The American International School of Kuwait

Email: admin@ais-kuwait.org
Website: www.ais-kuwait.org
Phone: 965-1-843-247
AIS Diploma Programme
Handbook
2014-2015



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PHILOSOPHY AND BELIEFS

AIS Mission Statement
AIS Kuwait inspires students to become critical thinkers and contributing world citizens through rigor
and balance in a nurturing educational environment.

IB 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.
To this end the organization works with schools, governments and international organizations to
develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.

AIS Profile of the Graduates

In preparation for adulthood, graduates of AIS Kuwait will be:

Thinkers
They take initiative to organize ideas and apply thinking skills independently, critically and creatively to
recognize and approach complex problems with confidence.
Knowledgeable
They explore concepts, ideas and issues that have significance to local and global systems. In doing so, they
acquire in-depth knowledge and understanding that transfers across a broad and balanced range of disciplines.
Inquirers
They develop their natural curiosity. They acquire the skills necessary to engage in inquiry and research, and
show independence in learning. They actively enjoy learning and this love of learning will be sustained
throughout their lives, resulting in continued growth and development.
Principled
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 are positive people who value a strong work ethic, self-reliance and volunteerism. They
are not only 'takers', but also 'makers'.
Open-Minded
They are flexible and adaptable members of a global community, understanding and appreciating their own
cultures and personal histories, as well as sensitively respecting the perspectives, values and traditions of
others who are different from them. They are accustomed to seeking and evaluating a range of points of view,
and are willing to grow from the experience.
Balanced
They are motivated and manage time appropriately to maintain healthy and productive lives. They are realistic
and understand the importance of intellectual and emotional balance to achieve personal well-being for
themselves and others






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Caring
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal
commitment to service in the community, and to stewardship of the natural environment, acting passionately
and diplomatically to make a positive difference to the lives of others.
Communicators
They understand and express ideas and information confidently and creatively in more than one language and
in a variety of modes of communication. They are confident and proficient in the use of modern communication
technologies, understanding the importance of the appropriate use of technology in maintaining positive
interpersonal relationships. They demonstrate active listening skills and work effectively and willingly in
collaboration with others.
Reflective
They give thoughtful consideration of their own learning and experience in order to use, teach and build upon
it. They are able to evaluate and understand their strengths and limitations, as well as the impact of their
actions, so that they can set goals which are supportive of their learning and personal development. They self-
advocate reasonably and develop confidence by celebrating successes.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the persistence
and adaptability to explore new roles, ideas and strategies. They are agents of positive change - brave and
articulate in defending their beliefs and taking action.































13



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THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME
The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with
final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been
designed to address the intellectual, social, emotional and physical well-being of students. The programme, has
gained recognition and respect from the worlds leading universities.






























Group 1: Studies in Language
and Literature
Arabic A: Language and
Literature SL&HL
English A: Literature SL & HL
English A: Language and
Literature SL&HL

Group 2: Language Acquisition
Arabic B: SL
French ab Initio: SL
French B: SL & HL

Group 3: Individuals and
Societies
Business and Management:
SL & HL
Economics: SL & HL
History: SL & HL
ITGS: SL

Group 4: Sciences
Biology: SL & HL
Chemistry: SL & HL
Physics: SL & HL

Group 5: Mathematics
Math Studies: SL
Math: SL & HL

Group 6: The Arts
Theatre: SL &HL
Visual Arts: SL & HL





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DIPLOMA PROGRAMME REQUIREMENTS

To complete the two-year IB Full Diploma Programme students will:
select one course from each of groups 1-5
choose a sixth subject from either group 6 or a second course from groups 1-5
study three subjects at the Standard Level (SL)
study three subjects at the Higher Level (HL)
study the Theory of Knowledge course (TOK)
complete an extended essay (EE)
complete the 150 hours in each of creativity, action and service (CAS)

Any student registering for one or more Diploma Programme courses is required to write
the IB World Exams, complete the internal and external assessments and pay the IB
registration and examination fee.

All students intending to enter the Diploma Programme beginning in grade 11 must fulfill the
following requirements:
Minimum 2.5 Cumulative GPA (Please also note individual course prerequisites.)
Successful completion of the Personal Project
Successful completion of Community and Service

Students interested in the Full Diploma Programme must understand that it is a demanding
programme that is accessible to many kinds of learners. It is important to be motivated,
organized, hard working and have a strong desire to be successful.

The Diploma Programme Coordinator along with the counseling department and grade 10
teachers will review all student course selections to ensure that students are placed in the
appropriate level and course.

Students will make their choice to be in the full Diploma Programme (6 DP courses (3 SL and 3
HL), TOK and Supervised Study) or they may choose to take individual Diploma courses making
them a Diploma Courses student. Any students wishing to take more than 4 Diploma Courses are
encouraged to join the Full Diploma Programme.

Students who join the Full Diploma Programme take classes in grade eleven that meet the AIS
high school graduation requirements. If a student wishes to leave the Full Diploma Programme,
this can only be done at the end of the grade eleven year.

If you are a Kuwaiti citizen wishing to obtain a government scholarship, it is your responsibility
to enquire with the Ministry of Education about your course requirements. This is solely the
responsibility of the student and his/her family. Furthermore, students are responsible for
meeting AIS high school graduation requirements and being prepared for university pre-requisite
requirements.

Students who hold an Arab passport are required by the Ministry of Education to complete Arabic
and Religion course work. In order to fulfill the Arabic requirements Full Diploma students must
select either DP Arabic A: Language and Literature SL/HL or DP Arabic Language B SL.

For further information, speak directly to the Diploma Programme Coordinator or email
ibdiploma@ais-kuwait.org.




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AIS GRADUATION REQUIREMENTS

In order to receive a United States High School Diploma from the American International School a
student must:

Attend four years (8 semesters) of secondary school, grades 9-12
Complete twenty-six (26) out of a possible 32 credits
Attain a minimum cumulative GPA of 1.50
Pass all required courses

The final grade for each full credit course is based on the successful completion of that course at
the end of the academic year. Passing mark for Grades 9&10 is a three (3) on the MYP scale of 1-
7. Passing mark for grades 11 &12 is 60% = D-. Each credit involves approximately 150 hours of
instruction spread over a 180 day school year September through June.

Group 1
Language A
4 credits
Students must take one English course per year.
English electives cannot be substituted for
Group 1 courses. *Students with an Arabic
passport must take Arabic 9, 10, 11, 12 or
Arabic as a Foreign Language 9, 10.

Group 2
Language B
4 credits
* Students with a non-Arabic passport must
take AFL 9 & 10 or AFL 9 and two consecutive
years of French or Spanish

Group 3
Humanities
3 credits
Humanities 9&10, Topics in 20
th
Century World
History, and Understanding Knowledge. IB
Diploma students may take any Group 3 course
to satisfy graduation requirements.

Group 4
Science
3 credits Science 9&10 and one additional science course.

Group 5
Mathematics
3 credits Math 9&10 plus one additional math course.

Group 6
Fine Arts
2 credits
Fine Arts 9&10


Physical Education 2 credits P.E. 9,10, 11, and 12: credit per year

Technology 1(2) credits
Technology 9&10: Muslims 1 credit non-
Muslims 2 credits

Religion 2 credits Religion 9, 10, 11, 12 (Muslims only)

Electives 1 credit
Muslims: Student choice 4(5) required for
students with a non-Arabic passport depending
on Language B track.













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Award of the IB Diploma
How is the IB Diploma Awarded?

For a complete list of regulations, please see the IB General Regulations: Diploma Programme
document.

Article 12: Grades
Performance in each subject is graded on a scale of 7 points (maximum) down to 1 point
(minimum). Performance in theory of knowledge and the extended essay are each graded on a
scale of A (maximum) to E (minimum). The CAS requirement is not assessed. For the IB Diploma,
a maximum of 3 points is awarded for combined performance in theory of knowledge and the
extended essay. The maximum total DP points score is 45.

Article 13: Award of the IB Diploma
13.1 All assessment components for each of the six subjects and the additional Diploma
requirements must be completed in order to qualify for the award of the IB Diploma, except
under the conditions stipulated in articles 18 and 19 of these regulations.
13.2 The IB Diploma will be awarded to a candidate provided all the following requirements have
been met.
1. CAS requirements have been met.
2. The candidates total points are 24 or more.
3. There is no N awarded for theory of knowledge, the extended essay or for a
contributing subject.
4. There is no grade E awarded for theory of knowledge and/or the extended essay.
5. There is no grade 1 awarded in a subject/level.
6. There are no more than two grade 2s awarded (HL or SL).
7. There are no more than three grade 3s or below awarded (HL or SL).
8. The candidate has gained 12 points or more on HL subjects (for candidates who
register for four HL subjects, the three highest grades count).
9. The candidate has gained 9 points or more on SL subjects (candidates who register for
two SL subjects must gain at least 5 points at SL).
13.3 A maximum of three examination sessions is allowed in which to satisfy the requirements for
the award of the IB Diploma. The examination sessions need not be consecutive.

Article 14: Form of the results
14.1 Successful IB Diploma Candidates will receive an IB Diploma and a document entitled
Diploma Programme (DP) Results listing the total IB Diploma points score, the subject grades,
confirmation of the completion of all CAS requirements and any points awarded and individual
grades for the combination of theory of knowledge and the extended essay.
14.2 A Bilingual IB Diploma will be awarded to a successful candidate who fulfills one or both of
the following criteria:
1.completion of two languages selected from group 1 with the award of a grade 3 or
higher in both
2. completion of one of the subjects from group 3 or group 4 in a language that is not the
same as the candidates group 1 language. The candidate must attain a grade 3 or higher
in both the group 1 language and the subject from group 3 or 4.
14.3 An IB Diploma Candidate who fails to satisfy the requirements for the award of an IB
Diploma will receive DP Course Results indicating the grades obtained in individual subjects,
together with results in theory of knowledge and the extended essay, and confirmation of the
completion of all CAS requirements, as appropriate.
14.4 DP Course Candidates receive Diploma Programme Course Results (DP Course Results)
indicating the results obtained in individual subjects and the core requirements, as appropriate.

Article 15: Enquiry upon results
15.1 A candidates assessment material may be re-marked, returned to the school (in electronic
format or as a photocopy) and/or subject to re-moderation (for internal assessment) as part of
the enquiry upon results service, the details and fees for which are specified in the relevant
handbook. The categories and conditions of this service are subject to change and therefore are in



Page | 8

accordance with the details given in the handbook for the examination session concerned. All
enquiries upon results must be submitted by the school on behalf of the candidate.
15.2 Re-marking a candidates assessment material may lead to a higher or a lower grade for the
subject. Therefore, before submitting a request for an enquiry upon results service that may
result in a change of grade, the school must obtain the written consent of the candidate or his/her
legal guardian ensuring that the candidate and/or the legal guardian are aware that the grade
may go up or down.
15.3 If the schools DP coordinator believes the process leading to the grade upon re-marking or
re-moderation did not respect the procedures defined in these general regulations and/or the
handbook, the coordinator may request, on behalf of the candidate, a report on the re-mark.
Before requesting a report the school must obtain the consent of the candidate(s) or his/her legal
guardian(s).
15.4 Beyond the enquiry upon results service, the coordinator may not request a subsequent re-
marking of work or a further moderation of marks for internal assessment. However, the
candidate is entitled to submit an appeal under the conditions defined in article 22.

Article 19: Candidates with incomplete assessment
19.1 Incomplete assessment means that a candidate has not submitted one or more components
of the assessment requirements in a subject.
19.2 Any application for special consideration in cases of incomplete assessment must be
submitted to the IB Organization by the schools DP coordinator on behalf of the candidate. The
application must be received within 10 calendar days of the completion of the final assessment
component of the subject concerned and must be supported by a statement written by the DP
coordinator as well as by appropriate evidence.
19.3 In cases of incomplete assessment in a subject, the IB Organization may, at its discretion,
award a grade for the subject if both of the following circumstances are established:
1. an acceptable reason is provided by the school for the incomplete assessment being
beyond the candidates control, such as illness or injury, the death or funeral of a close
relative, unavoidable attendance at a hospital or court of law
2. the candidate has submitted sufficient work, leading to at least 50 per cent of the total
marks available in that subject and including an externally assessed component.
19.4 If both of the foregoing conditions are fulfilled, marks for the missing component will be
calculated using an established procedure and based on the candidates marks for completed
components as well as on the distribution of marks of other candidates in the same subject. If
more than one examination is missed, it will be at the discretion of the Final Award Committee
whether grades are issued to the candidate in the subjects concerned. The determination of a
mark for a missing component by statistical means and consideration (as described in article
18.4) will not be applied to the same subject/level being assessed.
19.5 The grounds for incomplete assessment, such as forced school closure during the written
examinations in May or November, may affect a group of candidates or all candidates in the
school. In a case where more than one candidate is affected, the Final Award Committee will give
the same consideration to all candidates.

IB General Regulations: Diploma Programme pages 5-7, 12

NOTE: Diploma Programme Course Results (previously Certificates) can be awarded for
individual subjects and Core components. There are two types of candidates who can be awarded
Diploma Programme Course Results instead of the Diploma of the International Baccalaureate:
Those candidates who actively choose to study for Diploma Programme Courses only
(they are not entered for assessment in Theory of Knowledge or the Extended Essay, or
certification of Creativity, Action and Service)
Those candidates who fail to achieve the Diploma (they are entered for assessment in
Theory of Knowledge, the Extended Essay and Creativity, Action, Service)

For many candidates, the award of Diploma Programme Course Results is a significant
achievement in itself and is evidence of the IB Diploma Programme's ability to provide candidates
from a variety of levels with access to an appropriately challenging curriculum.




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THE DIPLOMA CORE

The Diploma Core consists of three elements:

Extended Essay
Creativity, Action, Service
Theory of Knowledge

The Creativity, Action, Service element must be completed but does not count towards points for
the award of the Diploma. The Extended Essay and Theory of Knowledge components are
awarded grades A to E, with A being the highest grade and E being the lowest. These grades are
then combined according to the following table, and up to three Core points can be awarded.

The Diploma Points Matrix


TOK/EE

A B C D E
A

3

3 2 2
F
a
i
l
i
n
g

c
o
n
d
i
t
i
o
n

B

3

2 2 1
C

2

2 1 0
D

2

1 0 0
E Failing condition


Thus the maximum possible Diploma point score of 45 points is made up of 42 points for 6
subjects and 3 points for the IB Diploma Programme's Core.

Assessment Models have two forms in the case of the IB Diploma Programme: internal
assessment which is undertaken internally within a school and then moderated by external
examiners; and external assessment which is wholly undertaken by external examiners.

Grade inflation is not an issue for the IB Diploma Programme. The assessment is criterion-based,
not norm-referenced. Neither is assessment subject to political interference. While there are
small fluctuations in the percentage of candidates gaining a top score (7) in individual subjects,
there is long-term stability. This means that the IB Diploma Programme continues to distinguish
between good and excellent students.

It is worth remembering that the IB Diploma Programme courses were designed to promote
higher level thinking orders and therefore have a degree of intellectual stretch within their
courses and assessment in order that the highest performing students can be identified through
the assessment processes.

NOTE: More detailed information about each of the core components can be found in the AIS
Extended Essay Handbook, the AIS CAS Handbook, and the Theory of Knowledge Course Outline.



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Extended Essay
Core Content
Students are required to independently write a research essay (maximum 4000 words) on a topic
of their own choice in an IB subject.
Assessment
All Extended Essays are marked externally by IB examiners.

The aims of the extended essay are to provide students with the opportunity to:
pursue independent research on a focused topic
develop research and communication skills
develop the skills of creative and critical thinking
engage in a systematic process of research appropriate to the subject
experience the excitement of intellectual discovery.

All full IB Diploma Programme students must undertake an Extended Essay on a topic of their
choice: this requirement reflects the principle that independent research skills are vital to all
areas of study and deserve a central role in the curriculum. With the other Core components, the
Extended Essay makes the DP a coherent and integrated qualification. The Extended Essay is an
in-depth study of a focused topic within a DP subject. It is recommended that students spend a
maximum of 40 hours on it, though many willingly exceed this, often by a significant amount.
Candidates have around 3 hours contact time with an academic supervisor, who is usually a
teacher within the school, but they are expected to work independently for the remainder of the
time. The supervisor provides the candidate with advice and guidance in the skills of undertaking
research by assisting, for example, with defining a suitable topic; with techniques of gathering
and analysing information / evidence / data; with documentation methods for acknowledging
sources and with writing an abstract. The work is typically undertaken over several months. This
leads to a major piece of formally presented, structured writing, in which ideas and findings are
communicated in a reasoned and coherent manner, appropriate to the subject chosen.
The IB recommends that completion of the essay is followed by a viva voce with the supervisor.

The assessment criteria are common to all Extended Essays, regardless of the subject; however,
each separate subject area has specific guidance as to how the assessment criteria can be
interpreted. A proportion of the marks is based on subject specific merit but the majority is
awarded for specific research skills that are common and highly-transferable:
Formulation of Research Question
Introduction to the Research Question
Investigation
Knowledge and understanding of the topic
Reasoned argument
Application of analytical and evaluative skills
Appropriate use of language
Conclusion
Formal presentation (referencing, bibliography etc.)
Abstract
Holistic judgment

Recent examples of Extended Essay research questions:
How is the subject of death treated in selected poems by Emily Dickinson? (Group 1)
To what extent has Bill 101 contributed to increasing the prevalence of the French
language in Quebec? (Group 2)
How might the concept of "the dictatorship of the proletariat" in Marxism-Leninism be
defined? (Politics)
How is Markov Chain Theory applied to Google's PageRank? (Mathematics)
What is the inter-relationship between painting, sculpture and architecture in Florence
between 1400 and 1450? (Visual Arts)





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Creativity, Action, Service (CAS)
Core Content
For the award of a Diploma, students are required to make a substantial contribution over the
two years of the Diploma Programme in pursuit of activities which can be classed as Creativity,
Action or Service (CAS).
Assessment
Schools monitor students' progress against a set of specified learning outcomes. The IB samples
school records on a random basis. No Diploma Points are awarded for CAS but a student who fails
to complete the requirements is not eligible to be awarded a Diploma.

The CAS programme aims to develop students who are:
reflective thinkers they understand their own strengths and limitations, identify goals
and devise strategies for personal growth
willing to accept new challenges and new roles
aware of themselves as members of communities with responsibilities towards each other
and the environment
active participants in sustained, collaborative projects
balanced they enjoy and find significance in a range of activities involving intellectual,
physical, creative and emotional experiences.

The Creativity, Action, Service (CAS) requirement takes seriously the importance of life outside
the world of scholarship, providing a counterbalance to the academic self-absorption some
students may feel within a demanding school curriculum. Participation in CAS encourages
students to share their energies and special talents while developing awareness, concern and the
ability to work cooperatively with others. The Diploma goal of educating the whole person and
fostering more caring and socially responsible attitudes comes alive in an immediate way when
students reach beyond themselves and their books. The educational benefits of CAS apply in the
school community, and in the local, national and international communities.

CAS should extend the students. It should challenge them to develop a value system by which they
enhance their personal growth. It should develop a spirit of open-mindedness, lifelong learning,
discovery and self-reliance. It should encourage the development of new skills on many levels: for
example, creative skills, physical skills and social skills. It should inspire a sense of responsibility
towards all members of the community. It should also encourage the development of attitudes
and traits that will be respected by others, such as determination and commitment, initiative and
empathy.

Although there are three elements to CAS, it is important not to consider them as mutually
exclusive. CAS is about the education of the whole person, and the three elements are therefore
interwoven. Together, they enable a student to recognize that there are many opportunities in
life, away from formal academic study, to grow in knowledge of life, self and others. Creative and
physical activities are particularly important for adolescents (probably more so than for any
other age group) because popular culture informs and shapes their desires and values. There are
also pursuits which offer much opportunity for fun and enjoyment at a time which is, for many
young people, full of stress and uncertainty. The service element of CAS is, in itself, the most
significant, but the two other elements are also very important, as they provide access, balance,
and flexibility to meet individual students' interests and preferences. However, even more
important in the model is that it is not just a matter of three individual parts: uniquely in the IB
Diploma Programme it is the interaction of them all that creates the richness of CAS. The whole of
CAS is greater than the sum of its parts.

This focus on learning outcomes emphasizes that it is the quality of a CAS activity (its
contribution to the students development) that is of most importance. The guideline for the
minimum amount of CAS activity is approximately the equivalent of half a day per school week
(three to four hours per week), or approximately 150 hours in total, with a reasonable balance
between creativity, action and service. Hour counting, however, is not encouraged.




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Theory of Knowledge (TOK)
Core Content
Students are required to consider the nature of knowledge in general and, in particular, the
knowledge issues that arise in the study of the arts, ethics, history, the human sciences,
mathematics and the natural sciences. In doing so, students will encounter the various
methodologies within these areas and the roles played by emotion, language, reasoning and sense
perception.
Internal Assessment
33% - presentation (10 minutes) on knowledge issues arising in a topic of students' own choice.
Not externally moderated.
External Assessment
67% - essay (1200 - 1600 words) from list of ten prescribed titles that change every examination
session.

The aims of the TOK course are to:
develop a fascination with the richness of knowledge as a human endeavour, and an
understanding of the empowerment that follows from reflecting upon it
develop an awareness of how knowledge is constructed, critically examined, evaluated
and renewed, by communities and individuals
encourage students to reflect on their experiences as learners, in everyday life and in the
Diploma Programme, and to make connections between academic disciplines and
between thoughts, feelings and actions
encourage an interest in the diversity of ways of thinking and ways of living of individuals
and communities, and an awareness of personal and ideological assumptions, including
participants own
encourage consideration of the responsibilities originating from the relationship between
knowledge, the community and the individual as citizen of the world.

The Theory of Knowledge course is the only course that all IB Diploma Programme students take;
as such it embodies the spirit and approach of the DP as a whole. With the Extended Essay and
Creativity, Action, Service components, it provides the cement that makes the Diploma a coherent
and integrated qualification.

Theory of Knowledge (TOK) challenges students to question the bases of knowledge, to be aware
of subjective and ideological biases and to develop the ability to analyse evidence that is
expressed in rational argument. Based within the six subjects that the students study, it compares
and contrasts them, allowing students to develop a more mature view of them, in preparation for
deeper study. TOK seeks to develop, for example, the abilities to distinguish between good and
poor reasoning; to spot intentional or accidental bias (in oneself and in others), and to spot
inconsistencies. The application of these skills varies according to subject, and students might
examine, for example, how reasoning in Mathematics is similar to, and different from, that in the
Natural Sciences; or the emotional and/or rational bases for ethical decision making.

In addition to this critical thinking aspect, the course recognises that intellectual tools are double-
edged, and encourage certain dispositions such as a willingness to challenge one's own deeply-
held convictions, a willingness to hold ourselves to the same standards to which we hold others,
and a willingness to entertain opposing views charitably. In this way the course encourages
openness, intellectual honesty and, where appropriate, an intellectual humility.

Examples of Prescribed Titles from previous Examination Sessions:
Consider the extent to which knowledge issues in ethics are similar to those in at least one
other area of knowledge.
How important are the opinions of experts in the search for knowledge?
There are no absolute distinctions between what is true and what is false. Discuss this
claim.
Art is a lie that brings us nearer to the truth (Pablo Picasso). Evaluate this claim in
relation to a specific art form (for example, visual arts, literature, theatre).



Page | 13

Diploma Programme Course Descriptions
GROUP 1: STUDIES IN LANGUAGE AND LITERATURE
LANGUAGE A: ENGLISH

DP1& DP2 English Language A: Literature SL/HL

This Language A: Literature course covers both grade 11 and 12 and is a two-year study of
literature for either Full Diploma students or Diploma Courses students. Through the study of a
wide range of texts and critical approaches to these texts, the Language A: Literature course
encourages students to appreciate literature and to develop an ability to reflect critically on their
reading through their oral and written work. This course is for students with strong oral and
written literary skills and a passion for reading. In addition, students with a desire to study
literature at the post-secondary level are encouraged to take this course at the HL level.

Students must select either Standard Level or Higher Level for this course. Higher Level students
are required to read three additional texts during the two year course, are assessed according to
different rubrics for written assignments, and have longer IB World Exams than Standard Level
students.

Credit: 1 per year in grades 11 and 12
Length of Course: 2 years
Prerequisite: A minimum score of a low 5 (80%) in MYP5 for Standard Level or a
minimum score of a high 5 (87%) for Higher Level.



DP1 & DP2 English Language A: Language and Literature SL/HL

The Language A: Language and Literature course covers both grade 11 and 12, and is a two-year
study of the use of language in society for either Full Diploma students or Diploma Courses
students. Through the study of media and literature, the course aims to develop students
analytical skills. Although this course is equal in difficulty and value to the Literature course
described above, it focuses on real-world texts, like advertisements and websites for example, to
develop an understanding of how language is used and to strengthen the written and oral
communication skills of students. Additionally, there is less focus on literary analysis and fewer
texts studied than the Literature course.

Students must select either Standard Level or Higher Level for this course. Higher Level students
are required to read 2 additional texts during the two year course, to submit 1 additional external
assessment to the IB, are assessed according to different rubrics for written assessments, and
have longer exams than Standard Level students.

Credit: 1 per year in grades 11 and 12
Length of Course: 2 years
Prerequisite: A minimum score of a low 5 (80%) in MYP5 for Standard Level or a
minimum score of a high 5 (87%) for Higher Level.





Page | 14

LANGUAGE A: ARABIC
All Arab passport holders must schedule Arabic for each year of high school. In order for
Full Diploma students to fulfill the ministry requirements, they must select either DP
Arabic A: Language and Literature SL/HL or DP Arabic Language B SL.

DP1 & DP2 Language A Arabic: Language & Literature (SL & HL)

:

,
, . . :
- , , .
- .
-
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- , , ,
, ( ) .
-
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Credit: 1 per year in grades 11 and 12
Length of Course: 2 years
Prerequisite: Advanced standing in grade 10, recommendation of Arabic teacher, and placement
test.

The following courses in Arabic use textbooks and follow the curriculum that is prescribed by the
Ministry of Education: Arabic 9, Religion 9, Arabic 10, Religion 10, Arabic 11, Religion 11,
Arabic 12, Religion 12 and AFL 9, 10, 11 or 12. Specific information regarding these courses
can be obtained from the Arabic Head of Department.

*Non-Arabic passport holders must have two credits of the same foreign language to
graduate. For example, AFL 9 and 10 or French 9 and 10.

SPECIAL NOTE:

SUPPORT OF MOTHER TONGUE LANGUAGE DEVELOPMENT:
STUDENTS WISHING TO STUDY A LANGUAGE NOT OFFERED ABOVE MAY DO SO BY
COMPLETING A SELF-TAUGHT DP LANGAUGE A COURSE. PLEASE CONTACT THE DP
COORDINATOR FOR MORE DETAILS.

















Page | 15

GROUP 2: LANGUAGE ACQUISITION
LANGUAGE B
Language B is the study of a new language in order to promote cultural understanding through
language. The general objective of this course is the acquisition of language and proficiency in the four
language skills: oral comprehension and expression, reading comprehension and written expression.
Language B classes are available for students with no background or limited experience with various
aspects of the target language. For instance, French ab initio is taught at an introductory level for
students with little to no prior experience in the language being taught. For students with prior
experience in their language B subject, they are expected to register for French B at the Standard or
Higher level or Arabic B at the standard Level. Higher Level students are required to read 2 literary
texts during the two year course and have longer IB World Exams than Standard Level students.
DP1 & DP2 Arabic Language B SL
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Credit: 1 per year
Length of Course: 2 years
Prerequisite: Teachers recommendation. Students may be required to sit for a placement test.


DP1 & DP2 Arabic Language B SL
This course is a language acquisition class for students with some background in the Arabic
Language. Students in this class will learn the language and explore the cultures connected to it.
This class is offered at the Higher level only.

Description: In this advanced course special emphasis is placed on perfecting the students
comprehensive skills in reading, writing and speaking and the study of literature. It also prepares
the student to use the language appropriately in a range of situations and contexts and for a
variety of purposes. Students will learn to communicate accurately in speech and in writing,
develop their ability to understand and respond to the language demands of in social and cultural
contacts and strengthen their competence in the language and idiomatic forms. This course is
not open to Arabic first language speakers. If Arabic is your first language you must
register for Arabic Language A.

Credit: 1 per year
Length of Course: 2 years
Prerequisite: Teachers recommendation. Students may be required to sit for a placement test.



Page | 16


DP1 & DP2 FRENCH ab initio SL

Description: This course is a two year program designed for DP students who have had
limited or no French instruction. Students having had extensive French instruction in the
MYP or elsewhere must take French B SL or HL. The goal of this intensive course is to teach
students to communicate within an authentic cultural context according to the syllabus prescribed
by the IB. Through the development of receptive, productive and interactive skills, students acquire
the ability to respond and interact appropriately in a defined range of everyday situations

In this course students are introduced to the French and the francophone culture as well as a
variety of work units, and media presentations which develop communicative competence such as
dialogues, conversations, oral presentations, written exercises and compositions. The second year
of the program is intended to teach students to communicate in French and to learn about the
French and the francophone culture, with a special attention to the themes prescribed by the IB
syllabus. The objectives of this course are to emphasize proficiency in the four different language
skills of listening, speaking, reading and writing within the context of the French and the
francophone culture.

Credit: 1 per year
Length of Course: 2 year course
Prerequisite: This course designed for DP students who have had limited or no French instruction.
Students having had extensive French instruction in the MYP must take French B SL or HL.

DP1 & DP2 FRENCH B

This course is a language acquisition class for students with some background in French. Students
will learn the language and explore the cultures connected to it. This class is offered at both
Standard and Higher level which are differentiated by the depth of oral and written
communication students will be required to engage in, more challenging studies in literature at the
HL level and the level of difficulty and the demands of assessment.

DP1 & DP2 FRENCH B SL

Description: The range of purposes and situations for which and in which the language is used in
language B SL extends well beyond those at the ab initio level. In this advanced course special
emphasis is placed on perfecting the students comprehensive skills in reading, writing and
speaking. It also prepares the student to use the language appropriately in a range of situations and
contexts and for a variety of purposes. Students will learn to communicate accurately in speech and
in writing, develop their ability to understand and respond to the language demands of in social and
cultural contacts and strengthen their competence in the language and idiomatic forms.

Credit: 1 per year
Length of Course: 2 years
Prerequisite: 3 years of academic French or permission of the Head of Department. Students may
be required to sit for a placement test.













Page | 17

DP1 & DP2 FRENCH B HL

Description: The range of purposes and situations for which and in which the language is used in
language B HL courses extends well beyond those in SL. In this advanced course special emphasis is
placed on perfecting the students comprehensive skills in reading, writing and speaking. It also
prepares the student to use the language appropriately in a range of situations and contexts.
Students will learn how to use the language for a variety of purposes and produce clear text with
appropriate style, rhetorical devices and structural elements. This will be achieved through a wide
range of learning activities and two works of literature

Credit: 1 per year
Length of Course: 2 years
Prerequisite: 4 years of academic French or permission of the Head of Department. Students may
have to sit for a placement test.







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GROUP 3: INDIVIDUALS AND SOCIETIES

AIS HISTORY REQUIREMENT
Note: Students entering Grade 11 who are not taking the Full Diploma are
required to take DP History SL or HL or Twentieth Century World History. All
courses follow the DP History curriculum.

DP1 & DP 2 HISTORY SL
Twentieth Century World History

Description: This course will offer students an opportunity to study selected topics in
20
th
Century World History with an international dimension. The course begins with a
brief examination of history and historical method, then moves on to a study of the
selected topics. The selected topics for this particular course are the following: (1)
peacemaking, peacekeeping: international relations, 1918-1936 (2) the rise and rule of
single-party states pertaining to various twentieth century dictatorial regimes (3) the
Cold War a time of tremendous international tension between the capitalist and
communist world. Students will have extensive reading assignments and acquire the
skills to critically evaluate, interpret, and use source material as historical evidence.
DP1 History SL together with DP2 History SL prepares students to take the Standard
Level DP History world exams. Taking DP1 History SL also fulfills AIS Humanities core
requirements.

Credit: 1 each year
Length of Course: 2 years
Prerequisites: Humanities 9 & 10 (MYP 4 & MYP 5)


DP1 HISTORY HL
Twentieth Century World History

Description: This course will offer students an opportunity to study selected topics in
20
th
Century World History with an international dimension. The course begins with a
brief examination of history and historical method, then moves on to a study of selected
topics. The selected topics for this particular course are the following: (1) peacemaking,
peacekeeping: international relations, 1918-1936; (2) the rise and rule of single-party
states pertaining to various twentieth century dictatorial regimes (3) the Cold War a
time of tremendous international tension between the capitalist and communist world.
Students will have extensive reading assignments and acquire the skills to critically
evaluate, interpret, and use source material as historical evidence. DP1 History HL
together with DP2 History HL prepares students to take the Higher Level DP History
world exams. Taking DP1 History HL also fulfills AIS Humanities core requirements.

Credit: 1
Length of Course: 1 year.
Prerequisites: Humanities 9 & 10 (MYP 4 & MYP 5)












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DP2 HISTORY HL:
Aspects of the History of the Americas

Description: This course will offer students an opportunity to study aspects of the
History of the Americas. Within this region students will engage in an intensive study of
three time periods. While completing the course, students will read widely and acquire
the skills to evaluate, interpret, and use source material critically as historical evidence.
Upon completion of DP1 and DP2 History HL, students will be prepared to take the
Higher Level DP History world exams.

Credit: 1
Length of Course: 1 year
Prerequisite: DP1 History HL (or Twentieth Century History)

DP INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY SL

Description: This is an anticipated Diploma Programme course. This means students
will be required to write and pay for the World Exam in this course at the end of their
grade 11 year. This is normally a two-year course compressed into one. This will
result in a heavier workload one similar to that of an HL course. However, completing
this course in Grade 11 will make room for students to complete any non-DP university
requirements in their Grade 12 year. Students enrolled in Information Technology in a
Global Society (ITGS) will evaluate the impact of information technology on the way we
live our lives in an information age. Focus is on the application of social sciences
methodology to explore the humane use of digitized information in the local
community and around the world. Areas of interest might include software piracy, e-
government, or the use of biometrics in preventing and solving crime. Prior computer
skills are advisable as hands-on computer activities provide technical examples for
debate and further research. Course assessment is based on a hands-on solution, a log-
book, a written report/portfolio. IB candidates will also write the two-part IB
examination. DP ITGS is open to both Grade 11 and 12 students and prepares them to
take the Standard Level DP ITGS World Exam.

Credit: 1
Length of Course: 1 year
Prerequisites: None, however a strong general background in computers is advisable.

DP1 ECONOMICS SL

Description: DP Economics SL is a two year course designed to expose students to the
inner workings of local, national and global economies. All economies must answer
three questions: What to produce? How to produce it? And who gets it? Students learn
the same economic concepts and anlytical tools used by governments, businesses and
economists to answer these three basic questions. While economics involves the
formulation of theory, it is a social science and therefore must be applied to real-world
examples, from the trading floor of the New York Stock Exchange to the local
supermarket. Students will also discover that economics is linked to history,
geography, psychology, sociology, political studies and other related fields of study. The
course also has an international dimension, since the rise of global corporations is a
reflection of how integrated the world economy has become. There are three required
Internal Assessment commentaries of 750 words each. This provides students the
flexibility to apply economic theories and concepts in areas in which they are most
interested. Students taking this course will be required to complete the Internal
Assessment as well as sit and pay for the Standard Level Economics World Exams at the
end of their Grade 12 year.
Credit: 2
Length of Course: 2 years
Prerequisites: Humanities 9 & 10 (MYP4 and MYP5)



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DP1 & DP2 ECONOMICS HL

Description: DP1 Economics HL is the first year of a two-year course designed to
expose students to the inner workings of local, national and global economies. All
economies must answer three questions: What to produce? How to produce it? And
who gets it? Students learn the same economic concepts and anlytical tools used by
governments, businesses and economists to answer these three basic questions. While
economics involves the formulation of theory, it is a social science and therefore must
be applied to real-world examples, from the trading floor of the New York Stock
Exchange to the local supermarket. Students will also discover that economics is linked
to history, geography, psychology, sociology, political studies and other related fields of
study. The course also has an international dimension, since the rise of global
corporations is a reflection of how integrated the world economy has become. DP1 HL
Economics also has a math component that teaches students how to apply linear and
other equations to economic analysis. There are three required Internal Assessment
commentaries of 750 words each. This provides students the flexibility to apply
economic theories and concepts in areas in which they are most interested. DP1
Economics HL together with DP2 Economics HL prepares students to take the Higher
Level DP Economics world exams.

Credit: 1 each year
Length of Course: 2 years
Prerequisites: Humanities 9 & 10 (MYP4 & MYP5)

DP1 & DP2 BUSINESS AND MANAGEMENT SL

Description: This course is a two year course in DP Business Management. Modern
societies want citizens who not only are trained in business and management, but who
also understand the cultural and political issues involved in trading with global
economy. This course is created specifically to meet this demand. It is a dynamic,
problem-solving course designed to provide a broad introduction to the basic
principles and practices of businesses and other organizations, both profit and non-
profit in nature. Fundamental principles and skills are studied in local, national and
international context, thus affording the opportunity to reflect the differences in
perspectives and cultures. While the underlying framework of the program has a wide
application, the content is largely of a practical nature. The course examines how
business decisions are made, and explores the ethical concerns and issues of social
responsibility in global community. In particular, focus is placed on following areas:
Business Organization and Environment, Human Resources, Accounts and Finance, and
Operations Management. Students taking this course will be required to complete the
Internal Assessment as well as sit and pay for the Standard Level Economics World
Exams at the end of their Grade 12 year.

Credit: 1 each year
Length of Course: 2 years
Prerequisites: Humanities 9 & 10 (MYP 4 & MYP 5)














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DP1 & DP2 BUSINESS AND MANAGEMENT HL

Description: This is year one of a two year course in DP Business and Management.
Modern societies want citizens who not only are trained in business and management,
but who also understand the cultural and political issues involved in trading with
global economy. This course is created specifically to meet this demand. It is a
dynamic, problem-solving course designed to provide a broad introduction to the basic
principles and practices of businesses and other organizations, both profit and non-
profit in nature. Fundamental principles and skills are studied in local, national and
international context, thus affording the opportunity to reflect the differences in
perspectives and cultures. While the underlying framework of the program has a wide
application, the content is of a practical nature. The course examines how business
decisions are made, and explores the ethical concerns and issues of social responsibility
in global community. In particular, focus is placed on following areas: Business
Organization and Environment, Human Resources, Accounts and Finance, and
Operations Management. DP1 HL Business and Management together with DP2 HL
Business and Management prepares students to take the Higher Level DP Business and
Management world exams.

Credit: 1 each year
Length of Course: 2 years
Prerequisites: Humanities 9 and 10 (MYP 4 and 5)






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GROUP 4: SCIENCE
SCIENCE DEPARTMENT FLOWCHART
























Science 9: Chem/Phys
MYP Year 4
Science 10: Biology
MYP Year 5
Chemistry Physics
Physics Chemistry
*Note: Chemistry and Physics may be taken by any grade 11 or grade 12 student.
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Program Overview

The Science Department at the American International School Kuwait appreciates that there are
both knowledge and practice aspects of science. Consequently, our curriculum is designed to
assist students in acquiring the knowledge and concepts that reflect our current understanding of
the world as well as the skills and attitudes that are used to establish, extend and refine that
knowledge. Science is a broad domain and this is reflected by the variety of courses we offer to
suit student needs and interests. While the topics of study and specific practices among these
courses may differ, there is an emphasis in all courses on inquiry and problem-solving. It is the
emphasis on the practical approach through experimental work that distinguishes science from
other academic disciplines.

The philosophy, aims and objectives of the International Baccalaureate (IB) guide our science
curriculum. Students transitioning from the middle school to the high school will continue the
International Baccalaureates Middle Years Programme and follow this program through its
completion in grade 10. Grade 11 and 12 courses are based on the IB Diploma Programme, which
fulfills the entrance requirements for universities worldwide. Full Diploma and Diploma Courses
candidates must take two years of a particular science discipline to fulfill the requirements
outlined within the program.


What should you consider when selecting and planning your science courses?

Science 9, Science 10, and ONE other senior science course are required for the AISK High School
Diploma.
Grade 11 and 12 students who wish to take a one year course in any of the science disciplines
would normally register in Physics, Chemistry, Biology, or Environmental Systems and Societies.
These courses are designed to provide a complete senior level science course that is sufficient to
meet most college and university entrance requirements.
Advanced courses can only be taken in the students senior year after completing the required
pre-requisite course(s).
ALL courses have significant laboratory components.













Page | 24

DP1 PHYSICS SL

Description: DP 1 Physics is the first year of a comprehensive 2-year curriculum and is designed
to meet the needs of Grade 11 students who plan on writing the SL IB World Physics exam at the
end of Grade 12. During this course, we will we will investigate the same questions listed in the
Physics course description, but will seek to answer them in greater depth. We will also seek to
answer additional questions within the field of physics, such as If energy is conserved, why do
people say it is produced, used or even wasted?

Credit: 1
Grade Level: 11/ 12 (Grade 11 students will be able to obtain an IB certificate in Physics
by completing Advanced Physics SL in Grade 12)
Prerequisites: Math 10 Core or Math 10 Extended (recommended)


DP1 PHYSICS HL

Description: Physics Higher Level is intended for those students in Grade 11 who plan on taking
Advanced Physics Higher Level in Grade 12 and writing the IB World exam. While the skills and
activities are common to students at both SL and HL, students at HL are required to study some
topics in greater depth, to study additional topics and to study extension material of a more
demanding nature in the common options. An example of an additional question that we will
explore during this course is What forces hold nuclei together and mediate nuclear processes?

Credit: 1
Grade Level: 11
Prerequisites: Math 10 Core or Math 10 Extended (recommended)

DP1 CHEMISTRY SL

Description: The Chemistry Standard Level course is a full DP course with a cumulative IB World
Exam written at the end of Grade 12. Students explore what the world is made of and learn how and
why materials change during chemical reactions. Topics of study include the atom, the chemical
bond, trends on the periodic table, energy, rates of reaction, and calculating chemical quantities.
Students will build a higher understanding of matter, and use that understanding to explain the
chemical substances and changes in the world around them.


Credit: 1
Grade Level: 11/ 12 (note: Grade 11 students will be able to obtain an IB certificate in
Chemistry by completing Advanced Chemistry SL in Grade 12)
Prerequisites: Math 10 Core or Math 10 Extended (recommended)


DP1 CHEMISTRY HL

Description: Chemistry Higher Level is intended for those students in Grade 11 who plan on taking
Advanced Chemistry Higher Level in Grade 12 and writing the IB World exam. While the skills and
activities are common to students at both SL and HL, students at HL are required to study some
topics in greater depth, to study additional topics and to study extension material of a more
demanding nature in the common options.

Credit: 1
Grade Level: 11
Prerequisites: Math 10 Core or Math 10 Extended (recommended)





Page | 25

DP1 BIOLOGY SL
Description: This course explores important concepts within biology and how scientists understand
the living world. Biologists have accumulated huge amounts of information about living organisms,
and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In
this course it is hoped that students will acquire a limited body of facts and, at the same time,
develop a broad general understanding of the principles of the subject. Four core concepts that form
the basis of this course are Structure and function, Universality versus diversity, Equilibrium within
systems, and Evolution. Students will gain an understanding of the principles, theories, and concepts
in biology through a variety of learning opportunities, but laboratory investigations will play a
primary role. One of the first topics this course will investigate is cells, the basic unit of life all the
way to tissues, organs and organ systems. The most important organ systems, all of which are
composed of cells, will then be discussed and compared with those of different animal species. Then,
plants and their systems will also be the focus followed by ecology, habitats, and the biosphere in
general.

Credit: 1
Grade Level: 11/ 12 (note: Grade 11 students will be able to obtain an IB certificate in
Biology by completing Advanced Biology Standard Level in Grade 12)
Prerequisites: Math 10 Core

DP1 BIOLOGY HL
Description: This course is intended for those students in Grade 11 who plan on taking Higher Level
Biology in Grade 12 and writing the IB World exam at the end of their grade 12 year. While the skills
and activities are common to students at both SL and HL, students at HL are required to study some
topics in greater depth, to study additional topics and to study extension material of a more
demanding nature in the common options.

Credit: 1
Grade Level: 11
Prerequisites: Math 10 Core

ADVANCED Senior Level Courses

Any student with a strong interest in science would enjoy and benefit from the challenges that an
advanced course provides, including exposure to some topics not found in typical high school
science courses. Students will engage in experimental work that will refine their critical thinking
and analysis skills, help them develop an appreciation of the essential hands-on nature of scientific
work, promote an understanding of the benefits and limitations of scientific methodology, and an
opportunity to both polish their laboratory skills and acquire some additional ones. Additionally,
students will work collaboratively with other science students on an interdisciplinary project that
mirrors the work of real scientists.

These courses are available only to students in Grade 12 who have already completed one year of an
introductory senior level course (DP 1 SL or DP 1 HL) and are offered either at the Standard Level
or Higher Level. Students in the advanced senior level courses will prepare to write the IB exams
in that subject in May of their graduating year and must complete in the Group 4 Project.













Page | 26

DP2 PHYSICS SL

Description: This course continues where DP 1 HL left off, exploring topics such as thermal
physics, gravity, orbital motion, and nuclear physics in addition to possible options in sight and
wave phenomena, quantum and nuclear physics, digital technology, relativity and particle physics,
communications or astrophysics.


Credit: 1
Grade Level: 12
Prerequisites: Physics/DP1 Physics Standard Level or DP1Physics Higher Level


DP2 PHYSICS HL

Description: This course will continue where DP 1 HL left off, exploring topics such as
thermodynamics, electromagnetic induction, and nuclear physics in addition to possible options in
astrophysics, communications, electromagnetic waves, relativity, medial physics or particle
physics.

Credit: 1
Grade Level: 12
Prerequisites: DP1 Physics Higher Level


DP2 CHEMISTRY SL

Description: Students will study chemical equilibrium, acid-base chemistry, oxidation and
reduction, and organic chemistry. Additionally, two of the following optional units will be studied,
applying the core material to more specific fields of: medicines, further organic chemistry, human
biochemistry, environmental chemistry, food chemistry, or chemistry in industry and technology.

Credit: 1
Grade Level: 12
Prerequisites: Chemistry/DP1 Chemistry Standard Level or DP1 Chemistry Higher Level

DP2 CHEMISTRY HL

Description: In this second full year of chemistry, students will study chemical equilibrium, acid-
base chemistry, oxidation and reduction, and organic chemistry, as well as advanced material in
other core topics. Additionally, two of the following optional units will be studied, applying the
core material to more specific fields of: medicines, further organic chemistry, human biochemistry,
environmental chemistry, food chemistry, or chemistry in industry and technology. Each topic in
the course is studied with additional breadth and depth in comparison to the Standard Level course.

Credit: 1
Grade Level: 12
Prerequisites: DP1 Chemistry Higher Level










Page | 27

DP2 BIOLOGY SL

Description: This course will continue where DP 1 SL left off, exploring topics such as cells, energy,
ecology, and evolution in addition to possible options in human nutrition and health, physiology of
exercise, cells and energy, neurobiology and behavior or ecology and conservation.

Credit: 1
Grade Level: 12
Prerequisites: DP1 Biology Standard Level or DP1 Biology Higher Level



DP2 BIOLOGY HL

Description: This course will continue where DP 1 HL left off, exploring topics such as infectious
diseases, human physiology, excretion, the nervous system, ecology and evolution in addition to
possible options in neurobiology and behavior, microbes and biotechnology, ecology and
conservation, or further human physiology.

Credit: 1
Grade Level: 12
Prerequisites: DP1 Biology Higher Level





Page | 28

GROUP 5: MATHEMATICS
MATHEMATICS DEPARTMENT FLOWCHART


Math 9 Core


Math 9
Extended












Math 10 Core



Math 10
Extended













DP1 Math
Studies SL /
Math Studies
11

DP1 Math SL /
Pre-Calculus
DP1 Math HL















DP2 Math
Studies SL
DP2 Math SL DP2 Math HL












Page | 29


DP1 MATH STUDIES SL / MATH STUDIES 11

Note: Students enrolled in Math Studies 11 are required to complete the same tests and
assignments (including the internal assessment) and will be assessed according to the
same criteria as students in DP1 Math Studies.

Description: This is the first of two courses that are part of the two-year Math Studies program
(Math Studies 11 is a one-year non-DP course) which is designed to build confidence and encourage
an appreciation of mathematics in students who do not anticipate a need for mathematics in their
future studies. Students likely to need mathematics for the pursuit of further qualifications are
advised to consider either Math Standard Level or Math Higher Level.

The Math Studies program concentrates on mathematics that can be applied to other curriculum
subjects, to common general world occurrences and to topics that relate to home, work and leisure
situations. The primary areas of study include linear, quadratic, and exponential equations and
functions as well as algebra, trigonometry, 3D geometry, sets, sequences and series. Daily activities
and projects require students to have their own graphing calculator (TI-83 Plus/Silver or TI-84
Plus/Silver or TI-Nspire).


This course may be taken as a one year stand-alone course or it may be followed by DP2 Math
Studies SL or Pre-Calculus.

Credit: 1
Length of Course: 1 Year
Prerequisite: Math 10


DP2 MATH STUDIES SL

Description: This is the second course in a two year program which is designed to build confidence
and encourage an appreciation of mathematics in students who do not anticipate a need for
mathematics in their future studies.

The Math Studies program concentrates on mathematics that can be applied to other curriculum
subjects, to common general world occurrences and to topics that relate to home, work and leisure
situations. The primary areas of study in this course include further studies in sets, statistics, logic,
probability, and introductory differential calculus. Daily activities and projects require students to
have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire).

Credit: 1
Length of Course: 1 year
Prerequisites: DP1 Math Studies SL / Math Studies 11






Page | 30

DP1 MATH SL / PRE-CALCULUS

Note: Students enrolled in Pre-Calculus are required to complete the same tests and
assignments (including the internal assessment) and will be assessed according to the
same criteria as students in DP1 Math SL.

Description: This is the first of two courses that are part of the two-year SL Math program (pre-
calculus is a one-year non-DP course) which is designed to provide a background of mathematical
thought and a reasonable level of technical ability for those students planning to pursue further
studies in such fields as chemistry, economics, engineering, medicine, geography and business
administration. The primary areas of study include linear, quadratic, exponential, rational,
logarithmic, and trigonometric equations and functions as well as sequences and series, and
statistics.

This course is a demanding course since it contains a variety of mathematical topics and requires
good background knowledge. It includes an in depth study of abstract mathematical concepts and
therefore requires students to possess strong study habits as well as a willingness to solve
challenging problems. Daily activities and projects require students to have their own graphing
calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire).

This course may be taken as a one year stand-alone course or it may be followed by DP2 Math SL.

Credit: 1
Length of Course: 1 year
Prerequisite: Strong performance in Math 10 Core, Math 10 Extended or Math Studies 11,
which would be supported by a MYP grade of a strong 5 (87%) or better in
Math 10 Core, a 5 or better in Math 10 Extended, a final Math Studies 11 grade
of 85% or higher.


DP2 MATH SL

Description: This is the second course in a two year program which is designed to provide a
background of mathematical thought and a reasonable level of technical ability for those students
planning to pursue further studies in such fields as chemistry, economics, engineering, medicine,
geography and business administration. The primary area of study is vectors, calculus and its
applications, and further studies of trigonometry, functions and statistics.

This course is a demanding course since it contains a variety of mathematical topics and requires
good background knowledge. It includes an in depth study of abstract mathematical concepts and
therefore requires students to possess strong study habits as well as a willingness to solve
challenging problems. Daily activities and projects require students to have their own graphing
calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire).

Credit: 1
Length of Course: 1 year
Prerequisites: DP1 Math SL/ Pre-Calculus






Page | 31

DP1 MATH HL

Description: This is the first course in a two year program which is designed for students with a
strong background in mathematics who are competent in a wide range of analytical and technical
skills. Students may choose to take this course because they are planning to include mathematics as
a major component of their university studies, either as a subject in its own right or within courses
such as physics, engineering and technology, or because they have a genuine interest in
mathematics and enjoy meeting its challenges and problems. The primary areas of study include
polynomial, exponential, rational, logarithmic, and trigonometric equations and functions as well as
sequence and series, vectors, probability and statistics, complex numbers and proof by
mathematical induction.

This course is very demanding because it includes an accelerated study of advanced mathematical
topics. Students must possess strong study habits, a willingness to learn, and excellent math skills
in order to meet the requirements of this program. Daily activities and projects require students to
have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire).

Credit: 1
Length of Course: 1 year
Prerequisite: Exceptional performance in Math 10 Extended, which would be supported by
a MYP grade of a strong 5 (87%) or better.

DP2 MATH HL

Description: This is the second course in a two year program which is designed for students with a
strong background in mathematics who are competent in a wide range of analytical and technical
skills. Students may choose to take this course because they are planning to include mathematics as
a major component of their university studies, either as a subject in its own right or within courses
such as physics, engineering and technology, or because they have a genuine interest in
mathematics and enjoy meeting its challenges and problems. The primary area of study is Calculus
and its applications but the course also includes further studies of trigonometry, functions and
statistics. An option topic, on differential equations, discrete mathematics, or probability and
statistics, is also studied intensively.

This course is very demanding because it includes an accelerated study of advanced mathematical
topics. Students must possess strong study habits, a willingness to learn, and excellent math skills
in order to meet the requirements of this program. Daily activities and projects require students to
have their own graphing calculator (TI-83 Plus/Silver or TI-84 Plus/Silver or TI-Nspire).

Credit: 1
Length of Course: 1 year
Prerequisites: DP1 Math HL




Page | 32

GROUP 6: THE ARTS
DP 1 & DP2 VISUAL ARTS SL/HL

Description: The IB Diploma Visual Arts program focuses on students development of analytic creative
problem solving skills, and further develops their technical media skills. Students enrolled in Diploma
Visual Art develop a theme, which they investigate and create art that visually communicates messages
about their theme.

Students use creative processes to develop and solve visual communication problems related to
their theme,
Students are required to thoroughly record their creative processes and its development in
Research Workbooks,
Students are expected to work towards becoming skillful visual communicators and develop
expertise in one or two artistic mediums during the course of creating a body of work comprised
of a minimum of 12 pieces,
Students are expected to already have a foundation in art history,
Students are expected to have established technical abilities in one or two, mediums, and have an
understanding of the elements and principles of design and how to use them to create dynamic
artworks.

Credit: 2
Length of Course: 2 years
Prerequisites: A prerequisite of Art 10. Students having 1 year of Fine Art Appreciation will
be considered individually on the basis of an art portfolio, and permission
from the Head of Department. This is an elective option available at the
diploma level, (Standard Level and Higher Level).


DP1 & DP2 THEATRE ARTS HL/SL

Description: Modern theatre demands creative thinkers. This course demands a serious study of
Theatre using practical performance. Students must be prepared to work independently and
conjunctly with others to develop their production & technical skills. The predominant focus of
study is on performance and theatrical production.

Study and research the major developments and techniques in the theatrical history of more than
one culture.
Interpret and illuminate play scripts and other theatrical texts analytically and imaginatively.
Understand the art of the stage and criticism in relation to it.
Perform before an audience, and demonstrate an understanding of, and some skill in acting
techniques.
Acquire sufficient technical skill to produce satisfactory work in at least one of the theatrical arts or
crafts.
Understand the processes of a theatrical production.
Research imaginatively, selectively and with persistence.
Maintenance of a journal (Personal portfolio)

Credit: 2
Length of Course: 2 years
Texts: A variety of texts, and research materials.
Prerequisites: Theatre 9, Theatre 10.




Page | 33

Assessment in the IB DP: General Information

Assessment is an integral part of teaching and learning. The most important aims of assessment in the
Diploma Programme are that it should support curricular goals and encourage appropriate student
learning. Both external and internal assessment are used in the Diploma Programme. IB examiners
mark work produced for external assessment, while work produced for internal assessment is marked
by teachers and externally moderated by the IB.

There are two types of assessment identified by the IB.
Formative assessment informs both teaching and learning. It is concerned with providing accurate
and helpful feedback to students and teachers on the kind of learning taking place and the nature of
students strengths and weaknesses in order to help develop students understanding and capabilities.
Formative assessment can also help to improve teaching quality, as it can provide information to
monitor progress towards meeting the course aims and objectives. Formative assessment represents
the process of gathering, analysing, interpreting and using the evidence to improve student learning
and to help students to achieve their potential. It is one essential component of classroom practice
and needs to be integrated into the curriculum.

Summative assessment gives an overview of previous learning and is concerned with measuring
student achievement. Summative assessment is concerned with measuring student performance
against Diploma Programme assessment criteria to judge levels of attainment. Teachers must be
aware of the principles and practices that the IB uses to conduct summative assessment. Summative
and formative assessments are, therefore, inherently linked and teachers must use their knowledge of
IB summative assessment expectations and practices to help students improve performance in a
formative way. The subject-specific DP assessment requirements are found in the current IB subject
guides.

The Diploma Programme primarily focuses on summative assessment designed to record student
achievement at, or towards the end of, the course of study. However, many of the assessment
instruments can also be used formatively during the course of teaching and learning, and teachers are
encouraged to do this. A comprehensive assessment plan is viewed as being integral with teaching,
learning and course organization.

To support teachers in the planning, delivery and assessment of the Diploma Programme courses, a
variety of resources can be found on the OCC or purchased by the school from the IB store. Teacher
support materials, subject reports, internal assessment guidance, grade descriptors, as well as
resources from other teachers, can be found on the OCC. Specimen and past examination papers, as
well as markschemes, are purchased by the school from the IB store.

Methods of assessment

The IB uses several methods to assess work produced by students.

Assessment criteria
Assessment criteria are used when the assessment task is open-ended. Each criterion concentrates on
a particular skill that students are expected to demonstrate. An assessment objective describes what
students should be able to do, and assessment criteria describe how well they should be able to do it.
Using assessment criteria allows discrimination between different answers and encourages a variety
of responses.

Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth
one or more marks. Each criterion is applied independently using a best-fit model. The maximum
marks for each criterion may differ according to the criterions importance. The marks awarded for
each criterion are added together to give the total mark for the piece of work.





Page | 34

Markbands
Markbands are a comprehensive statement of expected performance against which responses are
judged. They represent a single holistic criterion divided into level descriptors. Each level descriptor
corresponds to a range of marks to differentiate student performance. A best-fit approach is used to
ascertain which particular mark to use from the possible range for each level descriptor.

Markschemes
This generic term is used to describe analytic markschemes that are prepared for specific examination
papers. Analytic markschemes are prepared for those examination questions that expect a particular
kind of response and/or a given final answer from the students. They give detailed instructions to
examiners on how to break down the total mark for each question for different parts of the response.
A markscheme may include the content expected in the responses to questions or may be a series of
marking notes giving guidance on how to apply criteria.





























































Page | 35

Achievement Charts and IB Grade Descriptors

LANGUAGE A IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE
Performance
Level
AIS
Percent
(%)
IB Grade Description of Student Achievement
Excellent
100

96

7.0
Demonstrates: excellent knowledge and understanding of
works and tasks; very strong and detailed appreciation of
the effects of technique and style; very strong evidence of
independent and/or original perspectives on the works
studied, where appropriate; consistently focused,
carefully developed and persuasive presentation of ideas
or argument; use of language that is varied, clear, concise,
precise and convincingly adapted to tasks.
Very Good
95

93

90
6.0
Demonstrates: very good knowledge and understanding
of works and tasks; strong and detailed appreciation of
the effects of technique and style; strong evidence of a
personal engagement with the works studied, where
appropriate; clearly focused, well-developed and
purposeful presentation of ideas or argument; use of
language that is varied, clear, concise and effectively
adapted to tasks.
Good
89

85

80
5.0
Demonstrates: sound knowledge and understanding of
works and tasks; good appreciation of the effects of
technique and style; good evidence of a relevant personal
response to the works studied, where appropriate; clearly
focused and effective presentation of ideas or argument;
use of language that is clear, concise and appropriately
adapted to tasks.
Satisfactory
79

75

70
4.0
Demonstrates: adequate knowledge and understanding of
works and tasks; adequate awareness of the effects of
technique and style; adequate evidence of a relevant
personal response to the works studied, where
appropriate; generally focused and satisfactory
development/presentation of ideas or argument; use of
language that is generally clear, accurate, fluent and
appropriate to tasks.
Mediocre
69

65

60
3.0
Demonstrates: some knowledge but superficial
understanding of works and tasks; some awareness of the
effects of technique and style; some evidence of a relevant
personal response to the works studied, where
appropriate; some evidence of a focus but ideas are
neither appropriately developed nor presented; use of
language that is limited in clarity, accuracy, fluency and
appropriateness to tasks.
Poor
59

55

50
2.0
Demonstrates: basic knowledge and/or understanding of
works and tasks; basic awareness of the elements of
technique and style; basic structure to the presentation of
ideas; use of language that is lacking in clarity, accuracy
and coherence.
Below
50

1 and
Below
Demonstrates: rudimentary knowledge and/or
understanding of works and tasks; presentation without
clarity or relevance; use of language that is barely
intelligible.







Page | 36

LANGUAGE B IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE
Performance
Level
AIS
Percent
(%)
IB Grade Description of Student Achievement
Excellent
100

96

7.0
Demonstrates understanding of some of the subtleties in
speech and writing. Communicates with ease and fluency,
with few errors and using some advanced language.
Very Good
95

93

90
6.0
Demonstrates competent understanding of all essential
meaning in speech and writing. Consistently
communicates coherently, with some errors and some
range.
Good
89

85

80
5.0
Demonstrates competent understanding of basic meaning
in speech and writing. Generally communicates
coherently but with regular errors and little range.
Satisfactory
79

75

70
4.0
Demonstrates some understanding of speech and writing.
Communicates effectively at times.
Mediocre
69

65

60
3.0
Demonstrates limited understanding of speech and
writing. Shows limited ability to communicate.
Poor
59

55

50
2.0
Demonstrates very limited understanding of speech and
writing. Shows very limited ability to communicate.
Below
50

1 and
Below
Demonstrates no competence in understanding or
communicating in the language.































Page | 37

GROUP 3 IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE
Performance
Level
AIS
Percent
(%)
IB Grade Description of Student Achievement
Excellent
100

96

7.0
Demonstrates: conceptual awareness, insight, and knowledge and
understanding which are evident in the skills of critical thinking; a
high level of ability to provide answers which are fully developed,
structured in a logical and coherent manner and illustrated with
appropriate examples; a precise use of terminology which is
specific to the subject; familiarity with the literature of the subject;
the ability to analyse and evaluate evidence and to synthesize
knowledge and concepts; awareness of alternative points of view
and subjective and ideological biases, and the ability to come to
reasonable, albeit tentative, conclusions; consistent evidence of
critical reflective thinking; a high level of proficiency in analysing
and evaluating data or problem solving.
Very Good
95

93

90
6.0
Demonstrates: detailed knowledge and understanding; answers
which are coherent, logically structured and well developed;
consistent use of appropriate terminology; an ability to analyse,
evaluate and synthesize knowledge and concepts; knowledge of
relevant research, theories and issues, and awareness of different
perspectives and contexts from which these have been developed;
consistent evidence of critical thinking; an ability to analyse and
evaluate data or to solve problems competently.
Good
89

85

80
5.0
Demonstrates: a sound knowledge and understanding of the
subject using subject-specific terminology; answers which are
logically structured and coherent but not fully developed; an
ability to provide competent answers with some attempt to
integrate knowledge and concepts; a tendency to be more
descriptive than evaluative although some ability is demonstrated
to present and develop contrasting points of view; some evidence
of critical thinking; an ability to analyse and evaluate data or to
solve problems.
Satisfactory
79

75

70
4.0
Demonstrates: a secure knowledge and understanding of the
subject going beyond the mere citing of isolated, fragmentary,
irrelevant or common sense points; some ability to structure
answers but with insufficient clarity and possibly some repetition;
an ability to express knowledge and understanding in terminology
specific to the subject; some understanding of the way facts or
ideas may be related and embodied in principles and concepts;
some ability to develop ideas and substantiate assertions; use of
knowledge and understanding which is more descriptive than
analytical; some ability to compensate for gaps in knowledge and
understanding through rudimentary application or evaluation of
that knowledge; an ability to interpret data or to solve problems
and some ability to engage in analysis and evaluation.
Mediocre
69

65

60
3.0
Demonstrates: some knowledge and understanding of the subject;
a basic sense of structure that is not sustained throughout the
answers; a basic use of terminology appropriate to the subject;
some ability to establish links between facts or ideas; some ability
to comprehend data or to solve problems.
Poor
59

55

50
2.0
Demonstrates: a limited knowledge and understanding of the
subject; some sense of structure in the answers; a limited use of
terminology appropriate to the subject; a limited ability to
establish links between facts or ideas; a basic ability to
comprehend data or to solve problems.
Below
50

1 and
Below
Demonstrates: very limited knowledge and understanding of the
subject; almost no organizational structure in the answers;
inappropriate or inadequate use of terminology; a limited ability to
comprehend data or to solve problems.









Page | 38

GROUP 4 IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE
Performance
Level
AIS
Percent
(%)
IB Grade Description of Student Achievement
Excellent
100

96

7.0
Displays comprehensive knowledge of factual information in
the syllabus and a thorough command of concepts and
principles. Selects and applies relevant information, concepts
and principles in a wide variety of contexts. Analyses and
evaluates quantitative and/or qualitative data thoroughly.
Constructs detailed explanations of complex phenomena and
makes appropriate predictions. Solves most quantitative
and/or qualitative problems proficiently. Communicates
logically and concisely using appropriate terminology and
conventions. Shows insight or originality.
Very Good
95

93

90
6.0
Displays very broad knowledge of factual information in the
syllabus and a thorough understanding of concepts and
principles. Selects and applies relevant information, concepts
and principles in most contexts. Analyses and evaluates
quantitative and/or qualitative data with a high level of
competence. Constructs explanations of complex phenomena
and makes appropriate predictions. Solves basic or familiar
problems and most new or difficult quantitative and/or
qualitative problems. Communicates effectively using
appropriate terminology and conventions. Shows occasional
insight or originality.
Good
89

85

80
5.0
Displays broad knowledge of factual information in the
syllabus. Shows sound understanding of most concepts and
principles and applies them in some contexts. Analyses and
evaluates quantitative and/or qualitative data competently.
Constructs explanations of simple phenomena.
Solves most basic or familiar problems and some new or
difficult quantitative and/or qualitative problems.
Communicates clearly with little or no irrelevant material.
Satisfactory
79

75

70
4.0
Displays reasonable knowledge of factual information in the
syllabus, though possibly with some gaps. Shows adequate
comprehension of most basic concepts and principles but with
limited ability to apply them. Demonstrates some analysis or
evaluation of quantitative or qualitative data. Solves some basic
or routine problems but shows limited ability to deal with new
or difficult situations. Communicates adequately although
responses may lack clarity and include some repetitive or
irrelevant material.
Mediocre
69

65

60
3.0
Displays limited knowledge of factual information in the
syllabus. Shows a partial comprehension of basic concepts and
principles and weak ability to apply them. Shows some ability
to manipulate data and solve basic or routine problems.
Communicates with a possible lack of clarity and some
repetitive or irrelevant material.
Poor
59

55

50
2.0
Displays little recall of factual information in the syllabus.
Shows weak comprehension of basic concepts and principles
and little evidence of application. Exhibits minimal ability to
manipulate data and little or no ability to solve problems.
Offers responses which are often incomplete or irrelevant.
Below
50

1 and
Below
Recalls fragments of factual information in the syllabus and
shows very little understanding of any concepts or principles.











Page | 39

GROUP 5 IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE
Performance
Level
AIS
Percent
(%)
IB Grade Description of Student Achievement
Excellent
100

96

7.0
Demonstrates a thorough knowledge and understanding of the
syllabus; successfully applies mathematical principles at a
sophisticated level in a wide variety of contexts; successfully
uses problem-solving techniques in challenging situations;
recognizes patterns and structures, makes
generalizations and justifies conclusions; understands and
explains the significance and reasonableness of results, and
draws full and relevant conclusions; communicates
mathematics in a clear, effective and concise manner, using
correct techniques, notation and terminology; demonstrates
the ability to integrate knowledge, understanding and skills
from different areas of the course; uses technology proficiently.
Very Good
95

93

90
6.0
Demonstrates a broad knowledge and understanding of the
syllabus; successfully applies mathematical principles in a
variety of contexts; uses problem-solving techniques in
challenging situations; recognizes patterns and structures, and
makes some generalizations; understands and
explains the significance and reasonableness of results, and
draws relevant conclusions; communicates mathematics in a
clear and effective manner, using correct techniques, notation
and terminology; demonstrates some ability to integrate
knowledge, understanding and skills from different areas of the
course; uses technology proficiently.
Good
89

85

80
5.0
Demonstrates a good knowledge and understanding of the
syllabus; successfully applies mathematical principles in
performing routine tasks; successfully carries out
mathematical processes in a variety of contexts, and recognizes
patterns and structures; understands the
significance of results and draws some conclusions;
successfully uses problem-solving techniques
in routine situations; communicates mathematics effectively,
using suitable notation and terminology; demonstrates an
awareness of the links between different areas of the course;
uses technology appropriately.
Satisfactory
79

75

70
4.0
Demonstrates a satisfactory knowledge of the syllabus; applies
mathematical principles in performing some routine tasks;
successfully carries out mathematical processes in
straightforward contexts; shows some ability to recognize
patterns and structures; uses problem-solving techniques in
routine situations; has limited understanding of the
significance of results and attempts to draw some conclusions;
communicates mathematics adequately, using some
appropriate techniques, notation and terminology; uses
technology satisfactorily.
Mediocre
69

65

60
3.0
Demonstrates partial knowledge of the syllabus and limited
understanding of mathematical principles in performing some
routine tasks; attempts to carry out mathematical processes in
straightforward contexts; communicates some mathematics,
using appropriate techniques, notation or terminology; uses
technology to a limited extent.
Poor
59

55

50
2.0
Demonstrates limited knowledge of the syllabus; attempts to
carry out mathematical processes at a basic level;
communicates some mathematics, but often uses inappropriate
techniques, notation or terminology; uses technology
inadequately.
Below
50

1 and
Below
Demonstrates minimal knowledge of the syllabus;
demonstrates little or no ability to use mathematical processes,
even when attempting routine tasks; is unable to make
effective use of technology.




Page | 40

VISUAL ARTS IB DIPLOMA GRADE DESCRIPTORS LEVEL OF PERFORMANCE AND CORRESPONDING AIS GRADE
Performance
Level
AIS
Percent
(%)
IB Grade Description of Student Achievement
Excellent
100

96

7.0
Demonstrates in a highly consistent manner: excellent growth
and a strong relationship between research and artistic
production; thorough command of topics/concepts; highly
developed understanding of sociocultural and historical
perspectives in more than one cultural context; excellent critical
analysis; excellent exploration of ideas, and meaningful and
creative studio works (HL/SLA); excellent technical ability and
effective setting and solving of artistic problems.
Very Good
95

93

90
6.0
Demonstrates in a very consistent manner: very good growth
and a sound relationship between research and artistic
production; thorough understanding of most topics/concepts;
understanding of sociocultural and historical perspectives in
more than one cultural context; very good critical analysis; very
good exploration of ideas, and meaningful and creative studio
works (HL/SLA); very good technical ability and setting and
solving of artistic problems.
Good
89

85

80
5.0
Demonstrates in a consistent manner: good growth and a good
relationship between research and artistic production; generally
sound understanding of most topics/concepts; understanding of
sociocultural and historical perspectives in more than one
cultural context; good critical analysis; good exploration of ideas,
and mostly meaningful and creative studio works (HL/SLA);
good technical ability and setting and solving of artistic
problems.
Satisfactory
79

75

70
4.0
Demonstrates in a fairly consistent manner: satisfactory growth
and an adequate relationship between research and artistic
production; satisfactory understanding of most topics/concepts;
adequate understanding of sociocultural and historical
perspectives in more than one cultural context; satisfactory
critical analysis; satisfactory exploration of ideas, and some
meaningful studio works (HL/SLA); satisfactory technical ability
and solving of basic and routine formal and technical problems.
Mediocre
69

65

60
3.0
Demonstrates: mediocre growth and a partial relationship
between research and artistic production; mediocre
understanding of some topics/concepts; partial understanding of
sociocultural and historical perspectives in more than one
cultural context; limited critical analysis; some mediocre
exploration of ideas, and the limited development of a few
meaningful studio works (HL/SLA); mediocre technical ability
and solving of some basic and routine formal and technical
problems.
Poor
59

55

50
2.0
Demonstrates: poor growth and a limited relationship between
research and artistic production; weak understanding of
topics/concepts; poor understanding of sociocultural and
historical perspectives in one or sometimes more cultural
contexts; little capacity for critical analysis; poor exploration of
ideas and the limited development of studio works (HL/SLA);
poor technical ability and solving of a few basic or routine formal
and technical problems.
Below
50

1 and
Below
Demonstrates: very poor growth and a very limited relationship,
if any, between research and artistic production; very weak
understanding of topics/concepts; very poor understanding of
sociocultural and historical perspectives in one or sometimes
more cultural contexts; very little capacity for critical analysis, if
any; very poor exploration of ideas in studio works (HL/SLA);
very poor technical ability and very occasional solving of basic or
routine formal and technical problems.

NOTE: For detailed information regarding grading and reporting practices and procedures, please
see the AIS High School Student Handbook.






Page | 41

Scheduling of Standard Level (SL) Courses

Standard Level Courses are delivered in 150 instructional hours giving students one period of
tutorial support per eight-day cycle for each standard level course.

TIME
DAY
1
DAY
2
DAY
3
DAY
4
DAY
5
DAY
6
DAY
7
DAY
8
7:35
Warning
Bell
Warning
Bell
Warning
Bell
Warning
Bell
Warning
Bell
Warning
Bell
Warning
Bell
Warning
Bell
7:40
to
8:35
A G E C A G E C
8:40
to
9:40
B H F D B H F D
9:40
to
9:55
Nutritional Break
9:55
to
10:55
C A G E C A G E
11:00
to
12:00
D B H F D B H F
12:00
to
12:30
Lunch
12:35
to
1:30
E C A G E C A G
1:35
to
2:30
F D B H F D B H

Red blocks highlight when a Standard Level Course meets for C block as an example. The green
block indicates the tutorial period. This is repeated for all standard level classes (except for Math
Studies SL and Mathematics SL).

This means that all homework/class work should be done in class: out-of-class work for SL
students should be minimal. Teachers design the SL courses to be completed in 150 hours over
the two years. Most homework time for students should be taken up with the HL classes.

Note: Full Diploma Students completing the IB DP Core requirements are automatically registered
in Theory of Knowledge as an SL course to be completed over the two years of the programme.
Theory of Knowledge is delivered in 100 instructional hours during Semester 2 of the DP 1 year
and Semester 1 of the DP 2 year. All Theory of Knowledge classes are scheduled in A block. Full
diploma students are registered in Supervised Study for Semester 1 of the DP 1 year and
Semester 2 of the DP 2 year.







Page | 42

Scheduling of Higher Level (HL) Courses

Higher Level Courses are delivered in 240 instructional hours. Therefore, students are scheduled
one additional period of instruction per eight-day cycle for each higher level course.

TIME
DAY
1
DAY
2
DAY
3
DAY
4
DAY
5
DAY
6
DAY
7
DAY
8
7:35
Warning
Bell
Warning
Bell
Warning
Bell
Warning
Bell
Warning
Bell
Warning
Bell
Warning
Bell
Warning
Bell
7:40
to
8:35
A G E C A G E C
8:40
to
9:40
B H F D B H F D
9:40
to
9:55
Nutritional Break
9:55
to
10:55
C A G E C A G E
11:00
to
12:00
D B H F D B H F
12:00
to
12:30
Lunch
12:35
to
1:30
E C A G E C A G
1:35
to
2:30
F D B H F D B H

Red blocks highlight when a Higher Level Course meets for B block as an example. The green
block indicates the extra HL period. This is repeated for all higher level classes (except for Visual
Arts).

Teachers design the HL courses to be completed in 240 hours over the two years. Most homework
time for students should be taken up with the HL classes.


NOTE: Full Diploma Students completing the IB DP Core requirements are automatically
registered in Supervised Study for H block for the two years of the programme. This allows
students to attend all H block HL classes. The three additional H block classes are used for the
completion of the Extended Essay requirements, Creativity, Action, Service planning and
recording of paperwork on ManageBac, and contacting teachers for extra help. Supervised Study
teachers act as CAS advisors to the students in their classes and report on the students
performance in the Extended Essay and CAS on the report card. Course students who are taking
three or more diploma courses have the option of registering in Supervised Study in H block.






Acknowledgements:
With thanks to J H Khazi at Charterhouse College and IBSCA, and the AIS Budapest, DP Handbook.