Grade 11-12 Curriculum Handbook IB Diploma Programme
Grade 11-12Curriculum HandbookIB Diploma ProgrammeUnited Nations International School of HanoiIB Diploma Programme 2014 - 2016 1
VALUES & BELIEFSBecause UNIS Hanoi values LEARNING, UNIS Hanoi believesthat we: Learn, think and reflect critically in an inspiring environment,using a dynamic curriculum that exceeds internationalstandards; Use and apply knowledge in the classroom and beyondfor life-long personal development, as we strive for happy,balanced lives; Question and research collaboratively to seek innovativesolutions for local and global issues.Because UNIS Hanoi values COMMUNITY, UNIS Hanoi believesthat we: Pro-actively connect with others to make supportive,long-lasting and diverse friendships; Take action to create a safe, caring, and sustainableenvironment; Respect and appreciate diverse cultures, beliefs andlanguages to deepen our understanding of local andglobal issues.Because UNIS Hanoi values RESPONSIBILITY, UNIS Hanoibelieves that we: Act with integrity to make and defend reasoned decisionsbased on respect, compassion and fairness; Take ownership and are accountable for our thoughts,actions and their consequences; Face challenges with courage, resilience and anindependent spirit, whilst remaining responsive andadaptable to change.MISSION & GUIDING PRINCIPLES“Our mission is to encourage students to be independent,lifelong learners who strive for excellence and becomeresponsible stewards of our global society and naturalenvironment, achieved within a supportive community thatvalues diversity and through a programme reflecting theideals and principles of the United Nations.”The United Nations principles as applied to the school are to: Promote peaceful solutions to problems. Develop friendly relations among children and adults ofdifferent nationalities. Promote cooperation in problem solving in economic,social, cultural, and humanitarian matters. Encourage respect for fundamental freedoms andequality for all, without distinction as to race, sex,language or religion.VISION“Our learning community will be an inspirational role modelfor a better world”2 Grade 11-12 Curriculum Handbook
IB Learner ProfileThe aim of all IB programmes is to develop internationallyminded people who, recognizing their common humanityand shared guardianship of the planet, help to create a betterand more peaceful world. The IB learner profile represents 10attributes valued by the IB and UNIS Hanoi.As IB learners we strive to be:INQUIRERSOPEN-MINDEDKNOWLEDGEABLECARINGWe nurture our curiosity, developing skills for inquiry andresearch. We know how to learn independently and withothers. We learn with enthusiasm and sustain our love oflearning throughout life.We develop and use conceptual understanding, exploringknowledge across a range of disciplines. We engage withissues and ideas that have local and global significance.THINKERSWe use critical and creative thinking skills to analyse andtake responsible action on complex problems. We exerciseinitiative in making reasoned, ethical decisions.COMMUNICATORSWe express ourselves confidently and creatively in more thanone language and in many ways.We collaborate effectively, listening carefully to theperspectives of other individuals and groups.PRINCIPLEDWe act with integrity and honesty, with a strong sense offairness and justice, and with respect for the dignity andrights of people everywhere.We take responsibility for our actions and their consequences.We critically appreciate our own cultures and personalhistories, as well as the values and traditions of others. Weseek and evaluate a range of points of view, and we are willingto grow from the experience.We show empathy, compassion and respect.We have a commitment to service, and we act to make apositive difference in the lives of others and in the worldaround us.RISK-TAKERSWe approach uncertainty with forethought and determination;we work independently and cooperatively to explore newideas and innovative strategies. We are resourceful andresilient in the face of challenges and change.BALANCEDWe understand the importance of balancing differentaspects of our lives—intellectual, physical, and emotional—to achieve well-being or ourselves and others. We recognizeour interdependence with other people and with the worldin which we live.REFLECTIVEWe thoughtfully consider the world and our own ideasand experience. We work to understand our strengths andweaknesses in order to support our learning and personaldevelopment.IB Diploma Programme 2014 - 2016 3
Table of ContentsUNIS HANOI VALUES, MISSION & VISIONIB Learner ProfileBACKGROUNDINTERNATIONAL BACCALAUREATE DIPLOMAPROGRAMMEIB DIPLOMA PROGRAMME SUBJECTSIB DIPLOMA PROGRAMME CORE REQUIREMENTSAward of the IB Diploma235556GROUP 4: EXPERIMENTAL SCIENCEBiologyChemistryPhysicsComputer ScienceEnvironmental Systems and Societies (ESS)(available at SL only)2729313334SUBJECTS OFFEREDAT UNIS HANOIGROUP 5- MATHEMATICSMathematics (HL)Mathematics (SL)Mathematical Studies (SL)353637GROUP 1- STUDIES IN LANGUAGE ANDLITERATURELanguage A- LiteratureLanguage A - Language and LiteratureSelf-Taught Language A: Literature81012GROUP 6- THE ARTSTheatreFilmMusicVisual Arts38394042Group 2- Language AquisitionLanguage BLanguage ab initio (available at SL only)1416THEORY OF KNOWLEDGE, EXTENDED ESSAY ANDCreativity, Action and Service (CAS)Theory of Knowledge (TOK)Extended EssayPoints Calculation for TOK and Extended EssayCreativity, Action and Service (CAS)44444445GROUP 3- INDIVIDUALS AND SOCIETIESEconomicsHistoryPsychologyBusiness and ManagementEnvironmental Systems and Societies (ESS)(available at SL only)4 Grade 11-12 Curriculum Handbook1820222425
BackgroundInternationalBaccalaureate DiplomaProgrammeThe International Baccalaureate Diploma Programme (IBDP)is an academically and personally challenging two-year preuniversity course. It provides students of different linguistic,cultural and educational backgrounds with the self-awarenessand the intellectual, social and critical perspectives that willbe necessary for the adult world. The IBDP is a high-qualityprogramme, designed and monitored by educationalists anddrawn from the best practices of education systems in manycountries. It is highly respected by schools and universitiesthroughout the worldIB Diploma ProgrammesubjectsThe IBDP involves choosing three subjects to study in detailat Higher Level (HL) and three subjects at Standard Level (SL).Students must select six subjects by choosing one from eachof the groups.IB Diploma Programmecore requirementsIn addition, the programme has three core requirementsthat are included to broaden the educational experienceand challenge students to apply their knowledge andunderstanding. They contribute to the unique nature of theIBDP, with compulsory participation required in:1. Creativity, Action and Service (CAS).2. The Extended Essay, which demands independent researchunder appropriate guidance.3. Theory of Knowledge, which explores the relationshipbetween the disciplines and ensures that students engage incritical reflection about knowledge and experience acquiredboth within and beyond the classroom.All IBDP subjects have a balance of coursework that isexternally assessed by examination and internally assessedwork that is externally moderated. The proportion of the finalgrade determined by each varies amongst subjects.IB Diploma Programme 2014 - 2016 5
Award of the IB DiplomaBelow is a selection of some IBDP rules relating to the IBdiploma. Performance in each of the six IB diploma subjects isgraded on a scale of 1 point (minimum) to 7 points(maximum).A maximum of 3 points is awarded for combinedperformance in Theory of Knowledge and the ExtendedEssay. (see bonus points matrix)The maximum total Diploma Programme point score istherefore 45.Submission of an Extended Essay and the Theory ofKnowledge components is compulsory for award of thediploma.Levels of awardFrom the May 2015 examination sessionFrom the May 2015 session the following failing conditionsand associated codes will replace those in current use.1.2.3.4.5.6.7.8.9.CAS requirements have not been met.Candidate’s total points are fewer than 24.An N has been given for theory of knowledge, extendedessay or for a contributing subject.A grade E has been awarded for one or both of theory ofknowledge 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 HLsubjects (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 atleast 5 points at SL).A maximum of three examination sessions is allowed in whichto satisfy the requirements for the award of the IB Diploma.6 Grade 11-12 Curriculum Handbook
When planning an IBDP course, students should bear thefollowing in mind: The same subject cannot be taken at both HL and SL The same language cannot be taken in both Group 1 andGroup 2 The IB, at its discretion, occasionally gives specialpermission for three sciences to be taken if the studentconcerned has no choice but to do this for universityentrance. Documentary evidence of such a requirementmust be given to the IBDP coordinator who will forwardit to the IB Office and request permission. The IBDP willnot allow three sciences to be taken without this writtenevidence A student who is bilingual may take two Language Acourses SL subject availability is not guaranteed; if insufficientnumbers of students opt for a subject it may not beoffered or if the class is already full, students may not beable to choose the subjectSchool Diploma. These students may apply to universities asa US High School Diploma-holder and are often eligible fordirect entry to Australian, Canadian, Dutch, Korean, UK, andUS universities. Students will, however, often need to meetminimum grade and testing requirements (such as the SAT).Some universities may require that students first complete afoundation programme before being granted direct entry tocertain courses.IB Diploma recognition by universitiesInternational recognition of the IB Diploma Programmeis outlined on the IB’s website, www.ibo.org/diploma/recognition.We strongly encourage all students to check university IBrecognition policies for individual countries on this website.Students intending to study at Dutch, French, German,Italian, Swiss, or Asian universities must check country anduniversity-specific requirements when selecting Diplomasubjects, because these countries tend to have specialrequirements.IB Diploma Course candidates andIBDP Course CertificatesInstead of taking a full IB Diploma, students may opt to takeIBDP examinations in any of the individual subject courses.They will receive IBDP course certificates.Students who take IB Diploma Courses instead of the full IBDiploma Programme will graduate with a UNIS Hanoi HighIB Diploma Programme 2014 - 2016 7
Group 1- Studies in Language and LiteratureGroup 1 courses meet the requirements of students whoseLanguage A is their strongest language, while taking intoaccount that many students have complex language profilesand maybe be bi- or tri-lingual. While the courses aredifferent, they both develop understanding about languageand literature and are designed to support future study bydeveloping language skills.Language A- LiteratureCourse content: Language A - LiteratureAvailable in Vietnamese, Korean and EnglishLiterature HLThis course is designed for the student with a definiteinclination towards the study of literature and who mayintend to continue such studies beyond the Diplomalevel. The course focuses on in-depth literary analysis andappreciation in both oral and written capacity. Students willbe required to write essays, conduct independent researchand participate in informal and formal orals for internal andexternal assessment. The total number of texts studied overthe two years is 13, including 3 World Literature works, whichare read in translation.Literature SLThis course is designed for students who desire someenrichment in the study of literature, but who may not havesuch a definite inclination towards the study of literature, orwho may be considering options for such study beyond theDiploma level. Most of the course is studied along with HLstudents to the same depth. The courses differ in the numbersof texts covered and the types of assessment. This course willappeal to those who enjoy literary study, but who also wish topursue other subject areas at HL instead. The total number oftexts studied is 10, including 3 World Literature works, whichare read in translation.8 Grade 11-12 Curriculum Handbook
Assessment SLAssessment ComponentAssessment HLWeightingAssessment ComponentWeightingExternal assessment (3 hours)70%External assessment (4 hours)Paper 1: Guided literary analysis(1 ½ hours)The paper consists of two passages: one proseand one poetry.Students choose one and write a guidedliterary analysis in response to two questions.(20 marks)20%Paper 1: Literary Commentary (2 hours)– 20%The paper consists of two passages: oneprose and one poetry.Students choose one and write a literarycommentary. (20 marks)Paper 2: Essay (1 ½ hours)The paper consists of three questions for eachliterary genre. In response to one question,students write an essay based on at least twoworks studied in Part 3. (25 marks)25%Written AssignmentStudents submit a reflective statement andliterary essay on one work studied in Part 1(25 marks). The reflective statement must be300-400 words in length. The essay must be1,200-1,500 words in length.25%Written AssignmentStudents submit a reflective statement andliterary essay on one work studied in Part 1(25 marks). The reflective statement mustbe 300-400 words in length. The essay mustbe 1,200-1,500 words in length.25%Internal assessment30%Internal assessment30%This component is internally assessed bythe teacher and externally moderated bythe IB at the end of the course.Individual oral commentary (10 minutes)Students give an oral commentary andanswer subsequent questions on an extractfrom a work studied in Part 2. (poetry/prose)(30 marks)Individual oral presentation (10-15minutes)The presentation is based on works studiedin Part 4. It is internally assessed andexternally moderated through the Part 2internal assessment task. (30 marks)Paper 2: Essay (2 hours)The paper consists of three questions foreach literary genre. In response to onequestion students write an essay basedon at least two works studied in Part 3. (25marks)70%20%25%This component is internally assessed bythe teacher and externally moderated bythe IB at the end of the course.15%15%Individual oral commentary anddiscussion (20 minutes)Formal oral commentary on poetry studiedin Part 2 with subsequent questions (10minutes) followed by a discussion based onone of the other Part 2 works (10 minutes).(30 marks)15%Individual oral presentation (10-15minutes)The presentation is based on works studiedin Part 4. It is internally assessed andexternally moderated through the Part 2internal assessment task. (30 marks)15%IB Diploma Programme 2014 - 2016 9
Language A - Language and LiteratureCourse content: Language A - Language andLiteratureEnglish A: Language and Literature HLThis course requires students to be either native or very nearnative speakers of English in terms of both their oral andwritten skills, and will appeal to students who may be lessinclined towards a course focused solely on literary study.Students study six literary works in addition to exploringvarious aspects of Language in Cultural Context andLanguage and Mass Communication. A range of oral, writtenand visual materials is studied from a variety of non-literarysources, genres and media. Students will be required to writeessays for both internal and external assessment, conductindependent research and participate in informal and formaloral and written critiques.English A: Language and Literature SLThis course requires students to be either native or very nearnative speakers of English in terms of both their oral andwritten skills and will appeal to students who may be less10 Grade 11-12 Curriculum Handbookinclined towards a course focused solely on literary study.Students study four literary works in addition to exploringvarious aspects of Language in Cultural Context andLanguage and Mass Communication. A range of oral, writtenand visual materials is studied from a variety of non-literarysources, genres and media. Students will be required to writeessays for both internal and external assessment, conductindependent research and participate in informal and formaloral and written critiques.Skills developedAbility to express ideas clearly and with fluency orally and inwritingAbility to substantiate and justify ideas with relevantexamplesAbility to evaluate conflicting viewpointsUnderstanding of the ways cultural values are expressed intextsUnderstanding of text structures, style and the writer’stechniqueAbility to compare and contrast the form, style and contentof textsUnderstanding of individual literary works as representativesof genre and period.
Assessment SLAssessment ComponentAssessment HLWeightingAssessment ComponentWeightingExternal assessment (3 hours)70%External assessment (4 hours)70%Paper 1: Textual analysis (1 ½ hours)The paper consists of two unseen texts.Students write an analysis of one the thesetexts (20 marks).25%Paper 1: Textual analysis (2 hours)The paper consists of two pairs of unseentexts. Students write a comparative analysisof one pair of texts (20 marks).25%Paper 2: Essay (1 ½ hours)In response to one of six questions studentswrite an essay based on both the literarytexts studied in Part 3. The questions arethe same at HL but the assessment criteriaare different (25 marks).25%Paper 2: Essay (2 hours)In response to one of six questions studentswrite an essay based on at least two of theliterary texts studied in Part 3. The questionsare the same at SL but the assessmentcriteria are different (25 marks).25%Written TaskStudents produce at least three writtentasks based on material studied in thecourse. Students submit one written taskfor external assessment (20 marks). Thistask must be 800-1000 words in length plusthe rationale of 200-300 words.20%20%Internal assessment30%Written TaskStudents produce at least four written tasksbased on material studied in the course.Students submit two of these tasks forexternal assessment (20 marks for eachtask). One of the tasks submitted must bea critical response to one of the prescribedquestions for the HL additional study. Thistask must be 800-1,000 words in lengthplus the rationale of 200-300 words.Internal assessment30%This component is internally assessed bythe teacher and externally moderated bythe IB at the end of the course.Individual oral commentaryStudents comment on an extract from aliterary text studied in Part 4 of the course(30 marks). Students are given two guidingquestions.15%Further oral activityStudents complete at least two furtheroral activities, one based on Part 1 and onebased on Part 2 of the course. The mark ofone further oral activity is submitted forfinal assessment (30 marks)15%This component is internally assessed bythe teacher and externally moderated bythe IB at the end of the course.Individual oral commentaryStudents comment on an extract from aliterary text studied in Part 4 of the course(30 marks). Students are given two guidingquestions.15%Further oral activityStudents complete at least two furtheroral activities, one based on Part 1 and onebased on Part 2 of the course. The mark ofone further oral activity is submitted forfinal assessment (30 marks).15%IB Diploma Programme 2014 - 2016 11
Self-Taught Language A: LiteratureTo be eligible for the Bilingual Diploma, stud
6 Grade 11-12 Curriculum Handbook AwARD OF tHE IB DIPLOMA Below is a selection of some IBDP rules relating to the IB diploma. Performance in each of the six IB diploma subjects is graded on a scale of 1 point (minimum) to 7 points
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skip grade 4 math and take grade 5 math while still in grade 4 Student A, now in grade 4, qualifies for SSA and enrolls in the accelerated course, which is grade 5 math Student A, after completing grade 5 math while in grade 4, takes the grade 4 End‐of‐Grade test Grade‐Level Grade 3 Grade 4 Grade 4
