Issued September 2016 - gpis-egypt.orggpis-egypt.org/wp-content/uploads/2016/01/GPIS-DP-Booklet-16-17.pdf · Mrs. Mona Khalil [email protected] Head of High School and DP

Issued September 2016

2 / 52 Green Land / Pré Vert International School Green Land / Pré Vert International School GPIS School Booklet – Part A Student – September 2016

Dear Parents & Students, I would like to extend a warm welcome to DP1 students who are attending the Diploma for the first time. This Handbook is a guide for the GPIS community to:

• Obtain information about IB DP • Clarify expectations and responsibilities of students, parents and teachers; • Inform students and parents about the school policies and procedures; • Inform community members about IB DP.

The IB Diploma Programme (DP) is an academically challenging and balanced programme of

education with final examinations that prepares students, aged 16 to 19, for success at university and

life beyond. It has been designed to address the intellectual, social, emotional and physical well-being

of students. The programme, has gained recognition and respect from the world’s leading

universities.

The Diploma Programme prepares students for effective participation in a rapidly evolving and

increasingly global society as they:

• Develop physically, intellectually, emotionally and ethically

• Acquire breadth and depth of knowledge and understanding, studying courses from 6 subject

groups

• Develop the skills and a positive attitude toward learning that will prepare them for higher

education

• Study at least two languages and increase understanding of cultures, including their own

• Make connections across traditional academic disciplines and explore the nature of knowledge

through the programme’s unique theory of knowledge course

• Undertake in-depth research into an area of interest through the lens of one or more academic

disciplines in the extended essay

• Enhance their personal and interpersonal development through creativity, action and service

Mona Khal i l Head o f High School and Diploma Coordinator

September 2016


Green Land /Pré Vert International School Mission Statement

GPIS aims to contribute in making the world a better place. To fulfill this objective, GPIS education fosters respect for international as well as national cultures; history and societies while providing its learners with high quality IB education in a local environment. This education values and protects their sense of identity. The school enables its students two master to foreign languages besides Arabic (English, French), equipping them with skills to succeed in communicating internationally. GPIS strives to develop leaders for the future who are tolerant, caring, reflective, and creative and disciplined lifelong learners who contribute in the development of their communities and serve effectively in an internationally mobile world. GPIS creates value for all its stakeholders through continuous improvement of the profile, performance and satisfaction of all its community members, embracing them all in an atmosphere of genuine and love.

COMMUNICATION

At GPIS, we value our parents highly. Their input and support help make our school a special place in the lives of their children. We encourage them to communicate with us and to become involved in our school. Parents are always welcome at the school. Any time parents have questions or concerns, they are encouraged to make an appointment to come and see us. The school will communicate with the community in the following ways: GPIS Website The school’s website has information including the assessment, contact details, events, and calendars. It is worth visiting the site regularly to keep up with what is happening in the school and therefore affecting your child. Meeting If you want to meet teachers please contact the diploma administration to make an appointment. The Coordinators is also available to discuss any issue related to your child and the school. Mobile SMS The school will contact you using SMS to remind you of events, dates and information about your child. It is highly recommended that you update your mobile number with the Diploma Administration to keep communication channels open.


Email The school will contact you using email where appropriate and you are encouraged to contact teachers through email if this is convenient. If your email address changes at any time during the year it is crucial that you inform the school as soon as possible to keep communication channels open. Parent / Teacher / Student Conferences There are Parent/Teacher/Student Conferences regularly in the year. Please refer to the school calendar and web site for dates. Your attendance at these conferences is of utmost importance.

DIPLOMA CONTACT INFORMATION There are a variety of ways to contact people at the school. We are happy to receive telephone calls and letters but e-mail is our preferred form of communication.

GPIS Staff Name Email Address Position Mrs. Mona Khalil [email protected] Head of High School and DP

Coordinator Mrs. Walaa El Barbary [email protected] Senior DP Admin Assistant for

DP1 Ms. Sale Moustafa [email protected] DP Admin Assistant for DP2 &

CAS Coordinator Mrs. Doaa El Wardany [email protected] DP English Teacher

Ms. Rania Youssef [email protected] DP English Teacher

Mrs. Ghada Al Akhadar [email protected] TOK teacher

Mr. Fawzy Sabry [email protected] DP Arabic supervisor Teacher

Ms. Gafaar Darwish [email protected] DP Arabic co-Teacher

Ms. Nouran Talaat [email protected] DP Business and Management

Mrs. Yousra Baraka [email protected] DP Economics Teacher

Mrs. Yasmine Hassan [email protected] DP Economics Teacher

Mrs. Dina Osman DP Business and Management

Mr. Mohamed Abdel Maksoud [email protected] DP Physics Teacher

Dr. Sherif Hamdy [email protected] DP Sciences Supervisor and Biology Teacher

Dr. Yaacoub Aziz [email protected] DP Chemistry Teacher

Mr. Hamed Mokhtar [email protected] Maths teacher and supervisor MYP-DP. Development Manager

Mr. Tamer Hashem [email protected] DP Maths Teacher

Mrs. Yasmine Tag [email protected] DP Maths Teacher


General Information


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 programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

RECOGNITION OF IB DIPLOMA IN ALL UNIVERSITIES An Open World for the IB Diploma Holders IB diploma holders are illegible to choose any college in the top Egyptian universities:

Faculty of Arts Faculty of Law Faculty of Commerce Faculty of Science Faculty of Engineering Faculty of Medicine Faculty of Agriculture Faculty of Education Faculty of Economics & Political Sciences Faculty of Al-Alsun Faculty of Pharmacy Faculty of Dentistry Faculty of Computer and Information Sciences Faculty of Specific Education IB holders are most welcomed in most universities worldwide.

.


IB Courses Required

All Egyptian Universities accept holders of the IB diploma.

Colleges within each university require certain subjects within the IB diploma. For example all faculties of Medicine require Higher Level Biology and Chemistry; while the faculty of Engineering IT & architecture in applied arts require Higher Level Maths & Physics. The AUC requires a minimum of 3 HL, 3 SL, Extended essay, Theory of knowledge, awarding credit tranfer for the completion of IB diploma for Higher Level academic subjects with grades 5, 6 or 7 out of 7.

Recognition of IB Diploma in universities worldwide

International Baccalaureate® (IB) Diploma Programme is a significant predictor of success in

university

Over 2,000 institutions worldwide recognize the IB Diploma Programme.

The IB maintains information about university recognition that is displayed on the Country information pages of its website and in a searchable University recognition directory (link opens in a new window).

The IB Recognition team seeks to increase the number of universities worldwide that recognize the IB and to improve the quality of that recognition.

Why do universities value IB students?

• IB students are prepared for academic success. • IB students are more likely than others to enroll in and graduate from selective higher education

institutions. • Based on their experiences, IB students possess a broader range of skills that enhance their

ability to adapt and contribute to university life. • IB students demonstrate a level of emotional and intellectual maturity form an aging the

demands of challenging coursework and make meaningful contributions. • They have extensive experience doing independent research and presenting what they have

learned through presentations, paper sands other projects. • They think critically and draw on diverse perspectives that reflect an international outlook. • Participation in the IB Diploma Programme shows that students have excelled in multiple and

diverse academic challenges and is a strong predictor for success in university.


10 reasons for why the IB diploma programme is

ideal preparation for university

1. It offers academic breadth and depth: We know graduates do well. In 2011, figures from the UK’s Higher Education Statistics Agency found that IB graduates were “much more likely to be enrolled at one of the top 20 higher education institutions than entrants holding other qualifications.” Studying six subjects means students aren’t forced to narrow their choices while still at school, and can keep university options open. That doesn’t come at the expense of academic rigour, though. IB Diploma Programme students follow three subjects at Higher Level, where they receive 240 teaching hours in each and learning a second language has been linked in studies to a higher level of achievement at both school and university.

2. Graduates care about more than just results: The creativity, action, service (CAS) requirement in the Diploma Programme encourages experiential learning – acquiring anything from building new homes in Africa to creating a newspaper for your local community. It gives students a perspective on the world, and the drive to plan their own activities – all skills that help distinguish IB alumni in the university admissions process. As IB graduate Gregoire-Francois Legault, now studying at McGill University in Canada, puts it: While some see [CAS] at first as a pain, most do way more than the 150 required hours. 3. It creates independent learners who feel prepared: Every Diploma Programme graduate will have written an Extended Essay – an immersive research paper of up to 4,000 words that requires independent research and excellent organizational skills. A 2011 survey of university admissions staff undertaken by Cardiff University, UK found they valued the Extended Essay’s role in developing cognitive, research, writing and communication skills. Dr David Conley, Professor of Educational Policy and Leadership in the College of Education at the University of Oregon and founder of the Educational Policy Improvement Center, says the IB “exceeds standards in critical thinking and research skills” required for college-readiness in the USA. And many Extended Essays are presented at admissions interviews, to demonstrate students’ analytical skills. Perhaps all that college-readiness is why research by SRI International found the graduation rate for IB alumni after four and six years studying in US universities was higher than the national average. 4. It’s a genuinely international qualification: Major global challenges require global solutions – and the Diploma Programme aims to balance local and national identity with an international mindset as part of its commitment to building a better future. Students learn to see the world from different cultural perspectives, while learning another language that will help them communicate with peers from different backgrounds. “Like all IB programmes, the Diploma Programme aims to encourage students to become internationally minded people who recognize their common humanity and shared guardianship of the planet,” explains Robert Harrison,


Curriculum Manager for Continuum Development. “IB World Schools help students engage in inquiry, action and reflection on locally and globally significant issues across the curriculum.” And fittingly, the qualification is internationally benchmarked, allowing graduates to continue their studies anywhere in the world. 5. Universities recognize it – and give credit for it: The number of higher education institutions recognizing the Diploma Programme grew 21 per cent in 2011, backed by a proactive campaign of engagement, including a range of professional materials made available on the official IB website (www.ibo.org/recognition ).And IB students are at an advantage with elite institutions: in the US, IB graduates are 21.4 per cent more likely to be admitted into 10 of the country’s most prestigious universities, including Harvard, Princeton, Yale and Stanford. 6. The IB encourages critical thinking: Students learn to look beyond the facts: to analyze sources, link one subject to another and question the consensus. Inquisitiveness and interpretation are among the key cognitive properties of an IB education: a 2013 study of Diploma Programme students in Chicago found strong academic skills, especially related to analytical writing. Leading thinkers such as Professor Howard Gardner have identified the ability to reflect and critique as vital to effective 21st century learners. 7. You’ll never need to learn time management: All that rigorous, independent study leads to vital organizational techniques that only become more important when students reach university. Good study habits create learners who hit the ground running in higher education. The 2012 Chicago study of Diploma Programme students found that they were able to set aside time for homework and resist going out with their friends when they needed to study. 8. It assesses more than examination techniques: Diploma Programme assessments are summative, largely taking place over the two years of the programme, focusing on what students have learned and their abilities, rather than what they haven’t learned or can’t do. Testing is rigorous, backed by high-level evidence and is based on performance against set standards. As well as helping give a true picture of student performance, it also assists universities in the admissions process – with no grade inflation for more than 30 years, the Diploma Programme is a reliable and internationally consistent measure of academic excellence. 9. Subjects aren’t taught in isolation: One of the main differences between the Diploma Programme and other curricula is Theory of Knowledge (TOK) – classes that encourage students to make connections between subjects and gain the skills they need to become critical thinkers and more effective learners, rather than simply repositories of knowledge. But TOK is only part of the picture: teachers in IB World Schools are encouraged to plan interdisciplinary classes. Seeing connections between subjects also helps prepare students for higher education studies, where learning is becoming less compartmentalized.

10 / 52 Green Land / Pré Vert International School GPIS School Booklet – Part A Student – September 2016

10. And here are 10 more...: The IB learner profile offers 10 qualities underpinning the Diploma Programme and the learners who embrace it. From ‘open-minded’ to ‘balanced’, they form a framework for an international education that goes much deeper in meeting the needs of a changing world.


THE INTERNATIONAL BACCALAUREATE PROGRAMME

(General regulation DP programme booklet first examination 2015)

I General Scope

1. International Baccalaureate Organization is a foundation that has developed and offers four programmes of international education: the Primary Years Programme (“PYP”), the Middle Years Programme (“MYP”), the Diploma Programme (“DP”) and the International Baccalaureate Career-related Certificate (“IBCC”). It authorizes schools (known as IB World Schools to offer one or more of these programmes to their students.

2. This document describes the regulations that apply to those schools that have been authorized as IB World Schools to offer the DP and is intended for schools, candidates and their legal guardians. When used herein the term “legal guardians” encompasses parents and individuals with legal guardianship of any candidate enrolled in the DP. If a candidate is of legal age, the school’s duties towards legal guardians specified herein also apply towards the candidate.

3. The IB Organization has developed the DP as a pre-college/pre-university programme aimed at candidates in the 16–19 age range. It is implemented in the last two years of secondary education. The DP is designed to lead to “The Diploma of the International Baccalaureate” (hereinafter “IB Diploma”) or “Diploma Programme Course Results” (hereinafter “DP Course Results”) for subjects/elements forming part of the DP.

4. These regulations are intended as guidance for schools about their roles and responsibilities, and as information for candidates and legal guardians about the IB Organization and the DP.

Role and responsibilities of schools

1. Schools must comply with the Rules for IB World Schools: Diploma Programme, available in a separate document, as well as with the administrative requirements detailed in the Handbook of procedures for the Diploma Programme (hereinafter “handbook”), which is the handbook for DP coordinators and teachers and is supplied to schools by the IB Organization.

2. Because the IB Organization is not a teaching institution and does not provide teaching services to candidates, the DP is implemented and taught by IB World Schools. The schools are entirely independent from the IB Organization and are responsible for the implementation and quality of teaching of the DP, whether courses are provided solely in the classroom or by means of a combination of classroom-based and online courses offered by an IB Organization-approved online course provider.

3. Schools are responsible for informing candidates and legal guardians regarding the general characteristics of the DP and how the school implements it. Additionally, schools must inform candidates and legal guardians of the assessment services offered by the IB Organization and any


restrictions or prohibitions that apply to the DP.

4. The IB Organization cannot guarantee that a school will remain capable and willing to implement

the DP. Consequently, schools bear sole responsibility towards candidates and legal guardians if, for any reason, a school’s authorization to implement the DP is withdrawn by the IB Organization or a school decides to terminate its authorization.

5. The IB Organization sets the curriculum and assessment requirements leading to the award of the IB Diploma or DP Course Results and is the sole organization entitled to award them. The IB Diploma or DP Course Results is awarded to candidates who have satisfied the assessment requirements in accordance with these general regulations and the administrative requirements detailed in the handbook. Schools must comply with the details, deadlines and procedures stated in the handbook for the relevant examination session.

6. Schools are responsible for ensuring that candidates comply with all assessment requirements for the DP. If candidates do not comply with these requirements, then no grade will be awarded in the subject(s)/requirement(s) concerned.

7. To qualify for the award of the IB Diploma a candidate must follow the course of study and assessment for the DP at a school authorized to offer the DP or via an IB Organization-approved online course provider. In addition to subject requirements, the IB Diploma has the further requirements (collectively known as the “core”) of an extended essay and theory of knowledge, which are both assessed, as well as activities known as creativity, action, service (hereinafter “CAS”) that must be successfully completed.

8. A candidate will be awarded DP Course Results if they follow the course of study and assessment for the selected subject(s) and/or one or more core elements. Subjects of the DP normally include both internal and external assessment.

9. Schools are responsible for appointing a DP coordinator to manage the implementation of the DP in the school who will be available during the written examinations in May/November and when results are issued to ensure that all candidates receive their results. Additionally, schools must ensure that an appropriate contact person, who may or may not be the coordinator, is available after results have been issued to candidates to request the enquiry upon results service on their behalf and/or register them for the forthcoming examination session, if appropriate.

10. Schools are responsible for the secure storage of IB Organization examination stationery and examination papers for a forthcoming examination session. The school must immediately notify the IB Organization via IB Answers of any breach in the procedure for the secure storage of such material. The school must provide the IB Organization with statements and other relevant information concerning the breach and reasonably cooperate with the IB Organization in investigating and addressing such a breach.

Candidates and their legal guardian(s)

1. Except where provided otherwise in these general regulations or the handbook, candidates and their legal guardian(s) must use the school’s DP coordinator as the intermediary for any communication with the IB Organization. If either a candidate or his/her legal guardian(s) has a question about the general characteristics of the DP, its administration or how the School implements it, they must raise the matter with the School’s DP coordinator.

2. Candidates, whether for the IB Diploma or DP Course Results, must complete all requirements within the two-year period of the programme or within an extended period of study when a candidate retakes one or more subjects.


3. Candidates are required to act in a responsible and ethical manner throughout their participation in the DP, as determined by the IB Organization at its sole discretion, which includes not engaging in academic misconduct and must be in good standing at the school at the time of the examinations.

4. The IB Organization is entitled to refuse to mark or moderate assessment submissions if a candidate has acted in an irresponsible or unethical manner in connection with that part of assessment for the DP, as determined by the IB Organization at its sole discretion, including, but not limited to, engaging in academic misconduct, or if a candidate includes offensive or obscene material that is unrelated to the content of the assessment. In such cases the Final Award Committee is entitled to award a mark of zero for the component or part(s) of the component that are not marked or moderated due to such irresponsible or unethical behaviour..

Equal opportunities statement

1. It is the practice of the IB Organization to make its programmes available to all students from IB World Schools. No student will be excluded by the IB Organization on the grounds of race, nationality or national origin, ethnicity, culture, gender, age, sexual orientation, religious affiliation, political beliefs, disability or any other personal characteristic as prohibited by law. Schools must implement their duties under these rules in a manner that enables this practice to be upheld.

2. It is the practice of the IB Organization to make its assessment available to all candidates from IB World Schools who have fulfilled the school’s and the IB Organization’s academic requirements and paid the required fees to register for an IB examination session. No candidate will be excluded by the IB Organization on the grounds of race, nationality or national origin, ethnicity, culture, gender, age, sexual orientation, religious affiliation, political beliefs, disability or any other personal characteristic as prohibited by law. Schools must implement their duties under these rules in a manner that enables this practice to be upheld. The IB Organization will make all reasonable efforts and/or accommodations, or as may otherwise be required by law, to enable candidates to participate in its assessments.

Recognition of the IB diploma The IB Organization actively promotes wide recognition and acceptance of the IB Diploma as a basis for the exit of secondary/high school education and/or entry to courses at universities and other institutions of higher/further education, but the requirements of individual institutions and the relevant authorities of a country are beyond the IB Organization’s control and subject to change. The IB Organization, therefore, does not guarantee recognition of the IB Diploma or DP Course Results, and does not accept responsibility for the consequences of any change in recognition practice by a university or other institution or relevant authorities in a country. Consequently, candidates and legal guardians bear the sole responsibility for verifying the entry requirements of the universities and other institutions of higher/further education to which they are interested in applying. Property and copyright in materials produced by candidates

1. Candidates produce materials in a variety of forms that are submitted to the IB Organization as part of the assessment requirements. These assessment materials include all forms of written work, audio and visual materials, computer programs and data and, in certain cases, may contain images or voices of the candidates.

2. Candidates retain copyright in all materials submitted for assessment purposes, but by submitting


those materials, candidates and their legal guardians thereby grant the IB Organization a non-exclusive, charge-free, worldwide licence, for the duration of the applicable jurisdiction’s copyright protection, to reproduce submitted materials, to use the image and voice of the candidate where they appear on audio or video materials and to reproduce any musical performances in any medium for assessment, educational, training, commercial and/or promotional purposes relating to the IB Organization’s activities, or to those related activities of which it approves. Such licences shall become effective from the date of submission to the IB Organization.

3. Where the IB Organization uses these materials for purposes other than assessment, it may modify, translate or otherwise change them to meet particular needs and will, in most cases, anonymize them before publication in print or in electronic form. If the purpose of the publication is to focus on work of a particularly high standard, then the candidate and school may be identified. In such cases, the IB Organization shall inform the school beforehand and the school shall inform the candidate.

4. Under exceptional circumstances a candidate and/or a candidate’s legal guardian may withdraw the aspects of the licence relating to use of a candidate’s work outside of an assessment context for a specific piece of work. In such cases the IB Organization must be notified in accordance with the procedure described in the handbook. The candidate must submit a written notification to the school’s DP coordinator who has the duty to inform the IB Organization by the due date set forth in the handbook. In these cases the IB Organization will use the material only for assessment purposes.

5. Under the licence granted upon submission for assessment purposes, the IB Organization can electronically scan, store or reproduce submitted materials in any media in order to allow the materials to be communicated to examiners, moderators and any other persons involved in the assessment process or any subsequent appeals (including third-party vendors and/or services providers). The materials may also be used in the training of examiners. Materials for which a candidate has withdrawn the aspects of the licence relating to use of candidate work outside of an assessment context will not be placed in any IB Organization publications or for any commercial or promotional purposes.

6. Materials submitted for assessment, or reproductions of them, are either internally assessed by teachers in the schools (whose marks are moderated) or externally assessed by IB examiners. Wherever the materials or reproductions are held during their assessment, for example, by the school or a third party, they are always held on behalf of the IB Organization and in a manner that is compliant with applicable privacy regulations.

7. All materials submitted to the IB Organization for assessment, and reproductions of such materials, become the property of the IB Organization. Once the materials have been assessed, the IB is entitled to retain the materials for record-keeping purposes or to eventually destroy them according to its needs and legal obligations.

8. Candidates are entitled to request the return of their externally assessed work, including a copy of their examination scripts, provided such application is made for a May session by 15 September in the same year and for a November session by 15 March of the following year. In all cases, to be valid the application must be submitted to the IB Organization by the school’s DP coordinator according to the procedures stated in the handbook.


Use of student data

1. “Candidate data” under these general regulations is any information or data relating to a candidate that can identify the candidate or make the candidate identifiable, whether by itself or in combination with other information, such as name, address, email addresses, date of birth, phone numbers, financial information, assessment results, materials, image, voice, and/or mental and physical health information.

2. The IB Organization operates globally and is subject to a variety of legal requirements about personal data, personal information and privacy, so it manages protecting candidate data on a global basis. Schools are based all over the world and are subject to data protection and privacy laws and regulations regarding candidate data in their respective countries. Each school hereby represents and warrants to the IB Organization that it complies with the applicable data protection and privacy laws in its respective country with respect to candidate data, and will fully cooperate with the IB Organization in complying with any such laws.

3. The IB Organization shall not be responsible for schools’ compliance with any data protection or privacy law applicable to them, and schools undertake to hold the IB Organization harmless with regard to any legal action taken by candidates, their legal guardians or other third parties with respect to any data protection or privacy law.

4. Each school hereby represents and warrants to the IB Organization that any collection, processing and/or sharing of candidate data with the IB Organization is done in accordance with all data protection and privacy laws that may be applicable to them. To the extent required under data protection or privacy law applicable to them, each school undertakes to seek express consent from candidates and/or their legal guardians for processing of candidate data.

5. Each school hereby undertakes, to the extent required under the applicable law of its respective country, to only use or process the candidate data as necessary for the purpose for which it was collected. Each school further hereby undertakes that, to the extent required under applicable law, they have implemented appropriate technical and organizational measures to protect candidate data against unauthorized or unlawful processing and against accidental loss, destruction, damage, alteration or disclosure, and that they have taken reasonable measures to ensure the reliability of, and compliance by, any employees who have access to candidate data.

6. Candidate data may be used for the following purposes:

• Registering candidates in the DP and administering the DP and its requirements for the candidate and school, including sensitive personal data if making determinations about assessment accommodations

• To provide DP support and services for the candidate and school, including website services and online forums, assessment services and accommodations, delivery of courses online to the candidate and assisting candidates and their school with providing information to institutions of higher education (such as universities and colleges or governmental authorities related to admission to institutions of higher education)

• Research and statistical analysis related to the IB Organization’s mission, including research on assessments and results and the effectiveness of the DP

• Advertising and promotional purposes for the IB Organization (such as student and/or alumni networks and social media platforms)

• Educational, training, commercial and other compatible purposes


• To engage in and process transactions with the candidate or school

• To fulfill statutory, regulatory, reporting and/or legal obligations.

7. To the extent required under data protection or privacy law applicable to them, schools undertake to fully and duly inform, and obtain the consent of, each candidate and/or their legal guardian, that the schools and/or the IB Organization may transfer candidate data outside of the country in which it was initially collected and to a country which may not have sufficient and adequate or comparable levels of data protection, in some cases to third parties, for the purposes discussed above. To the extent required under applicable law, the schools shall inform candidates about third parties to whom their candidate data may be transferred. With regard to the IB Organization, such third parties include schools, approved online course providers, institutions of higher education (such as colleges and universities or governmental authorities related to admission to institutions of higher education), ministries and departments of education, assessment service providers (such as examiners, moderators, third-party vendors, and other persons involved in the assessment process or any subsequent appeals), and other contractors of the IB Organization. Each school shall ensure that any transfers are done in compliance with requirements governing international and onward data transfers. Each school represents and warrants to the IB Organization that any candidate data transferred to the IB Organization by the school may be further transferred as described above without violating the privacy or data protection rights of any candidates.

8. Candidates or their legal guardians may inquire as to the nature of the candidate data processed

about him or her by their school to the extent permitted under data protection or privacy law applicable to the candidate and their respective School.

9. Each school undertakes that a candidate or their legal guardian may direct their requests to the school in accordance with their local legal requirements. Schools may not generally make requests from the IB Organization for candidate data on behalf of a candidate. In the event that the IB Organization receives a request regarding candidate data from a candidate or their legal guardian, each school undertakes to provide the IB Organization with full cooperation and assistance.

Content of the Diploma Programme

1. Candidates for the IB Diploma must satisfy assessment requirements in six subjects and the core. All higher-level subjects, the core and at least one standard level subject must be taught over the two years of the programme. Should circumstances require, up to two standard level subjects may be taught during the first year and assessed at the end of that first year as anticipated subjects. It is also permissible, should circumstances require, to teach one standard level subject during the first year and one standard level during the second year, with assessment requirements met at the end of each corresponding year. Language abinitio and pilot subjects must always be taught throughout the two years of the programme.

2. The six subjects must be selected from six groups as described in the relevant handbook for the

examination session, with at least three and not more than four subjects being offered at higher level and the others at standard level. Recommended teaching time is 240 hours for higher-level courses and 150 hours for standard level courses.

3. In addition to the six subjects, candidates for the IB Diploma must complete the following core

requirements:


• A course in Theory of Knowledge including the required assessment, for which the IB Organization recommends at least 100 hours of teaching over the two-year period of the DP

• CAS activities, for which the IB Organization recommends at least 150 hours for the required combination of activities

• An Extended Essay in a subject available for this purpose to be submitted for assessment, for which the IB Organization recommends approximately 50 hours of work by candidates.

4. A subject or subjects (or core requirement) taken by a candidate in addition to the six subjects for

the IB Diploma cannot contribute to the award of an IB Diploma.

5. It is the school’s responsibility to ensure that each candidate submitting an extended essay is

supervised by a teacher at the school with appropriate qualifications and/or experience in the subject chosen by the candidate and is familiar with the DP. The supervisor may not be a relative of the candidate nor a person who is not a teacher at the school.

6. An IB Diploma candidate must be registered for an extended essay in one of the DP subjects listed

in the handbook as available for the relevant examination session. The extended essay does not have to be written in a subject that has been selected as one of that candidate’s six diploma subjects, subject to the advice and approval of the school.

7. Extended essays in group 2 are intended for language acquisition learners. Candidates are not

permitted to submit a group 2 extended essay in their group 1 language(s).

8. Retake candidates wishing to improve the grade for their extended essay may submit either a

revised or a new extended essay. If a higher grade is not obtained the grade from the original essay will stand. A new extended essay can be registered in the same or in a different DP subject.

9. The IB Organization may develop new subjects on a pilot basis which a limited number of schools

may offer on the understanding that the syllabus content and assessment methods may change during the lifetime of the syllabus. A pilot subject must be taught over the two years of the programme and therefore cannot be taken as an anticipated subject. A pilot subject in groups 1, 2, 3 or 4 can contribute to the award of a Bilingual IB Diploma


10. An interdisciplinary subject meets the requirements of two groups through a single subject, a further subject must then be chosen to meet the requirement of six subjects for the IB Diploma. The additional subject may be chosen from any group, including one already covered by the interdisciplinary subject. An interdisciplinary subject can contribute to the award of a Bilingual IB Diploma.

11. A school-based syllabus may be designed by a school according to its own needs and teaching

resources and is developed in consultation with and approved by the IB Organization. A SBS may only be offered at standard level. Only schools that have already entered candidates for two DP examination sessions may offer a SBS. The syllabuses have to be approved by the IB Organization before teaching can commence and are subject to periodic review. Subject to the appropriate group criteria being satisfied, a SBS may be authorized as an alternative to a subject in groups 2, 3 4 or 6. In such circumstances an individual candidate may use the subject to fulfill the requirements of either group, but not both. No candidate may be registered for more than one SBS, or for a SBS and a pilot subject for the IB Diploma. A SBS cannot contribute to the award of a Bilingual IB Diploma.

12. If the special conditions of entry into an institution of higher/further education require an IB

Diploma candidate to have completed subjects different from that specified in the current handbook, a candidate may be allowed to make a reasonable substitution on presentation of appropriate university admissions documentary evidence to the IB Organization by the DP coordinator at the candidate’s school. This is referred to as a “non-regular” diploma and the combination of subjects must be authorized by the IB Organization.

Response languages

1. Candidates must write their examinations and other forms of assessment in subjects in groups 3, 4, 5 and 6 of the DP in English, French or Spanish as the response language. (In specified subjects, German is available as a response language.) Assessed work in theory of knowledge and the extended essay must also be presented in English, French or Spanish, except that an extended essay in a group 1 or group 2 subject must be written in the language of the subject chosen. An extended essay in Latin or classical Greek (group 2) must be written in English, French or Spanish.

2. Candidates may be permitted to write their examinations and other forms of assessment in languages other than English, French or Spanish for certain IB projects in groups 3 and 4, theory of knowledge and the extended essay. this will lead to the award of a Bilingual IB Diploma. The IB Organization reserves the right to make such languages for such projects mainstream from time to time and therefore available to all candidates as response languages upon notice by the IB Organization.

3. The same response language must be used for all components of a subject. However, if a subject is being retaken and the desired response language is not available in the target session for the subject concerned, internal assessment can be carried over from a previous session resulting in more than one response language for the same subject.


Assessment Candidate registration

1. Candidate registration is an application by a candidate to take DP assessments. The registration process is conducted using the IB information system (IBIS), a secure web-based service used by DP coordinators. Registration must be undertaken by the school’s DP coordinator. No other method is available to register candidates. Candidates cannot register themselves for an examination session or make amendments to an existing registration. This cannot be done on their behalf by their legal guardian(s) either.

2. A candidate for the IB Diploma or DP Course Results must be registered by a school for each intended examination session and must take the requisite courses and assessments at that school. The school must complete the registration requirements on behalf of the candidate and pay the related fees by the relevant deadlines. It is the sole responsibility of the school to ensure that candidates are registered correctly for an examination session.

3. A school may accept an external candidate from another IB World School authorized to offer the DP if the school the candidate normally attends does not offer a particular IB subject. However, all academic and administrative responsibility for that candidate will remain with the school that has registered or will register that candidate for a DP examination session. The candidate must not be registered by both schools, unless advised to do so by the IB Organization. Similarly, in the case of a retake candidate, the school at which he or she is registered must accept all academic and administrative responsibility for that candidate and cannot be delegated elsewhere. Candidates taking online courses with an IB approved online provider are subject to the conditions specified in the current handbook.

4. The following categories of registration are available.

a. Anticipated: for candidates intending to complete the requirements for one or two standard level subjects (excluding languages abinitio and pilot subjects) at the end of their first year of the DP

b. Diploma: for candidates intending to complete the requirements for the award of an IB Diploma

c. Course: for candidates taking one or more subjects and/or core requirements who are not seeking the award of the IB Diploma

d. Retake: for previous IB Diploma Candidates who are seeking to improve on their results.

5. If an IB Diploma Candidate retakes a subject to improve his/her results, the highest grade for the subject/core requirement will contribute to the award of the IB Diploma. Similarly, if an anticipated candidate retakes a subject in their IB Diploma session, the highest grade will normally contribute to the award of the IB Diploma.


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

1. All assessment components for each of the six subjects and the additional Diploma requirements must be completed in order to qualify for the award of the IB Diploma.

2. The IB Diploma will be awarded to a candidate provided all the following requirements have been met.

• CAS requirements have been met.

• The candidate’s total points are 24 or more.

• There is no “N” awarded for theory of knowledge, the extended essay or for a contributing subject.

• There is no grade E awarded for theory of knowledge and/or the extended essay.

• There is no grade 1 awarded in a subject/level.

• There are no more than two grade 2s awarded (HL or SL).

• There are no more than three grade 3s or below awarded (HL or SL).

• The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).

• The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).

3. A maximum of three examination sessions is allowed in which to satisfy the requirements for the

award of the IB Diploma. The examination sessions need not be consecutive Form of the IB diploma

1. Successful IB Diploma Candidates will receive an IB Diploma and a document entitled “Diploma Programme (DP) Results” listing the total IB Diploma points score, the subject grades, confirmation of the completion of all CAS requirements and any points awarded and individual grades for the combination of theory of knowledge and the extended essay.

2. A Bilingual IB Diploma will be awarded to a successful candidate who fulfills one or both of the following criteria:

• Completion of two languages selected from group 1 with the award of a grade 3 or higher in both

• Completion of one of the subjects from group 3 or group 4 in a language that is not the same as the candidate’s group 1 language. The candidate must attain a grade 3 or higher in both the group 1 language and the subject from group 3 or 4


3. An IB Diploma Candidate who fails to satisfy the requirements for the award of an IB Diploma will receive DP Course Results indicating the grades obtained in individual subjects, together with results in theory of knowledge and the extended essay, and confirmation of the completion of all CAS requirements, as appropriate.

4. DP Course Candidates receive Diploma Programme Course Results (DP Course Results) indicating the results obtained in individual subjects and the core requirements, as appropriate.

Enquiry upon results

1. A candidate’s assessment material may be re-marked, returned to the school (in electronic format or as a photocopy) and/or subject to re-moderation (for internal assessment) as part of the enquiry upon results service, the details and fees for which are specified in the relevant handbook. The categories and conditions of this service are subject to change and therefore are in accordance with the details given in the handbook for the examination session concerned. All enquiries upon results must be submitted by the school on behalf of the candidate.

2. Re-marking a candidate’s assessment material may lead to a higher or a lower grade for the subject. Therefore, before submitting a request for an enquiry upon results service that may result in a change of grade, the school must obtain the written consent of the candidate or his/her legal guardian ensuring that the candidate and/or the legal guardian are aware that the grade may go up or down.

3. If the school’s DP coordinator believes the process leading to the grade upon re-marking or re-moderation did not respect the procedures defined in these general regulations and/or the handbook, the coordinator may request, on behalf of the candidate, a report on the re-mark. Before requesting a report the school must obtain the consent of the candidate(s) or his/her legal guardian(s).

4. Beyond the enquiry upon results service, the coordinator may not request a subsequent re-marking of work or a further moderation of marks for internal assessment.

IB final award committee

1. The IB DP Final Award Committee is the body that formally awards the IB Diploma and DP Course Results on the basis of the grades determined by grade award procedures. The award is made by the committee on behalf of the IB Board of Governors.

2. The Final Award Committee consists of representatives of the IB Board of Governors, of the Examining Board and of senior IB assessment staff, and is chaired by the chair of the Examining Board. The IB Board of Governors has established the Examining Board, which comprises senior IB examiners, with the principal aim of safeguarding and enhancing the academic standards of the DP.

3. The Final Award Committee may delegate decisions on cases of alleged academic misconduct to a sub-committee, but the Final Award Committee is the body that has authority to make the final decision in all special cases (as defined in Section IV) with respect to the award of the IB Diploma and DP Course Results.


IV Special cases Candidates with assessment access requirements

1. A learning support requirement(s) is any permanent or temporary requirement(s) that could put a candidate at a disadvantage and prevent him or her from being able to demonstrate their skills and knowledge adequately or as may otherwise be defined by law.

2. The IB Organization is able to offer minimal guidance on the teaching of candidates with learning support requirements. However, it is the responsibility of the school to identify and meet the individual needs of candidates enrolled in the school.

3. A learning support requirement(s) often necessitates assessment access arrangements. The IB Organization is able to authorize inclusive assessment arrangements for a candidate with assessment access requirements.

4. If a candidate needs inclusive assessment arrangements, the DP coordinator must make such arrangements and, where appropriate, request authorization for inclusive assessment arrangements from the IB Organization according to procedures stated in the handbook.

5. If the inclusive assessment arrangements authorized by the IB Organization are considered inappropriate for a candidate by a school, a candidate or the candidate’s legal guardian(s), the DP coordinator may request a re-evaluation of the candidate’s needs to decide whether the authorized arrangements are appropriate. A first re-evaluation of the arrangements will be undertaken by the IB Organization staff who authorized the arrangements. If the first re-evaluation does not then meet with agreement from the school, a second re-evaluation will be undertaken jointly by persons with appropriate qualifications, one an IB Organization employee not involved in the original decision and one who is not an employee of the IB Organization. No further re-evaluations are possible after the second re-evaluation. The IB Organization must receive any re-evaluation request from the DP coordinator within one month of the coordinator having received initial confirmation of the authorized inclusive assessment arrangements or the result of the first re-evaluation request, as appropriate.

6. If a candidate is granted inclusive assessment arrangements (and these are properly implemented by the school), candidates and/or their legal guardian(s) are not entitled to claim that they are affected by adverse circumstances in the event that assessment results following such arrangements are not at levels desired and/or anticipated by candidates. The authorization of inclusive assessment arrangements is the sole accommodation by the IB Organization for candidates with learning support requirements.

Candidates affected by adverse circumstances

1. Adverse circumstances are defined as those beyond the control of the candidate that might be detrimental to his or her assessment performance, including severe stress, exceptionally difficult family circumstances, bereavement or events that may threaten the health or safety of candidates. The same circumstances may affect a group of candidates or all candidates within a school. Adverse circumstances do not include:

a. Shortcomings on the part of the school at which the candidate is registered, including, but not limited to, errors, mistakes, or negligence of a school with respect to registration of candidates, timeliness of requests for inclusive assessment arrangements or consideration of adverse circumstances, implementation of authorized inclusive assessment arrangements, and requests for extensions.


b. The failure of candidates to improve performance despite receiving authorized inclusive assessment arrangements.

2. Where a candidate or group of candidates is affected by adverse circumstances prior to the

submission of early components (for example, the extended essay, theory of knowledge essay or internal assessment marks/sample work), an extension to the submission deadline may be authorized by the IB Organization upon receipt of the required documentation (available in the handbook) from the school. An extension must be formally authorized by the IB Organization and is the only possible accommodation that can be offered.

3. Any application for special consideration in cases of adverse circumstances must be submitted to the IB Organization by the school’s DP coordinator on behalf of the candidate(s). The application must be received within 10 calendar days of the completion of the final assessment component of the subject concerned and must be supported by a statement written by the DP coordinator as well as by appropriate evidence.

4. If the IB Organization accepts that the performance of a candidate has been affected by adverse circumstances, the IB Organization may, at its discretion, give special consideration to the case, provided that this would not give an advantage in comparison with other candidates. If a candidate’s circumstances are deemed “adverse” and qualify for special consideration, an adjustment will be made to the candidate’s total mark in the affected subject(s) and/or IB Diploma requirement(s). If the candidate is within one or two scaled marks of the next higher grade boundary, the candidate’s grade in the affected subject(s) (and only in such affected subjects) will be raised; in the case of theory of knowledge and the extended essay, one mark away from the next higher grade boundary is required for a grade adjustment to be made. This is the only possible accommodation for candidates in the event of adverse circumstances. If a candidate’s marks are not within the required range, then no adjustment will be made.

Candidates with incomplete assessment

1. “Incomplete assessment” means that a candidate has not submitted one or more components of the assessment requirements in a subject.

2. Any application for special consideration in cases of incomplete assessment must be submitted to the IB Organization by the school’s DP coordinator on behalf of the candidate. The application must be received within 10 calendar days of the completion of the final assessment component of the subject concerned and must be supported by a statement written by the DP coordinator as well as by appropriate evidence.

3. In cases of incomplete assessment in a subject, the IB Organization may, at its discretion, award a grade for the subject if both of the following circumstances are established:

a. An acceptable reason is provided by the school for the incomplete assessment being beyond the candidate’s control, such as illness or injury, the death or funeral of a close relative, unavoidable attendance at a hospital or court of law

b. The candidate has submitted sufficient work, leading to at least 50 per cent of the total marks available in that subject and including an externally assessed component.

4. If both of the foregoing conditions are fulfilled, marks for the missing component will be calculated

using an established procedure and based on the candidate’s marks for completed components as well as on the distribution of marks of other candidates in the same subject. If more than one examination is missed, it will be at the discretion of the Final Award Committee whether grades are issued to the candidate in the subjects concerned. The determination of a mark for a missing


component by statistical means and “consideration” (as described in article 18.4) will not be applied to the same subject/level being assessed.

5. The grounds for incomplete assessment, such as forced school closure during the written examinations in May or November, may affect a group of candidates or all candidates in the school. In a case where more than one candidate is affected, the Final Award Committee will give the same consideration to all candidates.

Candidates suspected of academic misconduct

The IB Organization defines academic misconduct as behaviour (whether deliberate or inadvertent) that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more components of assessment. Behaviour that may disadvantage another candidate is also regarded as academic misconduct. Academic misconduct is a breach of these regulations and includes, but is not restricted to, the following:

• Plagiarism—this is defined as the representation, intentionally or unintentionally, of the ideas, words or work of another person without proper, clear and explicit acknowledgment

• Collusion--- this is defined as supporting academic misconduct by another candidate for example allowing one’s work to be copied or submitted for assessment by another

• Duplication of work—this is defined as the presentation of the same work for different assessment components and/or DP core requirements

• Misconduct during an IB examination (for example, taking unauthorized material into an examination, behaviour that disrupts the examination or distracts other candidates, or communicating with another candidate)

• Any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, falsifying a CAS record, disclosure of information to and receipt of information from candidates about the content of an examination paper within 24 hours after a written examination via any form of communication/media).

Investigating cases of suspected academic misconduct

1. If questions arise about the authenticity of a candidate’s work before submission for assessment, the situation must be resolved within the school. If possible academic misconduct (for example, plagiarism, collusion) is identified after a candidate’s work has been submitted to the IB Organization for assessment, the school’s DP coordinator must inform the IB Organization as soon as possible. For work that is internally assessed, “submission” refers to the deadline by which teachers’ marks must be submitted to the IB Organization. For work that is externally assessed, other than the scripts from the written examinations, “submission” refers to the candidate signing the declaration of authenticity for their work.

2. When a school, an examiner or the IB Organization establishes evidence to suspect academic misconduct by a candidate, the school will be required to conduct an investigation and provide the IB Organization with statements and other relevant documentation concerning the case. If a school fails to support the investigation into possible academic misconduct, no grade will be awarded to the candidate in the subject(s) concerned.


3. If the IB Organization notifies a school that a candidate is suspected of academic misconduct and that the IB Organization has the intention of initiating an investigation, at the discretion of the head of school it is permissible for the candidate to be withdrawn from the session or from the subject(s) in which academic misconduct may have occurred. However, at the discretion of the IB Organization the investigation into the suspected academic misconduct by the candidate may still proceed and a decision be reached on whether to uphold or dismiss academic misconduct. If a candidate is withdrawn from a subject no mark for that subject may contribute to the award of a grade in a future examination session.

4. Candidates suspected of academic misconduct must be invited, through the school’s DP coordinator, to present a written statement that addresses the suspicion of academic misconduct. If a candidate declines to present a statement, the investigation and decision on whether the candidate is in breach of regulations will still proceed.

5. The majority of cases of suspected academic misconduct will be presented to a sub-committee of the Final Award Committee. The sub-committee will normally comprise IB Organization staff, school representatives, and chief/deputy chief examiners, but any group or combination of these persons may make decisions on cases subject to the approval of the Final Award Committee. The sub-committee will be chaired by the chair or vice-chair of the Final Award Committee, or a chief examiner nominated by the vice-chair.

6. Decisions of the sub-committee are made on behalf of and under the supervision of the Final Award Committee. After reviewing all statements and evidence collected during the investigation, the sub-committee will decide whether to dismiss the suspicion of academic misconduct, uphold it, or ask for further investigations to be made. If the sub-committee is unable to reach a decision then the case will be referred to the Final Award Committee.

7. If the sub-committee decides that a case of academic misconduct has been established, a penalty will be applied in the subject(s) concerned. The penalty will, in the judgment of the sub-committee, be commensurate with the severity of the misconduct. If a case of academic misconduct is considered by the Final Award Committee to be very serious, the Final Award Committee may decide not to issue a grade for a candidate in the subject(s) concerned and additionally prohibit

8. If no grade is issued for a subject that contributes to a candidate’s IB Diploma, no IB Diploma will be awarded to the candidate. DP Course Results will be awarded for other subjects in which no academic misconduct has occurred. Except in cases of serious or repeat misconduct, the candidate will be permitted to register for future examination sessions, which may include the session that follows six months later, if the relevant registration deadlines are met. In the case of an IB Diploma Candidate, if the session in which the academic misconduct has been established is the candidate’s third examination session towards achieving the award of the IB Diploma, no further IB examination sessions will be permitted.

9. If the candidate has already been found in breach of regulations in any previous session, this will normally lead to disqualification from participation in any future examination session.

10. If there is substantive evidence, the IB Organization is entitled to conduct an investigation into academic misconduct after a candidate’s results have been issued. If academic misconduct is subsequently established by the Final Award Committee, or its sub-committee, the candidate’s grade for the subject(s) concerned may be withdrawn from the candidate. In the case of an IB Diploma Candidate, the withdrawal of a grade for a subject will also result in the withdrawal of their IB Diploma.


IB SUBJECTS OFFERED BY GPIS FOR SESSIONS MAY 2017 to 2018 In selecting the courses for your IB Diploma program, remember your choice must conform to the following regulations:

• You must choose six subjects: three at Higher Level (HL) and three at Standard Level (SL). • Time allocated for HL: 240 hrs/2years & for SL: 150 hrs/ 2 years • You must choose one subject from each group 1-5 • Your sixth subject can be from group 6 OR a second subject from group 2, 3, 4 or Computer

Science from 5.

Diploma Program Group Subject (s) chosen Higher Level Standard Level Language of Instruction

Group 1

Arabic Arabic HL SL Arabic

Group 2

English B English HL English

Group 3 Individual & Societies

Economics HL SL English Business & Management HL SL English

Group 4

Experimental Sciences

Biology HL SL English

Chemistry SL English

Physics HL SL English

Group 5

Mathematics and Computer Science

Maths Higher Level HL English

Maths Standard Level SL English

Maths Studies SL English


BRIEFING ABOUT SUBJECTS (DP CURRICULUM IBO WEBSITE) Group 1 IBDP Arabic A Literature: The language A: language and literature course introduces the critical study and interpretation of written and spoken texts from a wide range of literary and non literary genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. This course is available for study in 17 languages.

The course is organized into four parts, each focussed on the study of either literary or non-literary texts. Together, the four parts of the course allow the student to explore the language A in question through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy.

Key features of the curriculum and assessment models

• Available at higher and standard levels • Higher level study requires a minimum of 240 class hours, while standard level study

requires a minimum of 150 class hours • Students study 6 works at higher level and 4 works at standard level from a representative

selection of genres, periods and places • Students develop the techniques needed for the critical analysis of communication,

becoming alert to interactions between text, audience and purpose • An understanding of how language, culture and context determine the construction of

meaning is developed through the exploration of texts, some of which are studied in translation, from a variety of cultures, periods and genres

• Students are assessed through a combination of formal examinations, written coursework and oral activities

• The formal examination comprises two essay papers, one requiring the analysis of unseen literary and non-literary texts, and the other a response to a question based on the literary works studied

• Students also produce written tasks in a variety of genres, and perform two oral activities presenting their analysis of works read


Group 2 IBDP English B: Language B Standard Level (SL) and Higher Level (HL) are language acquisition courses for students with some previous experience of learning the language. While studying the language, students also explore the culture(s) connected with it.

Higher and standard levels are differentiated by the recommended teaching hours, the depth of syllabus coverage, the required study or literature at HL, and the level of difficulty and requirements of the assessment tasks and criteria.

The range of purposes and situations for using language in the language B courses extends well beyond those for language ab initio.

The course is organized into themes. Three core themes are required: communication and media, global issues, and social relationships. In addition, at both HL and SL, teachers select two more themes from five options provided. Finally, two works of literature are studied at HL only.


• Available at standard (SL) and higher levels (HL) • The minimum prescribed number of hours is 150 for SL and 240 for HL • Interactive, productive and receptive skills are developed through contextualized study of

language, texts and themes • Intercultural understanding and plurilingualism are key goals of the course • Students are exposed to a variety of authentic texts and they produce work in a variety of

communicative contexts • Students are assessed both externally and internally • External assessment at SL consists of exercises to demonstrate understanding of

authentic print texts based on the core themes (receptive skills), a writing exercise based on the options (productive skills), and a written assignment based on the core themes (integrating receptive and productive skills)

• External assessment at HL consists of exercises to demonstrate understanding of authentic print texts based on the core themes (receptive skills), two writing exercises, one based on the core and the other based on the options (productive skills), and a written assignment based on one of the literary texts (integrating receptive and productive skills)

• Internal assessment at both SL and HL tests students’ abilities in listening and speaking in a genuine conversation format (integrating receptive, productive and interactive skills). Internal assessment consists of an individual oral based on the options (presentation and discussion with the teacher), and an interactive oral based on the core (three classroom activities assessed by the teacher).


Group 3 IBDP Economics: The IB Diploma Programme Economics course forms part of group 3 - individuals and societies.

The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a dynamic social science, economics uses scientific methodologies that include quantitative and qualitative elements.

The course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.

The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values.

The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.

At both standard level and higher level, candidates are required to study four topics: microeconomics, macroeconomics, international economics and development economics with some sub-topics within these reserved solely for higher level. These sections are assessed by two examinations at standard level and three examinations at higher level.

In addition to the examinations, candidates must submit an internal assessment. Both standard level and higher level economics students must produce a portfolio of three commentaries based on articles from published news media.


IBDP Business and Management: The business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques.

Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate.

The course covers the key characteristics of business organization and environment and the business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment. The conceptual learning is firmly anchored in business management theories, tools and techniques and placed in the context of real world examples and case studies.

The course encourages the appreciation of ethical concerns at both a local and global level. It aims to develop relevant and transferable skills, including the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation. The course also develops subject-specific skills, such as financial analysis.

The aims of the business management course at HL and SL are to:

1. encourage a holistic view of the world of business 2. empower students to think critically and strategically about individual and organizational

behaviour 3. promote the importance of exploring business issues from different cultural perspectives 4. enable the student to appreciate the nature and significance of change in a local, regional

and global context 5. promote awareness of the importance of environmental, social and ethical factors in the

actions of individuals and organizations 6. develop an understanding of the importance of innovation in a business environment.

Syllabus outline

Unit 1: Business organization and environment 1.1 Introduction to business management 1.2 Types of organizations 1.3 Organizational objectives 1.4 Stakeholders 1.5 External environment

Unit 4: Marketing 4.1 The role of marketing 4.2 Marketing planning (including introduction to the four Ps) 4.3 Sales forecasting 4.4 Market research


1.6 Growth and evolution 1.7 Organizational planning tools (HL only)

4.5 The four Ps (product, price, promotion, place) 4.6 The extended marketing mix of seven Ps (HL only) 4.7 International marketing (HL only) 4.8 E-commerce

Unit 2: Human resource management 2.1 Functions and evolution of human resource management 2.2 Organizational structure 2.3 Leadership and management 2.4 Motivation 2.5 Organizational (corporate) culture (HL only) 2.6 Industrial/employee relations (HL only)

Unit 5: Operations management 5.1 The role of operations management 5.2 Production methods 5.3 Lean production and quality management (HL only) 5.4 Location 5.5 Production planning (HL only) 5.6 Research and development (HL only) 5.7 Crisis management and contingency planning (HL only)

Unit 3: Finance and accounts 3.1 Sources of finance 3.2 Costs and revenues 3.3 Break-even analysis 3.4 Final accounts (some HL only) 3.5 Profitability and liquidity ratio analysis 3.6 Efficiency ratio analysis (HL only) 3.7 Cash flow 3.8 Investment appraisal (some HL only) 3.9 Budgets (HL only)

Key features of the assessment model

External assessment for HL and SL students consists of two written examination papers. Paper one is based on a pre-seen case study issued in advance, and paper two consists of structured questions based on stimulus material and an extended response question that assesses students’ understanding of the key concepts of the course.

Internal assessment for HL students is a research project and for SL students a written commentary. In both tasks, students study real world business organizations. These are internally marked by subject teachers and then externally moderated by IB examiners.


Group 4 IBDP Chemistry: Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills.

It is often called the central science as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.

Through studying a science subject students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis on a practical approach. In addition, through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour.

The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.

Chemistry syllabus outline:

Higher level (240 hours)

• Internal assessment (individual investigation): 20% • External assessment: 80%

Standard level (150 hours)



• Available at standard (SL) and higher levels (HL) • The minimum prescribed number of hours is 150 for SL and 240 for HL • Students are assessed both externally and internally • Chemistry students at SL and HL undertake a common core syllabus and a common

internal assessment (IA) scheme.


• While there are core skills and activities common to both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the options. The distinction between SL and HL is one of breadth and depth.

• A practical approach to the course delivery is emphasised through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations.

• Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach, use of data-bases, modelling, simulation or a hybrid. Student work is internally assessed by the teacher and externally moderated by the IB.

The external assessment of chemistry consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options.

Much of this information is taken directly from the chemistry subject guide, available to all IB teachers on the Online Curriculum Centre (OCC). IBDP Physics: Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles to the vast distances between galaxies.

Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.

Through studying a science subject students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis is on a practical approach. In addition, through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of the way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour.

The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own


design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.

Physics syllabus outline:






• Available at standard (SL) and higher levels (HL) • The minimum prescribed number of hours is 150 for SL and 240 for HL • Students are assessed both externally and internally • Physics students at SL and HL undertake a common core syllabus and a common internal

assessment (IA) scheme. • While there are core skills and activities common to both SL and HL, students at HL are

required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the options. The distinction between SL and HL is one of breadth and depth.



The external assessment of physics consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options.

Much of this information is taken directly from the physics subject guide, available to all IB teachers on the Online Curriculum Centre (OCC).


IBDP Biology:

Biologists investigate the living world at all levels using many different approaches and techniques.

At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many discoveries remain to be made and great progress is expected in the 21st century.

Through studying a science subject students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis on a practical approach. In addition, through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour.

The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.

Biology syllabus outline:






• Available at standard (SL) and higher levels (HL) • The minimum prescribed number of hours is 150 for SL and 240 for HL • Students are assessed both externally and internally • Biology students at SL and HL undertake a common core syllabus and a common internal

assessment (IA) scheme.


• While there are core skills and activities common to both SL and HL students, students at HL are required to study the options and some topics in greater depth as well as some additional topics. The distinction between SL and HL is one of breadth and depth.



The external assessment of biology consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options

Much of this information is taken directly from the biology subject guide, available to all IB teachers on the Online Curriculum Centre (OCC). Group 5

IBDP Mathematics: Because individual students have different needs, interests and abilities, four courses in mathematics are available:

• mathematical studies standard level

• mathematics SL

• mathematics higher level

• further mathematics higher level

These courses are designed for different types of students: those who wish to study mathematics in depth, either as a subject in its own right or to pursue their interests in areas related to mathematics; those who wish to gain a degree of understanding and competence better to understand their approach to other subjects; and those who may not as yet be aware how mathematics may be relevant to their studies and in their daily lives. Each course is designed to meet the needs of a particular group of students. Therefore, great care should be taken to select the course that is most appropriate for an individual student.


In making this selection, individual students should be advised to take account of the following types of factor.

• Their own abilities in mathematics and the type of mathematics in which they can be successful

• Their own interest in mathematics, and those particular areas of the subject that may hold the most interest for them

• Their other choices of subjects within the framework of the Diploma Programme • Their academic plans, in particular the subjects they wish to study in future • Their choice of career

Teachers are expected to assist with the selection process and to offer advice to students about how to choose the most appropriate course from the four mathematics courses available.

Mathematical studies SL—course details

The course syllabus focuses on important mathematical topics that are interconnected. The syllabus is organized and structured with the following tenets in mind: placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts; using the calculator effectively.

The course includes project work, a feature unique to mathematical studies SL within group 5. Each student completes a project, based on their own research; this is guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course. This process allows students to take sole responsibility for a part of their studies in mathematics. The students most likely to select this course are those whose main interests lie outside the field of mathematics, and for many students this course will be their final experience of being taught formal mathematics. All parts of the syllabus have therefore been carefully selected to ensure that an approach starting from first principles can be used. As a consequence, students can use their own inherent, logical thinking skills and do not need to rely on standard algorithms and remembered formulae. Students likely to need mathematics for the achievement of further qualifications should be advised to consider an alternative mathematics course.

Owing to the nature of mathematical studies SL, teachers may find that traditional methods of teaching are inappropriate and that less formal, shared learning techniques can be more stimulating and rewarding for students. Lessons that use an inquiry-based approach, starting with practical investigations where possible, followed by analysis of results, leading to the understanding of a mathematical principle and its formulation into mathematical language, are often most successful in engaging the interest of students. Furthermore, this type of approach is


likely to assist students in their understanding of mathematics by providing a meaningful context and by leading them to understand more fully how to structure their work for the project.

Mathematics SL—course details

The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context.

The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

This course does not have the depth found in the mathematics HL courses. Students wishing to study subjects with a high degree of mathematical content should therefore opt for a mathematics HL course rather than a mathematics SL course.

Mathematics HL—course details

The course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. Students wishing to study mathematics in a less rigorous environment should therefore opt for one of the standard level courses, mathematics SL or mathematical studies SL. Students who wish to study


an even more rigorous and demanding course should consider taking further mathematics HL in addition to mathematics HL.

TOK: Theory of knowledge (TOK) plays a special role in the International Baccalaureate® (IB) Diploma Programme (DP), by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know.

It is one of the components of the DP core and is mandatory for all students. The TOK requirement is central to the educational philosophy of the DP.

How is TOK structured?

As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions.

The most central of these is "How do we know?", while other questions include:

• What counts as evidence for X? • How do we judge which is the best model of Y? • What does theory Z mean in the real world?

Through discussions of these and other questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.

Assessment of TOK

The TOK course is assessed through an oral presentation and a 1600 word essay.

The presentation assesses the ability of the student to apply TOK thinking to a real-life situation, while the essay takes a more conceptual starting point.

For example, the essay may ask students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used.

What is the significance of TOK?

TOK aims to make students aware of the interpretative nature of knowledge, including personal ideological biases – whether these biases are retained, revised or rejected.

It offers students and their teachers the opportunity to:

• reflect critically on diverse ways of knowing and on areas of knowledge


• consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.

In addition, TOK prompts students to:

• be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge

• recognize the need to act responsibly in an increasingly interconnected but uncertain world.

TOK also provides coherence for the student, by linking academic subject areas as well as transcending them.

It therefore demonstrates the ways in which the student can apply their knowledge with greater awareness and credibility.

EE: The extended essay is a required component of the International Baccalaureate® (IB) Diploma Programme (DP).

It is an independent, self-directed piece of research, finishing with a 4,000-word paper.

What is the significance of the extended essay?

The extended essay provides:

• practical preparation for undergraduate research • an opportunity for students to investigate a topic of special interest to them, which is also

related to one of the student's six DP subjects.

Through the research process for the extended essay, students develop skills in:

• formulating an appropriate research question • engaging in a personal exploration of the topic • communicating ideas • developing an argument.

Participation in this process develops the capacity to analyse, synthesize and evaluate knowledge.

An extended essay can also be undertaken in world studies, where students carry out an in-depth interdisciplinary study of an issue of contemporary global significance, across two IB diploma disciplines.

How is study of the extended essay structured?


Students are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor who is usually a teacher at the school.

The IB recommends that students follow the completion of the written essay with a short, concluding interview with their supervisor. This is known as viva voce.

The extended essay and interview can be a valuable stimulus for discussion in countries where interviews are required prior to acceptance for employment or for a place at university.

How is the extended essay assessed?

All extended essays are externally assessed by examiners appointed by the IB. They are marked on a scale from 0 to 36.

The score a student receives relates to a band. The bands 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.

Find out how points awarded for the extended essay contribute to a student’s overall diploma score.

CAS: Creativity, activity, service (CAS) is one of the three essential elements that every student must complete as part of the Diploma Programme (DP).

Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies.

It is not formally assessed. However, students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the eight learning outcomes for CAS.

Educators at IB World Schools can read about the eight learning outcomes in the CAS guide, which is available in the IB store and in the online curriculum centre (OCC).

How is CAS structured?

The three strands of CAS, which are often interwoven with particular activities, are characterized as follows:

• Creativity – arts, and other experiences that involve creative thinking. • Activity – physical exertion contributing to a healthy lifestyle, complementing academic

work elsewhere in the DP.


• Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

In order to demonstrate these concepts, students are required to undertake a CAS Project. The project challenges students to:

• show initiative • demonstrate perseverance • develop skills such as collaboration, problem solving and decision making.

What is the significance of CAS?

CAS enables students to enhance their personal and interpersonal development by learning through experience.

It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.

At the same time, CAS is an important counterbalance to the academic pressures of the DP.

IB guidance on CAS

A good CAS programme should be both challenging and enjoyable – a personal journey of self-discovery.

Each student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life-changing.

CAS is a component of the DP core.


GPIS

1- Admission Policy 2- Attendance Policy 3- Assessment Policy 4- Under Achieving Students Policy 5- Reporting Policy 6- Promotion Policy


1- Admission policy

Accepted candidates need to have:

• Profile (Inquirer-knowledgeable- hard worker-tolerant-open minded- serious-disciplined….) • Motivation and readiness to work • Level of performance required for subjects chosen (HL and SL)- Grades required • Understanding of the curriculum and requirements of the program & ways of assessment • Understanding of differences between DP & other certificates • Motivation of parents and readiness to help & play a positive role • special skills • Acceptance of the school rules, regulations and policies

The applicants to the DP years are: GPIS students Non-GPIS students

For GPIS students: the students are accepted according to their evaluation after the 4th term evaluation in MYP4 in June and the 2nd term evaluation in January in MYP5, they must follow the MYP promotion policy taking into consideration the following points:

• A min of grade 6/7 in the subjects that the student plans to take as High level • A min of grade 5/7 in the subjects that the student plans to take as Standard level from Groups

4 and 5 • A min of grade 4/7 in the subjects that the student plans to take as Standard level from Groups

1, 2, and 3

For non GPIS students:

• A written admission test for the student in: Arabic- Language A2- Language B-Maths- Sciences The results in the test must respect the grades required from GPIS students.

• An oral test in Languages. • An oral interview with the student to assess his/her profile, his/her sense of commitment

and responsibility. • A parents’ interview.


2- Attendance policy

The objective of the policy of attendance is to maintain the attendance of students as much as possible within 99 - 100 % .We count on parents’ and students’ sense of responsibility to achieve this goal. It is the responsibility of the student to catch up on all lessons he missed with the help of the teachers & his/her classmates. Minimum attendance accepted should be 91 %. If a student is absent one week for sickness causes, all the hours provided for electives & CAS in the next week should be provided for subjects as decided by teachers in addition to extra 2 hours (from 3:00 to 5:00 pm) on Thursday. If a student is absent more than 3 days / month, the parents will be informed by a written letter for justification. A justification letter with documents should be presented to the school within 10 days after the last absent day. The documents will be reviewed by the school. If a student absence becomes higher than the accepted during the first year, his/her application for the DP is cancelled.

-‐ The evaluation of the student will be affected automatically with his/her absence even if it is justified.

-‐ Only serious illness & emergencies are accepted as excuses.

-‐ Unjustified absence days are counted double.

3- Assessment Policy

Philosophy: Assessment at GPIS is viewed as a tool to encourage good classroom practice and heighten student learning, supporting the curricular and philosophical goals of the programme. Assessment is seen as an integral part of teaching and learning; it recognizes achievement and effort, shows progression, and provides sufficient evidence to be able to monitor the effectiveness of teaching and learning. This is attained through a range of tasks and instruments/components that ensure all objectives for the subject are assessed throughout the DP years. Governing Principles: In DP GPIS assessment;

• Supports and encourages effective teaching and learning facilitating realistic target setting by meeting the needs of students at particular stages of development

• Determines the learners’ levels of understanding, using both formative and summative assessment. • Uses a full range of assessment techniques that reflect the international breadth of the IBO. • Is free from bias, stereotyping, and generalization in respect of gender, race, class and reliability. • Is based on identical assessment criteria to the original marking for both internal and

internal and external IB assessment.


• Internal assessment tasks forms an integral part of normal classroom teaching and learning are part of each student’s learning experience.

• Internally assessed work is produced under conditions that are well documented and common to all schools for each course.

• Provides opportunities for students to reflect on their own learning. Before starting new learning, teachers assess students’ current knowledge and experience.

• Teachers provide students with feedback for future learning. • Teachers will use a variety of assessment strategies and tools to provide feedback on the learning

process. • Teachers will report assessment with report cards, parent-teacher conferences, student –led

conferences, and anecdotal records. • Teachers note pattern of error, analyze these and plan appropriate intervention for remedial work

for under achieving students • Provides meaningful, relevant information to others (parents, school, other schools, board members,

future teachers). • Learning expectations and integral assessment strategies are made clear to students and parents.

Assessment practices: School formative assessment All subjects use different strategies, formal or informal, to help in planning work by informing the teacher about students performance and progress level. It should be noted, however, that many of the assessment instruments specified by the IB are also used formatively during the course of teaching and learning. Formative assessment includes substantial tasks that require students to reflect on their knowledge, through peer-assessment and self assessment strategies and construct extended pieces of work in response to the task set. Internal assessment is treated as formative assessment and is part of normal classroom teaching and learning. Formative assessment is also used to highlight the level of students’ current knowledge and experience before starting on new learning. Students are provided with regular and prompt feedback from teachers to inform and improve their learning. School summative assessment Students are provided with adequate opportunities to show clearly what they can achieve through formal summative exams six times throughout the two years the following table clarifies this system:

# Weight of each evaluation Major Minor Remark CAS

1 1st. Term DP1 2 2nd Term DP1 Mid Year

Exam CAS

evaluation 3 3rd. Term DP1 4 End of DP1 Finals Year 1 CAS

evaluation 5 1st. Term DP2 Pre Mock

6 MOC DP2 Final

evaluation Mock exam total 42 pts

CAS final evaluation


In summative exams students are put exactly into the same conditions like the IB final exams in terms of timing, exam papers, exam procedures, exam style and grading system. Summative exams follow the formal assessment style adopted by the IBO for the DP by including elements from both extremes. There are some highly formalized assessment tasks, including multiple-choice tests, but there are also substantial open-ended tasks, and a focus on process. The published DP criteria are used in marking summative assessment to detect students’ development and progress. Students’ performances are reduced to an estimate final subject grade (on a scale of 1 to 7) according to grade descriptors, which represent the standards for each subject.

4- Under Achieving Students Policy

One – on - one consultation: All subject teachers’ offers to stay with their students for consultation. They can do this either individually or on a study group basis. Teachers are expected to see each student at least twice a month either briefly or for a period of time depending on the student’s needs. If there are problematic students, more details are recorded.

Enrichment and revision classes:

The subject teachers schedule these classes for weaker students. The scheduling for enrichment classes is

done at the end of each semester if the performance in any subject is not satisfactory.

Mentoring system:

The Mentoring system focuses on students who have academic performance or profile development

problems that are detected through analysis of student’s results, performance in classes and teacher’s

observations and comments. After detecting such problems a special meeting is conducted with the student

in need together with his mentor to develop an action plan to overcome and solve the problem. In some

cases a meeting with the student’s parents will take place.

The plan of action will then be followed up and monitored to ensure its implementation and to evaluate

whether it has accomplished its objectives.


Process of Underachieving Students in IB Diploma

Periodical or diagnostic Exams

Students failing exams

Checklist sent from teachers

to IB coordinator

Message reported to Curriculum Managers

Message reported to parents and corrective action

required

Teachers meet the student for action plan

Application of action plan

Term Exams results

Student's results are improved

Parents are requested to attend a meeting with DPC & teachers concerned

during term parents’ meeting

An action plan is issued with responsibilities of each party &

the students’ tasks

Application of action plan approved

Student's results improved

End of year/ Mock evaluation results are

not meeting IBO success conditions

Retake exams Parents are informed in written

The student is promoted

The student repeats the year

Students' results don't

improve

Failure Success

Students' results didn't improve


5- Reporting Policy

Recording and reporting procedure Summative exams are used to inform teachers, schools and parents about students’ achievement by the end of each term. The system of reporting to parents can be summarized in the following steps:

• Teacher use a reporting form to write their final grades and comments about the student’s’ level in

each subject. The DP coordinator may add a comment about the student in general. • Results are analyzed to specify weak areas to design on action plan for development. • A date is set for an assessment day (parents meetings) once parents and students have access to the

assessment reports. On that day each student with his/her parents come for a short conference with each teacher to discuss the student’s level and suggest actions for improvement.

• For students with behavior or academic problems (students who got less than 24/42 in their final marks) a meeting is set with Diploma coordinator and teachers to discuss the students’ situation and sign a written report with expected future actions for improvement.

IB summative assessment results are communicated to the students through mail once the IB releases it. These results are subject to statistical calculations to be used as a base for setting an action plan for future curriculum development. Student Responsibilities Students’ assignments in all types of assessment are governed by the academic honesty policy, while, absence or lateness of all assignments are governed by the discipline policy.

Students who do not meet the conditions in Diploma Promotion Policy by end of DP1 will be presented with their parents, to review committee to discuss measures to be taken. Students with less than 24 points by end of DP1 will not be promote to DP2.

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


The curriculum

IB Diploma Programme students must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the experimental sciences and mathematics. Student may choose either an arts subject from group 6, or a second subject from groups 1 to 5.

At least three and not more than four subjects are taken at higher level (240 teaching hours), while the other subjects are taken at standard level (150 teaching hours). Students can study and take examinations, in English, French or Spanish.

In addition to disciplinary and interdisciplinary study, the Diploma Programme features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills. The Diploma Programme core

The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects.

Theory of knowledge develops a coherent approach to learning that unifies the academic

disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.

Creativity, action, service (CAS) involves students in a range of activities alongside their

academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

Assessment

Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.

The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.

Assessment is criterion-related, which means student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations. The range of scores that students have attained remains statistically stable, and universities value the rigour and consistency of Diploma Programme assessment practice.


Award of the IB diploma

All assessment components for each of the six subjects and the additional IB diploma requirements must be completed in order to qualify for the award of the IB diploma.

The IB Diploma will be awarded to a candidate provided all the following requirements have been met.

• CAS requirements have been met.

• The candidate’s total points are 24 or more.

• There is no “N” awarded for theory of knowledge, the extended essay or for a contributing subject.

• There is no grade E awarded for theory of knowledge and/or the extended essay.

• There is no grade 1 awarded in a subject/level.

• There are no more than two grade 2s awarded (HL or SL).

• There are no more than three grade 3s or below awarded (HL or SL).

• The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).

• The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).

A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB Diploma. The examination sessions need not be consecutive. A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB diploma. The examination sessions need not be consecutive.

For DP1 Students to be promoted to DP2 they have to:

Fulfill all the above-mentioned conditions with a minimum of 24 overall.

DP1 Students with overall from 20 to 24:

- The student is allowed a maximum of 3 retakes in order to be able to fulfill conditions of the award of the diploma (mentioned above).

- The student will repeat DP1 and not be promoted to DP2 if he has more than 3 retakes.

DP1 Students with overall less than 20:

Will be dismissed from GPIS


Green Land Ecole Internationale International School du Pré Vert

لددووليیةااددررســة ااألررضض االمخضـررةة م

GPIS Diploma Program Application for May Session ………

For school year ……/….. (Full Diploma) Student's Information

First Name:

Last Name:

Date of Birth:

Gender:

Nationality : First: Second:

Candidate for grade:

Address:

Telephone:

Mobile:

E-mail address:

Language spoken: First: Second:

Previous School (if applicable)

School Name Grade level attended Dates attended

Requested Faculty and University:

Subjects Choices

Group HL Subjects SL Subjects

Additional Enrollment (EE - CAS - TOK)

Name & Signature: ______________________ Date: / /

Documents

Issued September 2016 - gpis-egypt.orggpis-egypt.org/wp-content/uploads/2016/01/GPIS-DP-Booklet-16-17.pdf · Mrs. Mona Khalil [email protected] Head of High School and DP