Studies Guide 2013-14 IB Diploma - Aiglon College
Studies Guide 2013-14 IB Diploma - Aiglon College
Studies Guide 2013-14 IB Diploma - Aiglon College
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AIGLON COLLEGE<br />
Switzerland<br />
<strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong><br />
<strong>IB</strong> <strong>Diploma</strong><br />
Tel: +41 (0)24 496 6161 │info@aiglon.ch │ www.aiglon.ch
AIGLON COLLEGE<br />
International Baccalaureate <strong>Diploma</strong><br />
6 th Form <strong>Studies</strong> <strong>Guide</strong><br />
INDEX<br />
WHAT IS THE <strong>IB</strong> DIPLOMA ............................................................................................................... 2<br />
THE CORE OF THE <strong>IB</strong> DIPLOMA ..................................................................................................... 3-4<br />
Theory of Knowledge (TOK) ...................................................................................................... 3<br />
Extended Essay (EE) Creativity, Action, Service (CAS) ................................................................. 4<br />
<strong>IB</strong> DIPLOMA MODEL .......................................................................................................................... 5<br />
<strong>IB</strong> LEARNER PROFILE ...................................................................................................................... 6-7<br />
SUBJECT CHOICES ........................................................................................................................ 8-11<br />
FREQUENTLY ASKED QUESTIONS ABOUT <strong>IB</strong> ..................................................................................... 12<br />
LEARNING SUPPORT ........................................................................................................................ 13<br />
GROUP 1 LANGUAGE A<br />
English A .......................................................................................................................... <strong>14</strong>-15<br />
French A ............................................................................................................................... 16<br />
Spanish A ......................................................................................................................... 17-18<br />
German A / Russian A/ Arabic A/ Italian A ................................................................................ 19<br />
GROUP 2 SECOND LANGUAGE<br />
English B .............................................................................................................................. 20<br />
Spanish B ............................................................................................................................. 21<br />
French B ............................................................................................................................ 22-23<br />
German B ............................................................................................................................. 24<br />
Spanish Ab initio ................................................................................................................... 25<br />
French Ab initio ..................................................................................................................... 26<br />
German Ab initio ................................................................................................................... 27<br />
Italian Ab initio ...................................................................................................................... 28<br />
Mandarin Ab initio / Japanese Ab initio .................................................................................... 29<br />
GROUP 3 INDIVIDUALS AND SOCIETIES<br />
History ................................................................................................................................. 30<br />
Geography ........................................................................................................................ 31-32<br />
Economics ............................................................................................................................ 33<br />
Business and Management ..................................................................................................... 34<br />
GROUP 4 NATURAL SCIENCES<br />
Biology ................................................................................................................................. 36<br />
Chemistry ............................................................................................................................. 37<br />
Physics ............................................................................................................................. 38-39<br />
Environmental Systems and Societies ...................................................................................... 40<br />
GROUP 5 MATHEMATICS AND MATHS STUDIES ........................................................................ 41-42<br />
GROUP 6 ARTS AND ELECTIVES<br />
Visual Art .............................................................................................................................. 43<br />
Music ................................................................................................................................... 44<br />
Theatre Arts ..................................................................................................................... 46-48<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 1
What is the International Baccalaureate <strong>Diploma</strong><br />
The International Baccalaureate Organisation (<strong>IB</strong>O) was founded in 1968 and has its world<br />
headquarters in Geneva. There are currently nearly 3,500 schools in <strong>14</strong>4 countries which offer <strong>IB</strong><br />
programmes to over a million students. The <strong>IB</strong> continues to grow at about 10% each year and is<br />
now the most reputable international education programme in the world.<br />
The <strong>IB</strong> <strong>Diploma</strong> has gained a well-deserved reputation for its rigorous academic standards, the<br />
breadth of its curriculum and its visionary aim of producing young people who are knowledgeable,<br />
reflective and active citizens who have a commitment to life-long learning.<br />
Those who undertake the <strong>Diploma</strong> programme should emerge at the end better equipped to deal<br />
with the complexities and challenges of the modern world. The <strong>IB</strong> <strong>Diploma</strong> is recognised by all<br />
major universities throughout the world. It is also clear that the <strong>IB</strong> provides the range of skills and<br />
the flexibility of approach to learning which is increasingly favoured by employers in the modern<br />
workplace.<br />
Key Characteristics of the <strong>Diploma</strong><br />
A key characteristic of the <strong>IB</strong> <strong>Diploma</strong> programme is its emphasis on breadth, without sacrificing<br />
depth. This is achieved by the requirement that all students study six academic subjects: three are<br />
studied in considerable depth at Higher Level and a further three are studied in less depth at<br />
Standard Level. Higher Level subjects play to a student’s major strengths and interests, whilst<br />
Standard Level subjects serve to broaden and complement their studies.<br />
Another feature of the <strong>Diploma</strong> is the requirement that all students study at least one foreign<br />
language, at least one science subject and a Mathematics course. As well as helping to fulfil the<br />
entrance requirements of many universities it also enables – for example - the more scientificallyminded<br />
student to retain an appreciation of literature, the artistic person to develop an awareness<br />
of the natural sciences, and the gifted linguist to hone their numeracy skills. Whilst it is hard to<br />
quantify the value of such breadth, we firmly believe that it will add greatly to the educational<br />
experience of Sixth Form students. It is also the case that the challenges presented by the<br />
contemporary world will require the citizens of the future to be knowledgeable, open-minded and<br />
cooperative.<br />
Each subject examined at <strong>IB</strong> is given a score from 0-7, 7 being the highest mark. The ‘Mark<br />
Reading’ system at <strong>Aiglon</strong> reflects this 0-7 scale in order to give students the best indication of how<br />
they are likely to do in that subject overall. In addition, the core requirements of TOK and the<br />
Extended Essay are worth up to 3 extra points. This means that the maximum points score<br />
available for the <strong>Diploma</strong> is 45.<br />
Perhaps the most distinctive feature of the <strong>Diploma</strong> is the so-called ‘core’ (see the section which<br />
follows for more detailed information) which all students must follow, irrespective of their specific<br />
subject choices. The core consists of an interdisciplinary approach to learning called Theory of<br />
Knowledge (TOK), an Extended Essay which offers students the chance to investigate a topic of<br />
individual interest within the scope of a 4000 word dissertation and the Creativity, Action and<br />
Service (CAS) programme which requires students to become involved in a range of co-curricular<br />
activities in order to broaden their experience of the world. <strong>Aiglon</strong> students are especially wellplaced<br />
to fulfil the requirements of the CAS programme which matches the school’s strong<br />
emphasis on developing the whole person.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 2
The Core of the <strong>IB</strong> <strong>Diploma</strong> programme<br />
All students taking the <strong>IB</strong> <strong>Diploma</strong> must complete three elements which, together, constitute the<br />
philosophical core of the programme: the Extended Essay, Theory of Knowledge (TOK) and<br />
Creativity, Action and Service (CAS). In order to be awarded the <strong>Diploma</strong> a student must<br />
satisfactorily complete all of the components of the core.<br />
Theory of Knowledge (TOK)<br />
Theory of Knowledge embodies the spirit and approach of the <strong>Diploma</strong> as a whole in that it draws<br />
upon all of the elements of the programme. It is an inter-disciplinary approach to learning which<br />
invites students to consider and reflect upon the nature of the knowledge claims they are<br />
confronted by in their wider studies and to develop ways of responding appropriately to many of<br />
the problems of knowledge they encounter. In this way the course encourages openness,<br />
intellectual honestly and, where appropriate, intellectual humility. The course specifically examines<br />
the nature of knowledge in the Arts, Ethics, History, the Human Sciences, Mathematics and the<br />
Natural Sciences. The various methodologies deployed within these areas are critically assessed<br />
and the roles played by emotion, language, reason and sense perception in knowledge are also<br />
examined.<br />
Theory of Knowledge is assessed in two ways:<br />
A short class presentation on a contemporary knowledge issue which the student has researched.<br />
An essay on one of 10 titles prescribed by the <strong>IB</strong>. The essay titles cover a wide range of knowledge<br />
issues and invite students to respond both personally and critically.<br />
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The Extended Essay<br />
The Extended Essay constitutes one of the unique features of the <strong>IB</strong> <strong>Diploma</strong>. All students must<br />
undertake to research and write a 4000 word essay on a topic of their choice from any of the <strong>IB</strong><br />
subjects on offer. The essay is supervised by a member of the <strong>Aiglon</strong> staff but it is assessed by an<br />
external examiner.<br />
It is recommended that students spend around 40 hours writing and researching the essay.<br />
Students have up to 4 hours contact time with an academic supervisor but they are expected to<br />
work independently for the remainder of the time. The supervisor’s role is to provide the student<br />
with advice and guidance in research skills such as helping to formulate a suitable research<br />
question, gathering and analysing information, documenting sources and writing an abstract.<br />
The most important aspect of the essay is that it is a process, undertaken by the student over<br />
several months. The Extended Essay is a very valuable opportunity for students to develop and<br />
demonstrate the sorts of independent research skills which all higher education institutions require<br />
and as such is excellent preparation for university life. A good essay can be an excellent topic of<br />
discussion at interview, or act as the focus of the student’s personal statement for university entry.<br />
Creativity, Action, Service (CAS)<br />
The CAS requirement is a fundamental part of the <strong>IB</strong> programme and takes seriously the<br />
importance of life outside the classroom and the importance of learning through personal<br />
experience. It provides a counterbalance to academic studies:<br />
• Creativity is interpreted broadly to include a wide range of arts activities as well as the<br />
creativity students demonstrate in designing and implementing service projects or the<br />
school newspaper.<br />
• Action can include not only participation in individual and team sports but also taking part<br />
in expeditions and in local or international projects.<br />
• Service encompasses a host of school and wider community service activities. Some<br />
examples might include helping younger children at reading club, meals for the elderly,<br />
being involved with overseas service projects. Service seeks to teach students compassion<br />
and give them a sense of responsibility to each other and the wider community.<br />
• Students are expected to be involved in CAS activities for the equivalent of at least three<br />
hours each week during the two years of the programme.<br />
• A system of self- evaluation using personal record books encourages students to reflect on<br />
their participation, understanding and insights.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 4
The <strong>IB</strong> <strong>Diploma</strong> Programme Model<br />
The <strong>IB</strong> chooses to present information about the <strong>Diploma</strong> programme in the form of a model<br />
diagram which illustrates the breadth and depth of the programme, as well as its holistic, interdisciplinary<br />
and global nature.<br />
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The <strong>IB</strong> Learner Profile<br />
The overall educational aims of the <strong>IB</strong> <strong>Diploma</strong> programme are encapsulated in what the <strong>IB</strong> calls<br />
the ‘Learner Profile’ which appears at the centre of the programme model diagram. These aims are<br />
very closely aligned with <strong>Aiglon</strong>’s own guiding principles of ‘Mind, Body and Spirit through<br />
Challenge, Respect, Responsibility, Diversity and Service’.<br />
The high ideals of the Learner Profile are ones which <strong>Aiglon</strong> feels are both appropriate to, and<br />
achievable by, all of its students. <strong>Aiglon</strong> is fortunate to be able to offer its students a very wide<br />
range of exciting and challenging courses. It is worth pointing out that the <strong>Diploma</strong> is a full and<br />
demanding programme which requires students to be well-organised, focused and<br />
hardworking. Students will need to make the most of their private study time, whilst also having<br />
the determination to participate fully in the wider life of the school.<br />
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry<br />
and research and show independence in learning. They actively enjoy learning and this love of<br />
learning will be sustained throughout their lives.<br />
Knowledgeable They explore concepts, ideas and issues that have local and global significance.<br />
In so doing, they acquire in-depth knowledge and develop understanding across a broad and<br />
balanced range of disciplines.<br />
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and<br />
approach complex problems, and make reasoned, ethical decisions.<br />
Communicators They understand and express ideas and information confidently and creatively in<br />
more than one language and in a variety of modes of communication. They work effectively and<br />
willingly in collaboration with others.<br />
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect<br />
for the dignity of the individual, groups and communities. They take responsibility for their own<br />
actions and the consequences that accompany them.<br />
Open-minded They understand and appreciate their own cultures and personal histories, and are<br />
open to the perspectives, values and traditions of other individuals and communities. They are<br />
accustomed to seeking and evaluating a range of points of view, and are willing to grow from the<br />
experience.<br />
Caring They show empathy, compassion and respect towards the needs and feelings of others.<br />
They have a personal commitment to service, and act to make a positive difference to the lives of<br />
others and to the environment.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 6
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought,<br />
and have the independence of spirit to explore new roles, ideas and strategies. They are brave and<br />
articulate in defending their beliefs.<br />
Balanced They understand the importance of intellectual, physical and emotional balance to<br />
achieve personal well-being for themselves and others.<br />
Reflective They give thoughtful consideration to their own learning and experience. They are able<br />
to assess and understand their strengths and limitations in order to support their learning and<br />
personal development.<br />
Requirements for the award of the <strong>IB</strong> <strong>Diploma</strong><br />
The <strong>IB</strong> <strong>Diploma</strong> is a prestigious qualification and there are a number of minimum<br />
requirements which must be met if the <strong>Diploma</strong> is to be awarded. From <strong>2013</strong>, a <strong>Diploma</strong> will<br />
not be awarded if:<br />
• A candidate’s total points are less than 24.<br />
• An ‘N’ has been given for one or more subjects, theory of knowledge or the extended<br />
essay.<br />
• A grade E has been awarded for both theory of knowledge and the extended essay.<br />
• There is a grade 1 awarded in any subject and level.<br />
• CAS requirements have not been completed.<br />
• The candidate is guilty of malpractice.<br />
• Grade 3 or below has been awarded four or more times.<br />
The <strong>Diploma</strong> will also not be awarded to diploma candidates with 24 to 27 points inclusive if:<br />
• There is one or more grade 2 awarded at higher level.<br />
• A grade 2 at standard level awarded two or more times.<br />
• The candidate has registered for three higher level subjects, and gained fewer than 12<br />
points on these.<br />
• A candidate has registered for three standard level subjects, and gained fewer than 9<br />
points on these.<br />
• A candidate has registered for four higher level subjects, and gained fewer than 16<br />
points on these.<br />
• A candidate has registered for two standard level subjects, and gained fewer than 6<br />
points on these.<br />
• A candidate has a grade E in either the extended essay or theory of knowledge.<br />
The <strong>Diploma</strong> will also not be awarded to diploma candidates with 28 points or more if:<br />
• A grade 2 at higher level is awarded two or more times.<br />
• A grade 2 at standard level has been awarded three times.<br />
• A candidate has registered for three higher level subjects, and gained fewer than 11<br />
points on these.<br />
• A candidate has registered for three standard level subjects, and gained fewer than 8<br />
points on these.<br />
• A candidate has registered for four higher level subjects, and gained fewer than <strong>14</strong><br />
points on these.<br />
• A candidate has registered for two standard level subjects, and gained fewer than 5<br />
points on these.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 7
Subject Choice and Higher Education<br />
Some university courses demand that particular subjects should have been taken to <strong>IB</strong> Higher<br />
Level; in other cases, certain subjects are preferred rather than required. Below is a list which<br />
attempts to give a general idea of the typical requirements and preferences relating to some of the<br />
more popular degree courses at leading universities. These should be seen as for guidance<br />
only and are no substitute for a full discussion with one of the <strong>College</strong> and Careers<br />
Counsellors.<br />
The purpose of the list is to help focus attention on the implications of subject choices made now<br />
for university entrance. Different universities have different requirements and it is therefore<br />
important that the specific requirements for any given course should be checked before you make<br />
any final decision about your choice of university course. To give yourself as much flexibility as<br />
possible when choosing degree courses, it would be sensible to bear in mind the information given<br />
below.<br />
In some cases, the offer of a place depends upon the attainment of specified points in named<br />
subjects. Hence, it is important for you to select a combination of subjects which will allow you to<br />
realise your full academic potential during your sixth-form career.<br />
Note that entry into the most selective universities will likely require a <strong>Diploma</strong> pass with at least 38<br />
points and that particular HL scores (usually grades 6 or 7) may also be required.<br />
The subject recommendations apply to <strong>IB</strong> higher level choices:<br />
Accountancy, Finance & Management - Mathematics might be preferred and is sometimes<br />
required.<br />
Agriculture – Often 2 sciences needed. Chemistry often required, Biology often preferred.<br />
Architecture - Mathematics or Physics might be required, along with a portfolio of creative work<br />
Art & Design – Art required, along with portfolio of work.<br />
Biochemistry - Chemistry and Biology often required, with Mathematics often preferred.<br />
Biological Sciences - Biology and Chemistry often required.<br />
Chemistry - Chemistry required; with two of Mathematics, Biology and<br />
Physics preferred.<br />
Chemical Engineering - Chemistry and Mathematics often required, and Physics preferred.<br />
Computer Sciences - Mathematics and sometimes Physics required; IT neither required nor<br />
preferred.<br />
Dentistry - Chemistry, with two of Biology, Physics and Mathematics required.<br />
Economics - Mathematics often required; Economics might be helpful for some courses. <strong>IB</strong><br />
students considering a university course in Economics would be advised to follow either the<br />
Higher Level Mathematics course or the Standard Level Mathematics course (not Mathematical<br />
<strong>Studies</strong>).<br />
Engineering - Mathematics and Physics are required.<br />
English - English Literature required;<br />
Geography - Geography required.<br />
Geology - two or three of Geography, Chemistry, Physics, Mathematics,<br />
Biology required.<br />
History - History required; a Modern Language might be helpful for Modern History.<br />
Law - High grades are more important than specific subjects: in fact, all subjects welcomed.<br />
Mathematics - Mathematics required; Physics may also be useful.<br />
Materials Science - Physics and Mathematics required; Chemistry might be helpful.<br />
Metallurgy - Chemistry, Physics and Mathematics often required.<br />
Medicine - Chemistry required by most; an additional Science or<br />
Mathematics is always preferred with Biology required by many; some admissions tutors regard an<br />
essay-based subject or a language as helpful.<br />
Modern Languages - First Modern Language in main area of study (e.g. French, or German or<br />
Spanish) required; a second Modern Language might be helpful and is occasionally required.<br />
Music - Music typically required.<br />
Natural Sciences - Three of Biology, Chemistry, Physics and Mathematics required.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 8
Philosophy - No specific requirements; an arts-science mix might be useful.<br />
Some universities prefer one essay-based subject. Philosophy can be helpful.<br />
Physics - Mathematics and Physics required.<br />
Politics, Philosophy and Economics - No specific requirements; an arts-maths mix might<br />
be helpful. Economics can also be helpful.<br />
Psychology - Most courses ask for a good grade at GCSE Mathematics owing to the statistical<br />
analysis involved. Biology can be helpful but is not necessary.<br />
Veterinary Science - Chemistry and Biology typically required; Mathematics or Physics usually<br />
required.<br />
Examples of Subject Choice Combinations<br />
Please note, these choice combinations are for illustration only and are not meant to be prescriptive<br />
or exhaustive.<br />
A strong scientist<br />
Language A1 at any level<br />
Language B SL or ab initio<br />
A Humanities subject (note that both Geography and Economics have strong scientific and<br />
mathematical components)<br />
A HL Science<br />
Mathematics HL or SL (not <strong>Studies</strong>)<br />
A second HL Science<br />
A strong linguist<br />
Language A1 HL<br />
Language B HL or a language ab initio<br />
A Humanities subject at any level<br />
A Science at any level<br />
Mathematics at any level<br />
A second language B at HL<br />
Applying to a Swiss university (not hotel schools)<br />
Language A1 at any level<br />
Language B or ab initio<br />
A Humanities subject at any level<br />
A Science (but not Environmental Systems)<br />
Mathematics HL or SL (not <strong>Studies</strong>)<br />
A second HL Science, a second B language or Economics (Arts subjects are not accepted)<br />
N.B. Some of the top hotel schools, e.g. EHL, may require Maths at SL, rather than<br />
<strong>Studies</strong>.<br />
Otherwise, any permitted combination of subjects is acceptable for entry to most universities.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 9
Making Your Subject Choices<br />
It may be helpful to bear in mind the following when making your <strong>IB</strong> choices:<br />
If you have a specific higher education course and/or career in mind you must check that the<br />
combination of subjects you are considering is suitable. This applies particularly in the sciences,<br />
engineering and medicine.<br />
N.B. If you are intending to apply for a Swiss university specific subjects at Higher<br />
Level may be demanded for all courses. In addition, a number of <strong>IB</strong> subjects are not<br />
considered suitable for entry. If you are in any doubt about these requirements you<br />
should see the <strong>College</strong> and Careers Counsellor before making your final choices.<br />
If you have no firm ideas regarding your future, it is probably best for you to choose a sensible<br />
combination of your strongest subjects. You can then spend time during your Lower<br />
Sixth and Upper Sixth years investigating the higher education options available to you based on<br />
your choice. The <strong>IB</strong> programme is designed to give sufficient flexibility for a wide variety of<br />
university courses and subsequent careers.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 10
Probable <strong>IB</strong> Choices List<br />
You are required to choose one subject from each of the 6 groups. For the <strong>Diploma</strong>, 3 subjects<br />
must be chosen at Higher Level and 3 at Standard Level. Please note that all subjects are available<br />
at both Higher Level and Standard Level, unless otherwise stated.<br />
Group 1: Language A1<br />
English<br />
French<br />
German<br />
Spanish<br />
Russian*<br />
Arabic*<br />
Italian<br />
Group 2: Second Language<br />
English B<br />
French B<br />
German B<br />
Spanish B<br />
French ab initio (SL only)<br />
Spanish ab initio (SL only)<br />
Group 3: Individuals and<br />
Societies<br />
Economics<br />
Business and Management<br />
History<br />
Geography<br />
Group 4: Natural Sciences<br />
Biology<br />
Chemistry (SL only)<br />
Physics<br />
Environmental Systems (SL only)<br />
Group 5: Mathematics<br />
Mathematics<br />
Maths <strong>Studies</strong> (SL only)<br />
Group 6: Arts and Electives<br />
Music<br />
Theatre Arts<br />
Visual Arts<br />
Business & Management<br />
Economics<br />
Chemistry (HL only)<br />
French B<br />
* A separate charge will apply for these languages<br />
Economics may not be studied in Group 6 if Business has been chosen in group 3<br />
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Frequently Asked Questions about <strong>IB</strong><br />
Do I have to do the <strong>Diploma</strong><br />
<strong>Aiglon</strong> believes that most students entering the Sixth Form will be capable of completing the <strong>IB</strong><br />
<strong>Diploma</strong> successfully. However, our focus on individualised learning means that in some cases we<br />
would advise a student to follow a slightly reduced programme of studies which would not lead to<br />
the <strong>Diploma</strong>. This route is known as the <strong>IB</strong> Courses route. It is still possible to gain entry to a wide<br />
range of universities if this route is followed.<br />
How many subjects do I have to choose<br />
<strong>IB</strong> <strong>Diploma</strong> students choose three subjects at Higher Level (HL) and three subjects at Standard<br />
Level (SL). One subject must be taken from each of Groups 1-6. In addition, all students must<br />
complete a TOK course, write an Extended Essay and complete all CAS requirements, including<br />
Expeditions.<br />
<strong>IB</strong> Course students choose a slightly less demanding programme of between 4 and 6 subjects, all<br />
of which must be chosen from different groups. The precise mix of subjects and levels will be the<br />
outcome of a number of <strong>Studies</strong> interviews with the Deputy Head Academic and <strong>IB</strong> Coordinator. <strong>IB</strong><br />
course students must attend all TOK lessons, complete an extended piece of writing (Extended<br />
Essay or similar) and complete all CAS requirements, including Expeditions.<br />
Can I change subjects or levels once I have started the <strong>IB</strong><br />
In principle, yes. As long as the school feels that the change is in your best interests, a change is<br />
usually approved. Please note, however, that the later a change is requested the less likely it is that<br />
permission will be given. A change will also depend on whether there is room in the set or subject<br />
requested. A change from HL to SL in a subject will necessitate moving up to HL in another subject,<br />
if the <strong>Diploma</strong> requirements are to be met.<br />
How is the <strong>IB</strong> examined<br />
All <strong>IB</strong> subjects (whether <strong>Diploma</strong> or Course) are examined at the end of the Upper Sixth year (the<br />
exam session is always in May). All subjects also have a strong Internal Assessment (coursework)<br />
element which makes a significant contribution to the student’s final marks in that subject.<br />
How are the examinations graded<br />
Each subject, at both Higher and Standard Level, is awarded a mark out of seven points with four<br />
points representing a ‘pass’. In addition, the Core of the <strong>IB</strong> is awarded a score out of 3. Pupils<br />
therefore receive a mark out of 45 (the maximum possible).<br />
How are the examinations certificated<br />
A <strong>Diploma</strong> is awarded for the programme as a whole, specifying the points awarded for each part<br />
of the programme. The maximum points score is 45 and a minimum of 24 points (at least 12 of<br />
which must be in HL subjects) are required to be awarded a <strong>Diploma</strong>. Scores beneath 24 points will<br />
receive a Courses certificate. <strong>IB</strong> Course students are awarded individual certificates for each of the<br />
courses they sit. A <strong>Diploma</strong> is not awarded.<br />
When are <strong>IB</strong> exam results available<br />
<strong>IB</strong> exam results are always published in early July. It will be possible to access your results from<br />
anywhere in the world using a unique PIN code which will be issued prior to the publication of<br />
results by the <strong>IB</strong> Coordinator.<br />
Can I get my exam papers remarked<br />
Yes. Any external examination paper can be re-marked at the candidate’s own cost. The <strong>IB</strong>’s remark<br />
service (known as ‘Enquiry upon Results’ or ‘EUR’) is available a few days after the publication<br />
of exam results in July and typically takes about 28 days to complete. Requests for this service are<br />
made through the school’s <strong>Studies</strong> Office.<br />
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Learning Support<br />
For students who are new to the school and have a specific learning difficulty and for those who<br />
have had learning support in the past, it is essential that learning support lessons continue to<br />
support the increased demands of the <strong>IB</strong> <strong>Diploma</strong>. These lessons can be arranged individually and<br />
normal tutoring fees apply.<br />
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GROUP 1<br />
LANGUAGE A<br />
English A<br />
english@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
Why English A<br />
The English A programme is primarily a pre-university course in literature. It is aimed at<br />
students who intend to pursue literature or related studies at university, as well as at<br />
students whose formal study of literature will not continue beyond this level. The former<br />
would normally follow the Higher Level (HL) programme and the latter the Standard Level (SL).<br />
The study of World Literature is important to A students because of its global perspective.<br />
It can play a strong role in promoting a ‘world spirit’ through the unique opportunities it offers<br />
for the appreciation of the various ways in which cultures influence and shape the<br />
experiences of life common to all humanity. Its aim is to enrich the international awareness<br />
of <strong>IB</strong> students and to develop in them the attitudes of tolerance, empathy and a genuine<br />
respect for perspectives different from their own. This fits well with the international ethos of<br />
<strong>Aiglon</strong> <strong>College</strong>.<br />
What are the aims of English A<br />
The aims of the Language A programme at both Higher and Standard Levels are to:<br />
• encourage a personal appreciation of literature and develop an understanding of the<br />
techniques involved in literary criticism;<br />
• develop students’ powers of expression, both in oral and written communication, and<br />
provide an opportunity for practising and developing the skills involved in writing and<br />
speaking in a variety of styles and situations;<br />
• introduce students to a range of literary works of different periods, genres, styles and<br />
contexts;<br />
• broaden the students’ perspective through the study of works from other cultures and<br />
languages;<br />
• introduce students to ways of approaching and studying literature, leading to the<br />
development of an understanding and appreciation of the relationships between different<br />
works;<br />
• develop the ability to engage in close, detailed analyses of written texts;<br />
• promote an enjoyment of, and lifelong interest in, literature.<br />
How is English A taught at <strong>Aiglon</strong><br />
Students receive five hours of classroom tuition each week if they are taking the Higher<br />
Level course and three hours each week if they are taking the Standard Level<br />
course. They are expected to put in as much time again outside the classroom in<br />
background reading and tackling assignments. This is an important element of the <strong>IB</strong>.<br />
Course content<br />
The course is divided into four parts. Over the two years of the course, students study prose<br />
fiction and non fiction, poetry, and drama. Assessment is by coursework, written exam, and<br />
oral assessment (a key element of the <strong>IB</strong>, and something which distinguishes it from the<br />
more traditional assessment of A level).<br />
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Over the course, students will be introduced to a wide variety of styles, genres, and historical<br />
periods. In total, 15 works will be studied at Higher Level, and 12 at Standard Level.<br />
These range from the works of Shakespeare to world literature from writers such as Sophocles,<br />
Ibsen and Gabriel Garcia Marquez as well as contemporary poetry and graphic novels. In this way,<br />
students gain access to a multitude of voices, all exploring one common humanity. It is an exciting,<br />
diverse course, both challenging and fascinating.<br />
Expectations<br />
One of the key expectations of study at <strong>IB</strong> level is that students are active, independent<br />
learners. Because of the breadth of study, it is envisaged that students engage in a good deal<br />
of work outside the classroom. This is particularly the case with English A, as the majority<br />
of reading will take place in students’ own time. Study at <strong>IB</strong>, in this way, is more akin to<br />
university-level study, and as such prepares students well for the rigours of further education.<br />
Although students will be taken onto a Higher Level course, providing they have some<br />
experience of studying literature at GCSE level equivalent, a high grade is not obligatory.<br />
However, the rigours of the course suggest that those students with a good grade at GCSE (B<br />
or above) will fare better than those without. English A is a challenging course, and students<br />
need to be aware of this before they begin.<br />
Are there alternatives to English Literature<br />
It is an expectation of the <strong>IB</strong> that some literature is studied at A level, either Higher or<br />
Standard. However, this can be in the other languages on offer at <strong>Aiglon</strong> (see the relevant<br />
section in this guide). Because English is the working language of the college, if<br />
students do not choose English A in Group 1, they will probably choose English B in<br />
group 2 (see following section).<br />
International English Language Testing System (IELTS)<br />
6 th Form non-native English speakers are also prepared for and sit the Academic Module of this<br />
internationally recognised qualification.<br />
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French A<br />
french@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
Why French<br />
As we live in a French-speaking area, and as French is the language most frequently studied in the<br />
schools from which our students come, this is the major foreign language taught at <strong>Aiglon</strong>. French<br />
offers access to an immensely rich culture of literature, theatre and cinema, and is widely spoken<br />
throughout the world. As with any language study, it encourages students to be more open in<br />
their judgements, and to appreciate another mentality.<br />
Who takes <strong>IB</strong> French A<br />
The <strong>IB</strong> French A course is designed for students who have already studied the language for many<br />
years. It is a two-year course, aimed at students with a native or near-native level of French.<br />
Specification<br />
This course follows the requirements of the Group 1 <strong>IB</strong> Language A syllabus. It is literature-based<br />
and as such is a highly-demanding and rigorous academic course. Students following the Higher<br />
Level course study 15 works – three from World Literature and 12 from the language of study.<br />
Students following the Standard Level course study 11 works – three from World Literature and<br />
eight from the language of study.<br />
The focus of this course at both Higher and Standard Levels is to encourage a critical response to<br />
writing in a wide range of forms, styles and contexts and to develop the skills of reading, analysis<br />
and communication. Through the study of set texts and wider critical reading, students will be<br />
encouraged to develop an informed personal and critical response to literature.<br />
Assessment at this level will be based on oral work, essay writing (internally and externally<br />
assessed) and examinations.<br />
The course is divided into four sections, each assessed in its own right. These sections are:<br />
• Part 1: World Literature (three works)<br />
• Part 2: Texts for detailed study (four works)<br />
• Part 3: Study of genre (four works)<br />
• Part 4: School’s free choice texts (four works)<br />
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Spanish A<br />
spanish@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
Why Spanish<br />
Spanish is an important world language, with 400 million native speakers and spoken by more than<br />
500 million people around the globe. It is also rich and varied as the main language of<br />
communication in 21 countries: the cultural, literary, historical and artistic patrimony developed in<br />
this language is immense. Any student of Spanish at A Level will have the unique opportunity to<br />
explore a variety of works of literary merit and develop a greater appreciation for the rich artistic<br />
contributions of Spanish-speaking peoples. Studying Spanish and Latin American literature will offer<br />
insights into the culture and civilisations of Spanish speakers and develop students’ understanding<br />
of themselves and their own cultures.<br />
Who takes Spanish A<br />
This two-year literature course is aimed at native or near-native speakers of the language, or for<br />
those students whose background has been in Spain or Latin America over a significant period.<br />
Experience in reading and writing in the target language is essential.<br />
How is Spanish A taught at <strong>Aiglon</strong><br />
The emphasis in this course is on developing the skills of literary analysis and criticism. To that end,<br />
teachers of Spanish A will expose students to a variety of authors from different periods and<br />
cultural/geographical backgrounds, including Spanish and Latin American texts. They will utilise a<br />
variety of methods and work with supplementary texts and articles to develop students’<br />
understanding of the elements of literary analysis, as well as a critical eye. Students will receive<br />
ample opportunity to practice critical reading of texts and to develop their ideas coherently and<br />
persuasively in written and oral form. Multimedia resources will also be employed to further expand<br />
on the experience and understanding of the literary material.<br />
Specifications<br />
This course follows the requirements of the <strong>IB</strong> Group 1 Language A syllabus. The aims of this<br />
course at both Higher and Standard Levels are:<br />
• To encourage a personal appreciation of literature and develop an understanding of the<br />
techniques involved in literary criticism;<br />
• To develop students’ powers of expression, both in oral and written communication, and<br />
provide the opportunity for practising and developing the skills involved in writing and<br />
speaking in a variety of styles and situations;<br />
• To introduce students to a range of literary works of different periods, genres, styles and<br />
contexts;<br />
• To broaden students’ perspectives through the study of works from other cultures and<br />
languages;<br />
• To introduce the students to ways of approaching and studying literature, leading to a<br />
development of an understanding and appreciation of relationships between different<br />
works;<br />
• To develop the ability to engage in close, detailed analyses of written texts;<br />
• To promote in the student an enjoyment of, and lifelong interest in, literature.<br />
The course is divided into four sections, each assessed separately:<br />
Part 1: World Literature. Involves reading two to three different texts in translation (novels of<br />
historical, social and political content). Understanding of unit is assessed through a comparative<br />
essay, externally marked.<br />
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Part 2: Detailed study. Involves reading three to four different texts of two different genres<br />
(picaresque novel and poetry.) Understanding of unit is assessed through an extended oral<br />
commentary, prepared in class from an excerpt and internally marked, as well as through the<br />
written exam, externally marked.<br />
Part 3: Study of literary genres. Involves reading three to four texts of the same genre (drama).<br />
Understanding of unit is assessed through the written exam, externally marked.<br />
Part 4: School choice. Involves reading three Latin American texts around a common theme or<br />
style (magic realism novels). Understanding of unit is assessed through an individual oral<br />
presentation, internally marked.<br />
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German A (Literature only)<br />
german@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
This is a two-year course, aimed at students with a native or near-native level of German. It follows<br />
the requirements of the Group 1 <strong>IB</strong> Language A syllabus. It is literature-based and as such is a<br />
highly-demanding and rigorous academic course. Students following the Higher Level course study<br />
13 works – three from World Literature and 10 from the language of study. Students following the<br />
Standard Level course study 10 works – two from World Literature and eight from the language of<br />
study.<br />
The focus of this course at both Higher and Standard Levels is to encourage a critical response to<br />
writing in a wide range of forms, styles and contexts and to develop the skills of reading, analysis<br />
and communication. Through the study of set texts and wider critical reading, students will be<br />
encouraged to develop an informed personal and critical response to literature.<br />
Assessment at this level will be based on oral work, essay writing (internally and externally<br />
assessed) and examinations.<br />
The course is divided into four sections, each assessed in its own right. These are:<br />
• Part 1: Works in translation<br />
• Part 2: Texts for detailed study<br />
• Part 3: Study of genre<br />
• Part 4: Option.<br />
Russian A<br />
Availability: Higher and Standard Levels<br />
This course will be available with a tutor. A separate charge will apply.<br />
Arabic A<br />
Availability: Higher and Standard Levels<br />
This course will be available with a tutor. A separate charge will apply.<br />
Italian A<br />
Availability: Higher and Standard Levels<br />
This course will be available subject to demand and availability of teachers.<br />
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GROUP 2 SECOND LANGUAGE<br />
English B (Language)<br />
english@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
Why English B<br />
English B forms part of the modern languages block (group 2), and as a result is primarily a<br />
language course. The study of a modern language entails acquiring a language system and<br />
applying it in four active and interrelated ways: through listening, speaking, reading and writing.<br />
These four skills involve exchanging ideas and effective communication. Effective communication,<br />
in turn, involves the intellectual process of understanding how ideas can best be expressed to the<br />
audience concerned. Understanding ideas, and expressing them clearly and convincingly, demands<br />
an awareness of the cultural characteristics of the audience.<br />
English B can be taken at either Higher Level (five hours per week) or Standard Level (three hours<br />
per week). As some study of English is a requirement for an <strong>Aiglon</strong> <strong>IB</strong> <strong>Diploma</strong>, if a<br />
student does not choose English A they must choose English B. English B is therefore<br />
primarily for those students who wish to take an A course in a language other than English (see the<br />
appropriate section in this guide on languages offered at A).<br />
What are the aims of English B<br />
These are to:<br />
• enable students to understand and use English in a range of contexts and for a variety of<br />
purposes;<br />
• enable students to use English appropriately;<br />
• encourage, through the study of texts and through social interaction, an awareness and<br />
appreciation of the different perspectives of people from other cultures;<br />
• develop students’ awareness of the role of English in relation to other areas of knowledge;<br />
• provide the opportunity for enjoyment, creativity and intellectual stimulation through<br />
knowledge of English;<br />
• augment students’ study of all areas of the <strong>IB</strong> <strong>Diploma</strong> Programme.<br />
Course content and assessment<br />
Each of the four primary language skills (listening, speaking, reading and writing) is organised<br />
according to three distinct but interrelated areas:<br />
• message: understanding ideas and how they are organised in order to communicate them<br />
appropriately;<br />
• cultural interaction: selecting language appropriate to a particular cultural and social<br />
context;<br />
• language: handling the language system accurately (grammar, syntax, etc.).<br />
Students are assessed with a mixture of written examination and oral assessment. The written<br />
component will ask students to engage in tasks that assess both their reading and writing, and the<br />
oral component will comprise of a mixture of presentations, interviews and discussions. At Higher<br />
Level, a small amount of literature will be studied and assessed as part of coursework.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 20
Spanish B<br />
spanish@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
Why Spanish<br />
Spanish is the national language in 21 nations, with more than 500 million native speakers worldwide.<br />
Students studying this language at <strong>IB</strong> Language B level will expand on their knowledge of Spanish to<br />
engage with material of linguistic, cultural and literary significance. This course will prepare students<br />
beyond familiar situations, to communicate with confidence on more abstract, intellectual topics and<br />
in a wider variety of contexts.<br />
Who takes Spanish B<br />
This course is designed for students who have knowledge of the Spanish language and can<br />
communicate effectively in a variety of everyday situations. The Spanish B course is for those<br />
with at least two years’ experience learning the language. It is an excellent preparation for<br />
further studies in this language at tertiary level.<br />
How is Spanish B taught at <strong>Aiglon</strong><br />
The emphasis in this course is to expand on basic, practical communication skills in order to reach<br />
fluency and confidence. Teachers of Spanish B utilise a variety of methods and work with a wide<br />
range of texts, such as newspaper and magazine articles, informative pamphlets, journals, short<br />
stories, films, songs and other multimedia resources. Full use is made of our facilities, which include<br />
two multimedia classrooms with language laboratory capability, dedicated classrooms with state-ofthe-art<br />
audio-visual facilities and a variety of print and electronic texts.<br />
Specifications<br />
This course follows the requirements of the <strong>IB</strong> Group 2 Second Language B syllabus, the aims of<br />
which are:<br />
• To enable students to understand and use the language they have studied in a range of<br />
contexts and for a variety of purposes;<br />
• To enable students to use the language appropriately;<br />
• To encourage, through the study of texts and through social interaction, an awareness and<br />
appreciation of the different perspectives of people from other cultures;<br />
• To develop students’ awareness of the role of language in relation to other areas of<br />
knowledge;<br />
• To provide the opportunity for enjoyment, creativity and intellectual stimulation through<br />
knowledge of a language;<br />
• To provide students with a basis for further study, work and leisure through language;<br />
• To develop students’ awareness of the relationship between the languages and cultures with<br />
which they are familiar.<br />
Students will develop receptive, productive and interactive skills and competencies through the study<br />
of: tourism, diet and health, social problems and global concerns. There will also be an opportunity<br />
for some literary study.<br />
The following skills will be developed:<br />
• Speaking: Students aim to become fluent in Spanish. By the end of the course they should<br />
be able to use a range of tenses, vocabulary and registers in spontaneous formal and<br />
informal conversation.<br />
• Reading: Students need to interpret a variety of authentic texts and show understanding of<br />
specific language items. They must also understand the overall meaning of texts, for example<br />
by writing a letter in response to a given text.<br />
• Writing: Students must be able to convey ideas clearly, grammatically and coherently.<br />
It is expected that there will be a cultural trip to Spain during the course of this two-year programme.<br />
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French B<br />
french@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
Why French<br />
As we live in a French-speaking area, and as French is the language most frequently studied in<br />
the schools from which our students come, this is the major foreign language taught at <strong>Aiglon</strong>.<br />
French offers access to an immensely rich culture of literature, theatre and cinema, and is<br />
widely spoken throughout the world. As with any language study, it encourages students to be<br />
more open in their judgements, and to appreciate another mentality.<br />
How is <strong>IB</strong> French B taught at <strong>Aiglon</strong><br />
For this course students need to expand their working vocabularies rapidly, while at<br />
the same time consolidating and increasing their understanding of grammar. To this end, a<br />
variety of teaching/learning strategies are used, including reading and analysing texts, listening<br />
to pre-recorded material, watching documentaries and video archives from French<br />
television, and using regular grammar and conjugation exercises, both on paper and online.<br />
Students are expected to read current affairs magazines, and are regularly asked for summaries<br />
(written or oral) of interesting articles. Classes are normally small (6-12 students), and students<br />
are encouraged to participate as much as possible in oral work. In the second year, when<br />
language skills have improved considerably, literary texts and films are studied and discussed.<br />
Theatre trips are organised where possible, and there is normally a 6th Form weekend trip to<br />
France once a year.<br />
Who takes <strong>IB</strong> French B<br />
The French B course is designed for students who have already studied the language for two or<br />
more years, and have therefore acquired a reasonable level of proficiency. Therefore students<br />
who have passed IGCSE French, or who have comparable skills, can embark on this twoyear<br />
course which is available at Standard as well as Higher Level.<br />
Specification<br />
The focus of the French language B course is to promote language acquisition and proficiency<br />
in communication in a variety of authentic situations. Students learn to understand and use<br />
French appropriately in a range of contexts and for a variety of purposes. Communication and<br />
interaction - in writing, reading, listening or speaking - are the keynotes of the course. Only<br />
authentic material is used, material that therefore reflects the culture of the country/countries<br />
whose language is being studied.<br />
The course focuses on the three ‘pillars’ of linguistic proficiency, as described in the <strong>IB</strong> Course<br />
<strong>Guide</strong>: language, cultural interaction and message.<br />
Typical areas of study are:<br />
• Social issues and relationships (Year 1)<br />
• Communication and media (Year 1)<br />
• International and global issues (Year 1)<br />
• Health and cultural diversity (Year 2)<br />
• Science and technology (Year 2)<br />
Grammar is learned in the context of vocabulary, topic and genre. Students keep a file of<br />
material relating to the various types of texts and themes studied and/or chosen by them. They<br />
will be asked to present material from these themes in class as an integral part of the course.<br />
Such activities will also help to prepare for the course work oral exercises which will be<br />
internally assessed and count for 30% of the grade.<br />
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The course may include cultural trips, both within Switzerland (local area and French-speaking<br />
part of the country) and in France. These trips will help students appreciate the diversity of the<br />
French-speaking world, and lead to a variety of oral and written projects and tasks.<br />
The assessment weighting of the <strong>IB</strong>O is followed in both years: 30% for oral and 70% for<br />
various writing and comprehension tasks. <strong>Diploma</strong> criteria are gradually introduced in the<br />
course of the first year and followed throughout the final year.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 23
German B<br />
german@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
The German B course is designed for students who have already studied the language for two or<br />
more years, and have therefore acquired a reasonable level of proficiency. The focus of the<br />
German language B course at Higher and Standard Levels is to develop these skills, promoting<br />
language acquisition and proficiency in communication in a variety of authentic situations. Students<br />
learn to understand and use German appropriately in a range of contexts and for a variety of<br />
purposes. Communication and interaction - in writing, reading, listening or speaking - are the<br />
keynotes of the course, and only authentic material is used reflecting the culture of Germanspeaking<br />
countries.<br />
The course focuses on the three ‘pillars’ of linguistic proficiency, as described in the <strong>IB</strong> Course<br />
<strong>Guide</strong>: language, cultural interaction and message.<br />
Grammar is learned in the context of vocabulary, topic and genre. Students keep a file of material<br />
relating to the various types of texts and themes studied and/or chosen by them. They are asked<br />
to present material from these themes in class as an integral part of the course. Such activities will<br />
also help to prepare for the course work oral exercises which will be internally assessed and count<br />
for 30% of the grade. At Standard Level, there is limited use of literary texts, whereas the study of<br />
literature is integral to the Higher-Level course.<br />
The course will include cultural trips, both within Switzerland (Bern/Zurich) and in Germany<br />
(Berlin). These trips will help students appreciate the diversity of the German-speaking world, and<br />
lead to a variety of oral and written projects and tasks.<br />
The assessment weighting of the <strong>IB</strong>O is followed in both years: 30% for oral and 70% for various<br />
writing and comprehension tasks. <strong>Diploma</strong> criteria are gradually introduced in the course of the first<br />
year and followed throughout the final year.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 24
Spanish Ab initio<br />
spanish@aiglon.ch<br />
Availability: Standard Level only<br />
Why Spanish<br />
Spanish is the national language in 21 nations, with more than 400 million native speakers.<br />
Students studying this language at <strong>IB</strong> Ab initio level will join the 500 million Spanish speakers<br />
worldwide, developing the basic skills to communicate effectively in a variety of real-life situations.<br />
Studying Spanish should offer insights into the culture and civilisations of other countries and<br />
develop students’ understanding of themselves and their own culture.<br />
Who takes Ab initio Spanish<br />
The Ab initio course is designed for students who have no prior knowledge of Spanish. Students<br />
who have studied Spanish regularly in the recent past are not eligible to enrol in this<br />
course.<br />
How is Ab initio Spanish taught at <strong>Aiglon</strong><br />
As the emphasis in this course is to develop basic, practical communication skills, teachers of<br />
Spanish utilise a wide variety of methods and strategies including handling authentic texts and<br />
images, participating in role-play and skits, using multimedia resources and other hands-on<br />
activities and consistently encouraging the students to interact with others in the target language.<br />
A range of activities strengthen skills in listening, speaking, reading, writing and viewing material in<br />
the target language. Full use is made of our facilities, which include two multimedia classrooms<br />
with language laboratory capability, dedicated classrooms with state-of-the-art audio-visual facilities<br />
and a variety of print and electronic texts.<br />
Specifications<br />
This course follows the requirements of the <strong>IB</strong> Group 2 Second Language Ab initio syllabus, the<br />
aims of which are:<br />
• To develop students’ ability to communicate in speech and writing so they can deal<br />
adequately with everyday situations and express familiar and practical needs;<br />
• To encourage awareness of the cultures of both Spain and Latin America;<br />
• To learn grammatical structures in context through oral materials and written texts in a<br />
variety of different styles;<br />
• To provide students with a basis for further study, work and leisure;<br />
• To provide the opportunity for enjoyment, creativity and intellectual stimulation through<br />
knowledge of an additional language.<br />
Students will develop receptive, productive and interactive skills and competencies through an<br />
exploration of the following themes and related topics:<br />
• Individual and society: personal information and description, routine, family, education,<br />
food and drink, health<br />
• Leisure and work: employment, entertainment, holidays, media, sport, technology,<br />
transport<br />
• Urban and rural environment: neighbourhood, town and services, weather, physical<br />
geography, global issues.<br />
A wide variety of authentic texts are used and produced, including interviews, dialogues, letters,<br />
menus, brochures, postcards, emails, pictures, poems, songs, timetables, posters, books, signs and<br />
advertisements.<br />
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French Ab initio<br />
french@aiglon.ch<br />
Availability: Standard Level only<br />
Why French<br />
As we live in a French-speaking area, and as French is the language most frequently studied in the<br />
schools from which our students come, this is the major foreign language taught at <strong>Aiglon</strong>. French<br />
offers access to an immensely rich culture of literature, theatre and cinema, and is widely spoken<br />
throughout the world. As with any language study, it encourages students to be more open in<br />
their judgments, and to appreciate another mentality.<br />
How is <strong>IB</strong> French Ab initio taught at <strong>Aiglon</strong><br />
For this two-year course, no previous knowledge of the language is required. The course<br />
only exists at standard level and is suitable for students who would like to acquire some<br />
knowledge of the French-speaking countries and cultures. Classes are normally small (6-12<br />
students), and students are encouraged to participate as much as possible in oral work.<br />
Specification<br />
Students learn to understand and use basic French appropriately in a range of everyday<br />
situations and for a variety of purposes. Communication and interaction - in writing, reading,<br />
listening or speaking - are the keynotes of the course. Lessons are delivered using the target<br />
language and a wide range of resources (including on-line activities and multimedia tasks)<br />
enables students to embrace fully their language learning experience. The emphasis is on basic<br />
communication skills in the early stages, with frequent listening and speaking exercises, regular<br />
use of the language laboratories and computer exercises. This gradually leads to competence in<br />
reading and writing.<br />
The overall objective of the French Ab initio course is for students to achieve communicative<br />
competence in a variety of common everyday situations.<br />
At the end of the language Ab initio course candidates will be expected to demonstrate the ability<br />
to:<br />
• Communicate information and some basic ideas clearly and effectively, in a limited range of<br />
situations;<br />
• Understand and use accurately the essential spoken and written forms of the language in a<br />
limited range of situations;<br />
• Understand and use a limited range of vocabulary in common usage;<br />
• Use a register that is generally appropriate to the situation;<br />
• Show an awareness of some elements of French culture.<br />
Topics covered include:<br />
• The individual<br />
• Education<br />
• Transport and communication<br />
• Shopping<br />
• Food and drink<br />
• Leisure<br />
• Environment<br />
• Emergencies.<br />
As communication is the keynote in this course, all activities are interactive in nature. Assessment<br />
is a combination of written examinations (70%) and internally assessed oral activities (30%).<br />
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German Ab initio<br />
german@aiglon.ch<br />
Availability: Standard Level only These courses will be available subject to<br />
demand and teacher availability<br />
The Ab initio Course is designed for students who have no prior knowledge of German.<br />
Why German<br />
German is one of the most important European languages and a student who has studied the<br />
subject at Ab initio level will possess many important advantages when it comes to choosing a<br />
career. These include the flexibility to work in an increasingly-international environment, and a<br />
more complete understanding of European culture. A study of German also develops logical and<br />
analytical skills, and encourages an open and positive attitude to other cultures and societies.<br />
How is <strong>IB</strong> German Ab initio taught at <strong>Aiglon</strong><br />
For this two-year course, no previous knowledge of the language is required. The course only<br />
exists at Standard Level and is suitable for students who would like to acquire some knowledge of<br />
the German speaking countries and cultures. Classes are normally small (6-12 students), and<br />
students are encouraged to participate as much as possible in oral work.<br />
Specification<br />
Students learn to understand and use basic German appropriately in a range of everyday situations<br />
and for a variety of purposes. Communication and interaction - in writing, reading, listening or<br />
speaking - are the keynotes of the course. Lessons are delivered using the target language and the<br />
wide range of resources (including on-line activities and multimedia tasks) enables students to<br />
embrace fully their language learning experience. The emphasis is on basic communication skills in<br />
the early stages, with frequent listening and speaking exercises, regular use of the language<br />
laboratories, and computer exercises. This gradually leads to competence in reading and writing.<br />
The overall objective of the German Ab initio course is for students to achieve communicative<br />
competence in a variety of common everyday situations. At the end of the course candidates will<br />
be expected to demonstrate the ability to:<br />
• Communicate information and some basic ideas clearly and effectively, in a limited range of<br />
situations;<br />
• Understand and use accurately the essential spoken and written forms of the language in a<br />
limited range of situations;<br />
• Understand and use a limited range of vocabulary in common usage;<br />
• Use a register that is generally appropriate to the situation;<br />
• Show an awareness of some elements of German culture.<br />
Topics covered include:<br />
• The individual<br />
• Education<br />
• Transport and communication<br />
• Shopping<br />
• Food and drink<br />
• Leisure<br />
• Environment<br />
• Emergencies.<br />
As communication is the keynote in this course, all activities are interactive in nature. Grammar is<br />
learned in the context of vocabulary, topic and genre, and students are encouraged to keep a file.<br />
Time permitting, the course includes a cultural trip in the second year. Assessment is a<br />
combination of written examinations (70%) and internally-assessed oral activities (30%).<br />
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Italian Ab initio<br />
italian@aiglon.ch<br />
Availability: Standard Level only These courses will be available subject to<br />
demand and teacher availability<br />
The Ab initio Course is designed for students who have no prior knowledge of Italian.<br />
Why Italian<br />
Italian is one of the most important European languages and a student who has studied the subject<br />
at Ab initio level will possess many important advantages when it comes to choosing a career.<br />
These include the flexibility to work in an increasingly-international environment, and a more<br />
complete understanding of European culture. A study of Italian also gives direct access to the rich<br />
cultural heritage that Italy represents<br />
How is <strong>IB</strong> Italian Ab initio taught at <strong>Aiglon</strong><br />
For this two-year course, no previous knowledge of the language is required. The course only<br />
exists at Standard Level and is suitable for students who would like to acquire some knowledge of<br />
the Italian speaking countries and cultures. Classes are normally small (6-12 students), and<br />
students are encouraged to participate as much as possible in oral work.<br />
Specification<br />
Students learn to understand and use basic Italian appropriately in a range of everyday situations<br />
and for a variety of purposes. Communication and interaction - in writing, reading, listening or<br />
speaking - are the keynotes of the course. Lessons are delivered predominantly using the target<br />
language and the wide range of resources (including on-line activities and multimedia tasks)<br />
enables students fully to embrace their language learning experience. The emphasis is on basic<br />
communication skills in the early stages, with frequent listening and speaking exercises, regular use<br />
of the language laboratories, and computer exercises. This gradually leads to competence in<br />
reading and writing.<br />
The overall objective of the Italian Ab initio course is for students to achieve communicative<br />
competence in a variety of common everyday situations. At the end of the course candidates will<br />
be expected to demonstrate the ability to:<br />
• Communicate information and some basic ideas clearly and effectively, in a limited range of<br />
situations;<br />
• Understand and use accurately the essential spoken and written forms of the language in a<br />
limited range of situations;<br />
• Understand and use a limited range of vocabulary in common usage;<br />
• Use a register that is generally appropriate to the situation;<br />
• Show an awareness of some elements of Italian culture.<br />
Topics covered include:<br />
• The individual<br />
• Education<br />
• Transport and communication<br />
• Shopping<br />
• Food and drink<br />
• Leisure<br />
• Environment<br />
• Emergencies.<br />
As communication is the keynote in this course, all activities are interactive in nature. Grammar is<br />
learned in the context of vocabulary, topic and genre, and students are encouraged to keep a file.<br />
Time permitting, the course may include a cultural trip in the second year.<br />
Assessment is a combination of written examinations (70%) & internally-assessed oral activities (30%).<br />
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Japanese Ab initio<br />
Availability: This course will be available subject to demand and teacher availability<br />
Mandarin Ab initio<br />
Availability: This course will be available subject to demand and teacher availability<br />
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GROUP 3<br />
INDIVIDUALS AND SOCIETIES<br />
History<br />
history@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
Why choose History<br />
These courses will enable students to:<br />
• Develop their interest in the past and learn about the significance of events, individuals,<br />
issues and societies in history;<br />
• Develop an understanding of how the past has been interpreted and represented;<br />
• Learn how and why societies have changed over time;<br />
• Improve their analytical and thinking skills;<br />
• Learn to express their ideas more confidently and effectively.<br />
How is History taught at <strong>Aiglon</strong><br />
Standard Level students will have three lessons a week and Higher Level students will have five<br />
throughout both the Lower and Upper Sixth years. A variety of teaching methods are employed,<br />
but there is a strong emphasis on discussion work and students are strongly encouraged to<br />
participate fully in this. It is also important that students are willing to spend time reading around<br />
the subjects studied and show initiative in finding out information for themselves.<br />
Who takes History<br />
These courses would appeal to students who:<br />
• Have an intrinsic interest in finding out more about the development of the world in which<br />
we live;<br />
• Wish to further develop the knowledge and interest gained from the IGCSE History course;<br />
• Wish to study History even though they did not take the subject at GCSE level;<br />
• Enjoy reading, investigation and discovery;<br />
• Enjoy argument and debate;<br />
• Want to study a subject which encourages them to consider and weigh up evidence, and<br />
then make up their own minds.<br />
Specification<br />
Students following <strong>IB</strong> History will follow a varied and exciting programme of international history.<br />
The aim is to build on interest stimulated by the IGCSE History course in the 4th and 5th Forms, by<br />
expanding on certain areas of C20th history, and looking at events in other geographical areas and<br />
from fresh viewpoints. The syllabus studied will be:<br />
Standard Level<br />
• Paper 1: The Middle East 1945-1974<br />
• Paper 2: Causes, practices and effects of wars (we will study several of: World War One,<br />
Spanish Civil War, Chinese Civil War, World War Two, Algerian war of independence,<br />
Falklands War, First Gulf War). Single-party and authoritarian states (we will study several<br />
of: Peron's Argentina, Mao's China, Stalin's Russia, Hitler’s Germany, Castro’s Cuba).<br />
Higher Level students will also study<br />
• Paper Three: Russia 1854-2001 and Western Europe 1945-2000 (this includes topics such<br />
as Spain after World War Two, the Fourth French Republic, East and West Germany, the<br />
development of the European Union).<br />
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Geography<br />
geog@aiglon.ch<br />
Availability: Higher and Standard Levels over two years<br />
Why Geography<br />
Geography is about management, decision-making and building tomorrow’s world. These concern<br />
us all! It is understanding:<br />
• the natural world around us and how it functions<br />
• the interactions of people with each other and with the environment<br />
• the opportunities and constraints facing different communities around the world.<br />
It is also learning:<br />
• to manage the world, its people and its resources<br />
• skills for life.<br />
The <strong>IB</strong> Geography course allows students to question and think deeply about the world they see<br />
around them and provide the awareness and skills needed to manage it responsibly, productively<br />
and sustainably.<br />
By undertaking fieldwork, students will develop a range of skills for life, becoming inquiring learners<br />
able to design a methodology and collect and process data.<br />
How is Geography taught at <strong>Aiglon</strong><br />
The programme features a wide variety of activities. Students receive some college-style lecture<br />
classes, where they will be required to take notes. They also prepare and give group presentations,<br />
both in class and to the whole school, and take part in discussions. Wider reading and research are<br />
important elements of the course. For these, students use our large library of books, periodicals<br />
and audio-visual resources, as well as Internet and satellite TV for up-to-date developments from<br />
around the globe. We also learn through practical field-work studies, both locally and abroad.<br />
Who takes Geography<br />
Students do not need to have studied Geography previously, although a C-grade at IGCSE is<br />
necessary if they have done so. Otherwise, the student should ask him or herself the following<br />
questions:<br />
• What sort of world do I want for myself and for my children<br />
• Do I have a lively and enquiring mind and an interest in the environment and current<br />
affairs<br />
• Am I willing to research and to explore new ideas<br />
• Can I communicate my ideas effectively<br />
• Is the course relevant and useful for a future career<br />
With its emphasis on current global issues, problem-solving and decision-making skills, the course<br />
provides an essential base for a wide range of careers, including finance, business management,<br />
law, administration and government, manufacturing, marketing, media, planning, tourism, resource<br />
management and many others.<br />
How does Geography fit into the <strong>IB</strong> programme<br />
Geography provides a broad curriculum, occupying the middle ground between the social and<br />
natural sciences. The subject takes advantage of this position to examine relevant concepts and<br />
ideas from a wide variety of disciplines, making it an appropriate partner for most other <strong>IB</strong> subjects.<br />
Specification<br />
We follow the <strong>IB</strong> programme, with the following options:<br />
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Part 1 Standard Level and Higher Level<br />
• Populations in transition<br />
• Disparities in wealth and development<br />
• Patterns in environmental quality and sustainability<br />
• Patterns in resource consumption.<br />
Part 2 Standard Level and Higher Level<br />
• Extreme environments<br />
• Freshwater – issues and conflicts<br />
• Hazards and disasters (Higher Level only).<br />
Part 3 Higher Level only<br />
• Global interactions.<br />
At both Standard and Higher Levels students produce a written report based on a fieldwork<br />
question involving data collection and analysis.<br />
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Economics<br />
economics@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
What is Economics<br />
Economics is a dynamic social science, focused on the concept of scarcity and the problem of<br />
resource allocation. It involves the use of theory to explain decisions and incentives of people, firms<br />
and governments. Economics is not a discrete subject since it involves elements of History,<br />
Geography, Psychology, Sociology, Politics and other fields of study. Economics at <strong>IB</strong> examines<br />
both microeconomics, focusing on specific markets, and also national and macroeconomic or<br />
national and international issues such as inflation, economic growth, unemployment, trade and<br />
development.<br />
Syllabus at Higher and Standard Level outline<br />
Higher Level and Standard Level Economics both cover four topics:<br />
• Microeconomics<br />
• Macroeconomics<br />
• International economics<br />
• Development economics.<br />
Difference between the levels<br />
The Higher Level course differs from Standard Level course in:<br />
• The hours devoted to teaching (240 hours for HL compared to 150 hours for SL)<br />
• The extra depth and breadth required (HL extension topics)<br />
• The nature of the examination questions.<br />
Assessment<br />
Higher Level – External assessment consists of three written papers and is worth 75% of the<br />
course. Paper three is focused on the mathematical elements of the course. Internal assessment<br />
consists of three commentaries on three different economic articles.<br />
Standard Level – External assessment consists of two written papers and is worth 75% of the<br />
course. Internal assessment consists of three commentaries on three different economic articles.<br />
Who takes Economics<br />
No prior experience or understanding of Economics is required but willingness to read about the<br />
wider world is essential. Pupils who do well in Economics have an interest in life beyond the<br />
confines of <strong>Aiglon</strong>, consider why people make decisions and question what is happening in the<br />
economic and political news. Skills which are helpful include above average numeracy, at least B<br />
grade Maths (I)GCSE is strongly recommended, good writing skills and an inquiring, open mind.<br />
The syllabus is strongly international and encourages an international point of view.<br />
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Business and Management<br />
business@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
Why Business and Management<br />
Business and Management is a rigorous and dynamic discipline that examines business processes<br />
and decision making. It considers how businesses are affected by internal and external<br />
environments and forces. It is the study of both the way in which individuals and groups interact in<br />
an organisation and of the transformation of resources. The course considers business theory and<br />
the application of principles, practices and skills to real companies. Business and Management<br />
studies the range of business organisations, activities and the cultural and economic context in<br />
which business operates.<br />
Syllabus outline:<br />
• Business organisation and environment<br />
• Accounts and finance<br />
• Operations management<br />
• Human resources<br />
• Marketing<br />
• Strategy (HL only).<br />
Difference between Higher and Standard Levels<br />
The Higher Level course differs from the Standard Level course in that:<br />
• The hours devoted to teaching (240 hours for HL, 150 for SL)<br />
• The extra depth and breadth required (HL extension topics and the internal assessment<br />
project)<br />
• The nature of the examination questions.<br />
Assessment<br />
Higher Level: Two papers worth 75% and an internal assessment project worth 25% of the<br />
course.<br />
Standard Level: Two papers worth 75% and an internal assessment written commentary worth<br />
25% of the course.<br />
Assessment is case study based and all theoretical knowledge is applied to specific business<br />
scenarios, so English comprehension skills are important.<br />
The internal assessment project requires students to design and undertake research that either<br />
addresses an issue facing an organisation or range of organisations or analyses a decision to be<br />
made by an organisation or range of organisations.<br />
N.B. The internal assessment in Business and Management at Higher Level is a rigorous and<br />
difficult exercise. It requires significant personal research into a specific company and exceptional<br />
independent learning and writing skills.<br />
Who takes Business and Management<br />
No prior experience of Business and Management is required, however, a willingness to engage<br />
and read about the wider business environment is essential. It is a little less theoretical than<br />
Economics but should not be considered an easy option. An IGCSE B grade in Maths and English is<br />
required and the internal assessment project at Higher Level requires considerable independent<br />
learning and writing skills. The subject appeals to those fascinated by the factors which cause an<br />
organisation to succeed or fail.<br />
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GROUP 4<br />
NATURAL SCIENCES<br />
Students must complete one Science subject during the <strong>Diploma</strong>. Students may continue to study<br />
the IGCSE subjects of Biology, Chemistry or Physics to a Higher or Standard level. Alternatively<br />
they could also chose to study Environmental Systems and Societies, which is available at standard<br />
level only.<br />
Internal Assessment (IA) requirements<br />
All group 4 subjects require students to undertake a large quantity of practical work during the<br />
course. Students completing a Standard level course must complete a minimum of 30 hours of<br />
practical work and those in Higher level subjects must complete 50 hours. The practical work is<br />
marked by Internal Assessment, with external moderation. It requires personal motivation and the<br />
ability to work independently.<br />
Group 4 project<br />
All students, with the exception of those completing Environmental Systems, must also complete a<br />
Group4 project. This is completed late in the Summer term of the L6th year. The project is<br />
designed to assess the student’s ability to work in a group environment, share ideas and overcome<br />
problems. It is a highly enjoyable 2 day experience and one that many students find to be a<br />
highlight of their <strong>IB</strong> experience.<br />
Is it possible to study more than one Science<br />
Yes.<br />
Chemistry is also offered in Group6 of the <strong>IB</strong> hexagon. Therefore students who wish to study more<br />
than one science must choose Chemistry in Group6 and either Biology or Physics in Group 4.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 35
Biology<br />
biology@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
Nature of the subject.<br />
Biology is an academic subject that blends mental agility with practical skill. Good Biologists are<br />
always asking question: why does this process happen as it does What drives this process Why<br />
are we here in the way that we are<br />
Who takes Biology<br />
The best Biologists are those who truly enjoy the subject. They take pleasure in understanding<br />
themselves and the environment they inhabit. Good <strong>IB</strong> Biologists also have an enjoyment of<br />
Chemistry. IGCSE is very useful, especially for HL students and studying <strong>IB</strong> Chemistry as a second<br />
science provides a distinct advantage. <strong>IB</strong> Biologists must also be very dedicated, they must prepare<br />
to study hard and develop a truly enquiring mind.<br />
It is expected that Higher level Biology students will have achieved a grade B or above in IGCSE<br />
Biology and at least a grade C in IGCSE Chemistry.<br />
Specification:<br />
Standard and Higher Level:<br />
Topic1: Statistical analysis<br />
Topic 2: Cells<br />
Topic 3: The Chemistry of Life<br />
Topic 4: Genetics<br />
Topic 5: Ecology and Evolution<br />
Topic 6: Human health and physiology<br />
Higher level only:<br />
Topic 7: Nucleic acids and proteins<br />
Topic 8: Cell respiration and photosynthesis<br />
Topic 9: Plant science<br />
Topic 10: Genetics<br />
Topic 11: Human health and physiology<br />
Options:<br />
Two options topics are also studied, they are currently:<br />
Standard Level<br />
Option A: Human nutrition and health<br />
Option G: Ecology and conservation<br />
Higher Level<br />
Option G: Ecology and conservation<br />
Option H: Further human physiology<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 36
Chemistry<br />
chemistry@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
Nature of the subject<br />
Chemistry is an experimental science that combines academic study with the acquisition of practical<br />
and investigative skills. Chemical principles underpin both the physical environment in which we live<br />
and all biological systems. Apart from being a subject worthy of study in its own right, Chemistry is<br />
a prerequisite for many other courses in higher education, such as medicine, dentistry, veterinary<br />
science and biological and environmental sciences. It also serves as useful preparation for<br />
employment.<br />
The <strong>Diploma</strong> Programme Chemistry course includes the essential principles of the subject but also,<br />
through selection of options, allows teachers some flexibility to tailor the course to meet the needs<br />
of their students.<br />
The course is available at both Standard Level and Higher Level, and therefore accommodates<br />
students who wish to study Science in tertiary education as well as those who do not.<br />
Who takes Chemistry<br />
The course is suitable for students who:<br />
• have an interest in and enjoyment of Chemistry and the sciences generally;<br />
• enjoy carrying out investigations by the application of imaginative, logical and critical<br />
thinking;<br />
• want to use Chemistry to support other qualifications and interests in university and college<br />
education.<br />
It is expected that students will have knowledge and understanding of Chemistry at least to Grade<br />
B or above in IGCSE to embark on the Higher Level course.<br />
Specification<br />
The syllabus for the <strong>Diploma</strong> Programme Chemistry course is divided into three parts: the core, the<br />
additional Higher Level material and the options.<br />
Topics studied include:<br />
• Quantitative Chemistry<br />
• Atomic structure<br />
• Periodicity<br />
• Bonding<br />
• Energetics<br />
• Kinetics<br />
• Equilibrium<br />
• Acids and bases<br />
• Oxidation and reduction<br />
• Organic Chemistry<br />
• Measurement and data processing.<br />
All students study two additional units of work. The selection of these will depend on the interests<br />
of the class and the individual strengths of the teachers.<br />
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Physics<br />
physics@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
Nature of the subject<br />
Physics is the study of the whole universe: what is it made of, and how does it behave We try to<br />
find the very smallest particles of matter and attempt to understand how vast stars and galaxies<br />
work. To do this we invent and use amazing machines to extend the range of our feeble human<br />
senses. Our focus is not limited to the universe as we see it today; we also seek to understand how<br />
nature has evolved in the 13.7 billion years since the big bang, and to predict what might happen<br />
in the future!<br />
Apart from being a superb subject worthy of study in its own right, Physics is a prerequisite for<br />
students intending to study engineering or architecture at university, and is a great preparation for<br />
any future study of maths, medicine, sports science, earth science, economics or business courses.<br />
Employers in every sector value the analytical and problem-solving skills developed by studying<br />
Physics.<br />
The course is available at both Standard Level and Higher Level, and therefore accommodates<br />
students who wish to study Science in tertiary education as well as those who do not. It should be<br />
noted that the Standard Level course still provides a real challenge; only students willing to think<br />
and work hard should choose Physics as part of their <strong>IB</strong> <strong>Diploma</strong>.<br />
Who takes Physics<br />
Those who want answers to the questions they have about the natural world. Those who<br />
wish to go on to study the physical sciences, engineering, medicine or any associated courses at<br />
university or college. Those who wish to take a Science for the purposes of graduation from<br />
secondary education and are prepared to accept the challenge presented by a rigorous and<br />
demanding subject.<br />
It is expected that students will have knowledge and understanding of Physics at least to grade B<br />
or above in IGCSE to embark on the Higher Level course.<br />
Specification<br />
Topics studied include:<br />
• Measurement<br />
• Mechanics<br />
• Thermal physics<br />
• Oscillations and waves<br />
• Electric currents<br />
• Fields and forces<br />
• Atomic and nuclear physics<br />
• Energy, power and climate change<br />
• Motion in fields (HL only)<br />
• Electromagnetic induction (HL only)<br />
• Quantum and nuclear physics (HL only)<br />
• Digital technology (HL only).<br />
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Each class will also study two additional topics, chosen by agreement between the class and teacher,<br />
from the following options:<br />
Standard Level options:<br />
• Sight and wave phenomena<br />
• Quantum and nuclear physics<br />
• Digital technology<br />
• Relativity and particle physics<br />
• Astrophysics<br />
• Communications<br />
• Electromagnetic waves.<br />
Higher Level options:<br />
• Astrophysics<br />
• Communications<br />
• Electromagnetic waves<br />
• Relativity<br />
• Medical physics<br />
• Particle physics.<br />
Practical work runs in parallel to the theory, contributing 24% to the final course grade.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 39
Environmental Systems and Societies<br />
science@aiglon.ch<br />
Availability: Standard Level only<br />
Why Environmental Systems and Societies<br />
The prime intent of this course is to provide students with a coherent perspective of the<br />
interrelationships between environmental systems and societies; one that enables them to adopt an<br />
informed personal response to the wide range of pressing environmental issues that they will inevitably<br />
come to face. Students’ attention will be drawn to their own relationship with their environment and<br />
the significance of choices and decisions that they make in their own lives. It is intended that students<br />
develop a sound understanding of the interrelationships between environmental systems and societies,<br />
rather than a purely journalistic appreciation of environmental issues.<br />
As a transdisciplinary subject, Environmental Systems and Societies is designed to combine the<br />
techniques and knowledge associated with Group 4 (the experimental sciences) with those associated<br />
with Group 3 (individuals and societies). Transdisciplinary subjects therefore introduce more flexibility<br />
into the <strong>IB</strong> <strong>Diploma</strong> Programme.<br />
How is Environmental Systems and Societies taught at <strong>Aiglon</strong><br />
The programme features a wide variety of activities. Students receive some college-style lecture classes,<br />
where they will be required to take notes. They also prepare and give group presentations, both in<br />
class and to the whole school, and take part in discussions. Wider reading and research are important<br />
elements of the course. For these, students use our large library of books, periodicals and audio-visual<br />
resources, as well as Internet and satellite TV for up-to-date developments from around the globe. We<br />
also learn through practical fieldwork and lab-based studies.<br />
Who takes Environmental Systems and Societies<br />
Prospective students should meet a range of mathematical requirements, and ask themselves the<br />
following questions:<br />
• Do I have a lively and enquiring mind and an interest in the environment and current affairs<br />
• Do I have an interest in how international collaboration can resolve environmental problems<br />
• Am I willing to research and to explore new ideas<br />
• Can I communicate my ideas effectively<br />
• Is the course relevant and useful for a future career<br />
With its emphasis on links between the environment and society, this course provides an essential base<br />
for a wide range of careers, including finance, business management, law, administration and<br />
government, manufacturing, marketing, media, planning, tourism, resource management and many<br />
others.<br />
Specification<br />
We follow the <strong>IB</strong> programme, with the following topics:<br />
• Systems and models<br />
• The ecosystem<br />
• Human population, carrying capacity and resource use<br />
• Conservation and biodiversity<br />
• Pollution management<br />
• The issue of global warming<br />
• Environmental value systems.<br />
The course is assessed by two written papers and an internal assessment based around practical field<br />
and lab-work.<br />
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GROUP 5<br />
MATHEMATICS AND MATHS STUDIES<br />
Mathematics<br />
(maths@aiglon.ch)<br />
Availability: Mathematics at Higher and Standard Levels<br />
Maths <strong>Studies</strong> at Standard Level only<br />
Why Mathematics<br />
Firstly Mathematics is a compulsory part of the <strong>IB</strong> <strong>Diploma</strong> programme. This is because it is a course<br />
worth studying in its own right. It is challenging, rigorous and interesting. It builds on work met at<br />
GCSE, but also involves new ideas that some of the greatest minds have produced. It serves as a very<br />
useful support for many other qualifications as well as being a highly-regarded qualification for the<br />
workplace and numerous courses in higher education.<br />
How is Mathematics taught at <strong>Aiglon</strong><br />
In <strong>IB</strong> there are three levels of Mathematics: Higher Level, Standard Level and <strong>Studies</strong> Level.<br />
Higher Level is a very demanding course and is taught in five 55-minute periods per week, making a<br />
total of 240 hours taught over the two years.<br />
Standard Level is a demanding course that is taught in four 55-minute periods per week, making a<br />
total of 150 hours taught over the two years.<br />
<strong>Studies</strong> Level counts as a Standard Level course and is designed for those who find Mathematics<br />
challenging. It is taught in three 55-minute periods per week, making a total of 150 hours taught over<br />
the two years.<br />
Higher Level<br />
This is a two-year course that caters for students with a good background in Mathematics and who are<br />
competent in a range of analytical and technical skills. The majority of these students will be expecting<br />
to include Mathematics as a major component of their university studies, either as a subject in its own<br />
right or within courses such as physics, engineering and technology. Others may take this subject<br />
because they have a strong interest in Mathematics and enjoy meeting its challenges and engaging<br />
with its problems.<br />
Specification<br />
Core syllabus content - 190 hours; option syllabus content - 40 hours; portfolio - 10 hours.<br />
Core: Algebra - 20 hours; Functions and equations - 26 hours; Circular functions and trigonometry - 22<br />
hours; Matrices - 12 hours; Vectors - 22 hours; Statistics and probability - 40 hours; Calculus - 48 hours.<br />
Option: Students must take one of the following: Statistics and probability - 40 hours; Sets, relations<br />
and groups - 40 hours; Series and differential equations - 40 hours; Discrete Mathematics - 40 hours.<br />
Portfolio: One piece of work, based on different areas of the syllabus, students develop their own<br />
mathematical exploration.<br />
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Standard Level<br />
This course caters for students who already possess knowledge of basic mathematical concepts, and<br />
who are equipped with the skills needed to apply simple mathematical techniques correctly. The<br />
majority of these students will expect to need a sound mathematical background as they prepare for<br />
future studies in subjects such as Chemistry, Economics, Psychology and Business Administration.<br />
The course focuses on introducing important mathematical concepts through the development of<br />
mathematical techniques. The intention is to introduce students to these concepts in a comprehensible<br />
and coherent way, rather than insisting on mathematical rigour. Students should wherever possible<br />
apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate<br />
context.<br />
Specification<br />
Core syllabus content - <strong>14</strong>0 hours; Portfolio - 10 hours.<br />
Core: Algebra - 8 hours; Functions and equations - 24 hours; Circular functions and trigonometry - 16<br />
hours; Matrices - 10 hours; Vectors - 16 hours, Statistics and probability - 30 hours; Calculus - 36 hours.<br />
Portfolio: One piece of work, based on different areas of the syllabus, students develop their own<br />
mathematical exploration.<br />
Mathematical <strong>Studies</strong><br />
This course caters for students who already possess knowledge of basic mathematical concepts, and<br />
who are equipped with the skills needed to apply simple mathematical techniques correctly. The<br />
majority of these students will expect to need a sound mathematical background as they prepare for<br />
future studies in subjects such as Chemistry, Economics, Psychology and Business Administration.<br />
The course concentrates on mathematics that can be applied to contexts related as far as possible to<br />
other subjects being studied, to common real-world occurrences and to topics that relate to home,<br />
work and leisure situations. The course includes project work, a feature unique within this group of<br />
courses. Students must produce a project, a piece of written work based on personal research, guided<br />
and supervised by the teacher. The project provides an opportunity for students to carry out a<br />
mathematical investigation in the context of another course being studied, a hobby or interest of their<br />
choice using skills learned before and during the course. This process allows students to ask their own<br />
questions about Mathematics and to take responsibility for a part of their own course of studies in the<br />
subject.<br />
Specification<br />
Syllabus content: 130 hours and a project of 20 hours.<br />
Introduction to the graphic display calculator - 3 hours; Number and algebra - <strong>14</strong> hours; Sets, logic and<br />
probability - 20 hours; Functions - 24 hours; Geometry and trigonometry - 20 hours; Statistics - 24<br />
hours; Introductory differential calculus - 15 hours; Financial Mathematics - 10 hours.<br />
Project - 20 hours: The project is an individual piece of work involving the collection of information or<br />
the generation of measurements, and the analysis and evaluation of the information or measurements.<br />
Texts: All courses use various text books from;<br />
Oxford; <strong>IB</strong> Course Companion and Haese and Harris; Mathematics for the International student.<br />
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GROUP 6<br />
ARTS AND ELECTIVES<br />
Visual Art<br />
(art@aiglon.ch)<br />
Availability: Higher and Standard Levels<br />
Why take Art<br />
<strong>IB</strong> Visual Art is a rigorous pre-university course of study, designed to empower students to become<br />
knowledgeable and inquiring as well as caring and compassionate citizens of the world. There is a<br />
strong emphasis on encouraging students to develop intercultural understanding, open-mindedness,<br />
and the attitudes necessary to respect and evaluate a range of points of view.<br />
It is designed to build on prior knowledge and experience in the visual arts as well as develop new skills,<br />
techniques and ideas. It is highly recommended that any student wanting to take Visual Art has<br />
completed a GCSE course or equivalent and has earned at least a C or above.<br />
How is Art taught at <strong>Aiglon</strong><br />
Art is taught through experience and example, students are encouraged to explore how ideas can be<br />
developed and problems solved. Trips are organised through the course so that students can<br />
experience other art works first hand. Students receive five one-hour lessons each week, and can take<br />
Visual Arts at either Standard Level or Higher Level. This choice has to be made by half term of the<br />
Autumn term, in the Lower Sixth.<br />
Who takes Art<br />
Those students who show a genuine interest in and have a real passion for the subject. Prior<br />
experience is vital at Higher Level and desired at Standard Level.<br />
Specification<br />
Below is a guide to the assessment. Students have to produce work in both their investigation<br />
workbooks (IWB) and finished pieces of work. The number of images from the IWB and final pieces<br />
that will be assessed is in brackets next to each part of the options.<br />
Higher Level Option A (Hla)<br />
PART A - Studio work (12-18 pieces) 60%<br />
PART B - Investigation workbook (25-30 images) 40%<br />
Higher Level Option B (Hlb)<br />
PART A - Studio work (8-12 pieces) 40%<br />
PART B - Investigation workbook (30-40 images) 60%<br />
Standard Level Option A (Sla)<br />
PART A - Studio work (8-12 pieces) 60%<br />
PART B - Investigation workbook (15-20 images) 40%<br />
Standard Level Option B (Slb)<br />
PART A - Studio work (6-8 pieces) 40%<br />
PART B - Investigation workbook (25-30 images) 60%<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 43
Music<br />
music@aiglon.ch<br />
Availability: Higher and Standard Levels<br />
It is useful to have studied Music at GCSE level before commencing studies in the <strong>IB</strong> <strong>Diploma</strong> in Music.<br />
However, this is not essential as long as you are able to confidently play a musical instrument and<br />
are able to read music. A performing standard equivalent to a Grade VI level of the Associated Board of<br />
the Royal Schools of Music or Trinity Guildhall Rock School is a sufficient standard to have reached by<br />
the end of your <strong>IB</strong> course. Some working knowledge of music theory is also essential. Theory and<br />
musical literacy skills will also be further developed throughout the course via a series of additional<br />
structured classes. These lessons will form an essential ‘bolt-on’ module, ultimately supporting and<br />
developing the musical literacy and analysis skills required for the <strong>IB</strong> in Music.<br />
The Music course demands the use and development of performing, composing, listening and analytical<br />
skills. Throughout the course you will improve skills in both performing and composing in a range of<br />
styles. You will listen to a wide variety of music and develop a more informed appreciation of how and<br />
why it was written and/or performed. The course also allows you, in addition to developing your<br />
performance skills, to use and significantly develop (if appropriate) your music technology skills.<br />
Compositions and performances can be composed and recorded using Music Department computers<br />
and the recording studio facilities. Music at <strong>IB</strong> is highly suitable for anyone who has a keen interest in<br />
creating and listening to different styles of music and who wishes to broaden their experience and<br />
deepen their understanding of both live and recorded music. Your study of set pieces and diverse<br />
listening exercises will follow a route which focuses on a wide variety of musical styles, from world<br />
music, through popular music and jazz to the repertoire of the western classical tradition throughout<br />
the last 400 years.<br />
The <strong>Diploma</strong> Programme Music course provides an appropriate foundation for further study in Music at<br />
university level or in music career pathways. It also provides an enriching and valuable course of study<br />
for students who may pursue other careers. Perhaps most significantly and valuably this course also<br />
provides all students with the opportunity to engage in the world of music as lifelong participants.<br />
The three main areas of study in <strong>IB</strong> music are:<br />
1. Musical perception<br />
In this area of your <strong>IB</strong> study you will actively listen to a wide range of music from different parts of the<br />
world, different musical cultures and from different time periods. Through this study you will develop<br />
your listening perception and understanding of music by learning about musical elements, musical<br />
notation, musical terminology and musical context. An important part of musical perception is the<br />
detailed study of two <strong>IB</strong>-prescribed set musical works and the completion of a 2,000 word musical links<br />
investigative and analytical study.<br />
2. Creating<br />
In this area you will develop individual creative skills through the composition of your own music, and<br />
through technical exercises in pastiche harmony. You will be required to submit up to 3 pieces of<br />
creative coursework although there are many options available to you, allowing you to develop your<br />
strengths and even to discover your potential in some quite new and exiting areas of musical creativity.<br />
These options include composing, composing using music technology, arranging, improvising and the<br />
completion of compositions using the compositional styles of others.<br />
3. Performance<br />
During this study you will develop performance skills through both solo and group music making. It is<br />
recommended that you receive at least one hour per week of individual instrumental lessons on your<br />
main instrument of study to support this development. You are required to submit a series of<br />
recordings from pieces presented during one or more public performances during your course, totalling<br />
15- 20 minutes. Any instrument or voice are acceptable, as is any genre or style- in fact you are<br />
encouraged to submit a wide range of styles wherever possible. You may also choose as part of your<br />
submission to include one recording of a performance where you are a member of a small group.<br />
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Music at Higher Level<br />
1. Musical perception (50%)<br />
Listening paper (3 hours), externally assessed. This comprises seven musical perception questions:<br />
Section A: Students answer two questions (analysing and examining prescribed set works)<br />
Section B: Students answer four questions (analysing and examining unheard western art, pop, jazz<br />
and world music)<br />
Section C: Students answer one question (comparing and contrasting two extracts from section B).<br />
Musical links investigation: A written media script of no more than 2,000 words, investigating the<br />
significant musical links between two (or more) pieces from distinct musical cultures.<br />
2/3. Creating and Performance (50%)<br />
These are internally assessed by the teacher and externally moderated by the <strong>IB</strong> at the end of the<br />
course. They comprise:<br />
• Three pieces of composition/creative coursework, with recordings and reflective statement.<br />
• Solo performing - a recording selected from pieces presented during one or more public<br />
performances. Twenty minutes of recorded music are required.<br />
Music at Standard Level<br />
1. Musical perception (50%)<br />
Listening paper (2 hours 15 minutes), externally assessed. This comprises five musical perception<br />
questions (100 marks):<br />
Section A: Students answer two questions (analysing and examining prescribed set works)<br />
Section B: Students answer three questions (analysing and examining unheard western art, pop, jazz<br />
and world music)<br />
Musical links investigation: A written media script of no more than 2,000 words, investigating the<br />
significant musical links between two (or more) pieces from distinct musical cultures.<br />
2/3. Creating and Performance (50%)<br />
These are internally assessed by the teacher and externally moderated by the <strong>IB</strong> at the end of the<br />
course. Students choose one of the following options:<br />
• Two pieces of composition/creative coursework, with recordings and reflective statement.<br />
OR<br />
• Solo performing - a recording selected from pieces presented during one or more public<br />
performances. Fifteen minutes of recorded music is required.<br />
OR<br />
• Group performing - a recording selected from pieces presented during two or more public<br />
performances. Twenty to thirty minutes of recorded music is required.<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 45
Theatre Arts<br />
(drama@aiglon.ch)<br />
Availability: Higher and Standard Levels<br />
Why Drama<br />
“Imagination is more important than knowledge”<br />
Albert Einstein<br />
To study Theatre is to study what it is to be human. It is a subject which helps students to better<br />
understand themselves, and the world in which they live.<br />
Another excellent reason for studying Theatre is that it is enormous fun and offers fantastic challenges<br />
and life-changing experiences. Students will get to put on productions of plays and devised work and<br />
also visit the theatre to see wonderful performances.<br />
<strong>IB</strong> Theatre can also provide a much-needed break from lessons in which most of the time is spent<br />
sitting behind a desk. Sometimes it’s good to get up and do something!<br />
“Theatre is a serious business, one that makes or should make man more human, which is to<br />
say, less alone”<br />
Arthur Miller, playwright<br />
How is Theatre taught<br />
Theatre is taught in five periods each week, both at Standard and Higher level. We highly recommend<br />
that students study HL as they will need to take 5 lessons per week anyway with the HL students, and<br />
it is probable that you will need to participate in more than two productions with other <strong>IB</strong> students.<br />
Practical classes are taught in Exeter Hall and the Theatre Studio. There is very close working<br />
relationship shared between the staff and students, and those who choose to study Theatre are very<br />
proud and happy to do so at <strong>Aiglon</strong>.<br />
Theatre is hard work. Students will be pushed to excel in all of the areas of the course. Use of language<br />
will be enhanced, literacy and the ability to read and write an essay will be improved and above all,<br />
confidence in solving problems and making things happen will be transcended.<br />
Some of the lessons in Theatre will be in the classroom but most of the time we work practically. To<br />
cope with the demands in the course, students need to have a real enthusiasm for Theatre and must<br />
be willing to actively participate in all practical sessions.<br />
It is an essential part of studying Theatre that one visits the theatre and the Department organises<br />
trips to London to see some of the best Theatre in some of the most exciting performances spaces in<br />
the world.<br />
The Department also plans to arrange future trips to Paris, New York, the Edinburgh Festival and the<br />
National Student Drama Festival in Scarborough.<br />
“The creation of something new is not accomplished by the intellect alone but by the play<br />
instinct. The creative mind plays with the objects it loves”<br />
C G Jung<br />
Who takes Theatre<br />
A crucial pre-requisite for studying Theatre is an interest in the Dramatic Arts. However, studying<br />
Theatre is not just for those who wish to become actors, writers or directors - far from it. Theatre is for<br />
those who are interested in studying what it is to be human and how this can be explored, portrayed<br />
and defined through creative and theatrical means. One major difference between <strong>IB</strong> Theatre and<br />
GCSE Drama courses is that there is far more written work involved. <strong>IB</strong> Theatre is by no means an easy<br />
subject and is also very time-consuming during terms of practical work. Long hours of rehearsal can be<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 46
wonderful if you enjoy creating Theatre, but not if you’re looking for an easy ride.<br />
The Department has a tradition of producing excellent productions and training student skills in physical<br />
and vocal performance to a very sophisticated level. It also has strong links with both the Music and<br />
Dance Departments and Theatre students are encouraged and expected to participate in and learn<br />
about all performance arts.<br />
The <strong>Aiglon</strong> Drama Department is committed to producing students who are well trained in using their<br />
voice and physicality to communicate successfully. It is also of great importance that students learn to<br />
write clearly, intellectually and analytically - a life-skill that will help all students in whatever they do in<br />
the future.<br />
In short, Theatre is a subject suitable for anyone who is interested in what it means to be human.<br />
“The Greeks believed that it was a citizen’s duty to watch a play. It was a kind of work in that it<br />
required attention, judgement, patience, all social virtues.”<br />
“The theatre is an expression of civilisation. We belong to a great country which has spawned<br />
great playwrights……we, this colony of a few hundred will be watching this play together, for a<br />
few hours we will no longer be despised prisoners and hated gaolers. We will laugh, we may be<br />
moved, we may even think a little. Can you suggest something else that will provide such an<br />
evening”<br />
From ”Our Country’s Good” by Timberlake Wertenbaker<br />
Specification<br />
Course components<br />
There are four main course components:<br />
• Theatre in the making<br />
• Theatre in performance<br />
• Theatre around the world<br />
• Independent project.<br />
Theatre in the making<br />
At Standard Level, students must study one stimulus and develop an action plan for performance. At<br />
Higher Level, they must study two different stimuli and, from these, develop two action plans for<br />
performance.<br />
Theatre in performance<br />
At Standard Level, students must participate in at least two performances in two different<br />
roles/capacities. At Higher Level, they must participate in at least three performances in three different<br />
roles/capacities.<br />
Theatre around the world<br />
At Standard and Higher Levels, students must study at least two contrasting theatrical practices.<br />
Independent Project<br />
At Standard Level, students must create and present an original work inspired by any source, of any<br />
origin, and they must pursue a specialised interest with rigour and imagination. At Higher Level, they<br />
must choose one of the following two options:<br />
Option A: Devising practice – students must provide alternative ways of realising the practical aspects<br />
of the elements of production.<br />
Option B: Exploring practice – students must undergo an examination and practical critical comparison<br />
of theories and the work of one or more forms/practitioners/theorists/genres.<br />
Assessment requirements<br />
External assessment for the Research Investigation (RI)<br />
At Standard Level, students are required to submit an assignment of 1,500–1,750 words with<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 47
supporting visuals. At Higher Level, they must submit an assignment of 2,000–2,500 words with<br />
supporting visuals.<br />
External assessment for the Practical Performance Proposal (PPP)<br />
At Standard Level, students are required to deliver a 250-word written presentation with visual<br />
materials. At Higher Level, they must deliver a 250-word written presentation with visual materials and<br />
submit a 1,000–1,250-word rationale.<br />
Internal assessment for the Theatre Performance and Production (TPP)<br />
At Standard Level, students are required to deliver a 20-minute oral presentation with 5-7 images. At<br />
Higher Level, they must deliver a 30-minute oral presentation with 7–10 images.<br />
Internal assessment for the Independent Project Portfolio (IPP)<br />
At Standard Level, students are required to submit an assignment of 2,000 words from the core<br />
syllabus. At Higher Level, they must submit an assignment of 3,000 words from the core syllabus and<br />
Option A or B.<br />
“[Theatre] has the power to steal up and jolt the muscle back into action. Sitting in a theatre<br />
among others who have been stirred gives us hope and courage. We disperse in the street, but<br />
we are left with a hint of our collective power. Indifference allows atrocities to happen. It is<br />
vital that we dare to care.”<br />
Harriet Walter, actress and writer<br />
Theatre and prior learning<br />
The Theatre course at both Higher and Standard Levels requires no previous experience in Drama or<br />
Theatre. Since the course is designed to enable students to experience Theatre on a personal level,<br />
achievement in this subject is reflected in how students develop, extend and refine the knowledge,<br />
skills and attitudes necessary for studying this art form. Students’ individual ability to be creative and<br />
imaginative, and to communicate in dramatic form, will be challenged and extended through the<br />
theoretical and practical content of the course. The Theatre course provides a relevant learning<br />
opportunity for a diverse range of students as it lays an appropriate foundation for further study in<br />
Theatre, performing arts and other related subjects. In addition, by instilling discipline, and refining<br />
communication and group work skills, it offers a valuable course of study for students who may wish to<br />
pursue a career or further education studies in areas unconnected to Theatre.<br />
“The experience of being part of a theatre audience is not simply passive. It’s not like watching<br />
TV; it’s not even like watching a film in the cinema. Everyone in that space is alive, and<br />
everyone is focused on one central activity. And everyone contributes. The actors contribute<br />
their performance; the audience contributes their attention, their silence, their laughter, their<br />
applause, their respect”.<br />
Philip Pullman, novelist<br />
What goes well with Drama<br />
Theatre offers training in essential skills in what is an age of presentation, where products and ideas<br />
are sold in the market place by the strength of presentation and the power of delivery and execution.<br />
Theatre trains, develops and nurtures these very skills. After studying <strong>IB</strong> Theatre students could go on<br />
to study the subject at university or Acting at drama school, or quite simply do anything they want.<br />
Drama gives people the confidence and skills they need to achieve.<br />
“Not everyone is going to be an actor, even at the GCSE level, but nowadays everyone needs<br />
drama skills in one form or another. This is the age of the 'presentation' where products and<br />
ideas are sold in a competitive market-place by the strength of the presenter and his powers of<br />
delivery. The scientist, the businessman, the engineer, the bank manager, the retail executive,<br />
the designer, none are exempt.”<br />
Jeni Whittaker, teacher<br />
<strong>Aiglon</strong> 6 th Form <strong>IB</strong> <strong>Studies</strong> <strong>Guide</strong> <strong>2013</strong>-<strong>14</strong> 48
AIGLON COLLEGE<br />
Switzerland<br />
Avenue Centrale 61<br />
1885 Chesières<br />
Switzerland<br />
Tel: +41 (0)24 496 6161<br />
Fax: +41 (0)24 496 6162<br />
info@aiglon.ch<br />
www.aiglon.ch<br />
June <strong>2013</strong><br />
Cover artwork by Luka Corsini