Ancaster HS IB Handbook

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For Parents and Students at

Ancaster High School

374 Jerseyville Road West Ancaster, Ontario

L9G 3K8 905-648-4468

fax 905-648-8228

IB Coordinator Jason Smith

IB Office Room 104

Extension 318 Email: [email protected]

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Dear Parents and Students:

This booklet is a guide to the courses offered for the International Baccalaureate

Diploma Programme at Ancaster High School. The IBDP is a Program of Choice

within the Hamilton-Wentworth District School Board. The IBDP is a two-year

programme in Grade 11 and 12. The International Studies Preparation Program is the

recommended two-year program in Grade 9 and 10 that will properly prepare you for

the IBDP. We have attempted to make this booklet complete and accurate. In all cases,

Ministry of Education directives takes precedence over any information provided here.

Students: The ultimate responsibility for selecting a program of study rests with your

parents, or, if you are eighteen years or older, with you. The school offers you

considerable advice to help you make your decisions. Consult our

Student Services Department, subject teachers, and IB Coordinator.

The Hamilton-Wentworth District School Board offers a wide variety of programs and

services to its secondary school students. As a result, variations exist from school to

school. At the same time, in accordance with Ministry of Education and Board

expectations, there is a common core of programs and services which are generally

available in all secondary schools. For further information please consult the HWDSB

(www.hwdsb.on.ca ).

Sincerely,

Judy Langsner Jason Smith

Principal IB Coordinator

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Mission Statement – IB Page 4 Mission Statement – Ancaster High Page 4 Admissions Page 5 What is IB? Page 6 The Benefits of the IB Diploma Programme Page 7 IB Learner Profile Page 8 The IB Diploma Programme – The Hexagon Page 9 IB Curriculum Page 9-10 Extended Essay (EE) Page 11 Theory of Knowledge (TOK) Page 11 Creativity, Action and Service (CAS) Page 11 Diploma Requirements Page 12 What IB looks like at Ancaster High School Page 13 International Studies Preparation (Gr 9/10) Page 13 Grades 11 (IB 1) and 12 (IB 2) Page 14 IB Assessment and Examinations Internal and External Page 15 Certificates Conveying of IB Results Page 16 Academic Honesty Policy Page 17-20

Appendix 1 - IB Fee Schedule Page 21 Appendix 2 - Major IB Assessments Page 22-23 Appendix 3 - Tentative 2 Year IB Calendar Page 24-25 Appendix 4 - Steps to Follow When Withdrawing from the IB Programme Page 26-27 IB Demit Request Form Page 28 Appendix 5 - IBSO Conversion Scale Page 29 Appendix 6 - Diploma Points Matrix for the Extended Essay and Theory of Knowledge Page 30-31 Appendix 7 - ISP/IB Application Package Page 32-37 Appendix 8 - IB Certificate Registration Form Page 38

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IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Ancaster High’s Mission Statement

Ancaster High is committed to fostering a safe, supportive and stimulating

environment, which promotes and maintains excellence, high self-esteem, mutual

respect and personal growth within both the Ancaster and International

communities.

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What is IB?

The IB Diploma Programme is a comprehensive and challenging pre-university course that demands the best from both motivated students and IB trained teachers. This sophisticated two-year curriculum covers a wide range of academic subjects and has served over 700,000 students in 3000 schools in 130 countries since 1968. Graduates are welcomed by the world’s leading universities. Certified as an IB World School in 2011, the Ancaster High IB Diploma Programme strives to provide an exceptional learning environment for students. Students considering this program should be academically strong, highly motivated and organized. They should display the following characteristics:

An ability to …

• Learn quickly with good retention

• Quickly recognize and understand conceptual relationship skills

• Demonstrate strong literacy, numeracy, and problem-solving skills

• Demonstrate initiative and intellectual curiosity

• Possess a solid work ethic

• Work independently

The IB offers a ‘liberal arts’ education, mandating courses in literature, a second language, the humanities, the sciences, mathematics and the arts. It is because of this diverse course of study that IB students will find many doors open to them at the conclusion of their studies. Our students can enter post-secondary education for programmes ranging from engineering to medicine to business to the arts.

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Admissions Process

Please note:

While it is not necessary to take ISP classes in order to apply for extrance to the IB route dipolma programme, it is highly recommended that students take the Grade 9 and 10 ISP classes. These classes will prepare students for the IB programmes expectations while ensuring ISP students receive OSSD approved curriculum. However, enrolment numbers may result in class caps.

Grade 9 – International Studies Preparation Year 1

Entrance into the International Studies Preparation Program (ISP) is by application. An information evening is held in the fall and in January prior to completing option sheets highlighting the ISP and IB Programmes. All interested Grades 7 and 8 students and their parents are invited to attend. Application packages are available at that time or through the IB Coordinator. All students must select ‘Academic’ classes in English, Science, Math, Geography, and French. It is highly recommended that all students join ISP classes in all 4 subject areas (English, Science, Math and Geography) in their grade 9 year. Applications are due at the same time as option sheets. All students wishing to enrol in the ISP Program will be accepted. Grade 10 - International Studies Preparation Year 2 Entrance into the Grade 10 ISP Program for students currently enrolled at Ancaster High or for those enrolled at another school follows a process similar to that outlined above. All students must select ‘Academic’ classes in English, Science, Math, History and French. It is highly recommended that all students join ISP classes in all 5 subject areas in their grade 10 year. No application is necessary if it was already filled out in the previous school year. Please note: students must have successfully completed FSF 2D and MCR 3U in their grade 10 year to be considered into IBDP in grade 11. Grade 11 – IB Year 1

Entrance into the Grade 11 (IB Year 1) Diploma Programme for students currently enrolled at Ancaster High will be based upon successful completion of the ISP Program or teacher recommendation only. Entrance into the Grade 11 (IB Year 1) Diploma Programme for students who are currrently attending another School and/or Board is based on an application package similar to the one mentioned above. Applicants will need to complete a written task, provide copies of the Grade 9 Report Card and their most recent Grade 10 Report Card. Students applying from an IB School will be asked for a reference letter from their IB Coordinator along with a credit summary in place of an application. Please note: students must have successfully completed MCR 3U and FSF 2D to be considered for entrance into Grade 11 (IB Year 1). Grade 12 (IB Year 2)

Entrance into the Grade 12 (IB Year 2) Diploma Programme is automatic for Ancaster High students who successfully complete Grade 11 (IB Year 1) Diploma Programme requirements.

Entrance into the Grade 12 (IB Year 2) Diploma Programme for students not enrolled in Ancaster High IB Year 1 will be available only to those students transferring from another IB School who have successfully completed IB Year 1 and whose subject selections can be accomodated by our programme and scheduling template.

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The Benefits of the IB Diploma Programme

Universities recognize IB Diploma Programme students' outstanding qualities. Typically Diploma holders are ready to debate real-world issues from an international perspective and to provide leadership and support in the local and global community. They demonstrate a capacity for in-depth study while maintaining a broad perspective of the different subject areas. They are able to ask challenging questions but also know how to research a topic and express their opinion. They have a strong sense of their own culture and identity as well as the ability to communicate in more than one language with people who have a different perspective of the world. In this sense, IB Diploma Candidates provide the 'whole package' that universities are interested in: strong academics blended with leadership and commitment to community. University Admissions Personnel know IB students will be successful in university and as a result IB Diploma Candidates are highly regarded by admissions personnel.

Many students earning the IB Diploma are awarded advanced university credit at presitgious universities around the world. Many highly competitive universities recognize the IB Diploma for admissions and advanced standing. Internationally, universities will not always recognize the OSSD, but 98% will recognize the IB Diploma as an admission credential. In Canada over 100 Universities now recognize the IB Diploma and/or Certificate for admission and advanced standing. As well, IB specific scholarships have increased at Canadian Universities in recent years and appear to be increasing annually. In Ontario specifically, students may receive early acceptance, scholarships, and/or university credits as a result of their involvement in the IB Programme. Many Canadian universities are very IB friendly, with generous awards granted to IB students. Specific universities and/or programmes should be investigated by interested parties.

For further information refer to Appendix 7 or go to:

www.ibo.org and click on Information for: Parents; go to left hand column and click Universities and Governments and negotiate the links to find the information you are most interested in.

http://www.ibo.org/ibna/recognition/slideh.cfm – is the direct link to each Canadian University where you can read about their IB Policies in more depth. Follow the prompts to investigate the university of your choice.

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The IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be: Inquirers - They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable - They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers - They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators - They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled - They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded - They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers - They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced - They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective - They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

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The IB Diploma Programme The IB Diploma Programme (DP) is a rigorous course of study designed to meet the needs of highly motivated students and to promote international understanding. To qualify for the IB Diploma students must take examinations in 6 subject areas, write an Extended Essay (EE) in the Grade 11 (IB Year 1) and 12 years (IB Year 2), take a unique course known as Theory of Knowledge (TOK) where students “learn to think” (they develop higher level thinking skills by exploring the connections and similarities between the various subjects and applying interrelated concepts), and they must participate in the Creativity, Action and Service (CAS) Programme. (Please see the IB Hexagon below).

IB Curriculum

Over the course of the two-year programme, students: • study 6 subjects chosen from the 6 subject groups, each scored on a scale of 1-7 • complete an extended essay (EE) • follow a theory of knowledge course (TOK) • participate in creativity, action, service (CAS)

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The IB Diploma Candidate is required to select one subject from each of the 6 groups.

Group Number

Group Name Subject(s) Number of

Semesters

OSSD equivalent credits

1 Language A1 English HL 3 ENG 3U, ETS 4U, ENG 4U

2 Language B French B SL 2 FSF 3U, FSF 4U

3 Individuals and Society History HL 3 CHA 3U, CHY 4U, CHI 4U

4 Experimental Sciences Biology SL or HL Chemistry SL or HL

2 or 3 2 or 3

SBI 3U, SBI 4U, PSE 4U(HL) SCH 3U, SCH 4U, SNC 4U (HL)

5 Mathematics Math SL 2 MHF 4U, MCV 4U

6 The Arts (and options*) Not currently offered at AHS. Will be added once demand is greater.

Core Core TOK 1 HZT 4U

* Diploma Candidates may substitute the Group 6 Requirement with one additional course from groups 1-5, with some specific restrictions.

Typically:

• three of the six subjects are studied at higher level (courses representing a minimum of 240 teaching hours)

• the remaining three subjects are studied at standard level (courses representing a minimum of 150 teaching hours)

• in Ontario, this means that generally HL subjects will receive 3 classes during Grade 11 and Grade 12; SL subjects will receive 2 classes during that time

In addition to the 6 subjects IB Diploma requires the additional 3 core components.

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The Core Components of the IB Hexagon The core of the IB Hexagon sets the IB Diploma Programme apart from any other program that prepares students for university and is a very valuable asset to those students who take the full IB Diploma Programme. It consists of three parts and they are described below.

The Extended Essay of between 2000-4000 words allows the student the opportunity to investigate a topic of special interest in great depth. The essay requirement acquaints Diploma Candidates with the independent research and writing skills expected and demanded by universities. The IB recommends that a student devote a total of 40 hours of private study and writing time to the essay that may be written from one of 60 subjects, including many languages. The essay permits students to deepen their programmes of study. For example, they may select a topic in one of their HL courses. Alternately, they might add breadth to their academic experience by selecting a subject not included in their programme choices - for example in one of the Arts areas not currently offered at AHS.

Theory of Knowledge (TOK) is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the basis of knowledge, to be aware of subjective and ideological biases, and to develop the ability to analyze evidence that is expressed in rational argument. It is a key element in encouraging students to appreciate other cultural perspectives and promote internationalism. The course is unique to IB, which recommends at least 100 hours of teaching time. In Ontario, this generally means 1 course. All IB subject disciplines incorporate TOK issues and questions into their curriculum.

Creativity, Action and Service (CAS) The International Baccalaureate’s goal is to educate the whole person and foster responsible, compassionate citizens of the world. The CAS programme encourages students to share their energy and special talents with others. Through this programme, students should develop greater awareness of themselves, concern for others and the ability to work cooperatively with other people. CAS incorporates a minimum 150 hours of experiential learning over 2 years. ** Please

note: any hours completed in grade 9/10 for their Ontario Diploma requirements will not

count toward their CAS requirement. All hours in CAS can be counted for your Ontario

Diploma requirement. CAS begins September 1st of the Grade 11 year and should finish at the end of Semester 1 in the Grade 12 year.

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Diploma Requirements:

To be eligible for the IB Diploma, a Candidate must:

• successfully complete all prescribed coursework and examination(s) • submit an Extended Essay of 2000- 4000 words in one of the subjects of the IB

Curriculum • complete TOK course including its assessment components of an essay and

presentation • note: a passing grade must be earned in both EE and TOK (unless the Diploma

total score is over 28 points, in which case one failing grade may occur) • complete a minimum of 150 CAS hours (50 hours in each category – creativity,

action and service) • receive a minimum total score of 24 points (each subject scored from 1-7 and

then 3 additional points earned through EE and TOK) o with no subject mark of 1 o with no subject mark of 2 in any HL course, unless Diploma Point total is

over 28 o at least 12 points gained from HL courses o at least 9 points gained from SL courses o grades A to D awarded for both EE and TOK, with no failing grade in

either - except with a diploma total greater than 28 o the candidate not to be judged guilty of malpractise (see Article 26 for

definitions of malpractise in Rules for Authorized Schools: Diploma Programme handout)

o Please note: depending on the overall mark received there are other

stipulations for awarding of the Diploma – please see parent package A1-

A4 of the Diploma Procedures current edition, go to A3 Article 12

Awarding of the IB Diploma This document is distributed yearly at the Parent Information Evening in September. Extra copies are available in the IB Office, room 104.

If a student is unsuccessful in achieving the above requirements, he/she will be awarded IB Certificates for each of the subjects successfully completed.

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What IB looks like at Ancaster High School

We offer a two year International Studies Preparation program that provides students with the opportunity to “test the IB waters” to ensure they are in the programme that best reflects their abilities. ISP is a preparatory programme that focuses on developing skills necessary for success in the full IB Diploma Programme. A typical ISP schedule:

Grade 9 ISP Schedule Grade 10 ISP Schedule

English – ENG 1D1 English – ENG 2D1

Geography – CGC 1D1 French – FSF 2D1

Science – SNC 1D1 History – CHC 2D1

Math – MPM 1D1 Science – SNC 2D1

French – FSF 1D1 Math – MPM 2D1

Physical Education – PPL101M or F Grade 11 (IB 1) Math MCR 3U

Civics/Careers – CHV 2O/GLC 2O

Options (Choose 2) Dramatic Arts, Music Instrumental, Visual Arts, Technology, Business

Option: One optional credit

Please note: Courses that are BOLDED are at the ISP enhanced level.

An ISP class will do the following: • Teach the regular academic Ministry of Education curriculum; an 80% in ISP is

an 80% in a regular Academic Class. • Provide time for IB aligned activities that will expose and prepare students for the

challenges in the Grade 11 and 12 IBDP; i.e. IB like assessments, International Mindedness and Learner Profile will be weaved into lessons directly.

• Students will also be involved with ISP field trips, guest speakers and some release periods to prepare for transitioning to IB in their grade 11 year.

Students are encouraged to review the requirements for their OSSD to ensure they

are on track to earn their Ontario Secondary School Diploma.

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Grades 11 (IB Year 1) and 12 (IB Year 2) Once in Grade 11 and 12, students will need to meet several Basic Requirements.

Higher Level Options Standard Level Options

Group 1 English (all students complete HL English)

Group 2 French

Group 3 History (all students complete HL History)

Group 4 Chemistry Chemistry

Biology Biology

Group 5 Math

Group 6 Not offered for Graduating Class of 2013 Will be offered when demand is greater.

Not offered for Graduating Class of 2013 Will be offered when demand is greater.

1. You must choose one course from Group 1-5. Your sixth IB course can be Group 6: The Arts (Visual Arts, Musical Arts or Dramatic Arts), or a second science. To begin, our school offerings will depend on the demand from the student body. More offerings in groups 2, 3, 4, 5 and 6 will be added as enrolment grows. 2. You must choose 3 Higher Level and 3 Standard Level courses. 3. An HL subject will have 3 courses (one in Grade 11, two in Grade 12 – for example: CHA 3U + CHY 4U + CHI 4U = HL History). 4. An SL subject will have 2 courses (one in Grade 11 and one in Grade 12 – exception Math and Math Studies). 5. The EE process begins September of Grade 11, lasting through the beginning of the Grade 12 year. 6. CAS begins September 1st of the Grade 11 year. It is 50 hours of Creativity, 50 hours of Action and 50 hours of Service. CAS must be completed by the end of Semester 1 of the Grade 12 Year. Please consult your CAS manual for specific details. 7. French exams are conducted in May of Grade 11 (IB Year 1) year; all other exams are done in May of Grade 12 (IB Year 2) year.

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IB Assessment and Examinations

The IB assessment system's programme of quality control encourages both students and teachers to pursue high but achievable International Academic standards. Students and teachers are assessed both internally and externally. This applies to Grade 11 (IB Year 1) and 12 (IB Year 2) courses only. Internal Assessment

All courses require an internal assessment delievered by the subject teacher, which is then externally moderated by an IB examiner. IAs will vary by subject. They include such assignments as: individual oral presentations, interactive oral exams, essays, labs, portfolio work, investigations, etc. (Please see Appendix 2 and 3 for details) External Assessment

All courses, with the exception of TOK, have a series of examination papers set by IB. They take place in May of Grade 12/IB Year 2. Students will take French B in May of IB Year 1. The number and type of examinations per subject will vary. Once written, these exams are sent to IB-specified Examiners to be marked. Please note that the IB Examiners are monitored and their marking is moderated by another IB Examiner. This ensures quality and consistency of assessment.

Certificates

Some students may choose to opt out of the full IB Diploma Programme and pursue only those subjects that they feel most suited for. Students may earn an IB Certificate in any IB subject providing they have completed both the Grade 9 and 10 ISP course, and both the Grades 11 (IB Year 1) and 12 (IB Year 2) components. Certificate fees will apply (please see Appendix 1 for specific amounts and due dates). Students are limited in the total number of Certificate courses they can schedule. IBSO Table of Equivalent Grades

As a member of IBSO (IB Schools of Ontario), AHS applies a mark conversion scale to all IB assessments and IB exam results. They are marked using IB criteria generating a mark on a scale of 1-7. This mark is then converted to a percentage grade using the Table of Equivalent Grades as set by IBSO and is used by all IB schools in Ontario. This Scale was created in conjunction with OUAC (Ontario University Admissions Centre). An individualized report presenting Interim and then Predicted Grades for all IB Diploma Candidates will be sent in Grade 12 (IB 2), in February and April respectively. This additional reporting procedure sets our students apart from other applicants. This is only done for full IB Diploma Candidates. Please see Appendix 6 for specific details.

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Conveying of IB Results

The IB Coordinator will request a list of Universities that transcripts are to be sent to in June of Grade 12 (IB Year 2) for all IB Diploma and Certificate Candidates. Please note: universities outside of North America have much earlier dates for transcript requests (Australia - October, Europe - April etc.). You must ensure that you inform the IB Coordinator of Requests for Transcripts for Universities outside North America as soon as possible in order to avoid disappointment or the missing of deadlines. On July 5

th, IB results will be available to the IB Coordinator during a specified window of time as determined by IB. Results will be downloaded and any adjustment to Ontario percentage grades (as per the IBSO Table of Equivalent Grades, Appendix 5) will be made at that time. On July 6

th, individual Diploma and Certificate students can activate their results on the world wide web (instructions and PIN numbers will be distributed after the May examination session). Universities offering scholarship monies often wait until final marks are awarded before settling on an amount. In late August, diplomas and certificates are mailed to the school. They will be available for pickup the week before school begins in September.

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Academic Honesty Policy Philosophy:

One of the major educational themes at Ancaster High School, and of IB, is that of teaching and reinforcing responsible citizenship. Thus, it is expected that students behave in a positive way in order to reinforce self respect, respect for others, and respect for property. Another major theme is the promotion of excellence in everything we do, from curricular to co-curricular activities. Policy:

Intellectual honesty is a vital part of the IB Programme; it is the foundation for properly meeting the challenges of university study, which is what the IB Programme is designed to do. IB students are expected to respond to academic challenges with the highest degree of integrity and honesty, which means fulfilling assignments/exams in the

manner in which they are intended. All work submitted by a student must be authentic: work that is based on the candidate’s individual and original ideas, with ideas and work of others fully acknowledged. Actions contrary to this standard are considered academic malpractice. Students are expected to maintain personal honesty and integrity at all times. It should not be about avoiding detection, it should be about doing what is right.

Academic Dishonesty and Malpractice

Note: this is adapted from Academic Honesty, 2007, IB Publication and Ancaster High

School, “Assessment and Evaluation Policy: Plagiarism and Cheating” and from the

Academic Honesty Policies of Pope John Paul II, and the International School Moshi

Secondary School.

Academic dishonesty can take several forms. These may include but are not limited to the following:

• Plagiarism – is the act of using another person’s ideas, writings, or inventions and passing them off as one’s own. Examples of plagiarism include but are not limited to:

o Copying a portion, however small, word for word from any source (for example: a book, a magazine, a T.V. script, another student’s work, the internet, i.e. “cutting and pasting” from a website)

o Copying from another source, but changing a few words, phrases, sentences, or paragraphs so that they are “your own”

o Paraphrasing another piece of work without proper referencing o Representing another person’s work as one’s own o Using another person’s collection of data or a translation and calling it

“your own” Note: With easy access to information that the internet provides to all, the work that students submit for marks is subject to close scrutiny at all times. Students should expect to be asked and prepared to answer questions about their work, particularly when a piece of work submitted is, in any way, inconsistent with the student’s previous submissions.

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• Copying – taking the work of another student, with or without his or her knowledge and submitting it as one’s own

• Exam Cheating – communicating with another student in an exam, bringing unauthorized materials into an exam room, or consulting such material during an exam in order to gain an unfair advantage

• Duplication – submitting work that is substantially the same for assessment in different courses (including EE)

• Falsifying Data – creating or altering data which have not been collected in an appropriate way

• Collusion – helping another student to be academically dishonest Real life examples of what it means to be academically dishonest include:

- copying homework or allowing someone to copy your homework - looking at another’s test or quiz or letting another student look at your test or quiz - reporting to another student what is on a test or quiz, including providing

questions and specific answers - using any secretive methods of giving answers on a test or a quiz - bringing in cheat notes into a test or quiz situation - taking information from another source that is not properly referenced - working with others on an assignment that was meant to be done individually - taking someone else’s assignment or portion of an assignment and submitting it as

your own - using summaries or cliff notes instead of reading assigned material - copying answers from the back of the textbook - having another individual, such as a tutor or family member, edit or revise drafts

of your work where not permitted to do so - emailing papers or files amongst students - using computer translators for work in a second language Note: our school has a licence with turn-it-in.com and all IB work will be submitted

electronically through this forum in order to promote academic honesty and to

prevent academic malpractice by our students.

The goal of this policy is to inform students of the correct attitude that should be taken when presented an academic challenge. There are no shortcuts in real life.

DO THE WORK AS ASSIGNED; BENEFIT FROM THE KNOWLEDGE YOU GAIN

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Procedures for Investigating Suspected Cases of Academic Dishonesty

It is our experience that students are academically dishonest when they are under tremendous pressure and are feeling overwhelmed. It is critical that students maintain a consistent work ethic throughout their two years of IB. When students are feeling stressed, they need to contact the Coordinator or teachers involved in order to avoid situations where academic dishonesty appears to be their "only option". If a student is suspected of academic dishonesty, the teacher will notify the IB Coordinator. A meeting will be held at which time both the student and teacher will present their case. Parents will be notified that this meeting will take place. Students are expected to bring all rough work (if appropriate) to this meeting. If it has been decided that the incident was not a case of academic dishonesty, no record will be kept. If academic dishonesty is proven, the following steps will take place:

1. Parents and administration notified. 2. If a work has been found to be plagiarized, a mark of zero will be given for that

assignment, test or examination, as per our school policy. 3. If collusion has been proven, both students will face the same penalty. Note: IB does distinguish between collusion and collaboration and admits it is a fine

line, in particular with internal assessments where collaboration is encouraged and

expected. IB notes that “intent” of student will often determine the difference between

the two. The guiding principle here must be for students to DO THEIR OWN WORK,

regardless of the assessment or process used.

4. If the work in question is to be externally moderated by IB, it will not be accepted.

a. If time allows, the student will be given one opportunity to submit a new piece of work in its place.

b. If there is not enough time to resubmit, the student’s work will not be submitted, and therefore will receive a non-mark for that subject, thus nullifying their IB Diploma.

5. If a pattern of academic dishonesty develops, the student in question may be removed from the IB program.

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Ancaster High School

International Baccalaureate Programme

Academic Honesty Declaration

I confirm that I have read, understood and agree to abide by the Academic Honesty Policy for Ancaster High School International Baccalaureate Programme. By signing here I verify that all work submitted will be “authentic” and my own. As the parent/guardian, I verify that I will help ensure my son/daughter/charge adheres to Ancaster High's Academic Honesty Policy. Student Name:________________________________________________ (please print) Student Signature:_____________________________________________ Parent/Guardian Name:_________________________________________________ (please print) Parent/Guardian Signature:______________________________________________

Date:_________________________

Received by Coordinator:___________________________

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Appendix 1

IB Fee Schedule –Diploma Programme

Grade 9/10 ISP

Fee Amount Due Date

Registration for 2 Year ISP Program

$200.00 February 1st

Grade 11 and 12 (IB Year 1 and 2)

Fee Amount Due Date

Semester 1 (Year 1) $500.00 September 1st

Semester 2 (Year 1) $500.00 February 1st

Semester 3 (Year 2) $500.00 September 1st

Semester 4 (Year 2) $500.00 February 1st

________________________________________________________________________

Individual Certificate Candidates

Fee Amount Due Date

Registration Fee* $150.00 September 1st

Subject Fee $300.00 per SL subject $450.00 per HL subject

September 1st September 1st

* The Registration Fee is paid only once, either in the anticipated year or in the

diploma year.

There are no restrictions on the number of IB certificates a student may take apart

from the one's previously indicated.

Payment is by cheque or money order. IB Diploma Candidates are required to

provide 4 cheques in September of Grade 11 (IB Year 1), one cheque for Semester 1

and 3 post-dated cheques for the other 3 semesters. If a student chooses to leave the

IB Diploma Programme then the remaining post-dated cheques will not be cashed.

Individuals wishing to make alternative arrangements for payment should speak

with the IB Coordinator.

Those families in financial need and who would like to access the needy student fund

are asked to contact the IB Coordinator.

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Appendix 2

List of Major IB Assessments

Group 1: HL English

Assessment Date Type

World Literature – Paper 1 IB Year 1 External

World Literature – Paper 2 IB Year 2 External

Individual Presentation IB Year 1 Internal

Individual Oral IB Year 2 Internal + External

Exam – Papers 1, 2 IB Year 2 External

Group 2: SL French


Individual Orals IB Year 1 Internal

Individual Orals IB Year 2 Internal + External

Interactive Orals IB Year 1 Internal

Interactive Orals IB Year 2 Internal + External


Group 3: HL/SL History


Internal Assessment IB Year 2 Internal

Exam – Papers 1, 2, IB Year 2 External

Exam – Paper 3 (HL ONLY) IB Year 2 External

Group 4: HL/SL Biology


Individual Labs IB Year 1 and IB Year 2 Internal

Group 4 Project IB Year 1 and IB Year 2 Internal

Exam – Papers 1, 2, 3 IB Year 2 External

Group 4: HL/SL Chemistry


Individual Labs IB Year 1 and IB Year 2 Internal

Group 4 Project IB Year 1 and IB Year 2 Internal

Exam – Papers 1, 2, 3 IB Year 2 External

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Group 5: SL Math


Portfolio IB Year 2 Internal


Core: TOK


Individual Oral Presentation IB Year 1 Internal

Paper IB Year 1 and IB Year 2 Internal + External

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Appendix 3

Tentative Two-Year IB Calendar

IB 1 – Grade 11

September CAS hours begin Introductory Meeting with IB Coordinator/CAS Coordinator In-Service and Introduction to EE process Parent Information Evening October EE Subject Selection Fees Due October 31st (Registration and 1 Exam cost) November EE Topic Selection CAS mid semester reporting due December EE Research Meetings with Moderator (first week of each month) January Exams for First Semester courses CAS end of semester reporting due February TOK begins Registration for Grade 12 March French Individual Oral Exams EE Workshop – How to write the Abstract EE Outline due to Moderators April EE First Draft Due May French Exam Group 4 Project – Preliminary Session June First World Literature Paper completed First Draft TOK Paper Exams for Second Semester courses Summer CAS hours continue * note – summer school courses may count; see Coordinator Note: 1st Math Portfolio due in Grade 11 in semester when Math occurs

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IB 2 – Grade 12

September Interview with IB Coordinator/CAS Coordinator September 30th EE Final Draft Due Parent Information Evening October Interview with EE Moderator (“Viva Voce”) Fees Due October 31st (cost of 5 exams + TOK and EE) TOK Final Draft Due October 31st November World Lit Paper 2 due November 30th December turn-it-in.com process for EE January History IA due English Individual Oral Exams January 31st – CAS Completed Files DUE Exams for First Semester Courses February Interim Predicted Grades reported to OUAC March Completion of Lab Hours and Group 4 Project April 2nd Math Portfolio/Project due first week All Internal Assessments Submitted to IB Predicted Grades reported to OUAC and IB last two weeks - STUDY BLOCK May IB Exams – schedule at www.ibo.org or posted room 104 June List of Universities requesting transcripts to IB Coordinators PIN numbers for results distributed IB Celebration/Honour Ceremony Graduation July Final Results available (July 5th to IB Coordinator, July 6th to Diploma Candidates) August Diplomas and Certificates sent by IBO to AHS

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APPENDIX 4

Steps To Follow When Withdrawing From the IB Program

1. Discussion with classroom teachers; parents etc. 2. Discussion with IB Counsellor and Coordinator. 3. IB Coordinator contact parents for written approval. 4. IB payments are non-refundable if withdrawn after a payment deadline (September 1st or

February 1st). 5. IB course changes cannot occur mid semester – must follow school policy as to when courses

can be changed. 6. Students make an appointment to see their IB Counsellor who summarizes credit count and

sets up revised timetable as possible (not all schedule changes may be accommodated due to class size, availability and course selection). Notes: a) If the student is in grades 11 or 12, the IB Coordinator will complete an “IB Demit Request Form” that instructs the IB Counsellor as to the requested changes; it will clearly indicate if the student will work towards IB certificates and in what subjects. b) Only completed IB courses with exams (ie French after the Grade 11 year) will be eligible for converted marks to be done by the IB Coordinator in conjunction with the appropriate Guidance Counsellor.

7. Credit count summary and revised schedule sent home for parent signature. Please note, schedules will only be revised if possible as the schedule change is dependent upon space in other appropriate courses. i) Grade 9 Semester 1 or 2

Students from associate elementary schools will be accommodated in regular program as soon as they withdraw from ISP program only if space permits, otherwise they will remain in ISP courses until the end of first semester or the end of the year. The student will be given a regular stream option form for Grade 10. No adjustment of marks required. Students from non-associate elementary schools will be accommodated in regular program as soon as they withdraw from ISP program only if space permits, otherwise they will remain in ISP courses until the end of first semester or the end of the year. The student will be given a regular stream option form for Grade 10 only if

there is space in the school. No adjustment of marks required.

ii) Grade 10 Semester 1 or 2 Students from associate elementary schools will be accommodated in regular program as soon as they withdraw from ISP program only if space permits, otherwise they will remain in ISP courses until the end of first semester or the end of the year. The student will be given a regular stream option form for Grade 11. Counsellors will ensure students are on track to take career/civics. No adjustment of marks required. Students from non-associate elementary schools will be accommodated in regular program as soon as they withdraw from ISP program only if space permits, otherwise they will remain in ISP courses until the end of first semester or the end of the year. The student will be given a regular stream option form for Grade 11 only if

there is space in the school. No adjustment of marks required.

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iii) Grade 11 Semester 1 Students from associate elementary schools will be accommodated in regular program at the end of the first semester from IB only if space permits, otherwise they will remain in IB courses until the end of the year and they will be given regular stream option form for Grade 12. IB marks (French) will be converted to OSSD equivalent marks once exam results are final. Students from non-associate elementary schools will be accommodated in regular program at the end of the first semester from IB only if space permits, otherwise they will remain in IB courses until the end of the year and they will be given regular stream option form for Grade 12 only if there is space in the school. IB marks (French) will be converted to OSSD equivalent marks once exam results are final.

iv) Grade 11 Semester 2

All students will remain in IB courses for remainder of year and will be given regular stream option form for Grade 12. IB marks (French) will be converted to OSSD equivalent marks once exam results are final. v) Grade 12 Semester 1

Counsellors will attempt to schedule students into regular program. IB marks (French) will be converted to OSSD equivalent marks once exam results are final. If student chooses to remain in IB program, there IB marks (all remaining subjects) will be converted to OSSD equivalent marks once exam results are final. Students will complete all IB requirements including Theory of Knowledge, CAS and EE.

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IB DEMIT REQUEST FORM Name:_______________________________________________________ Grade:_______________________________________________________ Date:________________________________________________________ Parent/Guardian contact number:__________________________________ Please Note: Student must discuss their reasons for withdrawal from the course or programme with both their subject teacher and the IB Coordinators before going to Guidance for schedule changes. Student wishes to be demitted from: ____Course ____Diploma Programme Reason(s):

IB Coordinator Notes:

Student will continue with IB Certificates: ____YES ____NO Certificate Subjects: ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

Parent/Guardian Letter Attached:_____ Parent/Guardian contacted:____

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APPENDIX 5

IBSO TABLE OF EQUIVALENT GRADES

Once an IB Diploma candidate’s teachers have determined his or her predicted grades, specific percentages are selected from the appropriate ranges shown below. These percentage grades are then reported to the Ontario Universities Application Centre for the OSSD credits that are considered equivalent to the applicant’s IB subjects.

As shown in the right-hand column, both IB and percentage grades reflect Ontario Ministry of Education assessment levels. Specifically, IB grades of 5, 6 and 7 are considered to be at Level 4, which is defined as “A very high level of achievement that is above the provincial standard.” A grade of 4 (the median on the IB’s seven-point scale) is linked to Level 3, which is defined as “A high level of achievement that is at the provincial standard.” Level 2 (equivalent to an IB grade of 3) is defined as “A moderate level of achievement that is below, but approaching the provincial standard.”

IB Grade

OSSD % Range

MoE 4 Point Scale

7

96-100%

4++

6

90-95%

4+

5

80-89%

4

4

70-79%

3

3

60-69%

2

2

50-59%

1

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Appendix 6

The diploma points matrix

TOK points

Points awarded for the externally assessed component, part 1, the essay on a prescribed title (40 points), and for the internally assessed component, part 2, the presentation (20 points), are combined to give a total out of 60. The grade boundaries are then applied, to determine the band (A to E) to which the student’s performance in TOK belongs.

The band descriptors are:

A. Work of an excellent standard

B. Work of a good standard

C. Work of a satisfactory standard

D. Work of a mediocre standard

E. Work of an elementary standard

The band descriptor is used both to determine the contribution of TOK to the overall diploma score and to provide the basis for reporting to schools on each student’s TOK performance.

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TOK and the extended essay

The performance of a student in both Diploma Programme requirements - theory of knowledge and the extended essay - is determined according to the quality of the work, based on the application of the IB Diploma Programme assessment criteria. It is described by one of the band descriptors A–E. Using the two performance levels and the diploma points matrix, a maximum of three diploma points can be awarded for a student’s combined performance.

A student who, for example, writes a satisfactory extended essay and whose performance in theory of knowledge is judged to be good will be awarded 1 point, while a student who writes a mediocre extended essay and whose performance in theory of knowledge is judged to be excellent will be awarded 2 points.

A student who fails to submit a TOK essay, or who fails to make a presentation, will be awarded N for TOK, will score no points, and will not be awarded a diploma.

Performance in either theory of knowledge or the extended essay of an elementary standard is a failing condition for the award of the diploma.

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International Studies Preparation Program

International Baccalaureate Programme

Application Procedure

September 2011 Registration Process

1. Parents and ISP/IB applicants are invited to the Ancaster High School Parent Information Evening held on Thursday, January 13, 2011 from 7:00pm to 8:30pm in our

Auditorium. At his evening both the Grade 9/10 ISP and the Grade 11/12 IBDP will be discussed in great detail for all potential candidates.

2. Submission of Grade 9 or 10 ISP documentation by applicant to the IB Coordinator

must include: a. An Ancaster High School ISP Application Form b. An Ancaster High School ISP Option Sheet c. A completed ISP Grade 8 Teacher Reference Form or a Teacher reference letter. The form or letter must be returned in a sealed envelope with the teacher’s signature across the flap; this can be sent through the HWDSB internal mail service by the Grade 8 Teacher. Not needed if you are currently a grade 9 AHS student. d. A 250 word paragraph in which the applicant states why they feel they would be a suitable candidate for the IB Diploma Programme. e. If you are an Out of Catchment student you must submit an application to attend Ancaster High School to the Principal along with your ISP/IB Application. f. A cheque or money order made out to Ancaster High School for $200.00 for the IB Diploma Programme (This includes your $10.00 activity fee). Out of Catchment students’ cheques will not be cashed until their acceptance to AHS is final. This is a non-refundable deposit. g. The deadline for submission is FEBRUARY 18th, 2011.

3. Students that are successful with all of the seven criteria above will be accepted into the two year ISP Program in Grade 9 and 10. The two year IB Diploma Programme begins in Grade 11. Those students who successfully complete all the of aspects of the ISP Program will be admitted into the IBDP. Students can still qualify for the IBDP if not enrolled in the ISP Program but certain criteria in the course selections in Grade 9 and 10 must have been achieved. See the IB Counsellor or Coordinator for details. 4. A letter of acceptance will be sent to the applicant before March to the home address on your application form.

ANCASTER HIGH SCHOOL


L9G 3K8 Telephone: 905-648-4468 ext. 318 Fax: 905-648-8228

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International Studies Preparation (ISP) Program – Application 2011

BIOGRAPHICAL DATA:

APPLICATION CHECKLIST:

Please return the completed application package to: Jason Smith, ISP and IB Diploma Coordinator

OUT OF CATCHMENT STUDENTS ARE RESPONSIBLE FOR THEIR OWN

TRANSPORTATION TO ANCASTER HIGH FOR BOTH THE ISP PROGRAM AND IBDP.

FOR OFFICE USE ONLY:

Student Surname: ____________________________ First Name: ____________________ Address: ____________________________________ City/Town: _____________________ Postal Code: _________________ Current School: _______________________________ Home Telephone: ___________________ Home High School: ______________________

o I have completed ONE Course Selection Sheet 2011

o I have included one Teacher Reference

o I have written and submitted the 250 word Student Personal Statement

o I have enclosed a cheque or money order made out to Ancaster High School in the amount of $200.00. This includes your $10.00 school activity fee, no other monies are due at registration. This is a non-refundable deposit.

Date Received: ___________________________




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Student Signature: _______________________________________ Parent/Guardian Signature: ________________________________ Date: __________________

Surname: __________________________ First Name: _____________________________ Date of Birth _____/_____/______ Male/Female: _____ D M Y Name of Parent/Guardian: _____________________________________________________ Email of Parent/Guardian: _____________________________________________________ Day Time Phone: ________________ ext: _______ Cell Phone: ______________________

1. All Students in this program will automatically be enrolled in the following courses:

a. Grade 9 ISP English (ENG 1DP) b. Grade 9 ISP Mathematics (MPM 1DP) c. Grade 9 ISP Science (SNC 1DP) d. Grade 9 ISP Geography (CGC 1DP) e. Grade 9 Physical Education – (please circle one of the 3 below)

i) PAL 101H (hockey focus) ii) PAL 1OC (Co-ed Sport Performance) iii) PPL 101M/F (regular phys-ed)

f. Grade 9 French (FSF 1D1)

2. Select TWO (2) courses from the following courses as your Electives. (Circle your choice): (We strongly recommend the selection of one of the Arts credits (a, b or c) in grade 9)

a. Dramatic Arts (ADA 1O1) b. Instrumental Music (AMU 1O1) c. Visual Arts (AVI 1O1) d. Information and Communication Technology in Business – Computers (BTT 1O1) e. Food and Nutrition (HFN 1O1) f. Exploring Technologies (TIJ 1O1)

Please write the Course Codes for your selected Electives here: _____________ and _____________.

ANCASTER HIGH SCHOOL GRADE 9 COURSE SELECTION SHEET



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International Studies Preparation Program

Teacher’s Reference

ISP Registration Process

ISP Candidate: ___________________ Teacher's Name: _________________________ Grade 8 School: __________________________ Grade and Subject: _________________ IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:

(Does the Student Candidate? Please circle an answer and write a brief comment.)

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. YES / NO / POTENTIAL Comment: ____________________________________________________________________________________________________________________________________________________________________________ Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. YES / NO / POTENTIAL Comment: ____________________________________________________________________________________________________________________________________________________________________________ Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethicaldecisions. YES / NO / POTENTIAL Comment: ____________________________________________________________________________________________________________________________________________________________________________ Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. YES / NO / POTENTIAL Comment: ____________________________________________________________________________________________________________________________________________________________________________




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Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. YES / NO / POTENTIAL Comment: ____________________________________________________________________________________________________________________________________________________________________________ Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. YES / NO / POTENTIAL Comment: ____________________________________________________________________________________________________________________________________________________________________________ Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. YES / NO / POTENTIAL Comment: ____________________________________________________________________________________________________________________________________________________________________________ Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. YES / NO / POTENTIAL Comment: ____________________________________________________________________________________________________________________________________________________________________________ Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. YES / NO / POTENTIAL Comment: ____________________________________________________________________________________________________________________________________________________________________________ Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. YES / NO / POTENTIAL Comment: ____________________________________________________________________________________________________________________________________________________________________________

On behalf of Ancaster High School ISP/IB Diploma Programmes, I thank you for taking a moment

out of your busy schedule to complete this teacher reference. I value your opinions.

Sincerely,

Jason Smith, IB Diploma Coordinator, Teacher's Signature: ___________________________________

Date: ___________________________________

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International Studies Preparation Program Grade 9 Student Personal Statement 2011 September 2011 ISP Registration Process

Please respond to the following prompt in English. Please limit your response to a well written 250 word writing piece. Please (if possible) type and attach your response to your application. Why are you a suitable candidate for the International Baccalaureate Diploma Programme?

Student Name: __________________________________________




Documents

Ancaster HS IB Handbook