1. Programme of Study for Year 11 beginning in October 2017
In Year 11 all Diploma students will study six DP subjects, one from each of the six groups. However, students may elect to study a second subject from the sciences or the humanities instead of a subject from Group six: The Arts. All subjects will be taught concurrently and students will be taught both HL and SL units in Semester 1. Additionally, they will commence studies in Theory of Knowledge and preparation for the Extended Essay and CAS. At the start of Semester 2, students will choose which 3 subjects they intend to study at a Higher Level.
All students will also participate in a course focusing on leadership and directed or private study periods.
2. Programme of Study for Year 12 commencing in October 2018
In Year 12, IB Diploma students will continue to study six subjects: three at a Higher Level and three at a Standard Level. They will continue their studies with Theory of Knowledge and CAS and complete their Extended Essay by the end of the Autumn Term in 2019.
In addition to the study of these subjects, all students in Year 12 participate in subject assessment and private study periods. Students continue with the same subjects in Year 12.
3. Post-school Destinations
Course selection will be influenced by a student’s intended post-school destination. There are three broad post-school options:
- Direct entry to the workforce or vocational training
The International Baccalaureate Diploma Programme is, essentially, a pre-university course but its focus on a balanced curriculum and attainment of skills means that it is highly desired by universities, TAFE and employers.
For Diploma subjects, school achievement is recorded in Grades 1-7 for each subject. For Theory of Knowledge a letter grade will be awarded: A to E. The CAS Coordinator will provide a written report about students’ progress in the CAS course and the Extended Essay Coordinator will provide a written report for this subject.
The final assessment in the Diploma is a combination of school-based assessment and external examinations. All students will be required to sit the Diploma examinations in November 2019 for every subject except for those in Group 6 where examinations have been supplemented with performance portfolios. However, Music is an exception, as there is an examination for this subject. Diploma examinations are weighted between forty-five and eighty percent in individual subjects. For example, in Language A World Literature the examination is worth forty-five percent of the subject whereas the examination in Mathematics HL is worth eighty percent of the final mark. Marks and grades will be based on grade related descriptors and moderated Internal Assessment work samples.
No Scaling or Standardising of results
The IBO do not scale or standardise results as all subjects have equity. This means that a student who, for example, is talented in Geography and not Maths, is not disadvantaged. A Grade 7 in Geography is equal to a Grade 7 in Mathematics.
5. Award of the Diploma
All assessment components for each of the six subjects and the additional IB Diploma requirements must be completed in order to qualify for the award of the IB Diploma. A candidate will not qualify for the award of the IB Diploma if certain requirements have not been met.
The following failing conditions apply:
- CAS requirements have not been met.
- Candidate’s total points are fewer than 24.
- An N has been given for Theory of Knowledge, Extended Essay or for a contributing subject.
- A grade E has been awarded for one or both of Theory of Knowledge and the Extended Essay.
- There is a grade 1 awarded in a subject/level.
- Grade 2 has been awarded three or more times (HL or SL).
- Grade 3 or below has been awarded four or more times (HL or SL).
- Candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count).
- Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).
- The candidate has received a penalty for academic misconduct from the Final Award Committee.
A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB Diploma.
6. The balance between teaching and learning
In the Senior School the relationship between teacher and learner subtly changes from that experienced in the IB MYP programme with the learner taking on a greater responsibility for his own learning. Clearly teachers will continue to work hard with students to achieve the best possible outcomes in each unit or course, but there will be more occasions when students have to take responsibility to use study periods and homework time productively.
Academic Support is provided for DP students by subject specialist teachers and Diploma graduates who have excelled in subjects in previous years. This takes place after school in the library and in the IB office at point of need. Other study skills programmes will be available for students at various times during their Year 11 and Year 12 studies.
This programme is under the guidance of the Careers Adviser. Year 11 and 12 students who are having difficulty with their academic studies may join the programme. Students are mentored during a two to six week period and are given advice to help improve their studies.
7. Community and Service in Year 11 and Year 12
Year 11 and 12 students are required to perform duties and service in line with their senior status as leaders within the College. Year 12 students are expected to perform daily school duties during the period of their House rotation. There is an expectation also that senior students, in both Year 11 and 12, will seek out service opportunities beyond the minimum requirement of duties, within their House, a co-curricular activity area, or in the community external to the College. Diploma students will receive accreditation for this, as it is a requirement of their CAS component.
As added incentive, the Colours and Honours Awards scheme encourages students to actively pursue service opportunities. Through a weighting of types of service, students are encouraged to provide service of transforming nature where contact with the recipients of the service is direct. Senior students are expected to take a lead in modelling service generally within the College and by Year 12, venturing into the broader community to serve beyond the College bounds.