Haines City IB Courses

Group 1 Language A (Choose one)

The Language A1 programme is primarily a pre-university course in literature. It is aimed at students who intend to pursue literature, or related studies, at university, as well as at students whose formal study of literature will not continue beyond this level. The former would normally follow the Higher Level (HL) programme and the latter the Standard Level (SL).

English HL - Having followed the Language A1 programme at Higher Level (HL) candidates will be expected to demonstrate:

• an ability to engage in independent literary criticism in a manner which reveals a personal response to literature
• an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication
  
• a command of the language appropriate for the study of literature and a discriminating appreciation of the need for an effective choice of register and style in both written and oral communication
  
• a sound approach to literature through consideration of the works studied
  
• a thorough knowledge both of the individual works studied and of the relationships between groups of works studied
  
• an appreciation of the similarities and differences between literary works from different ages and/or cultures
  
• an ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing
• a wide-ranging appreciation of structure, technique and style as employed by authors, and of their effects on the reader
  
• an ability to structure ideas and arguments, both orally and in writing, in a logical, sustained and persuasive way, and to support them with precise and relevant examples.  

English SL - Having followed the Language A1 programme at Standard Level (SL) candidates will be expected to demonstrate:

• an ability to approach works in an independent manner which reveals a personal response to literature
  
• an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication
  
• a command of the language appropriate for the study of literature and an appreciation of the need for an effective choice of register and style in both written and oral communication
  
• a sound approach to literature through consideration of the works studied
  
• a thorough knowledge both of the individual works studied and of the relationships between groups of works studied
  
• an appreciation of the similarities and differences between literary works from different ages and/or cultures
  
• an ability to comment on the language, content, structure, meaning and significance of both familiar and unfamiliar pieces of writing
  
• an awareness of the effects of structure, technique and style as employed by authors an ability to structure ideas and arguments, both orally and in writing, in a sustained and logical way, and to support them with precise and relevant examples.

Group 2 Language B (Choose one)

Language B is a foreign language learning course designed for students with some previous experience of the language. It may be studied at either higher level or standard level. The main focus of the course is on language acquisition and development in the four primary language skills: listening, speaking, reading and writing. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral
exchanges to literary texts, and should be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills. It should not be intended solely for the study of specific subject matter or content.

French, German, Spanish SL - At the end of the language B course standard level candidates are expected to demonstrate an ability to:

• communicate clearly and effectively in a range of situations
  
• understand and use accurately oral and written forms of the language that are commonly encountered in a range of situations
  
• understand and use a range of vocabulary in common usage
  
• select a register that is generally appropriate to the situation
  
• express ideas with general clarity and some fluency
  
• structure arguments in a generally clear, coherent and convincing way
  
• understand and respond appropriately to written and spoken material of average difficulty
  
• 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.
  

Group 3 Individuals and Societies

Group 3 subjects study individuals and societies. More commonly, these subjects are collectively known as the human sciences or social sciences. In essence, group 3 subjects explore the interactions between humans and their environment in time, space and place. History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present.

History of the Americas HL (all students take this course) -

Psychology SL/HL: (elective) -

Psychology is most appropriately defined as the systematic study of behaviour and experience. Its historical development, however, has witnessed several difficulties in arriving at a precise clarification of its subject matter and methodological focus. In the 19th century, psychology began to emerge from its ties with philosophical speculation. In the 20th century, its main focus was on empirical and scientific research methods. The current trend is towards a balance of quantitative and qualitative methods. Without denying its historical links with other fields of inquiry, modern psychology occupies an important position as a meeting ground for both the natural and the social sciences. The variety of current research areas and applications reflects the prominent role of psychology in modern society.

The HL and SL syllabuses differ in terms of the content covered and in the skills to be developed.  Although the aims of the course are the same for both levels, the objectives for HL students are designed to take account of the greater number of class hours. HL students are also assessed on a wider range of content than SL students.

• Higher level
  The course of study must include:
  • all four compulsory perspectives
  • two options from a choice of seven
  • quantitative research methods, qualitative research methods and ethics
  • one experimental study.
• Standard level
  The course of study must include:
  • all three compulsory perspectives
  • one option from a choice of seven
  • quantitative research methods and ethics
  • one simple experimental study.

Group 4 Experimental Sciences (Choose one)

Through studying any of the group 4 subjects, students should become aware of how scientists work and communicate with each other. While the “scientific method” may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that distinguishes the group 4 subjects from other disciplines and characterizes each of the subjects within group 4.

Biology SL/HL -  Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In the Diploma Programme biology course, it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of the subject. Although the Diploma Programme biology course at standard level (SL) and higher level (HL) has been written as a series of discrete statements (for assessment purposes), there are four basic biological concepts that run throughout.

Chemistry SL/HL -  Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine,  biological science and environmental science, and serves as useful preparation for employment.  The Diploma Programme chemistry course includes the essential principles of the subject but also, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students.  The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study science in higher education and those who do not.

Group 5 Mathematics and Computer Science (Choose one)

The nature of mathematics can be summarized in a number of ways: for example, it can be seen as a well-defined body of knowledge, as an abstract system of ideas, or as a useful tool. For many people it is probably a combination of these, but there is no doubt that mathematical knowledge provides an important key to understanding the world in which we live. Mathematics can enter our lives in a number of ways: we buy produce in the market, consult a timetable, read a newspaper, time a process
or estimate a length. Mathematics, for most of us, also extends into our chosen profession: artists need to learn about perspective; musicians need to appreciate the mathematical relationships within and between different rhythms; economists need to recognize trends in financial dealings; and engineers need to take account of stress patterns in physical materials. Scientists view mathematics as a language that is central to our understanding of events that occur in the natural world. Some people enjoy the challenges offered by the logical methods of mathematics and the adventure in reason that mathematical proof has to offer. Others appreciate mathematics as an aesthetic experience or even as a cornerstone of philosophy. This prevalence of mathematics in our lives provides a clear and sufficient rationale for making the study of this subject compulsory within the Diploma Programme.

Math SL - This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The
majority of these students will expect to need a sound mathematical background as they prepare for
future studies in subjects such as chemistry, economics, psychology and business administration.

Math HL - This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include
mathematics as a major component of their university studies, either as a subject in its own right or
within courses such as physics, engineering and technology. Others may take this subject because they
have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.

Math Studies -  This course is available at standard level (SL) only. It caters for students with varied backgrounds and abilities. More specifically, it is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking this course need to be already equipped with fundamental skills and a rudimentary knowledge of basic processes.

Group 6 The Arts (Choose one or a second subject from Groups 1 - 5)

Music SL - The aims of the IBO Music programme are to:

• give students the opportunity to explore and enjoy the diversity of music throughout the world
  
• encourage students to develop perceptual skills through a breadth of musical experiences,
  where they will learn to recognize, speculate, analyse, identify, discriminate and hypothesize in relation to music
  
• enable students to develop creatively their knowledge, abilities and understanding through performance and composition
  
• assist students to develop their potential as musicians both personally and collaboratively, in whatever capacity, to the full.

Visual Arts SL/HL -

Because of the nature of the subject, quality work in visual arts can be produced by students at both HL
and SL. The aims and assessment objectives are the same for visual arts students at both HL and SL.
Through a variety of teaching approaches, all students are encouraged to develop their creative and
critical abilities and to enhance their knowledge, appreciation and enjoyment of visual arts.
The course content for HL and SL may be the same. However, due to the different amount of time available for each, students at HL have the opportunity to develop ideas and skills, to produce a larger body of work and work of greater depth. In order to reflect this, the assessment criteria are differentiated according to option and level. Please see the mark band descriptors in the “Assessment criteria” section for more detail. No direct relationship between the number of works produced, the time spent on each, and the quality achieved: a high level of performance at either HL or SL can be achieved in both a large and small body of work.

The aims of the visual arts course at HL and SL are to enable students to:

• investigate past, present and emerging forms of visual arts and engage in producing, appreciating and evaluating these
  
• develop an understanding of visual arts from a local, national and international perspective
  
• build confidence in responding visually and creatively to personal and cultural experiences
  
• develop skills in, and sensitivity to, the creation of works that reflect active and individual involvement
  
• take responsibility for the direction of their learning through the acquisition of effective working
  practices

All students also take the:

Theory of Knowledge

The aims of the TOK course are to:

• develop a fascination with the richness of knowledge as a human endeavour, and an understanding of the empowerment that follows from reflecting upon it
  
• develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities and individuals
  
• encourage students to reflect on their experiences as learners, in everyday life and in the Diploma Programme, and to make connections between academic disciplines and between thoughts, feelings and actions
  
• encourage an interest in the diversity of ways of thinking and ways of living of individuals and
  communities, and an awareness of personal and ideological assumptions, including participants’
  own
  
• encourage consideration of the responsibilities originating from the relationship between knowledge, the community and the individual as citizen of the world.

Can You Identify the Nations These Flags Belong to?

~Click here and Scroll to the bottom of the page for answers.