Contents This information booklet will answer the questions below

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					                                               Contents

                   This information booklet will answer the questions below

                    for the International Baccalaureate Diploma Programme

                                  that EISP is proudly offering…



What is the International Baccalaureate?                                                p.2

Who can do the International Baccalaureate Diploma Programme?                           P.3

What makes the Diploma Programme special?                                               P.3

What is an IB Learner Profile?                                                          P.4

What does the IB Diploma Programme curriculum contain?                                  P.5

Which Diploma subjects are offered at EISP (an overview)?                               P.6

What is the course outline for each subject?                                            P.7

What are the core requirements for the Diploma Programme?                               P.21

What books will be required for each course?                                            P.22

How does a student know which courses to choose?                                         P.22

Do Universities/Colleges recognize the IB DP?                                           P.23

Do IB students wear a uniform?                                                          P.23

What are the school fees for the IB at EISP?                                            P.24




What is the International Baccalaureate?

The International Baccalaureate (IB) offers high quality programmes of international education to a
worldwide community of schools.

“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.”




                                                 -1-
One of the programmes offered by IB is the prestigious DIPLOMA PROGRAMME which develops
the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing
world.

“The Diploma Programme is a rigorous pre-university course of study designed for students in the
16-19 age range. It is a broad-based two year course that aims to encourage students to be
knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on
encouraging students to develop intercultural understanding, open-mindedness, and the attitudes
necessary for them to respect and evaluate a range of points of view.”

It is said that “through IB programmes, students across the world are becoming active,
compassionate and lifelong learners who understand that other people, with their differences, can
also be right.”


Following the IB DP at EISP is a rewarding experience for all students, academically,
creatively and socially…




Who can do the International Baccalaureate Diploma Programme?

The IB DP is a demanding course of study designed to prepare students effectively for university
entrance. Therefore, students in the 16-19 age range that have completed the International General
Certificate of Secondary Education (IGCSE) or an equivalent qualification may apply to do the IB DP
at EISP. Certain other entry requirements will be discussed with the applicant.

An IB student is

       one that is constantly motivated to learn and who is ready for new experiences.

       organized and hardworking because of the programme’s high demands.

       one who wants to constantly challenge himself/herself, form close friendship internationally
       and who wants to succeed as a lifelong learner.

                                                   -2-
What makes the Diploma Programme special?

Because, it is a:

       World-Recognized Qualification.

       Comprehensive and Balanced Curricula with
       Rigorous Assessments.

       Symbol of Academic Excellence.

       Worldwide Education for Life.




What is an IB Learner Profile?

It’s the IBO mission statement translated into a set of learning outcomes for the 21st century.

IB learners strive to be:

Inquirers:   Students develop their natural curiosity by acquiring skills necessary to conduct inquiry
             and research and show independence in learning.

Knowledgeable:      Students explore concepts, ideas and issues by acquiring in-depth knowledge
                    and understanding across a broad and balanced range of disciplines.

Thinkers:    Students exercise initiative in applying thinking skills critically and
             creatively to recognize and approach complex problems, and
             make reasoned, ethical decisions.



Communicators:      Students understand and express ideas/information in
                    more than one language and also work effectively and

                                                  -3-
                    willingly in collaboration with others.

Principled:   Students act with integrity and honesty, with a strong sense of fairness, justice and
              respect for the dignity of the individual, groups and communities.

Open-minded:        Students are open to the perspectives, values and traditions of other individuals
                    and communities. They seek a range of points of view and are willing to learn
                    from experience.

Caring:       Students show empathy, compassion and respect towards others. They act to make a
              positive difference to the lives of others and to the environment.

Risk-takers: Students approach unfamiliar situations and
             uncertainty with courage and forethought. They are
             brave and articulate in defending their beliefs.

Balanced:     Students understand the importance of intellectual,
              physical and emotional balance to achieve well-being
              for themselves and others.

Reflective:   Students are able to assess and understand their strengths and limitations in order to
              support their learning and personal development.




                                                  -4-
What does the IB Diploma Programme curriculum contain?

  The curriculum contains six subject groups with a core made up of three separate parts.




                                     The Hexagon Model


     Three (or max of 4) subjects are studied at higher level comprising of 240 hours each.
     Three subjects are studied at standard level comprising of 150 hours each.
     Students choose one subject from each of the first 5 groups plus one more from group 2,3,4,
     or 6.
     All three parts of the core—extended essay, theory of knowledge and creativity, action,
     service are compulsory and are central to the philosophy of the Diploma Programme.




                                             -5-
Which Diploma subjects are offered at EISP?

Group 1: Language A1
First language courses which include the study of selections of world literature.
Czech (HL), English (HL/SL), Self-taught Language (SL)

Group 2: Language A2 and Language B
Second modern language courses are for various levels of proficiency.
English A2 (HL/SL) – high competence
German B (HL/SL) or French B (SL/HL) – some knowledge
French Ab Initio (SL) – no previous knowledge




                                                                 Group 3: Individuals and Societies
                                                                 History (HL/SL), Geography (HL/SL)
                                                                                       and ESS (SL)


Group 4: Experimental Sciences
Biology (HL/SL), Physics (HL/SL),
Chemistry (HL/SL), ESS (SL)




                                                    Group 5: Mathematics and Computer Science
                                                                           Mathematics (HL/SL)
                                                                             Maths Studies (SL)

Group 6: The Arts
Visual Art (HL/SL)
Music (HL/SL)


          * We are looking at broadening our curriculum for the 2009 academic year
                                by adding a few new subjects.

                                                 -6-
What is the course outline for each subject?

GROUP 1
A1 LANGUAGES – English (HL/SL), Czech (HL)

Description

The aim of the course is to develop students’ understanding of literature, its genres and the
techniques, devices and elements which writers use to create meaning in their work. Through
extensive contact with English-language or with Czech-language and world literature, students will
come to better appreciate the nature of literature as a universal instrument for describing the human
experience.

While the primary focus of the course will be literature from the Anglo-American or Czech canon, the
world literature texts examined will serve to reveal similarities in theme and style worldwide.
Students will examine literary criticism of works read in the course and will have ample opportunity
to apply appropriate techniques of responding to literature orally, creatively, and in written form.
Class assignments will require students to further cultivate their critical and analytical skills.

Topics

The SL and HL students study a common Core of material. The HL students will study additional
texts carefully chosen by the class teacher.

Major thematic links between works of literature will include: politics, society and the individual,
gender views, women in literature, and humor.

Assessment

The IB Organization requires two forms of assessment:

Internal Assessment: 30% of final grade/assessment

       Oral Component (30%):
       -Individual Oral Commentary (15%)
       -Individual Oral Presentation (15%)

External Assessment: 70% of final grade/assessment
      Written Paper Component (50%):
      -Paper 1 Commentary, 2 hours (25%)
      -Paper 2 Essay, 2 hours (25%)

       World Literature Assignments (20%):
       -Assignment 1 (10%)
       -Assignment 2 (10%)




                                                   -7-
GROUP 2
A2 LANGUAGE – English (HL/SL)

Description

The aim of the course is to develop students’ appreciation of the English language, its cultures and
its literatures internationally. Through extensive contact with authentic English-language texts from
the disciplines of sociolinguistics and societal issues, students will be able to build a comprehensive
understanding of English-speaking communities and their cultures around the world.

Through workshop style instruction, students will examine works read in the course and will have
ample opportunity to apply appropriate techniques of response to a variety of text genres orally,
creatively, and in written form. Class assignments will require students to further cultivate their
critical and analytical skills.

Topics

Major thematic links between works of literature will include: society and the individual and
characterization of women in drama.

There will be 2 cultural options. The first, Language and Culture, will study the following topics:
Bilingualism, Linguistic minorities, Dialects and varieties of English, Linguistic imperialism. The
second, Social Issues, will study the following topics: Discrimination, Prejudice and Stereotypes.

The work will cover the same skills for both SL and HL students.

Assessment

The IB Organization requires two forms of assessment:

                                             Internal Assessment: 30% of final grade/assessment

                                                 Oral Component (30%):
                                                 -Individual Oral (15%)
                                                 -Interactive Oral activity (15%)

                                             External Assessment: 70% of final grade/assessment

                                                 Written Paper Component (50%):
                                                 -Paper 1 Comparative commentary, 2 hours (25%)
                                                 -Paper 2 Essay, 2 hours (25%)

                                                 Written tasks (20%):
                                                 -1 literary option, 1 cultural option




                                                 -8-
LANGUAGES B – German (HL/SL), French (HL/SL), AB INITIO – French (SL)

Description

These foreign language courses are centred on promoting linguistic development and cultural
awareness. The key skills developed during the courses cover text-handling, written production,
speaking and listening. The issues discussed during the courses include social groupings, politics,
philosophy and international issues.

                      At the end of the higher level/standard level course, candidates are expected
                      to be able to: communicate clearly and effectively in a wide range of
                      situations, understand and use a wide range of vocabulary in common usage,
                      express ideas with general clarity and some fluency, structure arguments in a
                      generally clear, coherent and convincing way, understand and analyse
                      moderately complex written/respond to appropriately to written and spoken
                      material of average difficulty, and finally, show an awareness of, and
                      sensitivity to the cultures related to the German or French language.

Topics

The course covers a variety of topics and sub-topics. The depth of study depends on the level
chosen (HL/SL) but in general, the following topics will be covered.

   •   Relationship with Others                          •   Modern Technology
   •   Education                                         •   Environment
   •   Leisure                                           •   Internationalism
   •   Social Issues                                     •   German, Swiss & Austrian Culture or
   •   Health Issues                                         French speaking countries and their
   •   Poverty/Wealth                                        culture

Ab Initio (“from the beginning”) is a foreign language programme offered at SL only for students with
no previous knowledge of that language. The following topics will be covered in this course.

   •   The Individual                                    •   Food and Drink
   •   Education                                         •   Leisure
   •   Transport and Communication                       •   Environment
   •   Shopping                                          •   Emergencies

Assessment

The IB Organization requires two forms of assessment:

Internal Assessment: 30% of final grade/assessment

       Oral Component (30%):
       -Individual Oral (15%) – Based on a chosen stimulus
       -Interactive Oral activity (15%)

External Assessment: 70% of final grade/assessment
                                                -9-
       Written Paper Component (70%):
       -Paper 1 (40%) - Text handling, reading and written
       responses, 1.5 hours.
       -Paper 2 (30%) - One writing task from a choice of
       four, 1.5 hours.

GROUP 3
HISTORY (HL/SL)

Description

IB History encourages the systematic and critical study of human experience and behavior.
Students will learn to analyze and evaluate the arguments that lay behind the actions of different
societies and cultures.

Students will learn new skills of historical hypothesis and improve on those they already have such
as investigation, description and interpretation to fully comprehend some of the arguments and
ideas of historical enquiry. Students will be asked to consider a more global and cross cultural
approach to the study of history in order to understand historical and cultural diversity.

History will allow the students to understand where they come from, their place in the world and why
their culture and history is
different from that of others. History will become a stepping stone to a greater interest in current
affairs and an understanding of the historical causes of today’s cultural and physical conflicts. At the
end of the course, students will be able to communicate debate and analyze their own ideas in light
of an understanding of other cultures and histories.

Students will cover a number of historical periods and different historical skills through a series of
modules of study covering the IB course content.

Topics

Course content will be created from the following topic options:

Higher level:    Prescribed: The USSR under Stalin, 1924 to 1941
                 20th Century 1: Causes, practices and effects of war
                 20th Century 2: The rise and rule of single-party states
                 Regional: Europe (including Russia/USSR)

Standard level: Prescribed: The USSR under Stalin, 1924 to 1941
                20th Century 1: Causes, practices and effects of war
                20th Century 2: The rise and rule of single-party states

Assessment

Internal Assessment: 20% of final grade/assessment

       1500–2000 words essay comprising of an outline plan of the historical investigation, a
       summary of evidence, an evaluation of sources, an analysis and a conclusion.

                                                  - 10 -
External Assessment: 80% of final grade/assessment

       HL - three papers weighted at 20, 25, 35%
       SL - two papers weighted at 30, 45%
       * Answer/structured questions, extended response
questions.

GEOGRAPHY (HL/SL)

Description

Through IB Geography, the students will seek to understand differences in patterns of human
distribution, the processes which shape the physical environment and the interrelationships between
these two systems.

The students will further develop their understanding of human population, with resources and
development as key focus areas. Within this, economic geography and the varying degrees of
quality of life across the global community will be investigated. Physical geography will tie into the
human core subject matter via the issues associated with management of, and infringement upon,
the natural environment. The students will also be able to study forms of settlement, agriculture,
manufacturing and globalization within a second series of options in human geography. With this,
students will look at social issues, for instance justice and prejudices within societies, to help build
understanding and tolerance for different cultures.

Throughout the course but particularly in the third section, mapping and skill based elements will be
taught and used as the students investigate the impacts of human activity in the physical
environment, and how the natural world can affect the development of settlements.

Topics

Part 1: Geographical Skills
1.1 Locate and differentiate elements of the Earth’s surface
1.2 Read, interpret, analyse and produce maps
1.3 Interpret topographic maps where appropriate to the optional themes
1.4 Read, interpret, analyse and construct graphs
1.5 Undertake statistical calculations to show patterns and changes
1.6 Manipulate and interpret data using quantitative techniques
1.7 Undertake geographical investigation
1.8 Produce written material

Part 2: Core Theme
2.1 Population, resources and development

Part 3: Optional Themes
SL – 2 Options which will be determined during the course.

Assessment

The IB Organization requires two forms of assessment:

                                                  - 11 -
Internal Assessment: 20% of final grade/assessment - consists of fieldwork

External Assessment: 80% of final grade/assessment

       2 examination papers for total of 3 hours at SL
       * Answer/structured questions, extended response questions.

GROUP 4

Description

In all experimental sciences, students will have the opportunity to
develop their understanding of the natural world through theory and
experimentation. They will appreciate the role of scientific enquiry in
creating the modern world and the international nature of scientific
investigation.

Students will learn to work and communicate as scientists; to form, test and modify hypotheses
through observation and measurement under the controlled conditions of experiment; to understand
and use scientific terminology, facts and concepts; to manipulate and present data in a scientific
manner. They will develop their abilities to collaborate with other students, to persevere through
experimentation, and to be systematic and safe when carrying out experiments.

Students will learn to use information and communication technology to collect, analyse and present
experimental results. They will have the opportunity to communicate and co-operate, through ICT,
with other students and the scientific community at large.

The aims of the courses are to provide students with the knowledge and skills necessary to
understand real-life situations, to prepare them for the IB examinations and further study of pure or
applied sciences in higher education.


PHYSICS (HL/SL)

Topics

The SL and HL students study a common Core of material in which the following topics are covered:
   • Physics & Physical Measurement
   • Mechanics
   • Thermal Physics
   • Oscillations & Waves
   • Electric Currents
   • Forces & Fields
   • Atomic & Nuclear Physics
   • Energy, Power & Climate Change


The HL students will study these Additional Higher Level (AHL) topics:
   • Motion in Fields
                                                  - 12 -
   • Thermal Physics
   • Wave Phenomena
   • Electromagnetic Induction
   • Quantum Physics and Nuclear Physics
   • Digital Technology

Both SL and HL students will study two Option topics which will be determined during the course.

BIOLOGY (HL/SL)

Topics

The SL and HL students study a common Core of material in which the following topics are covered:

   •   Statistical Analysis
   •   Cells
   •   The Chemistry of Life
   •   Genetics
   •   Ecology and Evolution
   •   Human Health and Physiology

The HL students will study these Additional Higher Level (AHL) topics:

   •   Nucleic Acids and Proteins
   •   Cells Respiration and Photosynthesis
   •   Plant Science
   •   Genetics
   •   Human Health and Physiology

Both SL and HL students will study two Option topics which will be determined during the course.


CHEMISTRY (HL/SL)

Topics

The SL and HL students study a common Core of material in which the following topics are covered:

   •   Measurements and Data Processing
   •   Quantitative Chemistry
   •   Atomic Theory
   •   Periodicity
   •   Bonding
   •   Energetics
   •   Kinetics
   •   Equilibrium
   •   Acids and Bases
   •   Oxidation and Reduction
   •   Organic Chemistry
                                               - 13 -
The HL students will study some of the above in more depth.

Both SL and HL students will study two Option topics which will be determined during the course.




Assessment for Physics (HL/SL), Biology (HL/SL) and Chemistry (HL/SL)

The IB Organization requires two forms of assessment:

Internal Assessment: 24% of final grade/assessment

      assessment based on investigations (including the Group 4 Project)
      - The practical work will cover the same skills for both SL and HL students. Students are
      evaluated on their ability to design experiments; collect, process and present data; make
      conclusions and evaluate data. Manipulative and personal skills will also be graded.
      -HL undertake 60 hours of practical work, SL undertake 40 hours.

External Assessment: 76% of final grade/assessment

      3 written examination papers for total of 3 hours at SL and 4.5 hours at HL
      * Answer/structured questions, extended response questions.




                                               - 14 -
ENVIRONMENTAL SYSTEMS AND SOCIETIES (SL)

As a transdisciplinary subject, environmental systems and societies is designed to combine the
techniques and knowledge associated with group 4 (the experimental sciences) with those
associated with group 3 (individuals and societies). The prime intent of the course is to provide
students with a coherent perspective of the interrelationships between environmental systems and
societies; one that enables them to adopt an informed personal response to the wide range of
pressing environmental issues that they will inevitably come to face.

Students’ attention is constantly drawn to their own relationship with the environment and the
significance of choices and decisions that they make in their own lives. Students will develop a
sound understanding of the topics studied rather than a purely journalistic appreciation of
environmental issues. Perspectives and core methodology will include:

   •    Scientific (including field techniques)
   •    Economic
   •    Historical
   •    Cultural
   •    Socio-political

Topics

   1.   Systems and models
   2.   The ecosystem
   3.   Human population, carrying capacity and resource use
   4.   Conservation and biodiversity
   5.   Pollution management
   6.   The issue of global warming
   7.   Environmental value systems


Assessment

The IB Organization requires two forms of assessment:

Internal Assessment: 20% of final grade/assessment

        assessment based on investigations
        - Students are evaluated on their ability to design experiments; collect, process and present
        data; make conclusions and evaluate data.
        - Students undertake 30 hours.

External Assessment: 80% of final grade/assessment

        2 written examination papers for total of 3 hours
                                                  - 15 -
        * Answer/structured questions, case study and extended response questions.


GROUP 5
MATHEMATICS (HL)

Description

In general, IB Maths helps the students to develop a variety of skills which include understanding,
using and interpreting mathematical terminology and notation, solving various mathematical
problems using appropriate strategies and methods, to present data in many forms and finally, to
demonstrate understanding and use of mathematical practical applications and modelling.

This is an extremely demanding course requiring students to study a broad range of mathematical
topics through a number of different approaches and to a significant depth. The course caters for
students with an outstanding background in Mathematics who possess strong technical skills. The
majority of these students will be expecting to include Mathematics as a major component of their
university studies, either as a subject in its own right or within courses such as physics, engineering
and technology which may specifically require MHL. Others may take this subject because they
have a strong interest and ability in mathematics and enjoy meeting its challenges and engaging
with its problems.

Future career possibilities are in fields such as, Scientific Research, Design and Development,
Engineering, Management Services and Computing, Statistics, Accountancy, Actuarial work, and
most importantly teaching Mathematics!

Topics

Core topics (all are compulsory)

   1.   Algebra
   2.   Functions and Equations
   3.   Circular Functions and Trigonometry
   4.   Matrices
   5.   Vectors
   6.   Statistics & Probability
   7.   Calculus

Option topics (only one of the topics will be studied)

   8. Statistics and Probability
   9. Sets, Relations and groups
   10. Series and Differential Equations
   11. Discrete mathematics




                                                  - 16 -
Assessment

The IB Organization requires two forms of assessment:

Internal Assessment: 20% of final grade/assessment
       portfolio of 2 pieces of work from different syllabus areas which represent mathematical
       investigation and modelling

External Assessment: 80% of final grade/assessment
      3 papers for total of 5 hours


MATHEMATICS (SL)

Description

This course caters for students who already possess a good knowledge of basic mathematical
concepts and who are equipped with the skills needed to apply mathematical techniques correctly.
The majority of these students will wish to gain a degree of understanding and competence so as to
better understand their approach to other subjects. Students should have a sound mathematical
background so that they can prepare for future studies in subjects with a significant amount of
mathematical content.

Higher education courses or careers that either require Mathematics Standard Level or are strongly
related can include, Mathematics, Technology, Teaching, Medicine, Architecture, Accountancy,
Chemistry, Psychology, Economics and Computing.

Topics

Core topics (all are compulsory)

   1.   Algebra
   2.   Functions and Equations
   3.   Circular Functions and Trigonometry
   4.   Matrices
   5.   Vectors
   6.   Statistics & Probability
   7.   Calculus

Assessment

The IB Organization requires two forms of assessment:

Internal Assessment: 20% of final grade/assessment
       portfolio of 2 pieces of work from different syllabus areas which represent mathematical
       investigation and modelling


                                                - 17 -
External Assessment: 80% of final grade/assessment
      2 papers for total of 3 hours


MATHEMATICS STUDIES (SL)

Description

This course caters for students with varied backgrounds and abilities. More specifically, it is
designed to build confidence and encourage an appreciation of Mathematics. Students taking this
course need to be equipped with fundamental skills and a rudimentary knowledge of basic
processes such as Algebra and Trigonometry. The course concentrates on Mathematics that can be
applied to contexts related as far as possible to other subjects being studied, to common real-world
occurrences and to topics that relate to home, work and leisure situations. It is designed to give the
students the essential mathematical tools that are indispensable in our modern technological
society.

Fields of further study may include such courses as Languages, History, Art and Design,
Journalism, Media, Theatre Studies, Teaching, Sports Studies, Geography and Business.

Topics

Core topics (all are compulsory)

   1.   Introduction to the Graphical Display Calculator
   2.   Number and Algebra
   3.   Sets
   4.   Logic and Probability
   5.   Functions
   6.   Geometry and Trigonometry
   7.   Statistics
   8.   Introductory Differential Calculus
   9.   Financial Mathematics

Assessment

The IB Organization requires two forms of assessment:

Internal Assessment: 20% of final grade/assessment
       Project

External Assessment: 80% of final grade/assessment
      2 papers for total of 3 hours




                                                 - 18 -
GROUP 6
VISUAL ART (HL/SL)

Description
                                   Students will have the opportunity to make personal, socio-cultural
                                   and aesthetic experiences and learn to understand their
                                   interrelationships. Through the production and understanding of
                                   art, they will create meaning. They will inquire and integrate critical
                                   approaches towards visual arts in their various historical and
                                   contemporary forms and acquire visual and contextual knowledge
                                   of art from various cultures. The students will pursue quality
                                   through experimentation and develop purposeful and creative
                                   work in various expressive media. Through this, the students learn
                                   about themselves and others through individual and, where
                                   appropriate, collaborative engagement with the visual arts.

The teacher, according to the students’ cultural background and personal needs, will design the
course, by the internationalism of the school and influences of local cultures.

Topics

•    Students will choose their own area of study, taking into account the resources which are
     available in their locality. To support the development of themes, students will visit local
     institutions such as museums, galleries and libraries. Local artists, designers and other experts
     may be consulted, as well as other community resources, including craft markets, architecture
     and mass media.

•    Examples of themes are: ‘The Influence of Technology on Art’, ‘Artistic Collaboration’, ‘Art and
     Politics’, ‘The future of Art’, etc…

 •   Higher Level (HL) and Standard Level Option A (SLA) students will both cover the same
     material: Studio work and research workbook. The difference in standard is mainly quantity and
     quality. For Standard Level Option B (SLB) students explore mostly through research
     workbook. Their strength doesn’t lie in practical work.

Assessment

The IB Organization requires two forms of assessment:

Internal Assessment: 30% of final grade/assessment

       Part A Studio Work for SLB
       Part B Research Workbook for HL and SLA

External Assessment: 70% of final grade/assessment

       Part A Exhibition and interview for HL and SLA
       Part B Research Workbook for SLB

                                                 - 19 -
MUSIC (HL/SL)

Description

Students will have the opportunity to develop their innate musical abilities through this course which
is designed for those who wish to develop skills in musical performance and/or composition. The
course recognises that students have differing performance needs and offers specialist tuition in
either Solo Performance or Group Performance. In tandem with performance aspects of the course,
students will develop a broad range of musical experiences via the study of:

   •   Musical features such as (but not limited to,) harmony, melody, rhythm and instrumentation.
   •   Understanding of structural features such as (but not limited to) form, phrases, motifs and
       texture
   •   Contextual features such as (but not limited to) style, time, culture, geography and history.

The course offers a truly international perspective by encouraging students to explore and contrast
music of all nations and cultures particularly from the aspects of Genre and Style, the former being
connected by socio-historical context, musical characteristics and geographical region, and the latter
referring to particular musical features such as harmonic and melodic construction, articulation and
rhythm.

Topics

HL: 3 compulsory parts - This is designed for the specialist music student with a background in
musical performance and composition, who may pursue music at university or conservatoire level.
   •         Musical Perception and Analysis
   •         Solo Performance: voice or instrument, one or more recitals
   •         Composition: three contrasting compositions

SL: 0ptions

Solo Performance Option (SLS) (2 compulsory parts) -This designed for the student with a general
interest in music, or those without prior experience, particularly members of ensembles.
    • Musical Perception and Analysis
    • Group Performance: two or more public performances

Composition Option (SDLC) (2 compulsory parts) - This designed for the student who has a
background in composition.
   • Musical Perception and Analysis
   • Composition: two contrasting works

Assessment

The IB Organization requires two forms of assessment:

Internal Assessment: 50% of final grade/assessment
       Solo Performance: Presentation of one or more recitals (25%)
       Composition: 3 contrasting compositions (5 - 15 total when performed) with recordings and
       written statement (25%)
                                                - 20 -
External Assessment: 50% of final grade/assessment
      Listening paper for total of 2.5 hrs (30%)
      Musical Investigation (20%)

What are the core requirements for the Diploma Programme?

All IB Diploma students have to complete the core course requirements which are part of the
curriculum model to obtain their IB diploma.

   The Extended Essay (EE), a substantial piece of writing of up to
      4,000 words, enables students to investigate a topic of special
      interest that they have chosen themselves. It also encourages them
      to develop the skills of independent research that will be expected
      at university.




                          Creativity, Action, Service (CAS) involves students in experiential
                          learning through a range of artistic, sporting, physical and service
                          activities that need to amount to 150 hours or more. This helps the
                          development of self-confidence, empathy and willingness to help others.
                          It fosters students’ awareness and appreciation of life outside the
                          academic arena. Students are asked to reflect on their actions within the
                          programme.

                          At EISP, there is an appointed CAS Coordinator who ensures that all
                          students fulfil the CAS requirement as it is an essential element in order
                          to obtain the IB Diploma.




   Theory of Knowledge (TOK) is a critical reflection of ways of knowing and areas of knowledge
     across disciplines. The course encourages an appreciation of other cultural perspectives.
     Students are required to write a 1000 words essay on a prescribed title.




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What books will be required for each course?

   Students will be asked to loan all course text/reading books and graphical calculators from EISP.
   Parents will need to pay a deposit of 8200 CZK on these to the IB DP Coordinator. At the end of
   the two year programme, the deposit will be reimbursed for books returned in good condition
   thus that have not been written in, damaged or defaced in any way. The student will be charged
   full cost for any damaged or lost book.

   Note that students may buy all or some books if they wish to write in them during their studies as
   this is not permitted on school property.

How does a student know which courses to choose?

Because the IB DP is a pre-university course, it is
important for an IB student to make the correct subject
choices for the two year programme of study. He/She must
have a good idea of what their aspirations are for the
future.

   Here is a list of things to do before making a final
   choice of IB DP subject courses:

1- Decide what career/profession (eg: actor, journalist,
   etc…) you might want to do in the future.

2- Decide which programme (eg: engineering, art, business, etc…) you might want to do in college
   or university. It is a good idea to know the institution/country you would like to attend after you
   receive your IB diploma.

3- Find out online about the entry requirements for the programme of study and at the university
   you have chosen because all institutions differ. Don’t forget to also know which language(s) is
   needed to study in the chosen field.

4- Make your subject choices accordingly using the EISP IB application form from our admissions
   officer or from the IB DP Coordinator.

If you encounter any difficulties in this process, your IB DP Coordinator can help you.

    Students and parents may also attend open IB evenings, IB information evenings,
    open days, presentations on careers/universities, university fairs, etc...



Do Universities/Colleges recognize the IB DP?


                    • The International Baccalaureate Diploma Programme is one of the most
                 recognized educational programme for university entrance qualification. Hence, the


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       IB DP is becoming the pre-university programme of choice amongst international students
       aiming to enter the world’s leading universities and colleges.


   •   Note that the IB DP is recognized by the Ministry of Education, Youth and Sport of the Czech
       Republic, Ref. Nr. 28 020-23 as equivalent to the Ceska Maturitate. Hence, the IB Diploma
       is recognised without any further supplementary examination provided that one subject is
       Czech Language and Literature (A1) at Higher level. Legalization of the diploma will be
       needed.

Do IB students wear a uniform?

Because EISP believes in a strong school community and equality, IB DP students will be required
to follow the following dress code = smart dress:

For Boys:

-smart black tailored or pleated trousers (chinos) with no belt or smart black belt
-white tuck-in full-sleeve shirt or collared short-sleeve shirt (only small stitched logo allowed)
-plain jumper or cardigan of any colour for colder days (no writing or logos allowed)
-any plain coloured tie (no writing allowed but stripes are permitted) or school tie
-black or dark brown closed leather shoes
-a watch and one subtle earring, finger ring and bracelet is permitted but determined at teacher’s
discretion

For Girls:

-smart black trousers or black skirt with length no shorter than 2 inches above the knee (with dark
coloured leggings for colder days)
-white tuck-in full-sleeve or 3/4-sleeve blouse (only small stitched logo allowed and no mid-rift
showing)
-plain jumper or cardigan of any colour for colder days (no writing or logos allowed)
-any plain coloured tie (no writing allowed but stripes are permitted) or school tie
may be worn but is not compulsory
-black or dark brown closed leather shoes (open-toe is permitted during summer months)
-a watch and one pair of subtle earrings, subtle ring, subtle bracelet and/or subtle necklace is
permitted but determined at teacher’s discretion
-light make-up is permitted


EISP is pleased to be able to offer quality education from 2 years to 18 years…

      It will be our pleasure to teach, help and guide IB students through this prestigious
  International Baccalaureate Diploma Programme. From the IB DP Coordinator and Deputy
                                          Head of Seniors

Mrs Marie-France Labelle

mflabelle@eisp.cz


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