IBDP Glossary (15)

No

Term

Definition

1

Ab Initio Language

This is an IB language taught "from the beginning" over two years, to prepare for a standard-level ab initio exam. The ab initio language exam must be taken at the end of Year 13. Usually students have had less than two years’ exposure to the Language being learnt.

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2

Academic Honesty Policy

One of the four required polices that a school may have; this policy is regarding malpractice as laid down by the IB that will bring “together the cultural/educational background of [our] students, address the research and citation skills [our] school values and understands, and guide [our] students on how [our school] expects them to meet the academic honesty expectations of the IB.”

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3

ALIS

Advanced Level Information System - see CEMIBE

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4

Anticipated Candidate

This is a student enrolled in the first year (Year 12) of the IB Diploma Programme who may decide to take one or two SL examinations in that first year.

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5

Assessment Policy

One of four required policies that an IB World School must have; this one focuses on methods of assessment including grading, feedback, exam information.

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6

ATL

"Approaches to Learning" now at the centre of the IB Diploma Programme model - which ascertains the importance of specific models of teaching and learning for example inquiry.

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7

Authorisation

The process through which schools apply to become IB World Schools and within which their applications are considered, culminating with the IB’s decision on authorization. DCSG has been authorised to offer the IB Diploma since 2017.

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8

Balanced

IB Learner Profile: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

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9

Bilingual Diploma

A student may achieve a “Bilingual IB Diploma” by satisfying the requirements that the candidate has taken two languages A from Group 1 of the IB Diploma subject groups.

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10

Bilingualism

The condition of being bilingual; the ability to speak two languages.

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11

Caring

IB Learner Profile: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

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12

CAS Experiences (noting activities is a specific category of CAS)

This is an acronym for Creativity, Activity, and Service (CAS); a required part of the IB Diploma emphasising life outside academics; students are required to document activities and at least one project that combines all areas that shows the student working with others over the two-year IB programme. Diploma candidates may complete their CAS requirement by doing a combination of activities which are creative, within sports, and community-service projects. A student must reflect on what they have learnt and what impact their experiences have had on others. Without completion of the CAS requirements, a student is unable to receive the full diploma. Records are kept in DCSG in ManageBAC and a CAS Coordinator supervises the program.

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13

Category 1 Remark

The process that a student/parent can request to have the externally assessed elements of a specific subject’s final examination remarked to check for error. Students’ grades can go up or down from the remark.

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14

Category 3 Remark

A remark that a school can request if the Internal Assessments of one particular subject are moderated down by 15% or more. All the Internal Assessments for that subject are re-moderated. The results of the re-moderation can only result in students’ grades being raised.

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15

CEMIBE

Centre for Evaluation and Monitoring at Durham IB Evaluation Test; a set of standardised tests that DCSG utilises as one piece of data that enables students and the school to understand the ability and expected grades a student may receive in specific subjects in their IB Diploma.

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16

Citation

A quoting of an authoritative source for substantiation.

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17

Citation Style Guides

Documents available that show how to use MLA to cite sources - available on the Library Firefly pages

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18

Collaborative Planning

The process of meeting that the IB expects each school to follow so Diploma teachers can collaborate on curriculum including TOK integration, interdisciplinary learning etc. - both horizontally and vertically.

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19

Collusion

Supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted as part of their diploma requirements.

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20

Communicators

IB Learner Profile: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

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21

Component

In IB language, generally one of several pieces of work (papers, projects, recorded oral reports, etc.) or tests which are evaluated and the combined evaluations used to determine a student’s overall grade (on a scale of 1-7) in an IB Diploma course.

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22

Assessment Procedures Handbook (Previously known as the Vade Mecum)

This is the ‘bible’ and procedures manual for IB DP coordinators and teachers. It contains policies governing all aspects of the IB programme, and most specifically regulations and deadlines for examinations, required paperwork, and all other IB business. The Latin phrase vade mecum (pronounced "WAH-day MAY-com) literally translates "wander with me" and in the Latin, refers to a small book or journal that is carried about by a world traveler. The Coordinators Handbook is updated and reissued annually by the IB.

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23

Courses (previously known as Certificates)

This is recognition of successful completion of any IB Diploma exam that does not count toward the IB diploma. US Colleges do generally award credit for these certificates in HL courses with scores of 4 or higher. UK Universities recognize the certificates as similar to A levels and so it also enables entry to University.

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24

Courses Candidate

This is a student planning to complete one or more IB courses but not the whole Diploma programme; a score of 4 or higher (on a 1-7 scale) is required to receive a course certificate; diploma candidates not earning the full diploma receive certificates for all courses in which they earn a minimum score of 4. Courses students have the flexibility of choosing how many courses and at what level they may take them and do not need to fulfill the Extended Essay, TOK and other extra components that the full IB Diploma students do.

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25

Differentiation

Differentiation means tailoring instruction/teaching and learning to meet individual student’s needs. Differentiation is seen as the process of identifying, with each learner, the most effective strategies for achieving agreed goals. The work of Gardner on multiple intelligences has broadened the whole concept of ability. Sternberg’s Triarchic model of thinking styles reinforces the fact that as well as having the ability to do something differently, learners also have the ability to think differently, and to apply these thoughts in a different way to others in their cohort. This is an expectation of all teachers at DCSG.

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26

Diploma Candidate

This is a student enrolled in the final year (12th grade) of the full IB Diploma programme. This is a student who is planning to complete the IB diploma. This student will sit for six exams, finish the CAS requirement, write an EE and take IB ToK.

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Diploma Programme

IB programme that provides an academically challenging and balanced programme of education, preparing students, normally aged 16 to 19, for success at university and in life beyond. The programme is normally taught over two years and has gained recognition from the world's leading universities.

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DP Subject Groups

The IB philosophy requires that full-diploma DP candidates study in six subject areas, referred to as “groups”

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29

English as a second language

English as a second language is the study of English by speakers with different native languages. If a student is at a lower level they be given accomodations within their IB Examinations.

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English as an additional language

The study of the English language by non-native speakers in an English-speaking environment.

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31

ESS

A transdisciplinary subject from the Science and Individuals and Societies groups - Environmental Systems and Societies.

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32

Evaluation Visit

A visit by a team of IB educators intended to evaluate that the IB’s educational principles and required standards and practices are in place and that the school is continuing to fulfill the ideals of the IB and fulfill the standards and practices. DCSG will have an evaluation visit in 2023 - these visits happen every five years.

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33

Extended Essay

A required project for the full-diploma candidate, the extended essay is a substantial independent project. Usually about 4,000 words, the essay topic is chosen from within one of the subject areas, and reflects a combination of research skills and thoughtful analysis. The essay is planned with the IB Coordinator and IB subject teachers early in the second semester of Year 12. Once a subject area is chosen and an IB teacher agrees to guide the candidate, the students are expected to have a rough draft completed by the beginning of Year 13. The completed, revised essay is due late November of the senior year. There is a timeline for the process of producing extended essays that is to be followed by diploma students. Each IB school determines its procedures and timeline for the Extended Essay. A student may earn one to three points toward the IB diploma for an essay of outstanding merit, alongside the grading of their ToK components.

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External Assessment

Those components (in particular, examinations) of a DP student’s IB score that are conducted, managed, and evaluated by the IB; also includes certain required essays, projects and taped oral work which is assigned and collected by the local school and sent without editing or evaluation to evaluators designated by IB; the majority of IB subjects require components that are both externally and internally assessed; a few courses, Theatre Arts, for example, require no external assessment.

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External Moderation

The process with which the IB checks that each school correctly marks Internal Assessments.

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36

Failing Well

The idea of "failing well" comes from Lance King who suggests that "...[t]he most significant difference between the high achievers and the underachievers was that the high achievers had learned how to fail well." At DCSG this is an important concept and one we come back to time and time again - as those students that listen and learn from feedback to move forward and grow are much more likely to exceed their expectations.

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37

Feedback

We believe as the educational researcher suggests that feedback is the most important factor in a students' success and improvement - "...the most powerful single moderator that enhances achievement is feedback. The simplest prescription for improving education must be "dollops of feedback". The effect-sizes for reinforcement is 1.13, remediation and feedback .65, mastery learning (which is based on feedback) .50; more specifically, homework with feedback is much more effective than homework without feedback, and recent reviews point to the power of feedback as a discriminator between more and less effective uses of computers in classrooms. This does not mean using many tests and providing over-prescriptive directions, it means providing information how and why the child understands and misunderstands, and what directions the student must take to improve." (Hattie)

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38

Formative Assessment

Ongoing assessment aimed at providing information to guide teaching and improve student performance.

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General Grade Descriptors

The IB publishes a set of grade descriptors that would describe a student’s achievement in any IB subject at each level.

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40

Grade Boundaries

The IB publishes a subject report each year for each subject after the May examination session. In this report, they publish the grade boundaries for each component of that subject and an overall grade boundary for the subject that was used in that years May session.

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41

Group 1

One of six groups of courses a student studies in IB DP programme; Group 1 is student’s first language; referred to as Language A in IB Literature or Language and Literature; study includes literary selections from world literature; course must be HL; Language A is in English in DCSG; required of all Diploma candidates unless they choose to follow their mother tongue Language A with a tutor.

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42

Group 2

One of six groups of courses a student studies in IB DP programme; referred to as Language B or Studies of Language Acquisition; student’s second modern language; Language B is required of all Diploma candidates.

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43

Group 3

One of six groups of courses a student studies in IB DP programme; Individuals and Society; a large group where subjects such as ITGS, History, Psychology and Economics are offered at DCSG; required of all Diploma candidates.

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44

Group 4

One of six groups of courses a student studies in IB DP programme; referred to as Experimental Sciences in IB literature; Biology, Chemistry, Physics, Design Technology and Computer Science are offered at DCSG; one course required of all Diploma candidates.

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45

Group 5

One of six groups of courses a student studies in IB DP programme; referred to as Mathematics in IB literature; Math Studies SL, Math SL and Math HL are offered at DCSG; one course required of all Diploma candidates.

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46

Group 6

One of six groups of courses a student studies in IB DP programme; referred to as Arts and Elective; Theatre Arts, Visual Arts and Music are offered at DCSG; additionally, students may choose one course from the other five groups as a sixth subject at DCSG.

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47

Group Four Project

A required collaborative project in the DP involving all the subjects in Group 4 (experimental sciences) apart from ESS, where personal team work skills are measured as part of a student’s Internal Assessment grade.

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48

Higher Level (HL)

A course of study representing 240 hours (2 years) of instruction; diploma candidates usually present 3 HL scores (a fourth HL course maybe substituted for one of the SL courses). HL courses have either more content or a high level of difficulty - or a combination of the two.

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49

Horizontal Planning

Is planning in on Diploma Grade between subjects and areas.

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50

Host Language

The language where the school is located, in DCSGthis is also the Language of Instruction.

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51

IB Asia-Pacific

The IB region that encompasses Asia including India and Australasia. The Asia Pacific office serves over 560 IB World Schools located in 28 countries and offers over 800 IB programmes in total.

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IB Continuum

The establishment of strong links between all four IB programmes; the IB has focused considerably on this issues over recent years bringing together programme models, terminology and core areas more closely.

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IB Diploma Coordinator

This is the supervisor of the International Baccalaureate program at the high school, including testing sessions and the scheduling of assessments; person responsible for keeping the faculty informed of updates and changes in the program and distributing materials relevant to the program; the contact person between the school and the IBCA.

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54

IB Diploma Grading

Students taking IB DP courses at DCSG receive two grades, one from the class teacher and one from the IB Organisation after exams are scored. The IB grades are on a 1-7 scale, where 1 is the lowest grade and 7 is the highest. A full-diploma candidate takes six examinations. The maximum score possible for the diploma is 45, representing 7 on each of six required courses plus 3 possible bonus points for outstanding work in the Theory of Knowledge and the Extended Essay components. The minimum score to pass is 24 points; additional requirements include 12 points on the three higher-level courses and 9 points on the three standard level courses. The average IB diploma candidate around the world earns a total of about 30 points.

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55

IB Educators/IB Educator Network (IBEN)

Education professionals and specialists who contribute to the successful delivery of core activities of the IB by acting as examiners, workshop leaders, school visitors, curriculum developers, examination paper authors, advancement service project consultants and readers of school applications. Collectively, IB educators are known as the IB educator network (IBEN). At DCSG we have many teachers that are part of the IBEN including senior examiners, evaluation team visitors etc.

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56

IB Learner Profile

A set of ideals intended to inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose, and providing a set of learning outcomes for each IB student. The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, and help to create a better and more peaceful world. IB learners strive to be the following: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

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IB Mission Statement

The statement of educational philosophy that is the IB organisations' ideal - "The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."

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IB Philosophy

The IB’s set of beliefs and values that guide the development and delivery of its educational programmes. It is reflected in the IB mission statement, the IB learner profile, what is an IB education? and the programme-specific documents that describe and explain each individual programme, all available in the resource and document library.

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59

IB Results

The IB examinations, taken in May, have results reported on July 6th. Results are issued via the IBO web site and PIN-access numbers are issued to individual students. A free service is provided whereby results are sent to selected universities if the appropriate form is filled in by the student and given to the IB Coordinator prior to a deadline in April or May. The actual diploma and printed course results are sent to schools for forwarding to students in late August or early September. At DCSG it is the student's responsibility to leave a forwarding address to which these original documents can be sent.

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IB World School

A school that is authorised to offer one or more IB programmes.

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IB-recognized professional development

Activities listed on the IB workshops and events calendar or in-school professional development activities organized by the relevant IB office. All DCSG IB Diploma teachers will have been on registered workshops in their specific subject area.

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IBCA

The IB Curriculum & Assessment Center (located in Cardiff, Wales, UK) handles curriculum, testing, and publications for IB program. This is the place where exams are sent and where final marks are awarded for all diploma program students worldwide.

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IBIS

International Baccalaureate Information System utilised by the IB Diploma Coordinator to register and administer all elements of the IB Diploma programme including examinations.

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Inquirers

IB learner Profile: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

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Inquiry

The process encouraged by all IB programmes to teach through a process of asking questions and independent research.

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Intercultural Awareness

Most IB World Schools have students attending from many different cultural backgrounds -and so this concept is concerned with developing students’ knowledge, skills and attitudes as they learn about their own and the cultures of others. Students are encouraged to develop their own intercultural understanding and to foster respect and tolerance whilst developing empathy and knowledge of the different cultures they may encounter.

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Interdisciplinary Learning

The International Baccalaureate (IB) Diploma Programme believes that when students see that insights from different disciplines inform learning in a mutually enhancing way. The ToK course is one way to bring this interdisciplinary learning to students.

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Internal Assessment

Those components of a DP student’s IB score for a course which are mandated by IBO and evaluated by the local teacher; examples of the full range of grades awarded by the teacher may be sent to IBO for moderation (adjustment); Internally assessed components generally are less than half a student’s total basis for a final grade in a course. This internal marking tends to involve as much as 25 percent of the total mark. In this way, the IB has avoided the problem of placing total emphasis on one examination at the end of the course, and to recognize ongoing assessments. The examiners grade both students and teachers, telling them if they have been too lenient or harsh. Theatre Arts is one of a few exceptions in which a student’s grade for a course is based entirely on internal assessed components.

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Internal Standardisation

The method where all subjects with more than one teacher teaching a specific Diploma course will go through to check that all Diploma Internal Assessment work is standardised against the rubric and as accurate as possible before sending off to be officially moderated by the IB.

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International-mindedness

A term used in all IB programmes and is inherent in the IB Mission Statement of developing inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. IB defines International mindedness as a person who demonstrates the attributes of the IB learner profile.

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Invigilator

The person who supervises IB Diploma exams in May that mark the end of the IB course; generally, this is the IB coordinator or other adults designated by the IB coordinator. We also use the term “proctor” for these people.

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ITGS

A subject in Group 3 - Information Technology in Global Society.

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Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

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Language A

The student’s first (or native) language. In the DCSG IB programme, it is English unless a student chooses to student their mother tongue alongside a Language B.

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Language A Language and 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.

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Language B

A second, learned language. In the DCSG IB programme, this is currently Spanish, French, or German. Its aim is to develop listening, speaking, reading and writing skills in a second language.

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Language of Instruction

This is the language used in all IB programmes to deliver the curriculum. At DCSG, it is English.

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Language Policy

This is one of the four main policies that an IB school must develop and utilise - the IB requires that all schools develop a comprehensive approach to meeting the language needs of all of its students which provides effective support for students’ linguistic development through a comprehensive language policy. All IB programmes require the study of at least one world language in addition to the principal language of instruction. The policy should reflect the school’s position on mother tongue support and what steps will be taken to meet the needs of additional language learners.

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Learning Diversity

A new term for SEN being adopted by the IB - The IB recognises the difficulties associated with attempting to find a universal term for special education. Selecting a term that is acceptable internationally, easily recognizable and that indicates a student’s learning needs is problematic. The generic term “special educational needs” (SEN) has been adopted since it caters for the wide spectrum of need along a continuum that encompasses cognitive, social, emotional and physical development.

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Malpractice

The IB word for ‘cheating’. Students and parents are urged to read carefully the IB General Regulations for Students and their Legal Guardians, which defines and explains in detail the policies for dealing with malpractice. DCSG obviously has a specific policy for Academic Honesty.

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Mark scheme

All IB external examinations will have published mark schemes that can be utilised by teachers and students alike to help them understand how specific exams and questions are graded.

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Matrix

The method of combining the grades of the TOK and Extended Essay assessments. ToK and the Extended Essays received grades from A to E - these are then combined in the matrix to produce a number of bonus points from 1 to 3.

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Mentor

A teacher or other adult approved by the IB Coordinator to work one-on-one with IB Diploma candidates as advisor for the Extended Essay.

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MLA

The standard for citation that is accepted at DCSG

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Mock Exams

The final examinations that take place before the examinations in May. They are set up to mirror as close as possible the final examinations to give students authentic practice and experience. These exams take place in Jan/Feb DP2

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Moderation

The process by which IBO adjusts grades assigned by the local school to internally assessed components of a student’s score in a course; each school is required to send samples of work representing the full range of grades it has assigned to each internally assessed component; these grades are then adjusted by IBCA to conform to a uniform standard set by the IBO. This term refers specifically to internal assessment and MYP assessment tasks.

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Mother-Tongue

The language first learnt by the person.

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Native Language

Please see Mother Tongue.

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Noodletools

This is the DCSG citation builder and a tool for taking notes from online and print sources.

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MyIB

This is the online resource center and discussion forum for IB teachers provided by the IBO. Here teachers can find valuable information concerning IB courses, discussion boards, and forms.

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Open-minded

IB Learner Profile: They understand and appreciate their own cultures and personal histories, and are open to the perspective s, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

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Options

The choices that a Year 11 student will have for the 6 subjects that formulate their IB Diploma Programme.

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Options Evening

The evening each year when Grade 10 students and parents are invited to begin to understand and choose options for their IB Diploma Programme.

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Options Wishlist

Students after options evening are asked to provide a list of what they would wish to study for their IB Diploma programme which forms the basis of meeting questions to ascertain the best options for the student based on ability and future aspirations.

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95

Oral Examination/ Commentary/ Component

A requirement unique to the IB DP programme; in addition to demonstrating proficiency in writing, IB students must complete oral components for grades in Language A, Language B; an interactive recorded session between the student and an IB examiner (usually the teacher) in which the student responds to questions, prompts, or conversational cues from the examiner; strict limits govern the examiner’s involvement and the student must fill most of the time required in this component.

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Pamoja

The not for profit organisation that has been contracted by the IB - to run online full IB Diploma courses. At DCSG please discuss with IB Coordinator if interested.

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Plagiarism

To steal and pass off (the ideas or works of another) as one’s own: use (another’s production) without crediting the source.

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Policies and Procedures

Each IB Diploma school is meant to have in place four main policies - 1) Academic Honesty Policy, 2) SEN Policy, 3) Assessment Policy and 4) Language Policy.

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Predicted Grade - for IBIS

A grade from each teacher for the realistic predicted grade for each subject area - that is input into the IB Information System. It is only utilised during grade award to see if grades are awarded correctly in the event of a D2 form.

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Predicted Grade - for UCAS

These are the grades input into the UCAS system (UK) for each subject area including the Core that cumulatively provide an overall predicted grade to which students then apply to UK Universities. The grade is an optimistic but realistic prediction based on a student's past performance and all other areas of data that we possess including CEMIBE, PSATS etc.

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Principled

IB Learner Profile: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

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Programme evaluation

Programme evaluation is a quality assurance process. Its main purposes are to assess the implementation of an IB programme in a school and to assist the school in developing and maintaining the IB programme. The first programme evaluation visit typically occurs between four and five years after authorization, depending upon the programme; subsequent evaluation visits occur every five years for all programmes.

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Programme model

Formerly a hexagon, but as part of the continuum project now a set of concentric circles. It shows the main elements of the Diploma Programme.

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PSAT

A preliminary SAT test from the USA that all students at DCSG in Year 10/11 will take, to help with option choices and to utilise as one of many achievement data points.

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Reflective

IB Learner Profile: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

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Regional office(s)

A regional office administers each of the three IB regions—Africa, Europe, Middle East, Asia-Pacific, and Americas. The regional offices provide services to prospective IB schools, IB World Schools, universities and governments.

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Risk-takers (Courageous)

IB Learner Profile: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. The only one of the IB Leaner profile characteristics changed slightly in the 2103 review - with the addition of courageous in brackets to the profile.

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Rubric

An IB rubric is a set of evaluation criteria that measures the growth of a student's knowledge and skills. Rubrics are used in all four IB programmes, and in the IB Diploma for all Internal Assessments and for long answer essay style questions in examinations.

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Samples of Work

Samples of students’ work are submitted by schools for moderation, on the instructions of IBCA. They are then reviewed by IB appointed moderators/assessors.

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SAT

Scholastic Assessment test from the USA. Standardised test that most US colleges require for admission to undergraduate programs.

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Self-Study

The document brought together by the local school that self-evaluates themselves against the standards and practices and is the basis of the evaluation visit documents. DCSG will has its self-study in 2022.

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Upper Senior School

The final two years of senior school / high school education.

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Additional Educational Needs (AEN)

Additional Education Needs is the department responsible for supporting the students’ needs in a way that addresses the students' individual differences. Please also see Learning Diversity.

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Standard Level (SL)

A course of study representing 150 hours (2 years) of instruction; diploma candidates usually present 3 SL scores (a fourth HL course maybe substituted for one of the SL courses); colleges often do not grant college credit for SL courses.

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Standards and practices

The general requisites established for schools to implement any IB programme. The standards provide the framework against which the school is measured at authorization and evaluation. Standards are attained by implementing the practices identified by the IB for each standard.

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Subtractive Bilingualism

When learning a second language interferes with the learning of a first language. The second language replaces the first language. This is commonly found in children who emigrate to a foreign country when they are young.

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Summative Assessment

The culminating assessment of a unit, term or course of study, designed to provide a report on the student’s level of achievement against specific objectives.

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Theory of Knowledge (ToK)

This is an interdisciplinary course (usually two semesters) required for the IB DP Diploma in which students learn to critically assess differing claims to knowledge that come from several disciplines. Students may earn points toward diploma for outstanding work in this course. Diploma candidates can earn no more than three combined points for Extended Essay and TOK.

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Thinkers

IB Learner Profile: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

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Turnitin

Software tool that matches text from two different sources utilising a database. It enables educational establishments to look to see what percentage of a document matches another, and where these matches come from.

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Viva Voce

The viva voce is a short interview of between 10 and 15 minutes during which a students’ supervisor asks questions about their essay and the process by which they produced it. The aim of the interview is to check on plagiarism (i.e. it is all their own work), to give students’ an opportunity to reflect on the successes and challenges they faced producing the essay.

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Unit Plans

All Diploma courses will have unit plans which at DCSG are entered into ManageBAC, and explain the teaching and learning within that Unit. Students will see in ManageBAC the planning – showing Essential Understandings, ATL skill being taught and the inquiry questions leading the unit.

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Written Tasks

This is a requirement of the IB DP Language A courses - as their externally assessed school component (formerly known as the World Literature assignment)

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