IB Diploma Handbook
1

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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 exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
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 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 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 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 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.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
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. © International Baccalaureate Organization 2006
2

You are facing an important decision because your education has reached a turning point. Congratulations on your accomplishments to date .
As MYP students, you have been following an IB program designed to prepare you for the next step on the IB continuum: the IB Diploma years. This booklet describes the two major options you need to consider-- to undertake the full IB Diploma Program or to work to obtain IB Certificates in DP subjects. Some of you may decide that neither option is for you, but it is important that you make an informed decision so I encourage you to read on.
The International Baccalaureate is known and respected throughout the world as a passport to higher education.
However, the IB Diploma is more than an academic qualification; through its various components students develop the knowledge, skills and confidence that not only prepares them for university, but also serves to mold their character. In this regard, it is a worthwhile qualification in its own right.
But, like most worthwhile things, the full IB Diploma is not easily achieved. It is a demanding and rigorous program of study that is not necessarily for all students. Students who may not be ready to take on the demands of the full IB Diploma can instead choose to work towards IB Certificates. Certificate students have more flexibility with their courses and levels, which allows them to tailor a program to suit their individual strengths and future plans.
By the end of grade 10, you should have a fair assessment of your own capabilities, strengths and interests. It is best to take on the program that is at the limit, but not beyond, your potential. There is no advantage in taking on the high demands of the full IB Diploma program if you are not 100% committed to the program objectives. In the absence of personal motivation, the Diploma program can lead to high levels of stress and reduced academic performance. By focusing on your strengths, and making the right program choice, you can ensure that the next two years are spent in a challenging, and rewarding educational experience, with opportunity for clear success in the final achievement.
Until now, your academic program has been largely chosen for you; this may be the first time where the decision rests on your shoulders. It is important that you realistically assess your abilities and work-ethic along with your future educational objectives so that the choice you make is one you can commit to for the next two years.
Good luck with your choice,
Patricia Hermes
IB DP Coordinator
3

.
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 exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
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 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 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 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 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.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
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. © International Baccalaureate Organization 2006
4

All of the academic programs we offer to prepare students for high school graduation and entrance into university are centered on IB Diploma courses which offer a broad and demanding international-minded curriculum for the last two years of high school. The full IB Diploma and individual IB Certificates are accepted as entry qualifications to colleges and universities throughout the world. In many universities, the IB exam results are also used to determine student placement, with some universities granting a full year of university credit to full IB Diploma students.
The Diploma courses provide students with:
 a broad and balanced, yet academically demanding curriculum

 the development of critical-thinking and reflective skills
 the development of research skills the development of independent learning skills
 the development of intercultural understanding
 a globally recognized university entrance qualification
The International Baccalaureate assesses student work as direct evidence of achievement against the stated goals of the Diploma Program courses which are published in subject-specific curriculum guides. Assessment tasks are designed to support and encourage good classroom teaching and learning. Student results are determined by performance against set standards which are published and readily available to DP teachers and students.
Diploma Program assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example: analyzing and presenting information ; evaluating and constructing arguments ; solving problems creatively. Basic skills are also assessed, including the retention of knowledge and the understanding of key concepts. In addition to academic skills, Diploma Program assessment encourages an international outlook and intercultural skills where appropriate.
Internal vs External Assessment
DP assessment is not only exam-based. Each DP subject has a coursework component, referred to as Internal
Assessment. Internal Assessment is marked by the FDR course teacher, however, the teacher must submit a sample of his/her marked work to an external IBO appointed examiner. If necessary, the marks will be adjusted to reflect the international marking standard--this process is known as moderation. Internal Assessment can account for 20-50% of the final IB mark, depending on the subject.
External Assessment comprises all of the May exams along with some coursework. It is marked by an international body of external examiners appointed by the IBO; their marking is also subjected to moderation which is the reason why IB results carry world-wide recognition.
Notes: For more details on assessment see: http://ibo.org/diploma/assessment/methods/ For samples of past exam papers see: http://ibo.org/diploma/assessment/exampapers/
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The IB Diploma is a demanding and rigorous academic program:
Students study six subjects chosen from the DP hexagon: three courses must be taken at Higher level and three at Standard level.
The IB Diploma is a holistic program-- all DP students complete the following CORE requirements:
Students actively engage in an individualized extra-curricular program, challenging themselves and setting personal goals via endeavors into Creativity, Action and Service.
Action
Action cycle
Reflect
Action continuum
Choose
Community and service
Inquiry cycle:
Awareness & understanding
Reflection
Action
Creativity, action, service (CAS)
Cycle of experiential learning:
Plan
Reflect Act
Act Observe
Voluntary demonstration Required participation Required participation
Page 10
Learning to learn continuum
Learners constructing meaning
Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)
Promotes metacognitive performance (the ability to use self-knowledge to improve)
Approaches to learning
Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)
Promotes metacognitive performance (the ability to use self-knowledge to improve)
Theory of knowledge
Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)
Promotes metacognitive performance (the ability to use self-knowledge to improve)
The IB continuum of education
© International Baccalaureate Organization 2007
The IB continuum of education
Page 16
Students examine and reflect on the nature of knowledge and knowing.
© International Baccalaureate Organization 2007
Consolidation of learning continuum
Students investigate a self-generated research question by undertaking independent primary research
Exhibition
Real life issue identified by students and explored through an extended and collaborative inquiry
Personal project Extended essay
Independent project resulting from the student
‘s own initiative and creativity integrating the areas of interaction
Individual inquiry and research into a focused question of student
’s own choice using a recognized disciplinary methodology.
in one of their DP subject areas, culminating in a 4000-word
Learner profile attributes reflected on and developed.
Learner profile attributes reflected on and developed.
Learner profile attributes reflected on and developed.
academic paper.
The IB continuum of education
Page 15 © International Baccalaureate Organization 2007 http://www.ibo.org/communications/powerpoint/documents/Continuumppt22.12.08Eng.ppt
Rather than meeting all the requirements for the full diploma, students may elect to study a number of
Diploma subjects at Higher or Standard Level to gain individual Certificates in DP courses. They will do the full coursework and external examinations in these subjects, but are not required to complete the
CORE requirements of the Diploma. Many Certificate students excel because the workload and subject areas are tailored to their interests and capabilities.
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TOK
CAS
EXTENDED
ESSAY
Theory of
Knowledge
Creativity,
Action, Service
Research-based
Investigation

DP students' 7 th subject in the junior year.

TOK is both internally and externally assessed. ~120 hours

Students set goals and make proposals for a balanced program of activities offered by the school and through community organizations.

Students maintain monthly logs and reflections over the 18 months of the program.

Students are assessed against the CAS learning outcomes, receiving an interim assessment the junior year with final assessment in March of the senior year.

CAS is internally monitored and assessed. ~170 hours

Students choose an area of investigation and develop an individual research question.

Working with a school-based supervisor, they undertake research and writing, submitting the final essay in October of the senior year.

The extended essay is externally assessed . ~50 hours
GROUP 1 Literature English A1; Spanish A1
(1 st
language)
GROUP 2 Language English A2, B; Spanish A2, B, ab initio ; French ab initio
(A2 advanced; B intermediate; ab initio beginning)
GROUP 3 Individuals &
Societies
GROUP 4 Experimental
Science
Economics;
Americas;
Environmental Systems & Societies
Information Technology in a Global Society
Biology; Chemistry;
Physics
; History of the
Environmental Systems & Societies ;
GROUP 5 Mathematics Math Studies ; Math Standard ; Math Higher
GROUP 6 Arts & Electives Music; Theater; Visual Arts; 2 nd
course from group 1, 2, 3 or 4
Notes: FDR DP Courses are all 2 years; courses in italics are offered at standard level only. Environmental Systems & Societies is a transdisciplinary course and may be used to meet the IB requirements for either group 3 or 4, or both . In determining which courses to take at standard and which at higher, we recommend that students have achieved an OLA 5 or above in the MYP precursor to the their HL subjects.
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Depending on your university plans, you may be required to complete the Diploma. Universities in
Europe often make acceptance conditional on Diploma results, and several universities in Peru offer direct admissions for students who earn the Diploma. While universities in the US do not require the Diploma, if your goal is to gain acceptance into a highly-competitive university you may want to consider the
Diploma as an indicator of your willingness to take on the most challenging program the school offers.
The program is of a particularly high academic standard for this age group, and therefore requires academic competence in the majority of subjects studied, which clearly involves a wide range of disciplines. The program will demand a great deal of self-discipline , organizational skills and motivation which are of at least equal importance to academic competence.
To successfully undertake the full IB Diploma at FDR, a student should therefore have demonstrated:

Previous competence in a majority of the six subjects to be studied

Evidence of the necessary study skills and maturity to take on
responsibility for their education.

Awareness of the goals of the IB Diploma program

Willingness to participate in school life beyond the classroom
Students who have demonstrated academic competence and who want the advantages the official IB exam results provide, however would like more flexibility with the make-up of their academic program both in terms of course selection and level. Additionally, Certificates are more appropriate for students who have yet to fully embrace the IB goals and objectives.
Since the Diploma and Certificates are optional programs, the registration and exam fees are not included in FDR tuition. Although exam fees vary slightly from year-to-year, a Full Diploma candidate should expect to pay additional fees amounting to $900.00 US in October of their exam year. Fees for Certificate students will vary greatly depending on the number of DP exams they choose to take.
Note: for information regarding fees see: http://ibo.org/programmes/services/assessment/index.cfm#dp
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Diploma courses are marked using the IB scale of 1-7 with 7 being the highest and 4 considered a passing mark. Full Diploma candidates take six exams, which means they have the potential to earn 42 points in their exam subjects. An additional three ‘bonus’ points may be awarded based on the combined assessment of the Extended Essay and Theory of Knowledge, which brings the overall maximum to 45.
Generally speaking, a Diploma is awarded if the student satisfies all of the Core requirements and earns 24 points in their exam subjects; they must earn a minimum of 12 points in their combined higher level subjects with no higher level mark falling below a 3. Please see the publication “Diploma Program
Regulations” for the complete details regarding the award of the Diploma.
Diploma results are published on July 5 th
and are available to candidates on-line via an individualized access code. Although it varies from university-to-university, students usually need to score a 5 or above to receive university credit for a Diploma or Certificate subject. Universities require official results which must be sent to the university directly from the IBO offices in Geneva. The original hard copies of IB
Diplomas and Certificates are mailed to FDR in early September and are held for pick-up in the DP office.
Notes: There are many conditions to the award of the Diploma; for details please see “Diploma Program Regulations” which is posted to the school web-site: http://www.amersol.edu.pe/hs/documents/DP_regulations_2009.pdf/ The IBO maintains a searchable data base of university recognition policy at: http://www.ibo.org/diploma/recognition/directory/index.cfm
For additional information regarding results see: http://ibo.org/diploma/assessment/results/ For information regarding transcripts: http://ibo.org/informationfor/supporters/graduates/obtainingtranscripts/
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As in previous years, students will indicate their initial course interests in April through the on-line registration process. In languages and math, teachers will make recommendations based on current performance in MYP
10 courses.
Students who indicate an interest in the full Diploma program will be interviewed, in May, by the DP
Coordinator to evaluate the students’ performance and motivation to determine if the program is right for them.
All interested students will work out a program of study in conjunction with the DP Coordinator that must be approved by parents. Student performance will be monitored through June and those students who we feel will be better served by working towards Certificates will be counseled to do so.
Diploma courses are 2-year courses, so it is important that you give a lot of thought to your choices-- think
- what am I best at, and what do I enjoy most? What are my plans for university study, and what are my career goals? Use the form at the end of this booklet to work through this process.
You can talk to teachers, current students, your guidance counselor, the Diploma Program Coordinator and your parents, but remember the final decision must be yours. Since some universities have specific course requirements for certain majors, you should look into this as well.
Finally, this may be your last opportunity to take courses in certain subject areas, like the arts, and we encourage you to branch out and explore the full DP hexagon.
Page 1 © International Baccalaureate Organization 2007
more
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The Theory of Knowledge (TOK) requirement is central to the educational philosophy of the Diploma Program. It offers students and their teachers the opportunity to reflect critically on diverse ways of knowing and on areas of knowledge, and to consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world. It prompts students’ awareness of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge and to recognize the need to act responsibly in an increasingly interconnected but uncertain world.
As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these questions is “How do we know?” The critical reflection encouraged in students is a foundation for developing international mindedness.
TOK Assessment
Internal Deadline
Yr 1 April-May
Type
Presentation
Marking
Internal –course teacher
% of total
30%
Yr 1 June Written Essay External—IBO examiner 70%
A required component of the full Diploma Program, the extended essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. It is given much importance by students, teachers and universities, because it provides practical preparation for the kinds of undergraduate research required at tertiary level. From the choice of a suitable research question, to the final completion of the extended essay, students must produce their piece within the constraints of time, essay length and available resources. This component provides an opportunity to engage in an in-depth study of a topic of interest within a chosen subject.
Emphasis is placed on the research process, on the appropriate formulation
of a research question, on personal engagement in the exploration of the topic, and on communication of ideas and development of argument. It develops the capacity to analyze, synthesize and evaluate knowledge, with a personal choice of topic from within any subject area. Students are supported and encouraged throughout the research and writing with advice and guidance from a supervisor.
Extended Essay Assessment
Internal Type
Deadline
Marking
Yr 2 October Written Research Paper External—IBO examiner
% of total
100%
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...if you believe in something, you must not just think or talk or write, but must act.
Peterson (2003)
The
requirement is a fundamental part of the Diploma program and takes seriously the importance of life outside the world of scholarship, providing a refreshing counterbalance to academic studies.
The three strands of CAS are:
:
arts, and other experiences that involve creative thinking.
: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Program.
: an unpaid and voluntary exchange that has a learning benefit for the student, where the rights, dignity and autonomy of all those involved are respected.
enables students to enhance their personal and interpersonal development through experiential learning. A good CAS program should be both challenging and enjoyable, representing a personal journey of self-discovery. Each individual student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life-changing.
has a central role in the development of IB students in keeping with the IB Learner Profile. As part of our commitment to CAS, we have formalized the assessment process which includes:
 self-assessment and a summative reflection based on the student's
performance against the CAS Learning Outcomes and the
IB Learner Profile.
 a face-to-face interview with a panel of FDR community members
where the student's overall CAS program is reviewed and the
self-assessment and reflection are discussed.
A system of self-evaluation encourages students to reflect on the benefits of CAS participation to themselves and to others and to evaluate the understanding and insights acquired. Through CAS students can learn more about themselves and their own potential and about their relationship and responsibility to the society around them.
The focus on learning outcomes emphasizes that it is the quality of a CAS activity that is of most importance. Students are, however, expected to be involved in a balanced program of CAS activities for the equivalent of at least three hours each week during the first eighteen months of their Diploma program.
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LITERATURE A1
The main focus of the A1 course is the study of literature, including poetry, drama, fiction and non-fiction.
Language A1 is designed for native or near-native speakers of the language. The ability to handle both the written and spoken language at an appropriately advanced level is crucial and we assume that students who enter this course, whether at Higher or Standard level, are keen and experienced readers who can express themselves clearly and accurately in their chosen language. This is a course for those who enjoy reading and are prepared to read widely.
Language A1 Assessment
Internal Deadline
Yr 1 May-June
Type
Oral Presentation
Marking
Internal –course teacher
% of total mark
15%
Yr 2 November
Yr 2 December
Yr 2 May
World Literature Essay
Oral Commentary
Written Exam
External—IBO examiner
Internal –course teacher
External—IBO examiner
20%
15%
50%
LANGUAGE A2, B, ab initio
Language A2 is for students highly-proficient in the language who may be native or non-native speakers.
Language B is a foreign language course designed for students with previous study of the language. Ab initio language is for students who are just beginning to acquire the language. Students with strong abilities in language acquisition may choose to study a third language from either group 1 or 2 to meet the group 6 requirement.
Language A2 Assessment
Internal Deadline Type Marking % of total mark
Yr 1 December
Yr 2 March
Yr 2 May
Written Tasks
Oral Commentary
Written Exam
Language B, ab initio Assessment
Internal Deadline Type
Yr 2 March
Yr 2 May
Oral Commentary
Written Exam
External—IBO examiner
Internal –course teacher
External—IBO examiner
Marking
Internal –course teacher
External—IBO examiner
20%
30%
50%
% of total mark
30%
70%
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INDIVIDUALS & SOCIETIES
Students choose between Economics, Environmental Systems & Societies, History of the Americas/20 th
Century World History and Information Technology in a Global Society (ITGS).
Each subject is designed to foster in students the capacity to identify, to analyze critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies.
Economics is for anyone who wants to learn to think critically about the world around them and make informed decisions. Environmental systems offers students a sound grasp of the scientific principles that lie behind the high profile environmental issues facing human populations worldwide. Students who do well in History have a keen interest in current events, like reading and participating in discussion and can present a clear written argument in English. ITGS is the study and evaluation of the social, ethical and moral impact of information technology on individuals and society.
Students with a strong interest in humanities can include two group three subjects in their IB Diploma program meeting the group 6 elective requirement.
Economics Assessment
Internal Deadline Type Marking
Yr 1-2 Various
Yr 2 May
Commentary Portfolio
Written Exam
Environmental Systems & Societies Assessment
Internal –course teacher
External—IBO examiner
% of
HL total
SL
20% 25 %
80% 75%
% of total SL Internal Deadline Type
Yr 1-2 Various Practical Lab Portfolio
Marking
Internal –course teacher 20%
External—IBO examiner 80% Yr 2 May Written Exam
History Assessment
Internal Deadline Type
Yr 2 December Historical Investigation
Marking
Internal –course teacher
% of
HL total
SL
20% 25%
External—IBO examiner 80% 75% Yr 2 May
ITGS Assessment
Written Exam
Internal Deadline Type
Yr 2 April Project
Yr 2 May Written Exam
Marking
Internal –course teacher
External—IBO examiner
% of total SL
30%
70%
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EXPERIMENTAL SCIENCES
Students choose between Biology, Chemistry, Environmental Systems & Societies and Physics. Each subject contains a body of knowledge together with scientific methods and techniques which students are required to learn and apply. In their application of scientific methods, students develop an ability to analyze evaluate, and synthesize scientific information. A compulsory project encourages students to appreciate the environmental, social and ethical implications of science.
Students with aptitude in science may elect to study two courses as part of their Diploma program meeting the group 6 elective requirement.
Biology, Chemistry, Physics Assessment
Internal Deadline Type
Yr 1 June Group 4 Project
Yr 1-2 Various Practical Lab Portfolio
Yr 2 May Written Exam
Environmental Systems & Societies Assessment
Internal Deadline Type
Yr 1-2 Various Practical Lab Portfolio
Yr 2 May Written Exam
MATHEMATICS
Marking
Internal –course teacher
Internal –course teacher
External—IBO examiner
Marking
Internal –course teacher
External—IBO examiner
% of
HL
4% total
SL
4%
20% 20 %
76% 76%
% of total SL
20%
80%
The aims of group 5 courses are to enable students to develop mathematical knowledge, concepts and principles alongside logical, critical and creative thinking while employing and refining their powers of abstraction and generalization.
Students have two standard level options: Math Studies focuses on the development of mathematical models to analyze real situations rather than developing techniques in depth; Math Standard is for those students who are good mathematicians who expect to need a sound knowledge of mathematics for other courses—such as Physics and Chemistry. One higher level option is offered: Math Higher. Although Math
Higher is not for most students, if you have natural ability and excel at math, have a logical mind and enjoy thinking about math, then Math Higher may be appropriate.
Math Studies Assessment
Internal Deadline Type
Yr 2 November Project
Written Exam Yr 2 May
Marking
Internal –course teacher
External—IBO examiner
% of total SL
20%
80%
15

Math Standard Assessment
Internal Deadline Type
Yr 1-2 Various Portfolios
Yr 2 May Written Exam
Math Higher Assessment
Internal Deadline Type
Yr 1-2 Various Portfolios
Yr 2 May Written Exam
Marking
Internal –course teacher
External—IBO examiner
Marking
Internal –course teacher
External—IBO examiner
% of total SL
20%
80%
% of total HL
20%
80%
ARTS
The emphasis in group 6 is on creativity in the context of disciplined, practical research into the relevant genres. IB Diploma students may either choose Music, Theatre or Visual Arts. IB Music enables students to develop their knowledge and potential as musicians, both personally and collaboratively. The course challenges students to reflect their critical understanding of music through comparative analysis of music in relation to time, place and culture. IB Theater is for students who wish to continue the “hands-on”, creative approach to learning established in MYP drama while deepening their understanding of theater with an emphasis on theory and research. The Visual Arts course encourages students to become independent, self-motivated, imaginative and creative artists. The aim is that their work will be personal and individual, exhibiting an appreciation of historical and current issues in art.
While some background in the arts is obviously an advantage, at standard level, these courses are also accessible to students with little previous formal background but with considerable enthusiasm and creative potential. In such cases, the student should speak to the appropriate teacher, bringing with them any evidence of interest and ability in the subject.
Full Diploma students who wish to study two of the arts will need to choose the trans-disciplinary subject
Environmental Systems & Societies as their Group 3 and 4 option.
Music Assessment
Internal Deadline Type Marking % of
HL total
SL
Yr 2 March
Yr 2 April
Musical Investigation
Composition & Performance
External—IBO examiner
Internal –course teacher
20% 20%
50% 50%
Yr 2 May Listening Exam
Visual Arts Assessment
Internal Deadline Type
External—IBO examiner
Marking
30% 30%
Yr 1-2 Various Investigation Workbook
Yr 2 April Studio Work
Internal –course teacher
External—IBO examiner
% of
HL total
SL
40% 40%
60% 60%
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Theater Assessment
Internal Deadline Type Marking
Yr 2 November Research Investigation
Yr 2 December Practical Performance Proposal
External—IBO examiner
External—IBO examiner
Yr 2 April
Yr 2 April
Oral Presentation
Independent Project Portfolio
Internal –course teacher
Internal –course teacher
Note: Internal deadlines are based on the current exam session and are subject to change.
% of
HL total
SL
25% 25%
25% 25%
25% 25%
25% 25%
FDR:
CAS Moodle Page guest log-in http://courses.amersol.edu.pe/login/index.php
TOK Moodle Page guest log-in http://courses.amersol.edu.pe/login/index.php
Extended Essays from FDR Diploma graduates FDR Library
IBO:
The IB Community Page http://communitytheme.ibo.org/
The International Baccalaureate Organization-- Official web http://ibo.org
/
The On-line Curriculum Center http://occ.ibo.org/ibis/occ/guest/dpyyy_home.cfm
Towards a Continuum of International Education
Full text http://occ.ibo.org/ibis/documents/general/g_0_iboxx_amo_0809_1_e.pdf
Synopsis http://www.ibo.org/communications/powerpoint/documents/Continuumppt22.12.08Eng.ppt
Notes: The ISM Diploma Programme Handbook served as a model for this booklet. Some of the common information was borrowed with permission. All
IBO images have been used with permission
17

Year One Year Two
Group 1 English A1 HL English A1 HL
Group 2 Spanish A2 SL Spanish A2 SL
Group 3 ITGS SL ITGS SL
Group 4 Biology HL Biology HL
Group 5 Math Standard SL Math Standard SL
Group 6 Visual Arts HL Visual Arts HL
CORE TOK/CAS/EE CAS/EE
Year One Year Two
Group 1 Spanish A1 HL Spanish A1 HL
Group 2 English A2 HL English A2 HL
Group 3 History HL History HL
Group 4 Biology SL Biology SL
Group 5 Math Standard SL Math Standard SL
Group 6 French ab initio
SL French ab initio
SL
CORE TOK/CAS/EE CAS/EE
All six areas of the DP hexagon are incorporated into the program.
Students use Group 6 as an academic elective in their chosen emphasis.
Year One Year Two
Group 1 English A1 SL English A1 SL
Group 2 Spanish B SL Spanish B SL
Group 3 Economics HL Economics HL
Group 4 Chemistry HL Chemistry HL
Group 5 Math Standard SL Math Standard SL
Group 6 Physics HL Physics HL
CORE TOK/CAS/EE CAS/EE
18

Year One
Group 1
Group 2
Year Two
English A1 HL English A1 HL
Spanish B SL Spanish B SL
Group 3/4 EnvSystems SL EnvSystems SL
Group 5 Math StudiesSL Math StudiesSL
Group 6
Group 6
CORE
Theater HL
Music HL
TOK/CAS/EE
Theater HL
Music HL
CAS/EE
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
CORE
Year One Year Two
Spanish A1 HL Spanish A1 HL
English A2 SL English A2 SL
History HL History HL
Chemistry HL Chemistry HL
Math Standard SL Math Standard SL
Visual Arts SL Visual Arts SL
TOK/CAS/EE CAS/EE
Environmental Systems is used to meet the requirements for both groups 3 & 4, giving students the ability to include two arts in their program.
OPP students may not use
ITGS to meet the group 3 requirement.
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These questions are designed to help you think through some of the issues involved in making this important decision. Please be as thoughtful as possible. Bring this completed form to your interview with the IB Diploma Coordinator.
Name:_______________________________________Nationality:_______________________
1. Where do you plan to apply for university?
Country a. ..................................... b......................................... c. .........................................
Possible Colleges/Universities: just give a sampling a..................................... b......................................... c. .........................................
2. What do you plan to study at university?
Major a. ..................................... Minor b.........................................
3. When you took the career interest inventory in March, in which areas did you score highest? a..................................... b......................................... c. .........................................
4. Write down the two to three academic subjects you are best at: a..................................... b......................................... c. .........................................
5. Write down the two to three academic subjects you enjoy the most: a..................................... b......................................... c. .........................................
6. Write down two to three subjects you think will be most useful in your imagined future career : a..................................... b......................................... c. .........................................
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7. Write down one or two subjects that you have never taken but would like to: a..................................... b.........................................
Note: Use the IB Diploma Program Overview chart and assign group numbers to see if you have a program! If not, you may want to consider pursuing IB Certificates.
8. Of the ten IB Learner Profile characteristics , which would you say is your greatest:
Strength ..................................... Weakness ........................................
Note: If you are having trouble identifying the LP charateristics, investigate using the following link: http://www.ibo.org/programmes/profile/
9. Why are you interested in pursuing the full Diploma? Circle all that apply and be honest! a. My parents want me to b. My friends are doing it c. I believe in the IB vision d. My brother/sister did it and I am just as smart e. I want to challenge myself f. Might as well since I have to take Diploma courses anyway g. I have always done well in school, so why not? h. I enjoyed MYP, particularly the Personal Project i. I want to push myself to engage in meaningful extra-curricular activities j. I think it is required by the universities to which I am applying
10. What questions do you have about the full Diploma Program?
Question Answer— to be filled in at the DP interview
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