HomeMy WebLinkAboutIB Diploma Programme FeedbackFeedback Form for General Application
School Name: Westlake Academy
School Code: 909191
Coordinator: Mr. David Jenkins
Trained: ®Yes ❑No
Consultant: [none]
Comments:
• Congratulations on attempting to become a K —12 IB school from inception!
International®
Baccalaureate
Recommendations:
• Investigate expanding the collection of Foreign Language books, periodicals, CD-Roms and
Videos/DVD's in the Media Center.
Matters to be Addressed:
Matter 1: Teacher Training
To be addressed 1: The teachers who will be teaching the courses need to attend Diploma Program
training. Two of the teachers attended training in 1999. Significant curriculum changes have occurred
in the past 8 years. Submit plans for updated Diploma Program training.
❑Submit to the SV team ®Submit to IBNR
Matter 2: Implementation Budget
To be addressed 2: There is a discrepancy between the Implementation Budget (page 100) and
question 9a (page 26) concerning exam fees.. Please clarify who will be paying the exam fees and
resubmit the Implementation Budget.
❑Submit to the SV team
®Submit to IBNR
Page 1 International'
as Baccalaureate
Westlake Academy
Feedback for DP Application
August 10, 2007
Matter 1 Teacher Training:
Mark LeSurf, Chemistry Teacher, attended an IB workshop for DP Chemistry Level 2 on July 11-
13, 2007. Mary Carlson, Mathematics Teacher, will be attending a workshop during this
academic year.
Matter 2 Implementation Budget:
Please see attached letter.
Westlake Academy
I BNA
475 Riverside Drive, Suite 240
New York, New York 10115
Dear Ms McDowell,
August 8, 2007
Westlake Academy is committed to paying all annual school fees for the International
Baccalaureate Programme. Individual registration, per capita, subject fees and any fees
related to Theory of Knowledge and Extended Essay will be paid by the students or their
families.
In the past and up to the present, the State of Texas, through the Texas Education
Agency, has offered the possibility of additional funding for families needing assistance
to meet the individual fees. We are hopeful that this opportunity will be available for our
students when the time comes. In addition, the Westlake Academy Foundation has a
small, but growing endowment fund which is dedicated to helping students participate in
educational opportunities which they are unable to fund.
We are proud to be providing our students with wonderful educational opportunities and
will do everything in our power, if granted IB World School status for the Diploma
Program, to assure that no candidate is left behind for financial reasons.
/?Barbara
cerely yours,
c---/ t14� Com..
Brizuela
eaof School
2600 JT Ottinger Road • Westlake, Texas 76262
Metro: 817-490-5757 . Fax: 817-490-5758 • www.westlakeacademy.org
Westlake Academy
DP Application
8/10/2007
Course Description: Art
Appendix 3 IB Diploma Programme Course Outlines
1. The following points should be addressed when preparing course outlines for each IB
Diploma Programme subject to be taught. Please be sure to use IBO nomenclature
throughout.
Name of the course:
For example, English A1, HL.
Visual Arts A1, Standard Level Option A
Course description:
3. In two to three paragraphs, describe the course in terms of focus, purpose, aims and
objectives, the inclusion of internationalism, the proposed process, and expected
assessment. This should be a summary.
Each Visual Arts course consists of two linked parts, with many activities integrating work
in the studio with investigation workbook research. Students are required to keep a record
of their artistic journey in their investigation workbooks to aid learning and reflection. It is
an ongoing process that accompanies the growth and development of the students as
artists.
Visual Arts in the IB Program makes use of the Creative Cycle to drive the teaching and
learning. This creative cycle consists of four key stages: Investigate, plan, create, and
evaluate. When students investigate they will first explore what they need to know and
how and where they can get more information. This will include determining what they
already know, what they think of in regards to the idea, where they can learn more, how
will they record this information and what is relevant. The planning stage will make the
students aware of time lines and resources and devise a plan to structure and organize their
time, material and resources effectively. The students compare, contrast, make decisions
and select what is relevant from their investigations. Students then use the information
collected, and the skills developed, to create their final product. Throughout this process,
the students will reflect, assess their progress, analyze, review, consult with others, peers
and teachers and record this feedback in the investigation workbook. Receiving feedback
from teachers and peers is crucial and helps students to take a step back, think and evaluate'
their progress, and decide on their next step forward. Students will respond to this input
and their own reflections, develop their ideas and continue to create until they achieve their
final product or outcome.
The aims of this course are to help visual arts students explore and investigate into
personal, local and global cultural influences in the visual arts and to develop an
international perspective on the arts. Visual Arts will help the student learn to respond
confidently and creatively to personal and cultural experiences. It will engage in
establishing sound investigation into historical and present day forms of arts, and engage
in producing, appreciating and evaluating these. It will help develop skills and sensitivity
in responding artistically, engage in progressively more difficult challenges, and create
works that extend personal boundaries and encompass artistic risks. Students will take
responsibility for the direction of their learning and help the student develop an
understanding of visual arts from a local, national and international perspective.
Topics:
4. In narrative or outline form, list what you will cover in your course to meet the IB
syllabus requirements. In addition, if IB courses are going to be combined with AP or other
curriculums, outlines should address additional non -IB topics to be covered.
Visual arts continually create new possibilities and can challenge traditional boundaries. This is
evident both in the way we make art and in the way we understand what artists and designers
from around the world do. Theory and practice in the visual arts are dynamic - ever changing
and connect many areas of study and human experience through individual and collaborative
production and interpretation. New ways of expressing ideas will be explored and help to make
the visual arts one of the most interesting and challenging areas of learning and experience. The
processes of designing and making art require a high level of cognitive activity that is both
intellectual and affective. Engagement in the arts promotes a sense of identity and makes a
unique contribution to the lifelong learning of each student. Study of the visual arts provides
students with the opportunity to develop a critical and intensely personal view of themselves in
relation to the world.
Part 1
Studio Work
Option A is designed for students who wish to concentrate on studio practice in the visual arts.
Course content for Standard Level allows students the opportunity to develop ideas and
produce work of great maturity.
Each student will be developing their talents in areas that are their specialty. Portrait art, life
drawing, pensil sketching, charcoal drawing, batiking and modern art will be some of our focus
areas. Students will work with photography and computer generated art as well as collage and
sculpture both additive and subtractive. At this level students will be narrowing their field of
interest and selecting themes to explore in depth. Altered Art in book form and three
dimensional pieces will also be developed as an art form. In keeping with the instructors
specialty, costume design and costuming will be studied and soft sculptures will be developed
to exhibit student skills in this area. Art works will be produced that take a different approach
to a subject. Guiding questions will be used to stimulate the creativity of the students as they
produce their individual art works from their own perspective. An example of this is the
Spectacles Project where each student's work has to incorporate spectacles in some form
showing vision, insight, or perception. The results might include painting, sculpture, or a
construction piece. There is no direct relationship between the number of works produced, the
time spent on each, and the quality achieved: a high level of performance at SL can be reached
in both a large and small body of work. Work in the studio may combine several techniques
and any medium may be used. Artistic understanding and expression may be taught through
various forms. The work should be documented. The studio work assessment criteria rewards
the pursuit of ideas in a variety of media, the development of original approaches, the discovery
of creative solutions and the acquisition of technical skills. Work of quality which shows a
maturity of artistic understanding at the end of the course is preferable to work which shows a
superficial acquaintance with a large number of techniques.
1 The IB Visual Arts course offers students the opportunity to build on prior experience while
encouraging them to develop and use new skills, techniques and ideas. Supporting the principle
of the mission statement, that is to foster student appreciation of diverse world cultures and
traditions, the course encourages the continued active exploration of the visual arts within their
own and other cultural contexts. Those students who have completed the IB Middle Years
Program (MYP) will already have engaged in a structured learning in visual arts. This will
allow them to further develop their experiences in the Visual Arts course at diploma level. The
Group 6 subject known as Visual Arts, studies the various artistic lenses through which
knowledge, skills and attitudes, from different cultural traditions, are developed, assimilated an
transmitted. As well as studying the disciplines of the art form, it investigates and reflects on
the complexities of the human condition. Through exploration of a range of materials, and
technologies, the student will learn to seek ways to develop an understanding of the technical,
creative, expressive and communicative aspects of visual art. Artistic knowledge is analyzed
from various perspectives, and students acquire knowledge through experiential means as well
as more traditional academic methods. The nature of the arts is such that exploration of the
general areas of knowledge and knowledge of the art form itself fuse to offer a conceptual lens
to help us understand ourselves, our patterns of behavior and our relation to each other and our
wider environment.
Visual Arts complements the TOK ethos by revealing and exploring interdisciplinary
connections and exposing the strengths and limitations of individual and cultural perspectives.
Study in the arts requires students to reflect and question their own bases of knowledge in a
holistic fashion. Through artistic exploration across the Diploma Hexagon students gain an
understanding of the interdependent nature of knowledge and are encouraged to become, as the
IBO mission statement states; active, compassionate and lifelong learners.
Studio Work Requirements: A Visual Arts student will be expected to:
1. produce considered works of art through a purposeful, creative process documented in the
research workbook
2. develop works of art through informed connections between media and ideas
3. demonstrate technical skills and sensitivities
4. create work that challenges personal boundaries
5. discriminate between different levels of quality in their works.
6. respond to and analyze critically and contextually the function, meaning, and artistic qualities
of past, present, and emerging art, using the specialist vocabulary of Visual Arts.
7. develop and present independent ideas and practice, and explain the connections between
these and the work of others.
8. explore and develop ideas and techniques for studio work through integrated contextual study
and first hand observation.
9. develop and maintain a close relationship between investigation and a purposeful, creative
process in studio work.
10. produce personally relevant works of art that reveal evidence of exploration of ideas that
reflect cultural and historical awareness.
l l . develop and demonstrate technical competence and artistic qualities that challenge and
extend personal boundaries
The International Baccalaureate Organization Visual Arts syllabus provides a framework which
allows teachers to choose content and activities appropriate to their own and their students'
interests and experience. The course of study will reflect the Visual Arts Assessment Criteria
and the specific requirements for the assessment tasks. But allow the
teacher to design their courses of study according to the cultural and personal needs of the
student, the nature of the school and the influences of local culture as well as the teacher's
expertise. The precise syllabus content is not specified but is generated by the teacher and
students. In accordance with the aims and objectives listed, our school's course of study will
reflect the distinctive international perspective of the IBO in individual ways. This flexibility is
one of the distinctive characteristics of the Visual Arts course.
Although Part A, Studio Work, and Part B Investigation Workbooks (IWBs), are described
separately, an integrated working relationship between the two is essential.
Part 2
Investigation Workbook
The investigation workbook is a particularly good vehicle to investigate issues and questions
related to life and knowledge as explored through the study of the visual arts.
During the IB Visual Arts course questions such as the following should enable students to
critically reflect on the various ways of knowing and on the methods used:
• Why is visual arts important?
• What are the roles of emotion and reason in visual arts?
• To what extent do the other Hexagon subjects have `artistic' qualities?
• What are the standards by which we judge art? How can we justify them?
• What moral responsibilities does the artist have?
• What is the relationship between art and ethics? To what extent does an artist have a moral
obligation to avoid controversial issues that might shock or be contrary to those of the common
populace?
• Does visual arts bear a responsibility to reflect on the values, beliefs and attitudes of the time
and place in which it is made?
• What right does an artist have to take a political stance?
• To what extent does the work of the artist influence the culture in which it was created? To
what extent does the existing culture influence the artist working within it?
• Is taste absolute?
• Is it possible for artistic expression to take the place of words?
• How can art evoke an emotional response from the viewer?
• As the primary language of effective artistic expression in the visual arts are the elements and
principles of design combined with skills and techniques, how exactly are these things used to
communicate ideas?
• Is it possible to have an original idea?
• Is art simply an imitation of an idea?
• Is the artist's intention relevant to the viewer?
• Can art tell the truth?
Investigation Workbook Requirements: Visual Arts students will be expected, in visual and
written terms to:
1. examine the visual and functional qualities of art from their own and other cultures for
meaning and significance, exploring personal, local and global contexts
2. analyze critically and contextually the meaning and aesthetic qualities of historical and
present day art forms using the specialist vocabulary of the visual arts
3. demonstrate investigation contributing to the development of independent ideas and practice
4. demonstrate the development of studio techniques and ideas through integrated contextual
study and personal observations
5. show the relationship between research and studio work.
Students will produce Investigation Workbooks to support, inform, develop and refine studio
work through sustained contextual and critical investigation.
The Investigation Workbook is integral to studio practice and will reflect critical visual and
written investigation. The recommended format is bound with unlined pages, rather than loose-
leaf. Entries will be dated and kept in chronological order. Pages must be numbered for cross-
referencing ideas / themes / paths that run through the Investigation Workbooks. Legibility is
extremely important. They reflect the student's interests and should include wide-ranging
personal investigations into issues and ideas related to the visual arts. There needs to be a
balance in the investigation between the analytical and the open-ended, illustrating the student's
creative thinking.
Investigation Workbook Content Guidelines:
The content of the investigation workbooks can vary considerably, but it must show evidence of
investigation of aesthetic issues and cultural contexts from different cultures and times. A
developing use of the vocabulary of Visual Arts is expected.
• Workbooks are working journals which should reflect personal approaches, styles and
interests. They are neither scrapbooks, sketchbooks nor diaries but may be a combination of all.
They may contain weak beginnings and false starts, but these should not be seen as mistakes
and can be used as a means of identifying a student's progress over the course.
• While the teacher is expected to guide and support the students, workbooks should reflect
students' personal interests rather than be teacher led. Students should be encouraged to
investigate `around' ideas, themes and topics, make links and connections, speculate,
hypothesize and draw conclusions, that may support or challenge conventions. The work should
be presented in a way appropriate to the visual arts rather than being presented as isolated ideas
or formal essays.
• Information may be recorded in a variety of ways. This is a good opportunity for visual
experimentation, and may be both critical and creative. Written work must be legible and all
sources, written and visual, will always be acknowledged.
• Meetings with local artists and designers and visits to museums, galleries and libraries,
provide firsthand opportunities for investigation. Personal response to these visits should be
documented in the IWB and may well influence some of the studio works. Merely copying from
Internet sites, books and other secondary sources without personal and critical reflection should
be avoided.
• Class notes and handouts should only be included in the workbooks if appropriate. Visual
material should be relevant to investigation and not simply used to fill space. Photographs,
copies and magazine cutouts are acceptable if they are relevant to the investigation and are
accompanied by an explanation or critical comment. Sources must be cited.
• Teacher feedback in the investigation workbooks will include pertinent comments, questions,
pointers to resources and constructive criticism, and should not be removed. Students often
value their workbooks as a personal record of their artistic development, so it may be
appropriate for the teacher to make constructive observations on the student's progress which
can be removed after the assessment process is complete.
Format of Investigation Workbook
The recommended format for the investigation workbook is bound with unlined pages. Entries
must be dated and kept in chronological order. pages must be numbered for cross-referencing
ideas, themes or issues that run through the investigation workbooks. The top right hand corner
of the pages must remain free for the candidate session number. Students understand that
legibility is extremely important and use blue -black or black ink for writing sections. Students
will use color copies for the pages selected for assessment.
Our course of study contains in Part A (Studio Work) and Part B (Investigation Workbooks),
core elements and individual exploration. This course structure should help students to develop
their knowledge about the visual arts. The teacher will provide opportunities for students to
develop different approaches to the practices of the visual arts and not impose their own
perspectives and approaches but encourage the development of those of their students. Students'
interests and aesthetic preferences play a prominent role in determining individual courses of
study. Contextual and critical study of historical and present day practice is integrated into
studio work, and should be closely related.
Part 3:
Units of study
The units of study will include but not be limited to:
Communicating who we are through nonverbal means.
How do we use language to communicate through artistic works?
What are the limits of our canvas?
Exploration of portrait art through the different periods of artistic expression.
Printmaking exploration in multiple colors and printing plate styles.
How does advertising influence our lives and how can we use it to educate the community?
Study of 3-dimensional art through subtractive and additive processes.
Exhibition processes and gallery techniques.
Interdepartmental projects including relating art to literature, theatre and historic periods or
writings.
Making connections:
Creative connections, made possible by open-ended exploration and experimentation are
encouraged. Investigation may initially be undertaken by, for example, following themes and
issues, making comparisons, cross-referencing, and lateral thinking. Students are encouraged to
present arguments and points of view. Students are taught to develop strategies and skills that
enable them to make informed decisions about the direction of their investigation taking
advantage of the resources that are available in their locality.
Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All
parts of IB assessment should be addressed, both internal and external. In addition,
examples of non -IB monitoring should be given, if they are part of the course.
Topics: Course Breakdown
Part 1
Studio Work
Option A is designed for students who wish to concentrate on studio practice in the visual
arts. Course content for Standard Level allows students the opportunity to develop ideas
and produce work of great maturity.
Each student will be developing their talents in areas that are their specialty. Portrait art
will be one of our focus areas. Students will work with photography and computer
generated art as well as collage and sculpture both additive and subtractive. At this level
students will be narrowing their field of interest and selecting themes to explore in depth.
Altered Art in book form and three dimensional pieces will also be developed as an art
form. In keeping with the instructors specialty, costume design and costuming will be
studied and soft sculptures will be developed to exhibit student skills in this area. Art
works will be produced that take a different approach to a subject. guiding questions will
be used to stimulate the creativity of the students as they produce their individual art works
from their own perspective. An example of this is the Spectacles Project where each
student's work has to incorporate spectacles in some form showing vision, insight, or
perception. The results might include painting, sculpture, or a construction piece. There is
no direct relationship between the number of works produced, the time spent on each, and
the quality achieved: a high level of performance at SL can be reached in both a large and
small body of work. Work in the studio may combine several techniques and any medium
may be used. Artistic understanding and expression may be taught through various forms.
The work should be documented. The studio work assessment criteria rewards the pursuit
of ideas in a variety of media, the development of original approaches, the discovery of
creative solutions and the acquisition of technical skills. Work of quality which shows a
maturity of artistic understanding at the end of the course is preferable to work which
shows a superficial acquaintance with a large number of techniques.
The IB Visual Arts course offers students the opportunity to build on prior experience
while encouraging them to develop and use new skills, techniques and ideas. Supporting
the principles of the mission statement, that is to foster student appreciation of diverse
world cultures and traditions, the course encourages the continued active exploration of the
visual arts within their own and other cultural contexts. Those students who have
completed the IB Middle Years Program (MYP) will already have engaged in a structured
learning in visual arts. This will allow them to further develop their experiences in the
Visual Arts course at diploma level. The Group 6 subject known as Visual Arts, studies the
various artistic lenses through which knowledge, skills and attitudes, from different
cultural traditions, are developed, assimilated and transmitted. As well as studying the
disciplines of the art form, it investigates and reflects on the complexities of the human
condition. Through exploration of a range of materials, and technologies, the student will
learn to seek ways to develop an understanding of the technical, creative, expressive and
communicative aspects of visual art. Artistic knowledge is analyzed from various
perspectives, and students acquire knowledge through experiential means as well as more
traditional academic methods. The nature of the arts is such that exploration of the general
areas of knowledge and knowledge of the art form itself fuse to offer a conceptual lens to
help us understand ourselves, our patterns of behavior and our relation to each other and
our wider environment.
Visual Arts complements the TOK ethos by revealing and exploring interdisciplinary
connections and exposing the strengths and limitations of individual and cultural
perspectives. Study in the arts requires students to reflect and question their own bases of
knowledge in a holistic fashion. Through artistic exploration across the Diploma Hexagon
students gain an understanding of the interdependent nature of knowledge and are
encouraged to become, as the IBO mission statement states; active, compassionate and
lifelong learners.
Studio Work Requirements: A Visual Arts student will be expected to:
1. produce considered works of art through a purposeful, creative process documented in
the research workbook
2. develop works of art through informed connections between media and ideas
3. demonstrate technical skills and sensitivities
4. create work that challenges personal boundaries
5. discriminate between different levels of quality in their works.
b. respond to and analyze critically and contextually the function, meaning, and artistic
qualities of past, present, and emerging art, using the specialist vocabulary of Visual Arts.
7. develop and present independent ideas and practice, and explain the connections
between these and the work of others.
S. explore and develop ideas and techniques for studio work through integrated contextual
study and first hand observation.
9. develop and maintain a close relationship between investigation and a purposeful,
creative process in studio work.
10. produce personally relevant works of art that reveal evidence of exploration of ideas
that reflect cultural and historical awareness.
11. develop and demonstrate technical competence and artistic qualities that challenge and
extend personal boundaries
The International Baccalaureate Organization Visual Arts syllabus provides a framework
which allows teachers to choose content and activities appropriate to their own and their
students' interests and experience. The course of study will reflect the Visual Arts
Assessment Criteria and the specific requirements for the assessment tasks. But allow the
teacher to design their courses of study according to the cultural and personal needs of the
student, the nature of the school and the influences of local culture as well as the teacher's
expertise. The precise syllabus content is not specified but is generated by the teacher and
students. In accordance with the aims and objectives listed, our school's course of study
will reflect the distinctive international perspective of the IBO in individual ways. This
flexibility is one of the distinctive characteristics of the Visual Arts course.
Although Part A, Studio Work, and Part B Investigation Workbooks (IWBs), are described
separately, an integrated working relationship between the two is essential.
Part 2
Investigation Workbook
The investigation workbook is a particularly good vehicle to investigate issues and
questions related to life and knowledge as explored through the study of the visual arts.
During the IB Visual Arts course questions such as the following should enable students to
critically reflect on the various ways of knowing and on the methods used:
• Why is visual arts important?
• What are the roles of emotion and reason in visual arts?
• To what extent do the other Hexagon subjects have `artistic' qualities?
• What are the standards by which we judge art? How can we justify them?
• What moral responsibilities does the artist have?
• What is the relationship between art and ethics? To what extent does an artist have a
moral obligation to avoid controversial issues that might shock or be contrary to those of
the common populace?
• Does visual arts bear a responsibility to reflect on the values, beliefs and attitudes of the
time and place in which it is made?
• What right does an artist have to take a political stance?
• To what extent does the work of the artist influence the culture in which it was created?
To what extent does the existing culture influence the artist working within it?
• Is taste absolute?
• Is it possible for artistic expression to take the place of words?
• How can art evoke an emotional response from the viewer?
• As the primary language of effective artistic expression in the visual arts are the elements
and principles of design combined with skills and techniques, how exactly are these things
used to communicate ideas?
• Is it possible to have an original idea?
• Is art simply an imitation of an idea?
• Is the artist's intention relevant to the viewer?
• Can art tell the truth?
Investigation Workbook Requirements: Visual Arts students will be expected, in visual
and written terms to:
1. examine the visual and functional qualities of art from their own and other cultures for
meaning and significance, exploring personal, local and global contexts
2. analyze critically and contextually the meaning and aesthetic qualities of historical and
present day art forms using the specialist vocabulary of the visual arts
3. demonstrate investigation contributing to the development of independent ideas and
practice
4. demonstrate the development of studio techniques and ideas through integrated
contextual study and personal observations
5. show the relationship between research and studio work.
Students will produce Investigation Workbooks to support, inform, develop and refine
studio work through sustained contextual and critical investigation.
The Investigation Workbook is integral to studio practice and will reflect critical visual an,
written investigation. The recommended format is bound with unlined pages, rather than
loose-leaf. Entries will be dated and kept in chronological order. Pages must be numbered
for cross-referencing ideas / themes / paths that run through the Investigation Workbooks.
Legibility is extremely important. They reflect the student's interests and should include
wide-ranging personal investigations into issues and ideas related to the visual arts. There
needs to be a balance in the investigation between the analytical and the open-ended,
illustrating the student's creative thinking.
Investigation Workbook Content Guidelines:
The content of the investigation workbooks can vary considerably, but it must show
evidence of investigation of aesthetic issues and cultural contexts from different cultures
and times. A developing use of the vocabulary of Visual Arts is expected.
• Workbooks are working journals which should reflect personal approaches, styles and
interests. They are neither scrapbooks, sketchbooks nor diaries but may be a combination
of all. They may contain weak beginnings and false starts, but these should not be seen as
mistakes and can be used as a means of identifying a student's progress over the course.
• While the teacher is expected to guide and support the students, workbooks should reflect
students' personal interests rather than be teacher led. Students should be encouraged to
investigate `around' ideas, themes and topics, make links and connections, speculate,
hypothesize and draw conclusions, that may support or challenge conventions. The work
should be presented in a way appropriate to the visual arts rather than being presented as
isolated ideas or formal essays.
Information may be recorded in a variety of ways. This is a good opportunity for visual
experimentation, and may be both critical and creative. Written work must be legible and
all sources, written and visual, will always be acknowledged.
• Meetings with local artists and designers and visits to museums, galleries and libraries,
provide firsthand opportunities for investigation. Personal response to these visits should
be documented in the IWB and may well influence some of the studio works. Merely
copying from Internet sites, books and other secondary sources without personal and
critical reflection should be avoided.
• Class notes and handouts should only be included in the workbooks if appropriate. Visual
material should be relevant to investigation and not simply used to fill space. Photographs,
copies and magazine cutouts are acceptable if they are relevant to the investigation and are
accompanied by an explanation or critical comment. Sources must be cited.
•Teacher feedback in the investigation workbooks will include pertinent comments,
questions, pointers to resources and constructive criticism, and should not be removed.
Students often value their workbooks as a personal record of their artistic development, so
it may be appropriate for the teacher to make constructive observations on the student's
progress which can be removed after the assessment process is complete.
Format of Investigation Workbook
The recommended format for the investigation workbook is bound with unlined pages.
Entries must be dated and kept in chronological order. pages must be numbered for cross-
referencing ideas, themes or issues that run through the investigation workbooks. The top
right hand corner of the pages must remain free for the candidate session number.
Students understand that legibility is extremely important and use blue -black or black ink
for writing sections. Students will use color copies for the pages selected for assessment.
Our course of study contains in Part A (Studio Work) and Part B (Investigation
Workbooks), core elements and individual exploration. This course structure should help
students to develop their knowledge about the visual arts. The teacher will provide
opportunities for students to develop different approaches to the practices of the visual arts
and not impose their own perspectives and approaches but encourage the development of
those of their students. Students' interests and aesthetic preferences play a prominent role
in determining individual courses of study. Contextual and critical study of -historical and
present day practice is integrated into studio work, and should be closely related.
Part 3:
Units of study
The units of study will include but not be limited to:
Communicating who we are through nonverbal means.
How do we use language to communicate through artistic works?
What are the limits of our canvas?
Exploration of portrait art through the different periods of artistic expression.
Printmaking exploration in multiple colors and printing plate styles.
How does advertising influence our lives and how can we use it to educate the
community?
Study of 3-dimensional art through subtractive and additive processes.
Exhibition processes and gallery techniques.
Interdepartmental projects including relating art to literature, theatre and historic periods
writings.
Making connections:
Creative connections, made possible by open-ended exploration and experimentation are
encouraged. Investigation may initially be undertaken by, for example, following themes
and issues, making comparisons, cross-referencing, and lateral thinking. Students are
encouraged to present arguments and points of view. Students are taught to develop
strategies and skills that enable them to make informed decisions about the direction of
their investigation taking advantage of the resources that are available in their locality.
Teaching Time:
Part A The Studio Work is a practical exploration and artistic production of 90 hours.
Part B Investigation Workbooks is an independent critical research and analysis, both
visual and written, in more then one culture consisting of 60 hours.
11 th and 12th grade students will be offered Visual Arts two days per week composed of
90 minute class periods.
Resources:
5. List the books and other resource materials and software that will be used in the
course. Information should include what is currently available as well as what is being
ordered.
Library:
Resources available to complement this course include: school library facilities, teacher
collected and maintained art library, and three community library facilities within a six -
mile radius of the school.
Electronic:
Westlake Academy is a subscriber to Infotrac, an electronic informational database
complied by the Gale -Thompson organization. Students are allowed to access Infortrac
through the school website. Access can be made from our lap top computers at school or
from home using the school password. Students also have use of school computer
accounts to research topics related to their artistic explorations.
Local art venues:
Due to our location in the Dallas / Fort Worth metroplex students have excess to a great
number of major art museums and private art galleries. Students are informed of gallery
exhibits and attendance is encouraged to expand their artistic experiences and knowledge.
Westlake Academy
DP Application
8/10/2007
Course Description: Spanish
Appendix 3 IB Diploma Programme Course Outlines
1. The following points should be addressed when preparing course outlines for each IB
Diploma Programme subject to be taught. Please be sure to use IBO nomenclature
throughout.
Name of the course:
For example, English A1, HL.
Language B- Spanish SL
Course description:
3. In two to three paragraphs, describe the course in terms of focus, purpose, aims and
objectives, the inclusion of internationalism, the proposed process, and expected
assessment. This should be a summary.
Language B at Westlake Academy is Spanish and it is offered at the standard level (SL'
only. The course is intended for students who have had some previous experience in
Spanish. Spanish B allows students to develop awareness and appreciation of the
culture(s) of the countries in which Spanish is spoken. The skills of listening, speaking,
reading and writing are equally emphasized, and are taught and developed through the
study of a range of authentic oral and written texts. The course is designed to
accommodate students with varied backgrounds and abilities.
Emphasis is given to the development of communications skills for which, vocabulary,
spelling, and readings are constantly implemented. The study of literature and other texts
will play an important part in this process. The main focus of this course is to further
develop the students' written and oral conversational skills. This will be accomplished i
the classroom by debates, discussions, oral presentations either individually or group. Th
students will also have opportunities interviewing each other and native speakers from th
community. The students reading skills will be broadened by the use of authenti
readings, such as poetry, short stories, plays, newspaper and magazine articles and selecte
literary readings. Structure and grammar will be developed further through students'
compositions, essays, summaries, dossiers and personal opinions on topics explored
Further more the class environment will be enriched by the use of moodle- an onlin
course extension where students will create forums, online debates write journals an
create wikis.
The study of a modern language, at any level, should enable students to use i
spontaneously and appropriately in unfamiliar as well as in familiar circumstances. Thi
Spanish program promotes international understanding, cultural awareness, and historica
knowledge through cultural readings and study of the daily life, and behavior of people it
Spanish speaking countries, and throughout the world.
Assessment strategies are ongoing and are entended to be tools which students use
succeed in this course. Activities will include, but are not limited to:
• Assess some subtleties of the language in a range of forms, styles and registers
• Show an awareness of, and sensitivity to, some elements of the culture(s) related
to the language studied- Spanish-.
Studens will create a 15 -minute documentary on a subject of their,choosing whi
they will turn in at the end of the last year of the DP.
Students will create a `Dossier"
Topics:
4. In narrative or outline form, list what you will cover in your course to meet the IB
syllabus requirements. In addition, if 113 courses are going to be combined with AP or other
curriculums, outlines should address additional non -IB topics to be covered.
The course will be enriched with literary fragments from Ibero-American writers. The
fragments will be part of the authentic assessment, aimed to promote the inquiry based learnii
that the students will achieve utilizing all language skills. This exposure to native literary ai
nonliterary works effectively covers the grammar, syntax, semantic, usage and phoneti
aspects of the language. This SL course will enable the student not only to learn and assimila
basic language structures but should also be able to use the language in a range of situations ar
purposes for which the language is used. These situations extend to the domains of work, soci
relationships and, at higher level, may include the discussion of abstract ideas.
Espana
- Modernism and post modernism.
- Reading of selected fragments from `Sodas de Sangre" Federico Garcia Lorca (1932
exploring `emotions and feelings'.
- Reading of fragments from "Platero y yo" ( Juan Ramon Jimenez) 1914
- Reading and representation of "La Celestina" (Fernado De Rojas) 1499. Love an(
betrayal- which one is more powerful?
- Writing of personal, informal letters and journals.
- Cultural traditions of Spain- Bull fighting- "Nola" magazine, the Spanish Royal family
- Animal rights in Latin America
- Mir6- paintings — life and work
- The "Gypsy Kings"- music and folklore, "La oreja de Van Gogh", " Los Hombres G"
- Conversational situation- Making a class presentation
Mexico
- The New Spain- political system "Indigenas, criollos y mestizos"
- Sor Juana Inez de la Cruz — study of her life and work - "Hombres Necios", read
"Carta Atenagorica" (`Letter Worthy of Athena") 1960, and "Respuesta a Sor Filot
("Reply to Sor Filotea") 1691.
- Colonial Rhetoric
- Feminism and the role of women in Latin America
- Laura Esquivel- Reading of fragments "Como agua para chocolate" (Like Water
Chocolate) 1989
- Hispanic traditions through literature, folklore, food and art.
- Octavio Paz- "Mascaras Mexicanas" — How does Octavio Paz portrait the Mexic
man? How history plays a role in this portrait?
- Newspaper- "El reforma"
- From pyramids to skyscrapers- History of Mexico- Aztecs, Mayas, Chichimecas.
- Music- "Los Boleros",
- Rufmo Tamayo- paintings — life and work
- The Mexican Soap Operas- Do they portray real life? Why are they so popular? He
they differ from American soap opera's?
- Writing formal letters.
- Conversational situation- Speech
Colombia
- Reading of fragments `Cr6nica de una muerte anunciada'- (Chronicle of a De
Foretold) Gabriel Garcia Marquez
- EI Chiste, la fibula, la leyenda (Humor, Legend and Fable)- Poem Reading: "Relato
un Naufrago" (Gabriel Garcia Marquez)
- Human rights in Latin America and Spain.
- Francisco Botero- paintings- life and work
- Juanes- Music and Lyrics- " La historia de Juan" How can music help a singer expr+
his points of view ? What role does music play in history?
- Writing a report.
- Conversational situation- Defending an opinion in a debate- "street children" How c
we help to stop this problem? How should we proceed?
Chile
- Reading of the last poem from "20 poemas de amor y una canci6n desesperada" (Pab
Neruda) 1924 - How can poetry help us understand society? Express feelings at
emotions.
- Geography "la Cordillera de los Andes"- Ecology and nature
- Reading of brochures from Chile, explore activities, sports and things to see in Chile.
- Roberto Matta and surrealism. (Paintings)
Writing: a travel brochure.
Conversational situation- Giving instructions
Peru.
- Reading of the short story " Los Cachorros" (Mario Vargas Llosa) 1967- contem
narrative in Latin American.
- Los Incas — Machu Pichu
- Cave paintings in Peru- "Chaku" — "Los hombres de Toquepala"
- Writing a biography.
- Conversational situation- Interviewing
Argentina
- Reading of fragments from "Rayuela" ( Hopscotch)- 1966 ( Julio Cortazar)
- `El gaucho y las pampas'- Ecology
- Carlos Morel- paintings- life and work
- Music- "EI Tango" — Carlos Gardel, and " Enanitos verdes"
- Writing a description
- Conversational situation- Role Play
Strategies:
Comparing cultures
Reading and understanding different variety of authentic texts and literary genres
Studying in depth the cultures of the Hispanic world
Connecting the foreign language to other disciplines
Listening
Expressing ideas in discussions
Reading of all types of literature
Formal and informal written composition in the language
Formal and informal oral composition in the language
Sequencing structures, events, and stories
Using authentic material
Using Moodie
Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non -IB
monitoring should be given, if they are part of the course.
The assessment will include an external assessed written component (70%, of their score) this
written component will consist of two papers; Paperl- Text Handling (40%) and a Written
Production (30%), which are graded by the IBO, and an internal assessment (30% of their score)
which is graded by the teacher. The internal assessment consists of an Oral Component, which
includes a part that is chosen by the candidate (15%) and an interactive Oral Activity (15%). Bot
oral activities are internally assessed by the teacher and externally moderated by the 1130.
Written Component
Externally Assessed 70%
Paper 1- I '/s hrs.
Paper 1: Text handling based on various reading texts covering
different topics that represent a variety of text types. The students read
and answer questions to these readings. The last text is used for the
written response.
Externally Assessed 40%
Section A Reading 30%,
Section B Written response 10%
Paper 2- 1 % hrs.
Paper 2: Students choose from four tasks, and they develop their paper
based on the selected task. A minimum of 250 words is required to pass
this task.
Externally Assessed 30%
Oral component
Internally Assessed by teacher and Externally Moderated by IBO- 30,44
Individual Oral- 9 to
Individual Oral: Consists of 3 parts:
12 min.
Part I - a presentation.
Part 2: Follow up questions.
Part 3: General discussion.
Each with a duration of 3 to 4 min.
InternallyAssessed and Externally Moderated 15%
Interactive Oral-
Interactive Oral: The mark of one interactive oral activity (normally the
best one) will be kept for the internal assessment component.
The following are examples of possible activities-
Whole- Class Activities:
• debates
• presentation of a particular topic followed by a whole -class discussion.
• study of a video or audio recording of a play or scenes from a play, follo i
bya discussion regarding the plot and/or the actors' interpretations. i.e.
"La Celestina" or "La Casa de Bernarda de Alba."
Group or pair activities:
• a discussion on a particular aspect of a writer's or artist's work
• a role play that may involve some element of decision making or proble
solving.
• an exchange of information based on a variety of written and visual stun li
• a role-play interview between a character from a work of fiction and a
candidate (as him/herself or in another role, such as a journalist or a an
Assessment descriptors
Paper 1: Text Handling 1 % hours 40%
The aim of the text -handling paper is to assess the candidates' abilities in reading and handlir
information from a range of texts.
- is externally set and externally assessed.
- is divided into two sections: section A: reading and section B: writen response.
- All texts and questions are in Spanish.
- All responses must be written in Spanish.
- Dictionaries are not permitted.
- Paper I includes several written texts.
- The texts are set at different levels of difficulty.
Paper 2: Written Production 1 % hours 30%
- Paper 2 is externally set and externally assessed.
- All responses must be written in Spanish.
- Dictionaries are not permitted.
- Candidates are required to choose one task only from four. ( Spanish B, SL)
- The four tasks offered are varied and each one requires the candidates to answer using a
specific type of text, such as a formal letter or a report.
- Candidates are expected to write a minimum number of words. For Spanish B: standar,
level—the mark is 250 words.
- Candidates writing fewer than the minimum number of words will not be able to react
achieve a good grade.
Internal Assessment: Oral Component 30%
The Spanish B internal assessment consists of oral work that comprises both listening and speaking
The assessment of oral work takes place during the final year of the course during a time that is
convenient to the teacher.
The internal assessment:
- is based on oral work only
- includes an element of response to the spoken language (through conversational exchange!
and/or in response to oral material such as items from television, radio)
- takes place in the final year of the course, at a time/times convenient to the teacher,
consistent with IBO deadlines
- is assessed by the teacher using the Spanish B oral descriptors.
- is externally moderated by the IBO
- consists of two activities: an individual oral and an interactive oral activity.
I -Individual Oral Approximately 10 minutes in total -15%
- The individual oral may take place at any time during the final year of the course.
- Candidates will be given adequate notice of when the individual oral is to take place.
Cassette recordings of the individual oral will be sent for external moderation.
The individual oral may take place in or out of the classroom.
The individual oral consists of three parts:
-Part]- Interview -3-4 minutes,
-Part 2: presentation 3-4 minutes and
-Part 3:general discussion 3-4 minutes between the teacher and the candidate
The timings given for each part of the individual oral are approximate since these will depend on
flow of the conversation. All three parts must be covered and a reasonable balance must be kept
between them.
II -Interactive Oral Activities - 15%
The mark of one interactive oral activity (normally the best one) will be kept for the intern
assessment component.
The following are examples of possible activities:
Whole -class activities
• debates
• presentation of a particular topic followed by a whole -class discussion
• study of a video or audio recording of a play or scenes from a play, followed by a
discussion regarding the plot and/or the actors' interpretations. i.e. "La Celestina"
or "La Casa de Bernarda de Alba."
Group or pair activities
• a discussion on a particular aspect of a writer's or artist's work
• a role play that may involve some element of decision making or problem
solving.
• an exchange of information based on a variety of written and visual stimuli
• a role-play interview between a character from a work of fiction and a candidate
(as him/herself or in another role, such as a journalist or an archeologist).
Resources:
5. List the books and other resource materials and software that will be used in the
course. Information should include what is currently available as well as what is being
ordered.
Online class extension- Moodie
http:Hcourses.westiakeacademy.org/courses/moodle/login/index.php
Lengua y literature espaholas. Francisco Valdes, Leticia Herrera, Fennin Estrella„
Editorial Kapelusz Mexicana.
Abanico. Curso avanzado de espanol lengua extranjera. Editorial Difusi6n.
El Ventilador. Nivel Superior. Editorial Difusi6n.
Mas que palabras. Curso de Iiteratura por tareas. Editorial Difusi6n.
Spanish -An Essential Grammar. Peter T. Bradley. Editorial Routledge
Other texts for reference include: Buen Viaje I, 2 and 3 Glencoe. McGraw-Hill.
Magazines- Hola ( Spain and Mexico editions), Eres, "Think -Spanish"
Newspapers- "El reforma", "EI universal" (Mexico), `EI Pais" (Spain)
Videos and Movies- "Don Quijote de la Mancha" (Cartons, Romagosa, Spain)
Technology: Students will have access to Macintosh laptop computers.
Students will use Moodie to access their Online Spanish Class Extension.
Teacher Support Materials: The teacher will have use of an overhead projector, computer
and for classroom demonstrations. Also the teacher has access to the IBO OCC, InfoTrac
and United Streaming for Spanish resources and support materials (including video clips).
Students will be required to have a verb dictionary, a bilingual dictionary and a Spanis
only dictionary.
Library: Westlake Academy is currently expanding its collection of reference books
Spanish.
Teaching Time: Total time 216 hrs.
11 `h Grade — 90 minute classes two times per week
12`h Grade — 90 minute classes two times ver week
Syllabus Topic
Time
Grade
Espana
40 hours
1 I and 12
M6xico
46 hours
l I and 12
Colombia
35 hours
l 1 and 12
Chile
25 hours
1 I and 12
Per6
20 hours
I 1 and 12
Argentina
20 hours
11 and 12
* Documentary
30 hours
11 and 12
Westlake Academy
DP Application
8/10/2007
Course Description: TOK
Appendix 3 IB Diploma Programme Course outlines
The following points should be addressed when preparing course outlines for each IB Diploma Programme
subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English Al, HL.
Theory of Knowledge
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the
inclusion of internationalism, the proposed process, and expected assessment. This should be a summary.
It is understood that the Theory of Knowledge (TOK) programme is central to the
educational philosophy of the International Baccalaureate. It challenges students and their
teachers to reflect critically on diverse ways of knowing and areas of knowledge, and to
consider the role which knowledge plays in a global society. It encourages students to
become aware of themselves as thinkers, to become aware of the complexity of
knowledge, and to recognize the need to act responsibly in an increasingly interconnected
world.
As a thoughtful and purposeful enquiry into different kinds of knowledge, the TOK
programme is composed almost entirely of questions. The most central of these questions
is'how do I, or how do we know that a given assertion is true, or a given judgment is well
groundedT Assertions or judgments of this sort are termed 'knowledge claims', while the
difficulties that arise in addressing these claims are the broad areas known as 'problems of
knowledge.' The programme entails the application of this central question to many
different, yet interrelated, topics.
We understand that questions are the very essence of TOK. These include ageless
questions on which thinkers have been reflecting for centuries, and new ones, often
challenging accepted beliefs which are posed by contemporary life. TOK is intended to
stimulate critical reflection on the knowledge and experience gained inside and outside the
classroom. The course challenges students to question the bases of knowledge, to be aware
of subjective and ideological biases and to develop the ability to analyze evidence that is
expressed in rational argument.
TOK is a key element in encouraging students to appreciate other cultural perspectives.
Through texts and other literature, questions are generated and discussion occurs cross
culturally. As an example, when comparing modern medicine in science between the
Western world and other countries/cultures there is a necessity to understand other world
views and perspectives.
Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In
addition, if IB courses are going to be combined with AP or other curriculums, outlines should address
additional non -IB topics to be covered.
Introduction to Theory of Knowledge
A. Course overview and objectives
Assigned text: Zen and the Art of Motorcycle Maintenance. By Robert Pirsig
Some questions to be addressed:
1. What is quality in thought and statement?
2. What are ways of knowing? What are the areas of knowledge?
3. How do I know that a given assertion is true, or a given judgment
is well grounded?
I. Language and Logic
Reference texts: Beginning Theory by Peter Barry
Introduction to Logic by Copi
Logic by Immanuel Kant
The Art of Loving by Erich Fromm
Some questions to be addressed:
1. What is the nature of logic as a formal field of study? What can logic tell us
about reality?
2. To what extent is it possible to overcome ambiguity and vagueness in
language?
3. How can we ever truly understand the true intentions of an author?
4. How is loyalty the basis for relationships? How do human relationships exis
upon loyalty?
5. How is language used in the art of persuasion? Is it possible to change a
person's mind solely based on the manipulation of language?
* This part of the course focuses on students and their ability to use truth and validity
correctly in dialogue. This will be taught through fallacies and formal logic to provide
students a feel for the systematic nature of the discipline. We focus on how the products
of human thought maybe formalized or validated or warranted, and to hint at some of
the limitations of that enterprise, as well as the connections between reason as a way of
knowing and perception, emotion, and language.
II. Scientific Knowledge and the Formation of Scientific Concepts
Reference texts: The Structure of the Scientific Revolutions by Thomas S.
Kuhn
Man is the Measure by Ruben Abel
Persons in Their World by Jeffrey Olen
Some questions to be addressed:
I . What is the difference between scientific data and scientific truth?
2. How can we recognize scientific truth?
3. How is the scientific knowledge generated, justified, and limited?
4. In the study of medicine, is scientific knowledge the model of all knowing
in Western Culture versus other cultures around the world?
5. What is the role of creativity in the sciences?
6. Should the natural sciences be regarded more as a method or more as a
body of knowledge?
III. Mathematics and Reality
Reference texts: The Art of Mathematics by Jerry P. King
History of Pi by Petr Beckman
Some questions to be addressed:
1. How does one see the beauty in mathematics?
2. Is it possible to be mathematically and logically correct and still be wrong?
3. Even though mathematics describes the physical world very well, should we be
careful with its implications? If so, how?
4. How is it possible that two arguments can be logically correct and be
diametrically opposed?
5. What is the "mathematization" of nature (and human nature), and what are some
of the implications of that project?
6. What are the limits of mathematical knowledge?
7. Mathematics is built upon a foundation of "accepted" axioms and definitions.
From there, results are formed through a rigorous process of logic. What would
happen if some or all the axioms and definitions were incorrect? Furthermore,
what would that imply?
IV. Human Sciences and the Formation of Social Scientific Concepts
Reference text: Beyond Freedom and Dignity by B.F. Skinner
Chaos by James Gleick
Some questions to be addressed:
I. Is history a social science?
2. How is social scientific knowledge generated, warranted and limited?
3. What is the source of authority of the social sciences?
4. Is it reasonable to attempt to explain how human behaviors independently
what people claim are their intentions?
5. Can human behavior be usefully classified and categorized? Can it be
classified within a culture? Across cultures? What beliefs or prejudices
might be involved in our answer to these questions?
V. History and Historical Knowledge
Reference texts: Lies My Teacher Told Me by James W. Loewen
Night by Elie Wiesel
"Letters from Birmingham Jail" by Martin Luther King
Some questions to be addressed:
I . Who creates history?
2. How do we know the accuracy based on biases and perceptions of others?
Is it valid?
3. What can we really know about our past, and what kind of utility might
such knowledge have?
4. What does it mean to re -present our past? Can we tell it like it really
happened? Does it matter what really happened?
5. Are value judgments a fault in the writing of history?
VI. Ethics
Reference texts: How the Mind Works by Steven Pinker
Moral Intelligence by Lennick and Kiel
Ethics for the New Millenium by The Dali Lama
"Letters from Birmingham Jail" by Martin Luther King
Some questions to be addressed:
1. What is moral truth and how do we recognize it?
2. What are the relationships between moral knowing and other kinds of
human knowledge?
3. What conditions are necessary for the Good Life?
4. What characterize a moral judgment?
5. Does morality necessarily involve action, or can it involve thoughts and
attitudes alone, and be solely meditative?
VII. The Arts
Reference texts: Living by Fiction by Annie Dillard
Amusing Ourselves to Death by Neil Postman
What Painting Is by James Elkins
The Crucible by Arthur Miller
"Why I wrote the Crucible" by Arthur Miller
Some questions to be addressed:
1. Is truth beauty? Can beauty be absolute? How do you define beauty?
2. Does the artist carry any moral or ethical responsibility? Can artwork
be immoral? Should art be judged on its ability to shock?
3. What is the difference between taste and judgment? What are the
justifications and implications of claiming that there are absolute
standards for good art, or that the only standard for good art is
individual taste?
4. What are some common conceptions of "The Beautiful"?
S. How does artistic knowledge differ from other kinds of knowing?
6. What knowledge of art can be gained by focusing on the artist? Can ar
artist's intentions be understood simply through observation?
VIII. Beyond Theory of Knowledge, Wrapping it up
Reference text: The Power of Myth by Joseph Conrad
* Drawing on all aspects that have occurred throughout the course, we will explore the
relationships between mythic and religious understanding. We will also explore the nature
of religious belief, the limitations of human wisdom, the perils of human pride, the
necessity of human commitment. It is hoped that the unit will take the student full circle
from the motorcycle journey with which the course began to the larger, more poetic and
more timeless journey of Homer's character. It is further hoped that the students will find
themselves committed to the notion of the journey in their own lives.
Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment
should be addressed, both internal and external. In addition, examples of non -IB monitoring should be
given, if they are part of the course.
Assessments:
The assessment for the Theory of Knowledge (TOK) course includes two components
completed within the 100 hours designated for the course.
Part I: External Assessment (40 points)
■ Essay on a Prescribed Title (1200-1600 words). One essay on a title
chosen from a list of ten titles prescribed by the IBO.
■ Support from the teacher comes in a variety of ways over the course of
the TOK class. Through Socratic discussion we will discuss concepts
and related ideas that will build up on the student's current knowledge
while building new ideas along the way. Tying in readings from across
the curriculum, current media news, and worldly events that connect.
Encouragement and motivation to students will come with deadlines set'
throughout the course; ensuring students are on target for time as well
as on topic through advice and guidance of skills needed to ensure
success. The teacher will also ensure that the candidate's work is
original through questioning of topic and consistent meetings and
conversations with candidate along the way.
Part II: Internal Assessment (20 points)
■ The presentation (approximately 10 minutes per candidate) as an
integral part of the TOK course.
• One written self-evaluation report, using the relevant form of the Vade
Mecum, including: 1) a concise description of the presentation, 2)
answers to the questions provided on the form.
• To prepare students for the presentation assessment, throughout the
course students will give several different presentations in different
forms, skits, lectures, simulations, games, etc.); for example in the
Language and Logic section of TOK students will perform "Fallacious
Skits" and play "Brain Games." In the Mathematics and Reality section
of TOK students will give mini -lectures on topics, in the Arts section o
TOK students will create a sculpture and present it explaining it througl
ways of knowing and the areas of knowledge. Students will then choos+
one area and a topic within that area to present as an assessment.
*All assessments will be scored using the rubrics and guidelines set forth
by IBO.
Resources:
List the books and other resource materials and software that will. be used in the course. Information should
include what is currently available as well as what is being ordered.
The majority of resources are listed within the outline of the course. In
addition, resources may be obtained from the media such as newspapers, Internet and
magazine articles. Internet access is available on all computers..
Teaching time:
List all classroom teaching hours for each HL and SL course.
HL/SL course Teaching hours
TOK is the subject connecting all courses.
Therefore, we feel that students should
take a one and half hour TOK class every
week, over the two years of the
programme
For Theory of Knowledge:
• Is the TOK course designed to conform to IBO requirements in substance and classroom hours?
• Indicate the distribution of TOK topics over the two years of the IB Diploma Programme.
• Does the course provide adequate training in analytical and critical thought?
TOK will meet the established guidelines for hours. Throughout the course there will be a
focused effort to prepare all students to become critical thinkers, with the capabilities to
not only learn material, but moreover to be active inquirers into the world community
which surrounds them.
For all subjects:
• Has a thorough review of the available resource materials and equipment (both within the department
and in the library/media centre) been conducted?
• Are instructional materials available in sufficient quality, quantity and variety to give effective support
to the aims and methods of the courses?
• Are community resources used both within the classroom and as part of regular field trips?
• Are the needs and projected costs of acquiring all necessary materials and equipment for each subject
group clearly stated?
• Is an international perspective included?
The resources selected have been chosen with the aid of other IB teachers, from Westlake
Academy, as well as other schools. Although not all of the resources have been ordered at
the time of writing, they will be in place be the start of the course.
The school's librarian will also been making greater connections/contacts with district
libraries as well as universities.
Parents will also be asked to invite expert guest lecturers on certain issues that pertain to
the course. It is hoped that this will provide an even more varied and diverse course.
Through the studying of various thoughts, ideas and values, from around the world, the
course has been written in such a way that internationalism truly permeates throughout the
TOK course.
Westlake Academy
DP Application
S/10/2007
Course Description: Biology
Appendix 3 IB Diploma Programme Course Outlines.
1. The following points should be addressed when preparing course outlines for each IB
Diploma Programme subject to be taught. Please be sure to use IBO nomenclature
throughout.
Name of the course:
2. For example, English A1, HL.
Biology, HL
Course description:
3. In two to three paragraphs, describe the course in terms of focus, purpose, aims and
objectives, the inclusion of internationalism, the proposed process, and expected
assessment. This should be a summary.
In this two-year course, students will learn about a broad range of topics in biology, from
the structure of molecules to the functioning of ecosystems. Students are also expected to
develop their abilities to think and communicate like scientists by developing, carrying out.
and evaluating science investigations. Students will learn a wide -range of scientific
techniques and expand their technological skills. Furthermore, this course will support the
1B mission of producing caring, knowledgeable, and globally -minded students by
encouraging the students to (l) apply and use their knowledge to evaluate scientific
theories and claims, (2) assess the benefits and limitations of science in addressing
problems of local or global significance, and (3) understand the moral, ethical, social, and
economic consequences of scientific developments. With its diversity of aims and
objectives, the course is designed to be enriching experience even for students whose
primary interests lay outside the field of science.
An additional aim of this course is foster an international perspective of scientific issues.
Students will learn that similar questions and issues are researched around the world, and
that many of the problems scientists are trying to address, such as global warming, loss of
biodiversity, pollution, diminishing resources, and disease prevention, are global in nature
and require international cooperation. Specifically, we will foster internationalism in the
following ways. Students will discuss how each of the topics studied affects other nations,
using the both the diversity present within the school and external resources to inform their
opinions. Students will also be encouraged to seek, bring in, and discuss newspaper and
journal articles about both local and global biological issues. Students will be encouraged
to discuss biological issues with students from other regions and nations via science chat
rooms on the internet, and we will use the OCC biology forum to seek schools in other
regions or nations that are willing to work on collaborative projects or data sharing.
Assessment on these objectives will occur throughout the two year course, and will include
a wide range of tests, assignments, and projects designed to build skills, prepare students
for final assessment, and provide opportunities student -centered learning. A substantial
proportion of class time will be devoted to practical work, including independent scientific
investigations. At the end of the first year of the course, students will also engage in an
interdisciplinary project, known as the "Group Four Project." The purpose of the Group
Four Project is to demonstrate that the same topic can be studied through the lens of
multiple scientific disciplines; therefore, students in different DP science classes will be
mixed together. The students will then brainstorm topics for study, design and carryout an
investigation, present their investigations to their peers, and evaluate the process. As
Westlake Academy will likely offer only I or 2 DP level sciences for the next few years,
the instructor will use resources, such as the OCC, to seek collaboration with science
class(es) from another IB school (following model D in the Biology DYP guide).
Topics:
4. In narrative or outline form, list what you will cover in your course to meet the IB
syllabus requirements. In addition, if IB courses are going to be combined with AP or other
curriculums, outlines should address additional non -IB topics to be covered.
Topics
Please note that the topics and subtopics will be taught in accordance with the guidelines in the
Biology DYP guide for the core, HL, and options topics, and the objectives and teacher notes
that accompany these topics.
Also note that the practical investigations will contain many opportunities for open-ended
student inquiry, progressing towards the goal of completely independent investigations. For
example, during the second topic of study, students will conduct experiments on the rate of
enzyme -catalyzed experiments. The first experiment will be a teacher -directed exploration of
the effects of temperature on reaction rate. Afterwards, however, students will be given a list o.
available supplies and asked to design and carryout a different investigation on rate of enzyme -
catalyzed reactions.
Topic
Hours
Practical investigation
Hours
I. Statistical Analysis
2
Data description and
3
hypothesis testing using
Excel and existingdata sets
II. Chemist of Life
a) Chemical elements and
2
water
b) Carbohydrates, lipids,
3
proteins, & DNA
c) Enzymes
4
Enzyme -catalyzed reactions
4.5
III. Cells
a) Cell theory
3
Effects of cell size and
I
sha a on rates of diffusion
b) Prokaryotic cells
I
c) Eukaryotic cells
3
Identifying cell types and
1.5
organelles using light and
electron microscopy
d) Membranes
3
e) Cell division (mitosis)
2
Identifying stages of
I
mitosis using light
microscopy
IV. Cell Respiration and
Photosynthesis
a) Cell Respiration
7
Rates of Cellular
15
Respiration using alternate
food sources
b) Photosynthesis
8
Plant pigments and
3
-_photosynthesis
V. Human Health &
Virtual dissections and
4.5
Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All
parts of IB assessment should be addressed, both internal and external. In addition,
examples of non -IB monitoring should be given, if they are part of the course.
Assessment
Student Preparation
Westlake Academy is aware of the requirements for students in terms of both external and
internal assessments. Students will be provided with copies of the appropriate rubrics
when they enter the Diploma Programme. The science curriculum at Westlake Academy
has been carefully designed to prepare the students for success with the Biology HL course
assessments. In the Middle Years Program at Westlake Academy, students are given tasks
and rubrics that mirror the skills and assessment used in the Diploma Programme science
course. These include both tests and projects designed to demonstrate a student's
knowledge and understanding of science, and semi- and fully -independent science
investigations in which the student's ability to design an experiment, collect and process
data, evaluate results, and work safely as part of a team are assessed. Students will
continue to build these skills during the Biology Diploma course. For example, throughout
the course students will be given tests and assignments that mirror both the objectives and
command terms used in the external assessments. In addition, the practical scheme of
work (i.e. student projects and investigations) will include more than the minimum number
of projects necessary for internal assessment. The practical scheme of work will be
carefully designed to include a range of projects to build different skill sets and match the
divergent needs of the students. These experiences will provide Westlake Academy
students with a solid foundation for success within a Diploma Years science course.
Assessment Overvie»?
The final grade for IB biology students includes both external assessment (76% of their
score) that is graded by the IBO and internal assessment (24% of their score) that is graded
by the instructor.
External Assessment:
The external assessment consists of three papers, or exams. Paper 1, which makes up 24%
of the overall score, consists of 40 multiple choice questions. Paper 2, which makes up
32% of the overall score, consists of an extended data -based question, several short answer
questions, and two essay questions (chosen from 4 options). Paper 3, which makes up
20% of the overall score, consists of several short answer questions and two essay
questions. Calculators are not allowed for paper 1, but are required for papers 2 and 3.
Together, the three papers assess each student's understanding, application, and use of
scientific facts, concepts, methods, and techniques as well as their ability to construct,
analyze, and evaluate scientific questions, hypotheses, methods, techniques, and
explanations.
Internal Assessment:
The internal assessment consists of a variety of student projects, including an
interdisciplinary project (group four project), experiments, and analyses of data. These
projects will be devised, conducted, analyzed, and written independently by the students,
with the instructor merely as a facilitator. Each project will be assessed on one or more
criteria.
The five assessed criteria are:
1) Design. The student's ability to define a research problem, choose and control
the relevant variables, and develop a method of data collection is evaluated
using published IB rubrics. The student's best two pieces of work for this
criterium will be assessed for their final IB grade.
2) Data Collection and Processing. The student's ability to record, process, and
present data is evaluated using published IB rubrics. The student's best two
pieces of work for this criterium will be assessed for their final IB grade.
3) Conclusion & Evaluation. The student's ability to both interpret data and state
a conclusion and to evaluate the weaknesses of their procedure and suggest
improvements is evaluated using published IB rubrics. The student's best two
pieces of work for this criterium will be assessed for their final IB grade.
4) Manipulative Skills. The student's ability to follow instructions, carryout a
range of scientific techniques, and work safely is evaluated using published 1B
rubrics. Manipulative skills are assessed cumulatively throughout the course.
5) Personal Skills. The student's perseverance and self-motivation, ability to
work effectively within a team, and self -reflectance during the
interdisciplinary project are evaluated using published 1B rubrics. This criteria
is assessed only during the group four project.
Each criteria is assessed as complete (2 marks), partial (I mark), or incomplete (0 marks)
across each of three aspects, as described in the IB rubrics. The maximum score for each
assessment is 6 marks (representing a complete attainment of all three aspects). As there
are 8 assessments, the maximum possible marks for internal assessment is 48. This is then
scaled to give a total out of 24%.
Group Four Project:
In the Group Four project, students from different scientific disciplines join together to
investigate a common topic. The topic will be chosen by the students, though with enough
teacher guidance to ensure that aim 7 (use of information and communication technology)
and aim 8 (an awareness of the moral, ethical, social, economic, and environmental
impacts of science) are adequately addressed. The group four project is assessed only on
the personal skills criteria.
All students will complete the Group 4 Project over 2 days in the later half of May of the
first year. This will allow the students to have sufficient time to have developed an
understanding of the scientific method, how to plan, design, implement and analyze
investigations. The students will come together to determine how to investigate, from the
point of view of the different disciplines, a topic of their choosing. Their conclusions will
then be presented to the greater school community. This will give the students an
opportunity to experience how real scientists work. Investigating a problem and presenting
their findings after a given time frame has expired.
Resources:
5. List the books and other resource materials and software that will be used in the
course. Information should include what is currently available as well as what is being
ordered.
Textbook: The textbook to be used in this course will be Life: The Science of Biology by
Purves, et al. The students will also have access to a classroom set of Biology by Johnson
and Raven.
Library: Westlake Academy is currently expanding its collection of reference books for
biology. The students will also have access to their instructor's personal collection of
books, including a wide assortment of recent college -level texts and seminal biology
literature including works by Darwin, G.C. Williams, E.O. Wilson, and Richard Dawkins,
among others.
Electronic Resources: Students will learn how to critically use the wide array of resources
available on the web, including respected websites, newspaper articles, and peer-reviewed
scientific journals. Students will also have access to searchable electronic databases.
Currently, Westlake Academy subscribes to Infotrac, a database compiled by the Gale -
Thompson organization. We also anticipate having diploma students subscribe to
Questia.com, a more advanced database that provides full -text access to hundreds of
thousands of articles from books, journals, magazines, and newspapers. Finally, we
anticipate buying A.D.A.M. software for the study of human physiology and anatomy.
Technology: Students will have access to Macintosh laptop computers with sophisticated
data analysis and graphing programs.
Laboratory Equipment: By the start of the program, we anticipate having modern, fully -
equipped laboratories designed to facilitate safe and effective independent scientific
investigations by the students.
Teacher Support Materials: The instructor will have access to projectors, computers, an
laboratory equipment for classroom instruction. The instructor will also have access to the
IBO OCC, InfoTrac, and United Streaming for biology resources and support material
(including video clips).
Westlake Academy
DP Application
8/10/2007
Course Description: Chemistry SL
Appendix 3 IB Diploma Programme Course Outlines
1. The following points should be addressed when preparing course outlines for each 'IB
Diploma Programme subject to be taught. Please be sure to use IBO nomenclature
throughout.
Name of the course:
2. For example, English Al, HL.
Chemistry SL
Course description:
3. In two to three paragraphs, describe the course in terms of focus, purpose, aims and
objectives, the inclusion of internationalism, the proposed process, and expected
assessment. This should be a summary.
The focus of the SL course is an introduction to Chemistry from a practical perspective.
The aim of the course is to make students aware of how scientists work and communicate
through a practical approach allowing students to develop an ability to analyze, evaluate
and synthesize scientific information.
The new syllabus will be used to determine the content that must be covered in the
course, the aims and objectives will be consistent with those outlined in the new syllabus.
Internationalism can be included in chemistry by identifying that chemistry is an
international discipline that Haber was from Germany, for example and looking at the
effects of chemistry both positive and negative around the world, mining waste water, as
well as the benefits the production of fertilizers have given us. This is an excellent
opportunity to increase students' awareness of the moral, ethical social, economical and
environmental implications of how scientific ideas and technologies are implemented.
The course will be a mixture of lecture, class investigation, independent learning and
laboratory experiences.
Assessment will be through class assignments, regular tests, exams, in class observations
and laboratory reports.
The group 4 project will be used to evaluate the students personal skills while they mirror
the work of real scientists by collaborating across the subjects and with each other to
investigate a subject of their choosing.
Topics:
4. In narrative or outline form, list what you will cover in your course to meet the IB
syllabus requirements. In addition, if IB courses are going to be combined with AP or other
curriculums, outlines should address additional non -IB topics to be covered.
Topics All of the core topics as well as option B Human Biochemistry and Option D
Medicines and Drugs.
These Options should work well for the students' as all chemistry students will also be
taking Biology.
Topic 1: Quantitative chemistry
1.1 The mole concept and Avogadro's constant
11.2 Formulas
1.3 Chemical equations
1.4 Mass and gaseous volume relationships in chemical reactions
11.5 Solutions
Topic 2: Atomic structure
12.1 The atom
2.2 The mass spectrometer
2.3 Electron arrangement
Topic 3: Periodicity
3.1 The periodic table
3.2 Physical properties
3.3 Chemical properties
Topic 4: Bonding
1
4.1 Ionic bonding
4.2 Covalent bonding
4.3 Intermolecular forces
4
4.4 Metallic bonding
4.5 Physical properties
Topic 5: Energetics
5.1 Exothermic and endothermic reactions
5.2 Calculation of enthalpy changes
5.3 Hess's law
5.4 Bond enthalpies
Topic 6: Kinetics
6.1 Rates of reaction
6.2 Collision theory
Topic 7: Equilibrium
7.1 Dynamic equilibrium
7.2 The position of equilibrium
Topic 8: Acids and bases
8.1 Theories of acids and bases
8.2 Properties of acids and bases
8.3 Strong and weak acids and bases
8.4 The pH scale
Topic 9: Oxidation and reduction
9.1 Introduction to oxidation and reduction
9.2 Redox equations
9.3 Reactivity
9.4 Voltaic cells
9.5 Electrolytic cells
0.51
Topic 10: Organic chemistry
10.1 Introduction
10.2 Alkanes
10.3 Alkenes
10.4 Alcohols
10.5 Halogenoalkanes
10.6 Reaction pathways
Topic 11: Measurement and data processing
2
1 l .1 Uncertainty and error in measurement
1 l .2 Uncertainties in calculated results
11.3 Graphical techniques
Option B: Human biochemistry
1
Core (SL and HL)
B l Energy
B2 Proteins
B3 0; Carbohydrates
B4 Lipids
B5 Micro nutrients and macro nutrients
B6 Hormones
Option D: Medicines and drugs
1 Core (SL and HL)
D1 Pharmaceutical products
D2 Antacids
D3 Analgesics
0.5
0.5
low
3
151
D4 Depressants 3
D5 Stimulants 3
D6 Antibacterials 2.5
D7 Antivirals 2
Throughout the course investigations will be performed by the students; the following is a 1.5
preliminary plan but the final investigations done by the students may vary, due to students
ability, requirements, interests or current events that require studying.
Manipulative skills will be assessed continually, depending on the skills demonstrated by the
different investigations. Personal Skills will be assessed during the Group 4 Project.
Ex eriment no. TitteM� Assessment j
Experiment 1
Preparation of standard solution
_
�j Experiment 2—
; Analysis of an indigestion medicine
DCP CE
Experiment 3
Finding the number of moles of water of
crystallisation in iron II suphate
DCP CE
Experiment 4
The mass of iron in an iron tablet
DCP CE��
Experiment 5
The polarity of liquids
Exper.� nt 6�
The properties of period 3 chlorides
DCP--1�
Experiment 7
Experiment 8
_
The pro erties of the a ueous ions of tin and lead
Redox chemistry of copper
DCP
DCP
Experiment 9
Experiment 10
The relative molecular mass of gas
DCP CE I
_The
relative molecular mass of volatile liquids
DCP CE
Ex eriment 1 l �
! Enthalpy of combustion i
`
DCP�
Experiment 12
Enthalpy of neutralisation
Experiment 13
Hess' law to find the hydration enthalpy of M SO4
'
Experiment 14
Enthalpy of decomposition of calcium carbonate
Experiment 15
Entropy of vaporisation of some volatile liquids
Experiment 16_ _
The properties of alkanes and alkenes
Experiment 17 1
Preparation of ethanal�__�
Experiment 18
Effect of concentration on the rate of a reaction
Experiment 19
Effect of tem erature on the rate of a reaction
Experiment 20
The activation energy of a chemical reaction
Experiment 21
Determination of anequilibrium constant
Experiment 22
The effect of concentration changes on an equilibrium
Experiment 23
Investigating a chemical reaction
D
Experiment 24 _
Factors affecting the emf of an electrochemical cell
D DCP CE
Experiment 25
pH curves of strong acids and strong bases
Experiment 26 1
pKa of an indicator
_Experiment 27
Investigating ionic compounds
D DCP CE
Experiment 28 i
Investigating neutralisation
D DCP CE
Experiment 29 ;
Determination Of Vitamin C in Orange Juice
DCP CE
Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All
parts of IB assessment should be addressed, both internal and external. In addition,
examples of non -113 monitoring should be given, if they are part of the course.
As soon as possible students will be introduced to IB style exam questions by using the
1130 test generator for the creation of tests and quizzes. Also, using questions from
previous exams for final evaluation of specific topics. Pretests will be given at the start of
each topic to help to determine the requirements of the class and their previous knowledge
of the material. Mock Exams, in all three papers, will be given to students in January of the
2" d year to help them prepare for and experience the rigors of and technical aspects of,
exam taking, this will also provide an excellent opportunity for review towards the very
end of the course.
Labs will be assessed with the new criteria specifically. Initially this will cause students to
receive rather low grades in laboratory work; as they become accustomed to the rigors and
requirements of the criteria, their grades should improve. However, as many students will
have taken grade 10 chemistry with this teacher, they should be familiar with the marking
criteria and will be able to peer teach their classmates, greatly assisting me in bringing the
new student sup to speed, and providing excellent opportunities for them to solidify their
knowledge and understanding of the criteria.
Design—D
• Data collection and processing—DCP
• Conclusion and evaluation—CE
• Manipulative skills—MS
• Personal skills—PS
Manipulative skills will be assessed continually through out the course and the Personal
Skills will be evaluated during the Group 4 project.
Each of the skills D, DCP and CE will be assessed a number of times with the two best
scores being used to determine the student's achievement level, making a maximum grade
of 12 for each of these criteria. Combined with a grade for MS and PS (Which is assessed
during the group 4 project), each out of 6, a total grade out of 48 will be determined for
each student. Students will be graded positively giving credit for what a student has shown
rather then penalizing students for what they have left out, keeping in mind the
requirements for each level.
Group Four Project:
In the Group Four project, students from different scientific disciplines join together to
investigate a common topic. The topic will be chosen by the students, though with enough'
teacher guidance to ensure that aim 7 (use of information and communication technology)
and aim 8 (an awareness of the moral, ethical, social, economic, and environmental
impacts of science) are adequately addressed. The group four project is assessed only on
the personal skills criteria.
All students will complete the Group 4 Project over 2 days in the later half of May of the
first year. This will allow the students to have sufficient time to have developed an
understanding of the scientific method, how to plan, design, implement and analyze
investigations. The students will come together to determine how to investigate, from the
point of view of the different disciplines, a topic of their choosing. Their conclusions will
then be presented to the greater school community. This will give the students an
opportunity to experience how real scientists work: investigating a problem and presenting
their findings after a given time frame has expired.
Resources:
5. List the books and other resource materials and software that will be used in the
course. Infonnation should include what is currently available as well as what is being
ordered.
Instructors edition and class sets
Chemistry the Central Science (Ninth edition) ,Brown,LeMay and Bursten,
Education, Inc
ISBN 0-13-038168-3
Chemistry for the IB Diploma (IB Study Guides) (Paperbac
by Geoff Neuss (Author)
• Paperback: 192 pages
• Publisher: Oxford Univ Pr (Sd) (October 30, 2001)
(• Language: English
• ISBN -10:0199148074
• ISBN -13: 978-0199148073
Teacher's cony only
Chemistry in Context (Latest edition) and accompanying lab manual, Graham Hill
John Holman, Nelson,
I ISBN 0-17-448191-8
Chemistry for Use With International Baccalaureate (Paperback) Latest Edi
by John Green (Author), Sadru Damii (Author)
Paperback
• Publisher: IBID Press, Australia
• Language: English
• ISBN -10:095856860X
• ISBN -13:978-0958568609
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