IB Diploma Programme
GRADE 11 – GRADE 12
IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics.
The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.
At least three and not more than four subjects are takin at higher level (recommended 240 teaching hours), the others at standard level (150 teaching hours). Students can study these subjects, and be examined, in English, French or Spanish.
Students will develop an understanding of the IB learner profile. The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students and schools, providing a statement of the aims and values of the IB and a definition of what we mean by “international-mindedness”. IB learners strive to be inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, open-minded, caring, balanced and reflective.
In addition the program has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.
- The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.
- Theory of knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).
- Creativity, action, service requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.
To know more about what CIS offers in terms of the Diploma Programme, you check out the PDFs below:
Students take written examinations at the end of the program, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.
The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to a certain minimum levels of performance across the whole program and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.
Assessment is criterion-related, which means student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations. Statistically the range of scores that students have attained has remained stable and universities value the rigor and consistency of Diploma Programme assessment practice.
Students can choose to study for individual subject certificates, rather than the full diploma, if the diploma combination does not best meet their individual needs or circumstances.
Subject Area Programs
In CIS, we offer the following subjects for the IB Diploma Programme
|IBDP||Semester 1||Semester 2|
|Standards Assessed||IB Language A: Language and Literature Assessment Objectives||IB Language A: Language and Literature Assessment Objectives|
|Grade 11||Part 1 – Language in Cultural Context|
* Audience and purpose affect the structure and content of texts.
* Language and its changes shape both individual and group identities.
* Analyse how audience and purpose affect the structure and content of texts.
*Analyse the impact of language changes.
*Demonstrate an awareness of how language and meaning are shaped by culture and context.
* Gender (inequality, constructions of masculinity and femininity)
* History and evolution of the language (disappearing and revival languages)
* Language and belief (religious discourse, mythology)
* Language and communities (nation/region, subcultures)
* Language and knowledge (science and technology, argot and jargon)
* Language and power (linguistic imperialism, propaganda)
* Language and social relations (social and professional status, race)
* Language and taboo (swearing, political correctness)
* Language and the individual (multilingualism/bilingualism, language profile/identity)
* Sexuality (its construction through language)
* Translation (what is added and what is lost)
|Part 4 – Literature – Critical Study|
* Literary texts echo universal themes and ethical stance or moral values.
* Literary appreciation comes through an understanding of the rich complexities and intricacies of the construction of texts.
* Explore literary works in detail.
* Analyse elements such as theme and the ethical stance or moral values of literary texts.
* Understand and make appropriate use of literary terms.
Reading Focus - HL
* Selected Poems by Sean Heany
* The Great Gatsby by F. Scott Fitzgerald
* The Handmaid’s Tale by Margaret Atwood
Reading Focus - SL
* The Great Gatsby by F. Scott Fitzgerald
* Selected poems by Sean Heany
|Grade 12||Part 2 – Language and Mass Communication|
* Mass media use language to inform, persuade, and/or entertain.
* Production and reception of texts are influenced by the media used to deliver them.
* Examine different forms of communication within the media.
* Show an awareness of the potential for educational, political or ideological influence of the media.
* Show the way mass media use language and image to inform, persuade or entertain.
* Arts and entertainment (radio and television drama, documentaries)
* Language and presentation of speeches and campaigns (elections, lobbying)
* Language and the state (public information, legislation)
* Media institutions (television channels, internet search engines)
* Popular culture (comics, soap operas)
* Role of editing (news bulletins, websites)
* Stereotypes (gender, ethnicity)
* Textual bias (news reporting, sports coverage)
* Use of persuasive language (advertising, appeals)
|Part 3 – Literature – Texts and Contexts|
* Meaning in a text is shaped by culture and by the contexts of the circumstances of its production.
* Readers also shape the meaning of a literary text.
* Consider the changing historical, cultural, and social contexts in which particular texts are written and received.
* Demonstrate how the formal elements of the text, genre, and structure can not only be seen to influence meaning but can also be influenced by context.
* Understand the attitudes and values expressed by literary texts and their impact on readers.
Reading Focus - HL
* A Doll’s House by Henrik Ibsen
* Perfume by Patrick Suskind
* Macbeth by William Shakespeare
Reading Focus - SL
* Perfume by Patrick Suskind
* Macbeth by William Shakespeare
11th Grade – Math Studies
Grade 11 Mathematical Studies this semester starts with the basics of numbers-conversion of units, scientific notations, rounding off numbers. It is then followed by three units which are interconnected namely, the Sets, Logic and Probability. These units give students the opportunity to polish their problem solving skills since these mainly involve a lot of analysis rather than complicated computations. The last unit this semester is on coordinate Geometry. This lesson makes use of previously learned concepts and skills such as lines, gradient, the Cartesian Plane, radicals and indices, as well as the theorem of Pythagoras. It is then a challenge for the Grade 11 students to be able to recall these lessons so that they can successfully tackle Coordinate geometry.
11th Grade – Math SL
The first semester of grade 11 IBDP Math SL focusses on the first three core topics namely Algebra, Functions and Equations and Circular Functions and Trigonometry. For continuity purposes, Circular Functions and Trigonometry is the first unit as this is the last topic covered in grade 10. In grade 11, students are expected to find the area of a sector, the length of an arc, double and half angle formula and use different techniques in proving identities. The next unit is on Relations and Functions where students are expected to sketch graphs of the different Functions with and without the use of graphics display calculator, perform operations on functions, sketch the inverse of a function, and to solve real-life application problems on relations and functions. Last unit is a review on some Algebra units taken in grade 10 and introduce sequence and series.
11th Grade – Math HL
Grade 11 IBDP Math HL focusses on the first three core topics namely Algebra, Functions and Equations, and Circular Functions and Trigonometry. As grade 11 students they are expected to find the area of a sector, the length of an arc, double and half angle formula and use different techniques in proving identities. For the unit on Relations and Functions the focus is sketching graphs of the different Functions with and without the use of graphics display calculator, performing operations on functions, sketching the inverse of a function, and to solving real-life application problems on relations and functions. Students are also expected to solve problems involving sequences and series, and exponents and logarithms. A review on Matrices is taken in the second quarter and the first topic that HL students must master is proving using the principle of mathematical induction.
12th Grade – Math Studies
In the Grade 12 Math Studies, students will be given time to work on their Internal Assessment Project for the first quarter, which constitutes 20% to their final IB marks in May. The Semester also covers Bivariate Statistics, which is directly linked to their project, as well as units on Sequences and Series, Financial Mathematics, Probability and Logic. Since they are already preparing for the IB exam, these said units are thoroughly discussed so that they can get a good grasp of the concepts and skills, which will hopefully equip them for the IB examinations.
12th Grade – Math SL
In the Grade 12 Math Standard Level, students will be given time to work on their Internal Assessment Project for the first quarter, which constitutes 20% to their final IB marks in May. The Semester also covers Bivariate Statistics, which is directly linked to their project, as well as units on Sequences and Series, Financial Mathematics, Probability and Logic.
11th Grade Biology
The Year 1 biology students learned about the fundamental units of living organisms: the cell and the molecules that support life. They looked into what makes up a cell, the functions of the different organelles and how they work together as the smallest functional unit of all living things. The students also learned about the elements and macromolecules that make up the structures of organisms, and provide their energy.
11th Grade Chemistry
The start of the IBDP Chemistry program this semester started with the laying down of standards for the diploma program. Students learned about The Atomic Structure, Measurement and Data Processing and Quantitative Chemistry, taking IB type of tests and performing experiments. Students experienced designing experiments, collecting data and processing them, and making conclusions and evaluations, the three aspects of Internal Assessment in the diploma program.
11th Grade Physics
For the first semester, the students focused on the first two core topics: Physics and physical measurements and Kinematics – with emphasis on internal assessments. The students learned to conduct scientific investigations from designing experiments to carrying them out. Students performed investigations with care on collecting and processing data and with considerations to uncertainties. They also evaluated results and reflected on the how they could have done the investigation more accurately and precisely to improve on results.
12th Grade Biology
The Year 2 biology students started the year learning about Ecology, the interactions between living things and their environment. They then proceeded to looking into the different human body systems – respiratory, transport, immune, nervous, digestive and reproductive. They learned the anatomy and physiology of each body system and how these systems work together to keep us alive.
12th Grade Physics
For the first semester, the study was focused on the four core topics: Electric currents, Fields and forces, Atomic and nuclear physics, and Energy, power and climate change. The students designed and performed investigations that affect the electromagnets for their internal assessment. The students also presented ideas about the different ways in which electrical energy is generated from the different sources, the impacts of the fossil fueled power plants. The students also looked at how these different processes of transforming of energy might affect climate.
11th Grade Art IBDP
The first semester focuses on understanding the goals and expectations of IB Art. Students research and investigate art styles, artists and their works, cultural & historical concepts to use for their artworks. The investigation and research works are recorded in their Investigation Work Book (IWB). The artworks are based on topics and media like Asian traditions, capturing moods, local color, plaster carving, etc.
12th Grade Art IBDP
Students choose to continue previous theme or change to a different one. They are given suggested topics to start working on but they may pursue their own investigations of concepts, styles, media, technique etc.
Additional IB DP Courses are available:
a) via Pamoja (online teacher DP courses) for an additional fee: Film (SL) French Ab, ITGS (HL/SL) Philosophy (HL/SL)
b) School-assisted language courses for mother tongue languages (please contact the DP coordinator for information)
11th Grade Mandarin Ab Initio
Students continued the focus on the core topics of the individual and society, leisure and work. Students practiced different writing formats and reading of different text types. They continued to build new vocabulary in preparation for the Mandarin Ab Initio program. In Semester 1, grammar and vocabulary were learned to secure their oral and writing skills in Mandarin.
12th Grade Mandarin Ab Initio
Students explored how to write an academic intercultural comparison essay followed by the three themes in the Mandarin Ab Initio syllabus. The topics are the individual and society, leisure and work, and urban and rural environment. Students developed reading comprehension, writing and oral skills for their final IB exam. Students practiced different writing types and speaking skills for their final IB exam.
11th Grade Mandarin B
12 Grade Mandarin B
11th Grade Spanish Ab Initio
Students learnt how to introduce themselves, basic expressions for Spanish language, vocabulary related to people, family and Education. They started developing their language skills such as comprehension, writing and oral. In this semester they were able to describe and compare people using the appropriate vocabularies such as nationalities, age, professions, likes and dislikes, appearance and Daily routines. The students also applied grammatical structures in the target language to achieve the description and comparison aims. They started gain skills such as deduct meanings through the context or familiar words to face Paper 1 (reading and comprehension test). At the end of the semester the students were be able to write different written pieces between 60 and 120 words. For next semester the aim is to build their confidence to enhance their oral skills.
12th Grade Spanish Ab Initio
In this semester the students revised the knowledge of the language acquired last school year to reinforce and being ready to gain more content. They learnt vocabularies related to Environmental Issues such as Global Warning, Climate changing, Recycle, Natural resources, Organic Food, Pollution and Animals in extinction. The students continued refining their language skills such as comprehension, writing and oral to be ready for the IB exams (Papers 1-2, Written assignment and Oral presentations). In this semester they were able to debate about the topics previously mentioned using impersonal expressions to apply the use of the Subjunctive for expressing own opinions. For next semester they will continue practicing for the IB exams.
12th Grade Spanish SL/HL
Students reviewed important grammar points such as the present, and the contrast between the preterit and the imperfect tenses. Other tenses included the future and the conditional and some other grammar points such as the usage of the verb “to be” in Spanish, and the reflexive verbs and reflexive constructions. Important vocabulary related to the environment and leisure was also taught. Besides, they practiced for their upcoming IB exams by performing oral presentations to describe a picture and writing IB-style papers such as letters, articles, speeches, blogs, and emails.
Theory of Knowledge is a course about critical thinking and inquiry into the process of knowing, rather than about learning a specific body of knowledge. Students explored a range of ways of knowing, tools that are used to answer “how do we know?” and a range of areas of knowledge, that is, specific branches of knowledge. During semester one, students are introduced to Human Sciences or the Social Sciences and Natural Sciences as the focus areas of knowledge. The ways of knowing of sense perception, language and reason are utilized to see how they influence the understanding of these areas of knowledge. With our discussions of these ways of knowing and areas of knowledge, the students make connections between them and reflect on them so that they become aware of their own perspectives and those of various groups whose knowledge they share.
We begin the semester by completing units in the three remaining Areas of Knowledge, History, the Arts, and Ethics. Students are then introduced to the TOK Presentation and TOK Essay topics. The TOK presentation is completed in December, and the TOK Essay is be completed in January. For the essay, the students brainstorm ideas on the six set titles with other students, in order to help them decide which essay title they will choose to answer. For the presentation, the students are allowed to work either individually or in groups of two, and are helped in choosing a real-life topic, and in developing a knowledge issue from it. Both the essay and presentation are IAs, the results of which are submitted to the IBO for those who are taking the Diploma.