƬQH WKHLU RZQ FRQGLWLRQV 0RUH LQIRUPDWLRQ LV available from the IBO website: www.ibo.org.
individual student’s record. A Diploma score of 36 points is obviously bound to be viewed more favourably than a score of 25. Also, the combination RI VXEMHFWV SDUWLFXODUO\ DW WKH +LJKHU /HYHO LV RƱHQ important. Similarly, the degree of familiarity of the FROOHJH RU XQLYHUVLW\ ZLWK WKH ,% LV OLNHO\ WR LQƮXHQFH the way it interprets the Diploma.
IB recognition by USA Colleges Being an IB student can help students applying to USA colleges in two ways. Firstly, the fact that a student is attempting the IB Diploma shows that the student is committed to serious and challenging academic work. This may help gain admission to college. Secondly, many colleges award credit A further distinction concerns the actual treatment or advanced placement for good IB examination of the Diploma by the universities themselves. scores. There is considerable variation in credit Some use it simply as an admissions document; policy between colleges, between departments RWKHUV ƬQG LW PRUH XVHIXO LQ SODFLQJ VWXGHQWV within a college, and even from year to year. DƱHU WKH\ KDYH EHHQ DFFHSWHG 7R VRPH GHJUHH WKLV GLVWLQFWLRQ LV RƱHQ UHODWHG WR WKH WLPH RI \HDU IB and UK Universities ZKHQ ƬQDO GHFLVLRQV DUH PDGH E\ XQLYHUVLWLHV RQ The IB Diploma is well recognised by British WKH DGPLVVLRQ RI VWXGHQWV ,I WKLV RFFXUV DƱHU WKH XQLYHUVLWLHV $ƱHU FRQVLGHULQJ WKH VWXGHQWpV publication of IB results, the Diploma tends to be application submitted in the autumn before used principally as part of the admissions process JUDGXDWLRQ WKH XQLYHUVLW\ PD\ RƪHU WKH VWXGHQW itself. If it occurs before, as in some parts of the a place on the condition that they achieve certain world, the results of the Diploma are more likely to ,% JUDGHV ,I VKH KH JHWV WKHVH JUDGHV VKH KH LV assist university counsellors and tutors in placing JXDUDQWHHG D SODFH ,I VKH KH MXVW IDLOV WR DFKLHYH students in the courses most appropriate to their the required grades the university may still admit proven academic record. KHU KLP LI WKH\ KDYH VSDUH SODFHV IROORZLQJ WKH SXEOLFDWLRQ RI WKH 8. H[DPLQDWLRQ UHVXOWV $ OHYHOV Two additional facts must be kept in mind. The in August extent of recognition is always dependent on the 15
GRADUATION CEREMONY The IB graduation is the highlight of the school calendar each year. The school community come together at the InterContinental Hotel Festival City to celebrate the achievements of the graduating class. It is a time for relfection and celebration as students complete their 15 year journey at DIS.
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STUDENT CASE STUDIES Ismail Tambawala GCSE Subject Choices
IB Subject Choices
IGCSE Subjects: 1. Chemistry 2. Physics 3. Biology 4. Mathematics 5. English Language 6. English Literature 7. Economics 8. Computer Science 9. Additional Maths Mechanical Engineering
IB Subject: Group 1: English Lang and Lit SL Group 2: French Ab Initio Group 3: Economics HL Group 4: Physics HL Group 5: Maths AA HL Group 6: Computer Science SL 14 Years at DIS
University Choice
Prady Saligram GCSE Subject Choices
IB Subject Choices
IGCSE Subjects: 1. Chemistry 2. Physics 3. Biology 4. Mathematics 5. English Language 6. English Literature 7. Economics 8. Computer Science 9. Spanish
IB Subject:
Computer Science
12 Years at DIS
Group 1: English Lang and Lit SL Group 2: Spanish B SL Group 3: Economics HL Group 4: Physics HL Group 5: Maths AA HL Group 6: Computer Science SL
University Choice
Pelin Ozdemir
GCSE Subject Choices
IB Subject Choices
IGCSE Subjects: 1. Chemistry 2. Physics 3. Biology 4. Mathematics 5. English Language 6. English Literature 7. Geography 8. Art and Design 9. Physical Education
IB Subject:
Finance
15 Years at DIS
Group 1: English Lang and Lit SL Group 2: French B SL Group 3: Economics HL Group 4: Physics SL Group 5: Maths AI HL Group 6: Business Management HL
University Choice 17
Vaynika Gupta GCSE Subject Choices
IB Subject Choices
IGCSE Subjects: 1. Chemistry 2. Physics 3. Biology 4. Mathematics 5. English Language 6. English Literature 7. Geography 8. French 9. Computer Science
IB Subject:
Medicine
5 Years at DIS
Group 1: English Lang and Lit SL Group 2: French B SL Group 3: ITGS SL Group 4: Chemistry HL Group 5: Maths AA HL Group 6: Biology HL
University Choice
Alefiya Asghar
GCSE Subject Choices
IB Subject Choices
IGCSE Subjects: 1. Chemistry 2. Physics 3. Biology 4. Mathematics 5. English Language 6. English Literature 7. Geography 8. Economics 9. Arabic 10.
Group 1: English Lang and Lit HL
Business
6 Years at DIS
Group 2: Spanish Ab Initio Group 3: Geography HL Group 4: Biology SL Group 5: Maths AA SL Group 6: Economics HL
University Choice
Dhulkifl Fairoz GCSE Subject Choices
IB Subject Choices
IGCSE Subjects: 1. Combined Science 2. Computer Science 3. Design Technology 4. Mathematics 5. English Language 6. English Literature 7. Psychology 8. Arabic
IB Subject:
Computer Science
4 Years at DIS University Choice
Group 1: English Lang and Lit SL Group 2: Spanish Ab Initio Group 3: Psychology SL Group 4: Physics HL Group 5: Maths AA HL Group 6: Computer Science HL
EVERY STUDENT REMEMBERS A DIS TEACHER To create an outstanding, multi-cultural learning community which empoweres students to achieve their potential, become life-long learners and responsible global citizens.
Address:
P.O. Box 79043, Al Badia, Dubai Festival City Dubai, United Arab Emirates
Contact Us:
Tel: +971 4 232 5552
www.DISdubai.ae