Table of Contents
Content
Page
Introduction to the IB
Letter from the IB Head of School and Coordinator
General Introduction to the IB Diploma Programme
IBO Learner Profile
Attendance, Assessment, and Grading
Constructing a Diploma Course Program
What do You Want to Study In College?
IB Options Form
Courses
Group 1: language and Literature
Language A 1HL: Literature
Group B: Language Acquisition
Spanish ab initio
Spanish SL/HL
French SL
Group 3: Individuals and Societies
History HL
Psychology SL
Group 4: Experimental Sciences
Biology HL
Physics SL
Group 5: Mathematics
Mathematical Studies SL
Mathematics SL/HL
Group 6: The Arts
Music SL
Visual Arts SL/HOL
Core Requirements for Diploma Students
Theory of Knowledge (TOK)
Extended Essay (EE)
Creativity, Action, Service (CAS)
Important Documents
IB Student Expectations and Fees
Year One Fee Worksheet
Year two Fee worksheet
Appendix 1- The Award of the Diploma
Appendix 2- Academic Honesty
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LETTER FROM THE IB HEAD OF SCHOOL AND IB COORDINATOR
Dear Students and Parents
The Green Bay West High School is proud to offer the International Baccalaureate Diploma
Programme. This internationally recognized course of study is exciting and academically
rigorous with many challenges for all who participate in it. This multi-faceted program requires
not only academic application, but also a growing awareness of what it means to be an active
participant in today's changing world.
All International Baccalaureate Diploma Programme teachers receive content specific training
through International Baccalaureate recognized experts. The teachers of The Green Bay West
High School Diploma Programme are all subject experts with a desire to pass on to our students
their passion for their discipline. These teachers have a wealth of knowledge, not only
represented by number of years of experience. In addition to receiving the mandatory tier one
International Baccalaureate training, most of our International Baccalaureate teachers have also
received tier two training or are planned to within the next few years.
While the Diploma Programme is academically rigorous, it is also designed to educate the
'whole person'. At The West High School, we are fully committed to this ideal, believing that it is
about individual growth and experience, as much as it is about scholastic achievement. Our
students are engaged in a wide array of co-curricular activities, including all major athletic
programs, an active school newspaper, and many student organizations. To further illustrate our
commitment to providing opportunities to educate the whole person, we will be adding Theater
in 2014 to our International Baccalaureate course offerings.
Those of you who have been in The West High School know that while we honor our past, we
also have modern classrooms, including newer science facilities. Each of our classrooms was
recently updated with document cameras and LCD projectors making us further able to deliver a
high quality education that provides a high school diploma and the opportunity for an IB
Diploma.
This booklet provides you with an overview of the International Baccalaureate Organization –
Diploma Programme structure, individual subject details and the likely range of courses
available at West High School.
We look forward to welcoming you to West High School. Please come for a visit and a more
detailed discussion of your individual requirements.
Best Regards,
Mark Flaten
IB Head of School/Principal
Green Bay West High School
Tara Jagler
IB Coordinator/Extended Essay/CAS
Green Bay West High School
GENERAL INTRODUCTION TO THE IBO-DP
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Mission Statements:
The Mission Statement and Core beliefs of The Green Bay West High School and the IB
Organization complement each other.
The Green Bay West High School Mission Statement
“Empowering all students to build successful lives today and for the future.”
Green Bay West High School Core Beliefs
All students will become knowledgeable, reflective, risk-takers, open-minded, caring, thinkers,
communicators, balanced, inquirers, and principled.
The International Baccalaureate Mission Statement
"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.”
THE INTERNATIONAL BACCALAUREATE PROGRAMME
The International Baccalaureate programme is a comprehensive and rigorous two-year
curriculum in the final years of high school, leading to a Diploma or Individual Subject
Certificates. Based on the pattern of no single country, it is a deliberate compromise between
the specialization required in some countries and the depth preferred in others.
The programme encourages students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.
The student who satisfies its demands demonstrates a strong commitment to learning, both in
terms of the mastery of subject content and in the development of the skills and discipline
necessary for success in a competitive world.
THE IB DIPLOMA HEXAGON
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The course is presented as six academic areas enclosing a central core. It encourages the
concurrent study of a broad range of academic areas: two modern languages, a humanities or
social science subject, an experimental science, a mathematics and one of the creative arts.
In addition, the programme has three core requirements that are included to broaden the
educational experience and challenge students to apply their knowledge and understanding.
Candidates choose six subjects - three at Higher Level and three at Standard Level. Individual
choices
depend on whether the student is a science specialist, language specialist, humanities
specialist, arts specialist or 'all arounder'. As core requirements, all students follow a Theory of
Knowledge course, participate in a Creativity, Action and Service (C.A.S.) programme
(approximately 150 hours), and complete an Extended Essay based on their own research.
The Diploma Programme is marked out of a total of 48 points. Each of the six academic
subjects is marked out of seven points and there are a further three points available for the
Extended Essay and the Theory of Knowledge essay. In order to pass the Diploma Programme,
candidates require 24 points from their academic subjects and a D grade as a minimum for both
their Extended and Theory of Knowledge essays. CAS requirements must also be met. A
candidate needs 28 points to pass their Diploma if one of the Extended Essay or Theory of
Knowledge essays receives lower than a grade D.
(Please see Appendix One for further information on requirements and failing conditions.)
ELIGIBILITY FOR THE IBO DIPLOMA
To be eligible for the award of the Diploma, candidates are required to take one subject from
each of the groups. At least three of the six subjects are taken at the Higher Level (a minimum
of 240 teaching hours over two years), the others at Standard Level (a minimum of 150 teaching
hours over two years). Each examined subject is graded by external examiners on a scale of 1
(minimum) to 7 (maximum).
The Diploma candidate must also meet three additional requirements:
- The submission of an Extended Essay
- The satisfactory completion of the course entitled Theory of Knowledge (TOK);
- Compulsory participation in the extra-curricular Creativity, Action and Service (CAS)
programme.
The award of the Diploma requires a minimum total of 24 points and the absence of certain
disqualifying conditions. (Please see Appendix One for further information on requirements and
failing
conditions.)
Choosing between Higher Level and Standard Level
Students have their special strengths and interests, and this often determines the choice of
which subjects to study at Higher and Standard Level. Another important consideration, if it is
already known, is the intended study at college or university level.
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For example, it is generally expected that a student wishing to study medicine would be
expected to have prepared for Higher Level Biology. Students likely to pursue engineering
would need to consider taking Higher Level Physics and Mathematics.
Some universities may have specific recommendations for the Higher Level subjects. It is highly
recommended that students and parents contact such universities or departments early before
the final IB course selection is confirmed.
We are proud to provide the IBO Diploma Programme for our Grade 11 and 12 students at
Green Bay West High School because we believe it provides a rigorous, broad and coherent
framework recognized by universities and employers throughout the world.
Further details about entrance requirements for specific countries can be found at:
http://www.ibo.org/diploma/recognition/
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IBO LEARNER PROFILE
Underpinning all IB Programmes is the IB Learner Profile whose 10 attributes characterize
successful learners as:
1. 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.
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.
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.
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.
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.
They exercise initiative in applying thinking skills
critically and creatively to recognize and approach
complex problems, and make reasoned, ethical
decisions.
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.
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.
They understand the importance of intellectual,
physical and emotional balance to achieve
personal well-being for themselves and others.
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.
2. Knowledgeable
3. Reflective
4. Communicators
5. Caring
6. Thinkers
7. Open-minded
8. Principled
9. Balanced
10. Risk-takers
These attributes represent values that teachers, students and all who work at the school aim to develop.
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ATTENDANCE, ASSESSMENT, AND GRADING
Attendance:
To ensure the success of each student, it is critical that students and parents understand the
importance of daily attendance. Due to the unique nature of the learning that occurs in an IB
classroom, no substitute exists for the rich discussion and insights gleaned from daily classroom
participation. In the event that a student misses class for any reason, students must meet with
teachers to discuss any missing material and complete course requirements in a timely manner.
Assessments:
General Information:
At the end of the two-year programme, candidates are assessed both internally and externally in
ways that measure individual performance against stated objectives for each subject. The
grading system is criterion-related (results are determined by performance against set
standards, and not in relation to the performance of other students); validity, reliability and
fairness are the watchwords of the Diploma Programme’s assessment strategy.
Internal Assessments:
In nearly all subjects at least some of the assessment is carried out internally by teachers, who
mark individual pieces of work produced as part of a course of study. These assessments are
marked through the use of the IB markschemes and rubrics. In most cases teachers are allowed
to mark only on rubrics and not on the assessments themselves. The involvement of teachers in
the assessment and grading of their candidates is an important part of the Diploma Programme
assessment process. This involvement occurs in two ways:
 Teachers submit marks for internal assessment on the work done by candidates for a
subject and level.
 Teachers predict the grade they believe each candidate will attain in the forthcoming
examination session for a subject and level.
Teachers are encouraged to write comments on all candidates’ work submitted for internal
assessment to indicate how marks have been allocated. These comments are very helpful to
the moderators who read this work.
In addition to submitting marks and predicted grades, coordinators are required to submit a
sample of the work that has been internally assessed by teachers, for the purpose of
moderation.
The process of moderation involves two stages. Firstly, a check is made that teachers in each
school are applying the given assessment criteria for internal assessment in the standard way
expected in all schools offering the Diploma Programme. This is done by a moderator (external
examiner) who reviews the marking of a sample of candidates' work from each school.
Secondly, in cases where a difference in interpretation or use of the criteria is identified, an
adjustment is made to the teacher’s marks for the relevant subject and level. This adjustment is
carried out by the IB Assessment Centre and is based on the differences between the marks
awarded by the teacher(s) and the marks awarded by the moderator for the same pieces of
work. As a result of moderation a teacher’s marks may be lowered, raised or remain the same.
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External Assessments:
Students are also asked to complete external assessments at the conclusion of DP courses.
These examinations, referred to by the IB as “papers” take place throughout the month of May.
These exams are administered by an invigilator and are assessed by an examiner appointed by
the IB, and not by the candidate’s teacher for the subject concerned. Because of the greater
degree of objectivity and reliability provided by the standard examination environment,
externally marked examinations form the larger share of the assessment for most subjects.
Grading/Student Feedback:
It is the belief of The Green Bay West High School that appropriate and fair student feedback is
imperative to student learning. To assist students and parents in understanding a student’s
progress level as it relates to the learning outcomes of each course, the following grading
structure has been developed and will be utilized throughout all courses.
http://dpi.wi.gov/oea/pdf/balsystem.pdf
Formative Assessments (practice of knowledge and skills)- Daily developmental activities and
practices related to course objectives will be used by the teacher to determine where individual students may need more practice.
 used by the teacher to inform instruction and determine areas of differentiation and reteaching by teachers.
 recorded in Infinite Campus as a tracking tool to identify key areas of required course
unit knowledge and skills
o used to provide students with feedback so that they understand how close they
are to meeting the learning targets
o used by the students to have more responsibility for and ownership of their
learning
* Formative assessments will not be calculated as part of a student’s grade.
Benchmark/Performance Task Assessments (quizzes, etc. )- Periodic assessment of key
areas focusing on the required course unit knowledge and skills will be used by the teacher to determine where individual students may need more practice.
 used by the teacher to inform instruction and determine areas of differentiation and reteaching by teachers.
 recorded in Infinite Campus as a tracking tool to identify key areas of student
competency of the unit knowledge and skills
o used to provide students with feedback so that they understand how close they
are to meeting the learning targets
o used by the students to have more responsibility for and ownership of their
learning
 Calculated as part of a student’s final semester grade.
Summative Assessments (unit and final assessments) - Culminating assessments will be
used to measure a student’s mastery of the course/unit knowledge and skills.
 inform teachers of instructional changes for future learning.
 communicate via Infinite Campus student learning in key areas of required course/unit
knowledge and skills.
* Calculate a student’s final semester grade.
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CONSTRUCTING A DIPLOMA PROGRAMME COURSE
Group/Subject
Group 1: English A1 (first
language)
Group 2: Language B
(Language Acquisition)
Group 3: Individuals and
Society
Group 4: Experimental
Sciences
Group 5: Mathematics
Group 6: The Arts
Coursed Offered
English A1: Literature HL
Spanish ab initio SL
Spanish SL
Spanish HL
French SL/HL
Psychology SL
History HL
Biology HL
Physics SL
Mathematical Studies SL
Mathematics SL
Mathematics HL
Visual Arts SL
Visual Arts HL
Music SL
Theater SL (beginning in 2013-2014)
If students do not wish to take a Group 6 subject, they may choose another Group2, 3 or 4 subject.
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WHAT DO YOU WANT TO STUDY IN COLLEGE?
Sometimes it can be hard deciding which subject combinations to take. Keep in mind what you
enjoy and what you are good at. Think too about what you might like to pursue in postsecondary education.
Medicine, Veterinary Sciences, Biology
Group 1 English A1 HL
Group 2 Any language course
Group 3 History HL
Group 4 Biology HL or Physics SL
Group 5 Math SL/HL
Group 6 Any
For medicine and related degrees, 2 HL sciences and Math SL is acceptable. Only take
Math HL if your math is adequate. You can select any other SL subjects to show your breadth of
interests.
Engineering, Architecture, Physics, Math
Group 1 English A1 HL
Group 2 Any language course
Group 3 Any group 3
Group 4 Physics SL
Group 5 Math HL
Group 6 Any
These degrees normally expect Physics and Math HL, but many will also accept Math
SL and a few will accept Math Studies and Physics. Visual Arts helps with Architecture
applications.
Languages
Group 1 English A1HL
Group 2 Any languages at B level
Group 3 Any group 3
Group 4 Any
Group 5 Math Studies SL
Group 6 Any
You may take up to 3 languages in the IB (including English).
Business, Economics or Management
Group 1 English A1 HL
Group 2 Any languages at B level
Group 3 History HL
Group 4 Any
Group 5 Math SL/HL or Math Studies SL
Group 6 Any
History, Geography, Social Sciences (Law, Politics, Anthropology etc.)
Group 1 English A1 HL
Group 2 Any language course
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Group 3 History HL or Psychology SL
Group 4 Any
Group 5 Math Studies SL
Group 6 Any
Arts (History of Art, Music, Philosophy, Classics etc.)
Group 1 English A1 HL
Group 2 Any language course
Group 3 Any Group 3 Group 4 Any
Group 5 Math Studies SL
Group 6 Any
Computing
Group 1 English A1HL
Group 2 Any language course
Group 3 Any
Group 4 Physics SL
Group 5 MATH HL
Group 6 Any
If you have no idea what you want to do, and want to keep many doors open
Group 1 English A1 HL
Group 2 1 or 2 B language courses
Group 3 any group 3
Group 4 Any science at HL
Group 5 Math SL or Math Studies SL depending on your ability
Group 6 Any
If you like reading and writing essays
Group 1 English A1 HL
Group 2 Any language course
Group 3 History HL Group 4 Biology HL
Group 5 Math Studies SL
Group 6 Any
Or want subjects with a lower writing load
Group 1 English A1 HL
Group 2 Any language B
Group 3 Psychology SL
Group 4 Physics
Group 5 Math Studies SL
Group 6 Visual Arts HL
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INTERNATIONAL BACCALAUREATE OPTIONS FORM
NAME:
Probable/Possible College or University
Probable/Possible subjects of study
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
English A1 HL
Spanish ab
initio SL
History HL
Biology HL
Mathematical
Studies SL
Visual Arts SL
Spanish SL
Psychology SL
Physics SL
Mathematics
SL
Visual Arts HL
Mathematics
HL
Music SL
Spanish HL
French SL
CORE COMPONENTS
*All three Core components are required to achieve the full IB Diploma. Only TOK is associated
with an actual 2 semester course.
Theory of Knowledge (TOK)
Extended Essay (EE)
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Creativity, Service, Action (CAS)
LANGUAGE A LITERATURE
Teacher(s): Mr. Paplham (Year 1); Mrs. Hinz-Radue (Year 2)
Longevity: 2 year course
COURSE DESCRIPTION
Focus: The focus of this course is to develop the student’s ability to analyze thoughtful,
challenging literature from different periods or cultures and to be able to compare works with
similar styles, themes, and genres. Key to understanding philosophical themes, literary figures
of speech, syntax, and rhetorical strategies is an understanding of the power of words. Students
charged with examining works deeply, must be cognizant of how it is they reason logically and
respond emotionally. The theory of knowledge component is essential for students to become
successful in the analysis and comparison of literature.
Purpose: To broaden students’ perspectives of themselves and the world that they live in, to
immerse them in a study of universal themes, and to develop a greater appreciation of scholarly
work which integrates world cultures.
Aims/Objectives:
 To provide opportunity through Socratic discussion and seminar experience for
development of analysis and communication skills, both oral and written
 To develop the confidence in students for identifying rhetorical structures, literary figures
of speech, syntactical forms…and to present their own observations to an audience
beyond themselves
 To have students recognize the universality of the human condition by interaction with
their peers both at home and abroad
Process: Parts IV and I of the English AI HL program would be taught consecutively during
grade 11, and Parts II and III would be taught consecutively during grade 12. The two teachers
listed above will divide the curriculum by grade level; although it is expected that each will work
with the students throughout the two year program
COURSE DETAILS
Course timeline:
Fall/Grade 11 – Part IV School’s Free Choice
Linked by Theme: Man’s Inhumanity
1939 Steinbeck – The Grapes of Wrath
1995 Guterson – Snow Falling on Cedars
2007 Hosseini – A Thousand Splendid Suns
1960 Ionesco – Rhinoceros
American/English
American/English
Afghan/English
France
Spring/Grade 11 – Part I World Literature
Linked by Theme: A Search for Identity
1952 Calvino – The Non-existent Knight
1962 Abe – The Woman in the Dunes
WL Italian
WL Japan
novel
novel
WL Japan
novel
1966 Endo – Silence
Fall/Grade 12 – Part II Detailed Study
Theme: Feminine Identity in a Male Dominated World
1590 Shakespeare – Taming of the Shrew
English/English
1927 Woolf – To the Lighthouse
English/English
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novel
novel
novel
drama
Drama
Novel
1956 Plath – Collected Works
1942 Hurston – Dust Tracks on a Road
Spring/Grade 12 – Part III Groups of Works
Genre: Drama (theme: Ethnicity and Identity)
1640? Aphra Behn –
Cont Efua Sutherland –
Cont Matura Mustapha –
Cont David Mamet –
American/English Poetry
American/English Non-fiction/autobiography
WL Europe
WL Africa
WL Caribbean
WL North American
drama
drama
drama
drama
ASSESSMENTS
Internal assessments: Prepared in class, scored by teacher, and submitted to the IB
Individual Oral Commentary (Spring, Year 2)
HL: students present a formal oral commentary on poetry studied in part 2 with subsequent
questions (10 minutes) followed by a discussion based on one of the other part 2 works
(10 minutes)
Individual Oral Presentation (Fall Year 1)
Presentation of a topic chosen by the student, based on Part 4 works studied
Written Assignment (Fall/Spring Year 1)
One assignment written during the course, based on World Literature texts studied
Students submit a reflective statement and literary essay on one work studied in Part 1.
The reflective statement must be 300-400 words in length. The essay must be 1,2001,500 words in length.
External Assessments: Completed outside of class during a formal examination period
Paper 1- Guided Literary Analysis
Two unseen texts for commentary
One commentary to be written on one of the texts
Students choose one of two passages on poetry and prose and write a guided
literary analysis in response to two questions
Paper 2- Essay
Three essay questions on each literary genre available for study in Part 3 Groups of Works.
One question only to be answered based on at least two Part 3 works studied.
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LANGUAGE B- SPANISH AB INITIO
Teacher(s): Mrs. Serrano
Longevity: Two year course
COURSE DESCRIPTION
Spanish AB Initio is a two year World Language course for the student with less than three
years of Spanish studies. The focus of Spanish AB Initio will be exploration and practice of the
Spanish language as well as development of intercultural understanding. This is an acquisition
course designed to provide students with the necessary skills and intercultural understandings
to enable them to communicate successfully in a Spanish speaking environment. Language
acquisition will be achieved through the development of the receptive, productive, and
interactive skills and competencies that can be accomplished through a variety of activities in
oral and/or written form. The students will be exposed to a culturally rich environment extending
beyond the confines of the classroom and expanding their awareness of the world while
fostering respect for cultural diversity. In a continuing effort to promote and develop intercultural
understanding and open-mindedness, communication and media, global issues, social
relationships, and customs and traditions will be examined through appropriate authentic
materials. This course will also contribute to the development of critical thinking and analysis
skills, thereby enabling students to find links with other disciplines, the International
Baccalaureate Learner Profile, and the principles of the Theory of Knowledge course.
COURSE DETAILS
At the end of the Foundation Language course the candidate will be expected to demonstrate
an ability to:
Communicate information and some basic ideas clearly and effectively, in a limited range of
situations
•
Understand and use accurately the essential spoken and written forms of the language
in a limited range of situations
•
Understand and use a limited range of vocabulary in common usage
•
Use a register that is generally appropriate to the situation
•
Show an awareness of some elements of the culture(s) related to the language studied
Course timeline:
Year 1 Semester 1 (Topics of Vocabulary/ Grammar Structures)
Unit 1—Introduction to Spanish Language (Sept 4- 28)
Unit 2—In My School (Oct 1-25)
Unit 3— A Trip to the City (Oct 29-21)
Unit 4—My Family and Friends (Nov 26 – Dec 21)
Year 1 Semester 2
Unit 5— A Typical Week (Jan 21 – Feb 14)
Unit 6—The House (Feb 18 0- March 6)
Unit 7—Free Time (March 11 – April 12 Year 2 Sept 4- 21)
Unit 8—Chores (April 15 – May 3 year 2 Sept 24- Oct 12)
Unit 9 – Clothing (May 6 -24 Year 2 Oct 15-31)
Year 2 Semester 1
Unit 10 – Your Body and Health (Nov 1 - 14)
Unit 11- The Big City (Nov 15-30)
Unit 12 - Fun, Fun, Fun (Dec 3 - 12)
Unit 13 – What Did They Buy (Dec 13-21)
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Unit 14 – Home Sweet Home (Jan 2 - 17)
Year 2 Semester 2
Unit 15 – Last Hour (Jan 21 – Feb 4)
Unit 16 – Let’s All Go to Spain (after IA/EA)
Unit 17 – Environment (After IA/EA)
ASSESSMENTS
Internal assessments:
Individual oral Commentary (February, Year 2)
Three-part oral internally assessed by the teacher and externally moderated by the IB towards
the end of the course.
Part 1: Presentation of a visual stimulus (from a choice of two) by the student
Part 2: Follow-up questions on the visual stimulus
Part 3: General conversation including at least two questions on the written assignment
External Assessments:
Paper 1: Receptive Skills
Understanding of four written texts through true and false, multiple choice, and short answer
style questions
Paper 2: Two compulsory writing exercises
Section A: One question to be answered from a choice of two
Section B: One question to be answered from a choice of three
Written Assignment (February, Year 2)
A piece of writing, 200-300 words, in the targeted language carried out in class under teacher
supervision
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LANGUAGE B SPANISH SL/HL
Teacher(s): Mrs. Riner
Longevity: Two year course
COURSE DESCRIPTION
The focus of IB Spanish will be language proficiency and cultural awareness. The purpose is to
continue to build and strengthen language skills through a variety of listening, speaking,
reading, and writing activities and explore different aspects of the culture of the Spanish
speaking world and beyond. An increased vocabulary will enable the students to develop a
higher functioning level of communicative competency. The students will be exposed to a
culturally rich environment in which they will explore international mindedness. Values, culture,
human nature, global issues, the environment, education and citizenship will be examined
through appropriate authentic materials which will promote respect and open-mindedness.
Through discussions and thinking critically of what we read and write, the students will be better
able to link the topics we are studying with other disciplines and the principles of the Theory of
Knowledge class as well as other disciplines.
To achieve these goals a variety of texts and materials will be used, such as authentic literature,
songs, poems, letters, biographies, magazines, newspapers, the language lab, the internet, and
more. This will successfully prepare the students to pass the IB internal and external
examinations given in May of the 12th grade.
COURSE DETAILS
Course timeline:
Year 1 Semester 1: Conversation and description
(2 weeks: September 4 – September 14, then ongoing throughout the year)
Unit 1 – Basic communication and description (3 weeks: September 17 – October 5)
Unit 2 – Relationships and routines (3 weeks: October 8 – October 25)
Unit 3 – News, media and past events (4 weeks: October 29 – November 23)
Unit 4 – Relationships (3 weeks: November 26 – December 14)
Unit 5 – City and country life, travel (4 weeks: December 17 – December 21 & January 2 –
January 18)
Year 1 Semester 2
Unit 6 – Travel, the future, the environment (4 weeks: January 21 – February 15)
Unit 7 – Grammar based (using estar and the past participle, the present and past subjunctive)
(3 weeks: February 18 – March 8)
Unit 8 – Health (4 weeks: March 11 – March 22 and April 1 – April 12)
Unit 9 – Grammar based (using the present and past perfect subjunctive, the Subjunctive in
adverbial clauses) (2 weeks: April 15 – April 26)
Unit 10 – The environment, the future, careers (3 weeks: April 29 – May 17)
Unit 11 – Family Identity (in prep for final) (3 weeks: May 20 – June 7)
Year 2 Semester 1: Conversation and description
(1 week: September 4 – September 7, then ongoing throughout the year)
Unit 1 – Cultural Stereotypes/Cultural Diversity (2 weeks: September 10 – September 21)
Unit 2 – Immigration/Multicultural Transition (4 weeks: September 24 – October 19)
Unit 3 – Youth Values/Human Rights (3 weeks: October 22 – November 9)
Unit 4 – Dependence/Obsessions/Health and well-being (4 weeks: November 12 – December 7)
Unit 5 – Globalization/Internationalism/Commerce (3 weeks: December 10 – December 21 and
January 2-4)
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Unit 6 – Technology/Social Networking (4 weeks: January 7 – January 31) (Includes semester
exam)
Year 2 Semester 2
Unit 7 – Environment/Ecology (4 weeks: February 1 – February 28)
Unit 8 – Ethics in sports (2 weeks)
Unit 9 – Shorts stories/Literature (To be completed throughout the school year as units apply
and after the IB exams)
ASSESSMENTS
Internal assessments:
Interactive Oral: (March, year 2)
Classroom activities assessed by the teacher on Core
Individual Oral: (March, Year 2)
Oral presentation and discussion on an unseen stimulus
External Assessments:
Written Assignment: (February, Year 2)
Intertextual reading followed by a written exercise of 300-400 words plus a 100-word rationale,
based on the core.
Paper 1: Receptive skills
Text-handling exercises on four written texts, based on the core.
Paper 2: Written productive skills
One writing exercise of 250-400 words from a choice of five, based on the options.
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LANGUAGE B FRENCH SL
Teacher(s): Mrs. Poplaski
Longevity: Two year course
COURSE DESCRIPTION
The French B, SL/HL class is a two year IB course that focuses on language proficiency and
cultural awareness. It is recommended that students complete French 3 before enrolling. The
purpose is to continue to build and strengthen “real world” language skills through a variety of
listening, speaking, reading, and writing activities and to explore the different cultural aspects of
the French speaking world.
Cultural diversity, global issues, customs and traditions, and science and technology will be
examined through authentic materials which will promote respect and open-mindedness.
Through discussions and thinking critically of what we read and write, the students will be better
able to link the topics we are studying with other disciplines and the principles of the Theory of
Knowledge class.
To achieve these goals, a variety of texts and materials will be used, such as authentic
literature, songs, poems, letters, biographies, magazines, newspapers, the internet, and more.
This will successfully prepare the students to pass the IB internal and external examinations
given in May of the 12th grade
COURSE DETAILS
Course timeline:
Year 1 Semester 1
Unit 1—Welcome back! Reactivate your French communication skills with review and practice
of the following skills (ongoing throughout the year): (3 weeks: Sept. 4 – Sept. 25)
Unit 2—Relationships and routines (6 weeks: Sept. 26 – Nov. 5.)
Unit 3— Relationships (8 weeks: Nov. 15. – end of the first semester.)
Year 1 Semester 2
Unit 4— Communication et medias: Derrière le petit écran (Behind the little screen) (6 weeks)
Unit 5—Le Monde vu par les medias (6 weeks)
Unit 6— Loisirs/Place à la Culture!(6 weeks)
Year 2 Semester 1
Unit 7— Welcome back! (2 weeks)
Unit 8 –Cultural Diversity/ What languages do you speak ?(3 weeks)
Unit 9—Customs and Traditions/Travel (3 weeks)
Unit 10---Blue Planet, Green Planet/ What about our food? (9 weeks)
Year 2 Semester 2
Unit 11—The Homeless (6 weeks) prep for the writing exam
Unit 12—The Rights of Children (6 weeks) prep for the writing exam
Unit 13—Health and Well-being (6 weeks)
ASSESSMENTS
Internal assessments:
Interactive Oral: (March, Year 2)
Classroom activities assessed by the teacher on Core
Individual Oral: (March, Year 2)
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Oral presentation and discussion on an unseen stimulus
External Assessments:
Written Assignment: (February, Year 2)
Intertextual reading followed by a written exercise of 300-400 words plus a 100-word rationale,
based on the core.
Paper 1: Receptive skills
Text-handling exercises on four written texts, based on the core.
Paper 2: Written productive skills
One writing exercise of 250-400 words from a choice of five, based on the options.
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HISTORY HL
Teacher(s): Mr. Gage (Year 1) Mr. Murnane (Year 2)
Longevity: Two year course
COURSE DESCRIPTION
Focus:
IB History is a two year program with two distinct specializations. The first year of this course is
the History of the Americas, and the second year’s primary focus is World History. The History
of the Americas will focus on the impact of world events on countries in North & South America,
while World History will focus on the global impact of events on Europe and the Eastern
Hemisphere. Topics will be addressed thematically, but an overview of chronological events will
also be included.
Purpose:
The purpose of this history course is to examine our collective past, and to determine its
significance and the impact on our current world and the future. History greatly shapes and
determines how we view the world we live in and our relationships with others. One of the
greatest rewards of the study of History is the realization that truth is subjective and relative, and
depends largely on our contextual perspective. The beauty of the discipline, contrary to the
conventional view of History, is that the discipline is not static. Rather, it is dynamic and
constantly evolving; History lives and changes as we change.
Aims and Objectives:
The primary aims of the 2 year IB Diploma Programme are as follows:
•
To promote an understanding of History as a discipline, including the nature and
diversity of its sources, methods and interpretations.
•
Encourage an understanding of the present through critical reflection of the past.
•
Encourage an understanding of the impact of historical developments at national,
regional and international levels
•
Develop an awareness of one’s own historical identity through the study of historical
experiences of different cultures.
Internationalism:
IB Diploma Programme History requires students to make comparisons between similar and
dissimilar solutions to human situations. It invites comparisons between, but not judgments of,
different cultures, political systems and traditions. The international perspective in the IB
Diploma Programme History course provides an excellent foundation for the promotion of
international understanding and intercultural awareness necessary to prepare students for
global citizenship. Above all, it fosters respect and understanding of people and events in a
variety of cultures throughout the world.
COURSE DETAILS
Course timeline:
Year 1 Semester I (History of the Americas- Grade 11)
Historiography (September 4-17) (Theory of Knowledge reference)
•
Independence Movements in the Americas (September 18- October 31)
•
The Great Depression and the Americas (December 15- January 14)
Year 1 Semester II (History of the Americas- Grade 11)
•
The Great Depression and the Americas (January 20- February 19th)
•
World War II (February 20th- April 17th)
•
Introduction into Historical Investigation- instruction regarding the methods of historical
investigation (May 16-June 2)
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Year 2 Semester I (20th Century Topics- Grade 12)
•
Development of authoritarian and single party states Europe
•
Completion of Historical Investigation
•
World War II
•
Post WWII World
•
The Cold War- Early Year
Year 2 Semester II (20th Century Topics- Grade 12)
•
The Cold War- Middle Years
•
Development of authoritarian and single party states Latin America
•
The Cold War- Final Years
•
Communism in Crisis
•
IB Exam Prep
•
IB Exam
Other Course Information:
IB History Course Content:
•Prescribed Subject: Peacekeeping, Peacemaking & International Relations (1918-1936)
•Topics: Causes, practices & effects of wars, 0rigins & development of authoritarian and single
party states, the Cold War
•HL Options: Independence Movements, Emergence of the Americas in global affairs, The
Great Depression and the Americas 1929‑39, The Second World War and the Americas 1933‑
45, Civil Rights Movement
ASSESSMENTS
Internal Assessment
Historical Investigation (Spring, Year 1- Fall, Year 2)
The internal assessment requires an intensive independent study of a particular historical topic.
A student begins with a research question and attempts to answer it by thoroughly investigating
several sources. Oftentimes, students choose a subject area of Paper 1 or Paper 2, in order to
study, in more detail, a topic that may appear on the exams.
External Assessments
Paper 1: Document Based Questions (DBQs)
The purpose of this exam is to determine your ability as a historian to evaluate, interpret and
analyze sources. The subjects for this exam are Peacemaking, peacekeeping— international
relations 1918-36, The Arab–Israeli conflict 1945-79, and Communism in crisis 1976-89. Each
topic will feature five historical documents followed by four questions. Students must choose
one subject and answer all questions associated with that topic. Previous knowledge of the
subject is necessary, as well as historiographical skills. We will study The Arab–Israeli conflict
1945-79 towards the end of your senior year. Also we will take several DBQ exams during the
year.
Paper 2: 20th Century World History Topics
This paper requires the student to answer two essay questions. Therefore you will have
approximately 45 minutes for each question. The questions are by topics, with five questions,
with a few extra other topics that we will touch upon. The questions you answer must come from
different topic areas. Some subjects will be taught this year, and various subjects will be taught
next year. Essay questions over these topics will come from previous IB exams. Remember
these are 20th century only.
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Paper 3: History of the Americas
This paper requires the student to answer three essay questions. There will be twenty-five
questions from which to choose. Approximately half of these are from 1750-1900, and half are
from 1900-present. Some questions will be on individual countries, i.e. US, Canada, or Mexico;
other questions will call for a comparison of issues throughout the region, such as slavery or
colonization.
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PSYCHOLOGY SL
Teacher(s): Mr. Radue
Longevity: 3 semester course spanning semester 2 of Year 1 and continuing throughout Year 2
COURSE DESCRIPTION
Psychology is the scientific study that attempts to observe, understand, predict, and control
human behavior and human mental processes. Although psychology has its historical roots in
philosophy, modern psychology is a hybrid science that has an important position as a meeting
ground for both natural and social sciences. The goal of the psychology course is, in general
terms, to provide a background and framework where the students develop a greater
understanding of themselves and others by studying individuals, groups and societies. The
students are encouraged to engage in a critical study of psychological theories - to describe,
compare and evaluate theories and empirical studies of the different perspectives. Cultural,
ethical, gender and methodological considerations will be used to evaluate theories and studies
in each perspective and option.
More specifically, the aims of the Psychology course are to:
•
develop knowledge about psychological research
•
encourage students to reflect on ethical issues and to ensure that ethical responsibilities
are implemented in the psychological inquiry
•
develop an understanding of the biological, social and cultural influences on human
behavior
•
develop an understanding of different theoretical processes that are used within
psychology, and to be aware of how these processes lead to the construction and
evaluation of psychological theories
•
develop an awareness of the connection between psychological theories and
applications of psychology in everyday life
•
develop an appreciation of the eclectic nature of psychology
•
develop a better knowledge of methods of psychological inquiry
COURSE DETAILS
Course timeline:
Semester 1: Winter/Spring Semester
•
Introduction to psychology.
•
The Biological Level of Analysis
•
The Cognitive Level of Analysis (Part 1)
Semester 2: Autumn/Winter Semester
•
The Cognitive Level of Analysis (Part 2)
•
The Sociocultural Level of Analysis
•
The Psychology of Abnormal Behavior (Selected Option) (Part 1)
Semester 3: Winter/Spring Semester
•
The Psychology of Abnormal Behavior (Selected Option) (Part 2)
•
Introduction to experimental study
•
Internal Assessment Experiment
•
Mock Exams
•
Revision period
•
Exams
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Other Course Information:
Having followed the Psychology course, students should be able to:
•
explain how cultural, ethical, gender and methodological considerations affect the
interpretation of behavior
•
describe, compare and evaluate the four topics of the perspectives: development and
cultural contexts, framework, methodologies, application
•
describe and evaluate theories and empirical studies of the perspectives
•
identify and explain the strengths and limitations of explanations of behavior of each
perspective
•
describe and evaluate theories related to the selected options
•
identify, explain and evaluate empirical studies relevant to the selected options
•
apply theories and findings of empirical studies to explanations of human behavior
•
analyze and compare issues within the selected options
•
demonstrate the acquisition of knowledge and skills required for experimental design,
data collection, data analysis and interpretation
ASSESSMENTS
Internal Assessment
Experiment: (Early Spring, Year 2)
A written report of a simple experimental study conducted by the student.
The Psychology SL students are required to undertake a partial replication of a simple
experiment and make a written report detailing this experiment. The report will be written to a
length of between 1000 and 1500 words.
External Assessments
Two papers for the SL course (the three Levels of Analysis and one option).
Paper 1: The three Levels of Analysis: Biological, Cognitive and Socioculural.
•
In Section A of this assessment, students will be required to write answers to three
compulsory questions on this part of the curriculum.
•
In Section B of this assessment, students will be given three questions on this part of the
curriculum and will be required to choose one of the questions and write an answer in essay
form.
Paper 2: The Psychology of Abnormal Behavior (chosen course option).
Students will be presented with fifteen questions on this part of the curriculum. Students
will be required to select one question to answer in essay form.
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BIOLOGY HL
Teacher(s): Mrs. Young and Mr. Buntman
Longevity: 2 year course
COURSE DESCRIPTION
At West High, Biology HL, may be either the first, or the second, high school exposure to
biological concepts depending upon the options a student takes starting with their freshman
year. This class will provide students an in-depth look at the concepts and issues of biology as
presented in the IB Core, AHL and Options. Many of the issues discussed will have personal,
local, and global significance to our students. Students will be asked to develop a broad
understanding of the themes (structure and function, equilibrium within systems, unity and
diversity, and evolution) of biology.
As this is a lab course, inquiry skills will also be emphasized. Successful students will
demonstrate proficiency in experimental methods, data collection and the evaluation of
experimental data. Course concepts and laboratory activities are designed to meet the aims and
objectives as outlined on pages 9 and 10 of the International Baccalaureates Organization’s
biology subject guide.
COURSE DETAILS
Course timeline:
Year 1 Semester 1
Unit 1 – Statistical Analysis: 2 weeks (September)
Unit 2 – Chemistry of Life: 4 weeks (September – October)
Unit 3 – Cell Structure & Function: 4 weeks (October – November)
Unit 4 – Photosynthesis and Cellular Respiration: 4 weeks (November - December)
Unit 5 – Cell Reproduction: 3 weeks (December)
Year 1 Semester 2
Unit 6 – Genetics: 3 weeks (January)
Unit 7 – DNA Structure and Genetic Engineering: 4 weeks (February)
Unit 8 – Ecology: 9 weeks (March – May)
Group 4 Project: Mid May
Unit 9 – Evolution: 2 weeks (May – June)
Year 2 Semester 1
Unit 10 – Classification: 2 weeks (September)
Unit 11 – Plant Science: 5 weeks (September – October)
Year 2 Semester 2
Unit 13 – Human Physiology: 15 weeks (November – March)
Review for External Assessments: 4 weeks (April)
ASSESSMENTS
Internal Assessment
Group 4 Project (Late May, Year 1)
Students will complete a water quality analysis of Duck Creek at Pamperin Park. The project will
be planned jointly by students in IB Physics, IB Biology, and AP Chemistry. Students will
determine topic of inquiry, will design the investigation, and will present their findings to the rest
of the students and teachers.
27
Lab Skills: (Ongoing)
Students will be assessed on their science skills in the laboratory. These skills will be assessed
using the IB criteria and aspects for laboratory investigation:
 Design (D)
 Data Collection and Processing (DCP)
 Conclusion and Evaluation (CE)
 Manipulative Skills (MS)
 Personal Skills (PS)
The students will be graded on D, DCP, and CE at least twice during the year. MS will be
summatively assessed throughout the course. PS will be assessed once during the Group 4
Project.
External Assessments
Paper 1:
40 multiple choice questions (±15 common to SL plus about 5 more on the core and about 20
more on the AHL)
Paper 2:
Section A: one data based question and several short answer questions on the core and AHL
(all compulsory)
Section B: two extended-response questions on the core and AHL (From a choice of four)
Paper 3:
Several short answer questions and one extended-response question in each of the two options
studied (all compulsory)
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PHYSICS SL
Teacher(s): Mr. Sawyer
Longevity: 2 year course
COURSE DESCRIPTION
Physics is the study of energy and force interactions in the Universe. IB Physics (SL) is a
science course focused on the study of classical (Newtonian) mechanics, thermodynamics,
waves, electricity, magnetism, nuclear physics, and astrophysics. The class will concurrently
address the effects of the historical development of Physics on the international community and
vice versa. Examples include the international effort to address global warming, the international
impact of nuclear weapon development, and the international development of ideas leading to
the development of Einstein’s Theory of Relativity.
IB Physics (SL) students should recognize the international use of the scientific method in the
experimental process. Students will have exposure to the history of physics and how the
international contributions of research and information have influenced the study of physics
today. The theory of knowledge will also be addressed through discussions of modeling used to
understand small concepts (atoms) and large concepts (Universe), theory development
(Newton’s Laws; origin of the Universe), and data limitations (uncertainty in measurements). IB
Physics (SL) builds on knowledge gained from other sciences, including Biology (forces and
structure of the human body) and Chemistry (strong and weak nuclear forces).
Approximately 75% of classroom time will be devoted to the core topics and optional topics
Sight and Wave Phenomena (A) and Astrophysics (E). The remaining 25% of classroom time
will be laboratory investigations.
COURSE DETAILS
Course timeline:
Year 1
Unit 1: Physics and Physical Measurement (September – Early October)
Unit 2: Mechanics (Early October – Early December)
Unit 3: Thermal Physics (Early December – Mid January)
Unit 4: Simple Harmonic Motion (Mid January – Late February)
Unit 5: Waves (Late February – Early April)
Unit 6: Electric Currents (Early April - May)
Group 4 Project: Study of Duck Creek (May)
Year 2
Welcome Back – Review (1 week)
Unit 7: Energy, Power, and Climate Change (September – Early October)
Unit 8: Greenhouse Effect (October)
Topic 8: Sight and Optics (November)
Topic 10: Fields and Forces (December – Early January)
Topic 11: Atoms and Nuclear Physics (January – February)
Topic 12: Astrophysics (February – March)
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ASSESSMENTS
Internal Assessment
Group 4 Project (Late May, Year 1)
Students will complete a water quality analysis of Duck Creek at Pamperin Park. The project will
be planned jointly by students in IB Physics, IB Biology, and AP Chemistry. Students will
determine topic of inquiry, will design the investigation, and will present their findings to the rest
of the students and teachers.
Lab Skills: (Ongoing)
Students will be assessed on their science skills in the laboratory. These skills will be assessed
using the IB criteria and aspects for laboratory investigation:
 Design (D)
 Data Collection and Processing (DCP)
 Conclusion and Evaluation (CE)
 Manipulative Skills (MS)
 Personal Skills (PS)
The students will be graded on D, DCP, and CE at least twice during the year. MS will be
summatively assessed throughout the course. PS will be assessed once during the Group 4
Project.
External Assessments
Paper 1: Multiple-choice questions
Paper 2:One data-based question, several short answer questions and extended- response
questions
Paper 3: Several short-answer questions in each of the options
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MATHEMATICAL STUDIES SL
Teacher(s): Mrs. Melendy
Longevity: 2 year course
* Requires completion of Geometry
COURSE DESCRIPTION
Mathematical Studies SL is a two year math course intended for students with wide-ranging
mathematical abilities and backgrounds. The purpose of this course is to build confidence and
encourage an appreciation of mathematics in students who do not anticipate studying a
mathematical field in the future. Students will develop their critical thinking skills working
through problem solving activities and mathematical investigations that connect the
mathematics being studied to other subjects and real world applications. Throughout the course
the class will discuss the international dimension of mathematics by looking at differences in
mathematical notation throughout the world, the cultural context of mathematical discoveries,
and the lives of the mathematician responsible for the math Units being studied. As part of this
course students will keep a math journal to help them become clear and confident mathematical
communicators and experience the universality of mathematics as a means of communication.
Students will also be required to complete a project of their own design that demonstrates their
understanding of the Units being studied.
COURSE DETAILS:
Course timeline:
Year 1
Unit 1 - Numbers and Algebra (Beginning of September – Mid-November)
Unit 2 - Descriptive Statistics (Mid-November – Mid-January)
Unit 3 – Logic, Sets, and Probability (Mid-January – End of March)
Unit 4 – Statistical Applications (Beginning of April – End of May)
Year 2
Review of Year 1 Content/Introduce the Internal Assessment (Beginning of September – MidSeptember)
•
First draft due at the end of Semester 1
•
Final draft due in Mid-February
Unit 5 – Geometry and Trigonometry (Mid-September – Mid-November)
Work on the Internal Assessment (Mid-December – Mid January)
Unit 6 – Mathematical Models (Mid-November – Mid-February)
Unit 7 – Introduction to Differential Calculus (Mid-February – Mid-April)
Review for the External Assessment (Mid-April – Mid-May)
ASSESSMENTS
Internal Assessment
Mathematics Project: (Semester 1, year 2)
Students will choose and research a mathematical topic that interests them. They will collect
and analyze data to create in a formal written project. Students will be begin working on the
project in A minimum of thirty class hours will be dedicated to working on the project. Projects
will be assessed by the classroom teacher using the following seven criteria; introduction,
information/measurement, mathematical processes, interpretation of results, validity, structure
and communication, commitment. The projects will then be moderated by the IBO.
31
External Assessments
Paper 1: fifteen compulsory short-response questions
Paper 2: second consists of five compulsory extended-response questions
32
MATHEMATICS SL/HL
Teacher(s): Mrs. Budzban
Longevity: 2 year course
*SL Requires completion of Algebra 2
*HL requires completion of Pre-Calculus
COURSE DESCRIPTION
IB Mathematics SL/HL is a two year course offered during a student’s junior and senior year of
high school. Any student enrolling in this course should possess the mathematical knowledge
and skills associated with Algebra 1, Geometry, and Algebra 2. A typical student enrolled in this
course is looking to prepare for a future study in subjects such as chemistry, economics,
business administration, or psychology.
The students enrolled in IB Mathematics SL/HL will be exposed to the multicultural and
historical development of mathematics through discussion, research, and presentations.
Through this process those completing this course will be trained to become logical, critical and
creative thinkers with an appreciation for the power and usefulness of the concepts discussed
and their applications to other subjects. IB Mathematics SL/HL is designed to challenge the
student to develop patience and persistence in problem solving and an ability to transfer the
abstract and generalized knowledge they gain to a variety of natural problems. An emphasis
will be placed on the communication of hypotheses, calculations, and conclusions using correct
mathematical notation and vocabulary.
Given the universality of mathematics as a communication tool, IB Mathematics SL/HL will
explore the cultural context of mathematical discoveries as well as the difference in notation
throughout the world. This will be accomplished through reading and discussing articles and
textbooks involving the history of mathematics.
Students enrolled in IB Mathematics SL/HL will be required to use a Graphical Display
Calculator(GDC), Microsoft Excel, MINITAB, Geometers Sketchpad, and other available
software applications. Each of these technologies will be incorporated where appropriate
throughout the course.
To fulfill the requirements of IB Mathematics SL/HL a student must complete one Internal
Assessment(IA). The IA portion will consist of a mathematical exploration. This project will be
completed during the first semester of year 2 of the course. The External Assessment(EA)
portion for SL students will consist of two Papers(exams). One of these Papers will be
calculator prohibited and the other will be calculator required. HL student will complete an
additional Paper. The External Assessments will be administered in May of the second year of
the course.
Given the content of the IB Mathematics SL/HL course students will be exposed to both
analytical and critical thought processes. The IB Mathematics SL/HL course will support the
TOK course by exploring the development of theory and comparing and contrasting various
algorithms in problem solving.
33
COURSE DETAILS:
Course timeline:
Year 1 – Semester 1
Unit 1 Functions and Equation : 8 Weeks September-October
Unit 2 Circular functions and Trigonometry: 4 Weeks November
Year 1 – Semester 2
Unit 3 Algebra; 6 Weeks January – February
Unit 4 Calculus Part 1:12 weeks March – June
Year 2 – Semester 1
Unit 6 Calculus Part 2: 10 weeks September- November
Unit 7 Vectors: 4 Weeks November – December
Internal Assessment: 4 Weeks December-January
Year 2 – Semester 2
Unit 8 Statistics and Probability: 7 Weeks January- March
SL: March – May
Finalize Internal Assessment
Review and Prepare for External Assessments
HL:
March-May Option- Calculus
ASSESSMENTS
Internal Assessment
Mathematical Investigation: The Internal Assessment (IA), consists of a mathematical
exploration completed by the IB Mathematics SL/HL student during the fall semester of year 2 in
the course. The exploration allows students to demonstrate an application of their mathematical
knowledge in a field of personal interest.
External Assessments
External Assessment For SL Students(IB Diploma Requirement)
Paper 1(Calculator Prohibited):
Paper 1 will be a 90 minute exam in which a calculator is not permitted. The problems are
divided into two sections each worth 45 marks. Section A consists of short-response questions
designed to assess the students’ knowledge across the breadth of the syllabus. This section of
the paper is worth 45 marks and 20% of the students’ overall grade in IB Mathematics SL
Section B consists of extended-response questions based on the whole syllabus, but may be a
narrower range of topics than in Sections A.
Paper 2(Calculator Required);
Paper 2 will be a 90 minute exam in which a calculator is required. The problems are divided
into two sections each worth 45 marks. Section A consists of short-response questions
designed to assess the students’ knowledge across the breadth of the syllabus. This section of
the paper is worth 45 marks and 20% of the students’ overall grade in IB Mathematics SL
Section B consists of extended-response questions based on the whole syllabus, but may be a
narrower range of topics than in Sections A.
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External Assessment For HL Students(IB Diploma Requirement)
Paper 1(Calculator Prohibited):
Paper 1 will be a 2 hour exam in which a calculator is not permitted. The problems are divided
into two sections. Section A consists of short-response questions designed to assess the
students’ knowledge of the core syllabus. No calculator allowed. Section B consists of
compulsory extended-response questions based on the core syllabus.
Paper 2(Calculator Required):
Paper 2 will be a two hour exam in which a graphic display calculator is required. The
problems are divided into two sections. Section A consists of short-response questions
designed to assess the students’ knowledge of the core syllabus. No calculator allowed.
Section B consists of compulsory extended-response questions based on the core syllabus.
Paper 3(Calculator Required)
Paper 3 will be a 1 hour exam in which a graphic display calculator is required. The exam will
consist of compulsory extended-response questions based mainly on the option chosen.
35
MUSIC SL
Teacher(s): Mr. Viste
Longevity: One year course (semester 1, year 1; Semester 2, Year 2, with concurrent
enrollment in band throughout.
COURSE DESCRIPTION
This course serves to enhance students’ understanding and practice of music by developing a
broad perspective of music and its evolution across time and its diversity around the world. A
broad survey of the mechanics, conventions, purpose, and effects of music throughout the world
will lead students toward a core belief of the International Baccalaureate philosophy: other
people, with their differences, can also be right. Students will exhibit a broad and expressive
vocabulary as listeners and performers by developing the analytical and perceptual skills
necessary to understand music and its place in society.
Students will examine written and recorded music from various eras and cultures. In addition to
the theoretical elements of the works examined, discussion and expository writing exercises will
address music as a reflection of the beliefs, attitudes, and values of the time and place in which
it is made. Connections will be explored both chronologically and culturally in an effort to
understand music as an expression of our humanity. Is music a universal language? Or does
music rather serve a universal purpose? Is it vital to understand the composer’s creative
process when performing or listening to music?
Overall, students’ abilities to perceive and create music will be practiced and evaluated via a
series of discussions, written examinations, compositions, performances, and projects. Their
ability to draw connections between music, art, history, culture, and society will promote a level
of understanding and respect throughout their lifelong engagement with music and the arts.
COURSE DETAILS:
Course timeline:
First Semester (Year 1)
September
Western Music: Antiquity through the Middle Ages
World Music: Native American and Aboriginal Music
Elements of Music: Music Notation – Time, Rhythm, and Pitch
Analysis and Creation: Experiencing Music as an Audience, Alternative Notation Project
October
Western Music: The Renaissance and Reformation
World Music: African Music
Elements of Music: Intervals – Consonance and Dissonance
Analysis and Creation: Polyphonic Chant Setting
November
Western Music: The Baroque Era
World Music: Middle-Eastern Music
Elements of Music: Counterpoint
Analysis and Creation: Canon Creation
December
Western Music: The Classic Period
World Music: Music of the Far East
Elements of Music: Chords and Harmonic Progression, Form and Structure
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Analysis and Creation: Chorale Composition, Sonata Movement
Second Semester Year 2
Second Semester (Senior Year)
January & February
Western Music: The Romantic Era
World Music: The Music of Eastern Europe, American Folk Music
Elements of Music: Instrumentation, Timbre, & Expressive Devices
Analysis and Creation: Soundtrack Storytelling: Making a Movie
March
Western Music: Nationalism and Impressionism
World Music: Latin Music – Central and South America
Elements of Music: Score Analysis
Analysis and Creation: Soundtrack Storytelling: Making a Movie (continued)
April Western Music: 20th Century Western Art Music
World Music: Storytelling Through Music
Elements of Music: Experimental Music Techniques
Analysis and Creation: Instrument Creation: Your New Ensemble
May
Western Music: The Rise of Jazz and Pop Music
World Music: Comprehensive Review
Elements of Music: Comprehensive Review
Analysis and Creation: Instrument Creation – Composing for Your New Ensemble
Other Course Information:
Students who enroll in IB Music should exhibit the following pre-requisite qualities:
•
Prior involvement in instrumental ensemble (5 consecutive years recommended) and
concurrent enrolment in a school ensemble throughout their junior and senior years
•
A desire to engage in rigorous activities that strengthen and diversify their understanding
of music and its place in world societies
•
A working knowledge of rudimentary compositional practice, including staff notation and
basic harmonic progression
ASSESSMENTS
Internal Assessment
The internal assessment takes place in late March / early April. Assessment of student work
(using mark-scheme criteria/rubrics established by IBO) will take place in one of the following
areas (students choose which area):
Solo Performance – One or more performance of 15 minutes (total) duration
Group Performance – 15-30 minutes of music taken from two or more performances by the
same ensemble (playing different music)
Composition – 2 final notated compositions with an audio recording of them being performed,
as well as a reflection paper
Students will create their body of work for this portion of the evaluation throughout their studies
in IB Music. Moderation of internal evaluation is completed by an IB examiner after sample
work is submitted to IBO in mid-April.
External Assessments
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Listening Paper: The written exam, based on material and concepts learned in the IB Music
course and works prescribed by
Musical Investigation in the form of a written media script of 2000 words (maximum)
investigating the relationships between two musical genres is 20% of the overall grade, and is
created over a two-year period. This is submitted in April, but is assessed externally.
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ART SL/HL
Teacher(s): Mrs. Larsen
Longevity: SL- One year course; HL- Two year Course
COURSE DESCRIPTION
In order for students to earn a well-rounded education, the visual arts are a necessity. The focus
of the Visual Arts in the Diploma Programme is to provide a rich source of experiences and
understandings which cannot be achieved by any other means. Art is a universal language that
bridges the gaps between cultures.
Purpose:
The purpose of the Visual Arts program is to provide students with a comprehensive and
sequential learning experience while engaging their creative side. Through arts practice
students learn to develop ideas by drawing upon experience, exploring feelings, observing and
researching. The inspiration caused by artistic activity can become a driving force in other
studies and throughout their life beyond high school. Engagement in any arts program promotes
growth as an individual which ultimately contributes to the students’ development.
Aims and Objectives:
Through an arts program aims and objectives for students:
 Explore past, present, and current artists as well as art media
 Acknowledging and learning about different art forms and processes
 Developing their own artwork
 Developing their intellectual, imaginative and expressive potential
 Developing skills, techniques and a knowledge of processes as a basis for personal
expression
 Create, perform or present arts works
 Developing critical skills and an understanding of aesthetics
 Developing an understanding of how the arts evolve within particular social, cultural and
historical contexts
 Enjoy participating in the processes of creating, presenting and responding to the arts.
Internationalism:
Art is by its very nature international. Art goes beyond the boundaries and embraces the spirit of
internationalism and intercultural understanding. Through both the studio work as well as
investigation workbooks students learn to be aware and to appreciate culture, history, society,
and individuality throughout the world.
Proposed Process:
The Visual Arts course consists of two essential components, using the investigation workbooks
to research and develop ideas and the studio works that come from it. This course will work
through an introduction to art concepts, art criticism and analysis; acquisition of studio technical
and media skills; and relation of art to socio-cultural and historical contexts. The Visual Arts SL
requires 150 hours of students working in their studio setting creating a body of work while
developing their natural curiosity and acquiring the skills necessary to conduct inquiry and
research which will be documented through an Investigation workbook (IWB). Students will be
required to enroll second semester in an Independent Art Performance course.
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COURSE DETAILS:
Course timeline:
Art SL Grade 11 or Grade 12
Summer: Independent Prep-10 weeks
 Investigation Workbook (IWB)
o Begin researching with sketching concepts/ideas
o Gather information of inspiration and interest
o Brainstorm ideas for ultimate concentration/theme
Fall Semester: What is Art, Who makes it and What do we do with it?-18 weeks
 A Human Phenomenon
 Language of Art
 Media
 Deriving Meaning
 Who Makes Art
 What do we do with Art
Spring Semester: Conclusion – 10 weeks
 IB Exhibition and Examination
Art HL Year 1
Spring Semester: Why do we make Art? -18 weeks
Survival and Beyond
 Food and Shelter
 Reproduction and Sexuality
Religion
 Deities and Places of Worship
 Mortality and Immortality
 The State
 Social Protest
 Self and Society
 Race, Gender, Clan, Class
 Nature, Knowledge and Technology
 Entertainment and Visual Culture
Art HL Year 2
Grade 12
Summer: Independent Student Projects – 10 weeks
 Student Investigation: Investigation Workbook
 Student will continue to research, journal and sketch in their IWB
 Student begins to narrow the investigation and selecting a theme/interest for the final
studio year.
 Studio Work:
o Completes 2-4 theme related works of art
Fall Semester: Independent Student Projects – 18 weeks
 Student Investigation Workbooks:
o Student research has narrowed to a specific theme/interest
o Finalizing research to reflect theme/interest
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
Studio Work:
o Specific theme/interest works of art are created and finalized
o 20 works of art
o Portfolio of drawings and preliminary concepts
Spring Semester: Conclusion – 10 weeks
 IB Exhibition and Examination
ASSESSMENTS
Internal Assessment
Investigation Workbook (IWB) (Ongoing)
The IWB will include both visual and written information on a student’s analytical research,
discovery, interpretation and media exploration throughout the course. Also included will be
evidence of socio-cultural and historical content of other cultures and well as personal reports of
visits to museums and galleries.
External Assessments
Candidate Record Booklet (CRB) (Ongoing) The CRB will include 12- 18 photographs taken
of the body of work that the student has created over two years. This document also includes
25-30 letter-sized copies of their IWB pages. Finally, the student writes a candidates statement
and the teacher also fills out an internal assessment with justifications.
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THEORY OF KNOWLEDGE (TOK)
Teacher(s): Mr. Radue
Longevity: One year course- Semester 2 of year 1, Semester 1 of year 2
COURSE DESCRIPTION
The Theory of Knowledge course is the only compulsory subject for all IBO-DP students. It
aims to develop in the students a critical awareness of how knowledge is acquired within a
range of Areas of Knowledge and so enable them to think more deeply about the subjects they
are learning. By reflecting on their own knowledge and experience they should be able to make
connections between the various subjects they study within the IBO-DP course, as well as
become more critical of knowledge claims in the wider context of daily life.
TOK challenges students and their teachers to reflect critically on what they already know, on
diverse ways of knowing and areas of knowledge and to consider the role which knowledge
plays in their own culture, in the cultures of others and in a global society. It encourages
students to become aware of themselves as thinkers, to become aware of the complexity of
knowledge and to recognize the need to act responsibly in an increasingly connected world.
TOK is composed almost entirely of questions. The most central of these is 'How do we know?'
Classes are predominantly discussion based. Key topics which are explored include: ways of
knowing such as emotion, reason, perception and language, and areas of knowledge such as
the natural sciences, the human sciences, history, the arts, ethics and mathematics. Schoolbased assessment of the course comprises class discussion, oral presentations, journal work
and essays.
By the end of the course students should be able to critically analyze knowledge claims and
understand how their own assumptions underlie their willingness to accept or refute such
claims. They will also be aware of different perspectives when considering knowledge claims
as well as being able to acknowledge counter-claims. They will be able to formulate opinions
and to communicate their ideas with academic honesty.
COURSE DETAILS:
Course timeline:
• Knowers and Knowing
something?
• Ways of Knowing
reason
• Areas of Knowledge
Arts,
What do we mean when we say we 'know'
Through personal experience, language, emotion and
Natural Sciences, Human Sciences, Mathematics,
Ethics, History and
Religion
• Truth, Belief and Certainty
differences?
• Persuasion and Propaganda
claims?
What are the similarities and
How are we affected by knowledge
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ASSESSMENTS
Internal Assessment
Oral presentation: Each student gives an oral presentation, which is internally assessed. The
presentation can be based on any knowledge issue of interest to the student and should relate
to personal experience.
External Assessments
IBO-DP candidates are required to submit one essay of 1200-1600 words in length for
assessment by the IBO. The essay is chosen from a list of ten prescribed titles issued by the
exam board at the start of the course. This is completed in class.
Grades are awarded on the following
scale:
'A' - excellent
'B' - very good
Mediocre
'E' - elementary
'C' - satisfactory
'D' -
NB: an award of an 'E' necessitates a minimum of 28 points overall. An award of 'E' for both
the Extended Essay and TOK constitutes a failing condition for the IB Diploma
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EXTENDED ESSAY (EE)
Teacher(s): Mrs. Jagler
Longevity: Occurs outside of class over a period of approximately 15 months.
COURSE DESCRIPTION
The Extended Essay is a core component for all IBO-DP students. It is an in-depth study of a
focused topic chosen from the list of approved Diploma Programme subjects - normally one of
the student's six chosen subjects for the IB Diploma. This essay is intended to promote highlevel research and writing skills, intellectual discovery and creativity. In addition, the Extended
Essay provides students with an opportunity to engage in personal research, leading to a major
piece of formally presented, structured writing.
Each student investigates a topic of special interest. The essay requirement acquaints IBO-DP
candidates with the independent research and writing skills expected by universities and
colleges. While the Extended Essay may deepen each student’s programme of study, through
the topic selection in one Higher Level courses, a student may desire to add breadth to his/her
academic experience by electing a subject not included in their programme choices.
In working on the extended essay, students will learn to plan and pursue a research project
with intellectual initiative; formulate precise research questions, gather and interpret material
from a range of appropriate sources, structure reasoned arguments and apply analytical and
evaluative skills appropriate to the subject and topic being researched.
COURSE DETAILS:
Course timeline:
Students spend about 40 hours on their Extended Essay, including researching, drafting, writing
and editing. Every student has an essay supervisor who guides their student/s in their essay
topic choice and encourages the student’s research and essay writing. The supervisor also
conducts a 10 - 15 minute viva voce on the student's essay completion. The Extended Essay
component requires a 4000-word limit (Essay portion) and also must include: Title Page,
Abstract, Table of Contents, Introduction, Body, and Conclusion with References, Bibliography
and, where applicable, Appendices.
ASSESSMENTS
External Assessments
All Extended Essays are externally assessed and marked on a scale from 0 - 36. The criteria
include the research question’s quality, student's knowledge of the investigated topic, depth of
student insight, language usage and writing skills. The final marks range from A (excellent) to E
(elementary). With the TOK essay mark, students will be awarded up to 3 points toward their
total IB Diploma score.
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CREATIVITY, SERVICE, ACTION (CAS)
Teacher(s): Mrs. Jagler
Longevity: Occurs outside of class over a period of approximately 18 months.
COURSE DESCRIPTION
The CAS programme is a compulsory core for all IBO-DP students. CAS stands for: Creativity,
Action and Service.
CREATIVITY
This aspect of CAS is interpreted as imaginatively as possible to cover a wide range of arts and
other activities outside the normal curriculum, which include creative thinking in the design and
carrying out of service projects. This could involve doing dance, theatre, music, or it could involve
taking on a leadership role and designing a service project.
ACTION
This aspect of CAS can include participation in expeditions, individual and team sports, and
physical activities outside of the normal curriculum; it also includes physical activity involved in
carrying out creative and service projects. Action may involve participation in sport or other
activities requiring physical exertion - such as expeditions, camping trips, or digging trenches for
water.
SERVICE
Service involves interaction, such as the building of links with individuals or groups in the
community. The community may be the school, the local district, or it may exist on national and
international levels (such as undertaking projects of assistance in a developing country). Service
activities should not only involve doing things for others but also doing things with others and
developing a real commitment with them. The relationship should therefore show respect for the
dignity and self-respect of others.
CAS encourages students to be creative, active and keen to serve others. The emphasis is on
experiential learning through participation and experience; learning by doing real tasks that have
real consequences and then reflecting on these experiences over time. Successful completion of
CAS is a graduation requirement for the Diploma Programme. CAS aims to develop students
who are:
•
•
•
•
•
Reflective thinkers
Willing to accept new challenges and new roles
Aware of themselves as members of communities with responsibilities
Active participants in sustained, collaborative projects
Balanced - enjoying a range of activities involving intellectual, physical, creative and
emotional experiences
COURSE DETAILS:
Course timeline:
The CAS programme should involve:
• Real purposeful activities, with significant outcomes
• Personal challenge - tasks must extend the student and be achievable in scope
• Thoughtful consideration, such as planning, reviewing progress, reporting
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• Reflection on outcomes and personal learning
The most meaningful CAS experience comes from spending time with others to build
relationships and develop the self-worth of both server and served. In the design and
construction of CAS schedules, students are reminded of the equal importance of all three
areas Creativity, Action, Service. There must be a balance between the three.
.
ASSESSMENTS
External Assessments
Students engage in creative, active and community service activities of their own choice and
record details of these activities throughout the diploma programme. Students are expected to
spend 3-4 hours per week on CAS activities for at least 18 months. At the same time, attitude is
what counts, not hours. CAS is about real commitment, being involved with others and doing
your bit towards helping to create a better and more peaceful world. CAS activities should push
you beyond your comfort zone and lead to growth. Upon Completion of a successful CAS,
students will have collected at least ten (10) pieces of evidence from his/her CAS experience,
as well as reflections for each piece of evidence. CAS portfolios can be hard copy or electronic.
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INTERNATIONAL BACCALAUREATE STUDENT EXPECTATIONS
The International Baccalaureate programme is designed for highly motivated students with
emphasis on high academic standards, international understanding and responsible citizenship.
The General Regulations set by the International Baccalaureate organization state: "The IBO
expects students to participate in the IB curriculum as structured and required by the school, to
comply with all subject- specific regulations and internal school deadlines and to complete the
diploma programme over a period of two years".
The Diploma Programme is a demanding one and it is important that students meet the internal
school deadlines: failure to do so may mean not being able to achieve the IBO-DP. To assist the
students in planning their workload, deadlines for coursework and other course requirements
will be spread through the two years of the course.
It is expected that students will exercise academic honesty in all aspects of their work.
Plagiarism and academic malpractice is something that both West High School and the IBO
take seriously. Students found guilty of any academic malpractice will not be able to sit for their
final examinations and thus forfeit their work in the DP course. Students must acknowledge the
work of others, including material taken from other sources and be familiar with the IB's code of
'Ethical Practice'. (Please see Appendix 2) It is also expected that students adhere to any and
all policies relating to the Green Bay School District, West High School and the IBO.
IB Fees
Each student taking courses as either a full Diploma or Certificate student incurs two fee sets as
assigned by the IBO and potentially modified by the Green Bay Public School District. Fees are
assessed during the year(s) in which the student takes subject assessments. Fees are as
follows:
 Student registration fee with the IBO: $151
o Full diploma students testing in both junior and senior years will only pay this
during the junior year (If taking Art SL and will be registered as “Anticipated” Full
Diploma students as a junior)
o Students registered as “Anticipated” Full Diploma students as juniors (if taking Art
SL) who choose not to complete the full diploma as seniors, would pay this fee
again.
o Certificate or “Course” students who test in both years, pay this fee each year of
testing. (Registered as “Course” during year(s) of assessment)

Assessment fee for each subject (due during year of assessment(s)): $104.00 per
subject.
 Regardless of free/reduced lunch status, students dropping a course after
November 14 will incur the costs of IB registration.
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IB Fee Worksheet
Year One
 Check all
that apply
Component
Registration Fee
Course/Subject Fee
Visual Arts SL
Total Subject
Fees
Total
Registration Fee
Cost
$151
$104
$104
$151
Total Fees
$ 255
Payment Schedule
Year One
% of Payment
10% of total fees
45% of remaining balance
Remainder of balance
Amount
$25
$103
$127
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Due
November 15
January 15
April 15
IB Fee Worksheet
Year Two
 Check all
that apply
Component
Registration Fee
Course/Subject Fee
English A1: Literature HL
Spanish ab initio SL
Spanish SL
Spanish HL
French SL/HL
Psychology SL
History HL
Biology HL
Physics SL
Mathematical Studies SL
Mathematics SL
Mathematics HL
Visual Arts SL
Visual Arts HL
Total Subject
Fees
Total
Registration Fee
Cost
$151
$104
$104
$104
$104
$104
$104
$104
$104
$104
$104
$104
$104
$104
$104
$
$151
Total Fees
$
Payment Schedule
Year Two
% of Payment
10% of total fees
45% of remaining balance
Remainder of balance
Amount
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Due
November 15
January 15
April 15
APPENDIX 1
AWARD OF THE DIPLOMA
Students must have completed the Core Requirements, namely the completion of the CAS
Programme, the Extended Essay and the Theory of Knowledge Essay
Total Scores of 24, 25, 26 and 27 must:
• Have grades awarded in all six subjects
• Have completed their CAS Programme
• Have grades awarded for TOK and EE with a grade of at least a D in TOK and EE
• No Grade 1 in any subject
• No Grade 2 in an HL subject
• No more than one Grade 2 at SL
• No more than three Grade 3s or below
• At least 12 points for HL subjects (16 for four HL subjects)
• At least 9 points for SL subjects (6 for two SL subjects)
Total score of 28 or above must:
• Have grades awarded in all six subjects
• Have completed their CAS Programme
• Have grades awarded for TOK and EE with a grade of at least a D in TOK or EE
• No Grade 1 in any subject
• No more than one Grade 2 in an HL subject
• No more than two Grade 2s at SL
• No more than three Grade 3s or below
• At least 11 points for HL subjects (14 for four HL subjects)
• At least 8 points for SL subjects (5 for two SL subjects)
In all cases, the candidate MUST NOT be guilty of malpractice
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APPENDIX 2
ACADEMIC HONESTY
At Green Bay West High School, we take academic malpractice seriously; we believe it is
important that students, their parents and / or guardians and all academic staff know exactly
what this entails. Accordingly, we have placed hyperlinks to two texts published by the IBO:
'General Regulations: Diploma Programme' and 'Academic Honesty'. We ask that all
stakeholders in the Diploma Programme read these documents. Below are some of the most
pertinent points from the IBO's documents.
IBO General Regulations Diploma Programme:
http://www.ibo.org/documentlibrary/regs_ibworldschools/
Academic Honesty:
http://www.ibo.org/documentlibrary/regs_ibworldschools/
Academic honesty
All Diploma Programme candidates must understand the basic meaning and significance of
concepts that relate to academic honesty, especially intellectual property and authenticity.
However, a conceptual understanding alone is not sufficient; candidates must have the
knowledge and practical skills to apply such concepts to their work.
There are many different forms of intellectual property rights, such as patents, registered
designs, trademarks, moral rights and copyright. Candidates must at least be aware that forms
of intellectual and creative expression (for example, works of literature, art or music) must be
respected and are normally protected by law. By implementing measures to prevent plagiarism
schools are helping to combat illegal out-of-school activities (for example, illegal music
downloads, peer-to-peer/P2P file sharing) for which candidates may face legal proceedings.
In both conceptual and practical terms, candidates may not understand the difference between
collaboration and collusion, and therefore require guidance. Collaboration may be loosely
defined as working together on a common aim with shared information, which is an open and
cooperative behaviour that does not result in "allowing one's work to be copied or submitted for
assessment by another".
An authentic piece of work is one that is based on the candidate's individual and original ideas
with the ideas and work of others fully acknowledged. Therefore, all assignments for
assessment, regardless of their format, must wholly and authentically use that candidate's own
language, expression and ideas. Where the ideas or work of another person are represented
within a candidate's work, whether in the form of direct quotation or paraphrase, the source(s) of
those ideas or the work must be fully and appropriately acknowledged.
When using the words of another person it must become habitual practice for a candidate to use
quotation marks, indentation or some other accepted means of indicating that the wording is not
their own. Furthermore, the source of the quotation (or paraphrased text) must be clearly
identified along with the quotation and not reside in the bibliography alone. Using the words and
ideas of another person to support one's arguments is a fundamental part of any academic
endeavor.
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Malpractice
The Regulations define malpractice as behavior that results in, or may result in, the candidate or
any other candidate gaining an unfair advantage in one or more assessment component.
Malpractice
includes:
• Plagiarism: this is defined as the representation of the ideas or work of another person as the
candidate's own
• Collusion: this is defined as supporting malpractice by another candidate, as in allowing one's
work to be copied or submitted for assessment by another
• Duplication of work: this is defined as the presentation of the same work for different
assessment components and/or diploma requirements
• Any other behavior that gains an unfair advantage for a candidate or that affects the results of
another candidate (for example, taking unauthorized material into an examination room,
misconduct during an examination, falsifying a CAS record).
Some candidates seem to believe that because the internet is in the public domain and largely
uncontrolled, information can be taken from websites without the need for acknowledgment. On
the contrary, candidates must record the addresses of all websites from which they obtain
information during their research, including the date when each website was accessed. The
uniform (or universal) resource locator (URL) constitutes the website address for this purpose.
Simply stating the search engine that was used to find the website is not acceptable and does
not, in the view of the final award committee, constitute a form of acknowledgment. The
requirement to cite the source of material includes the copying of maps, photographs,
illustrations, data, graphs and so on. For example, to cut and paste a graph from a website
without acknowledging its source constitutes plagiarism. CD- Roms, DVDs, email messages
and any other electronic media must be treated in the same way as the internet, books and
journals
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