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IGCSE, IB and Beyond… Presentation to parents September 9 th 2014

IGCSE, IB and Beyond… Presentation to parents September 9 th 2014. Session Aims. To give new, as well as prospective, students and parents a broad understanding of the Senior School Curriculum and how it is all connected Will use a backwards by design approach. Session Outline.

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IGCSE, IB and Beyond… Presentation to parents September 9 th 2014

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  1. IGCSE, IB and Beyond… Presentation to parents September 9th 2014

  2. Session Aims • To give new, as well as prospective, students and parents a broad understanding of the Senior School Curriculum and how it is all connected • Will use a backwards by design approach

  3. Session Outline • What is DCS philosophy and what type of student does DCS want to develop? • What is our mission, vision and values? • How does this relate to the students we develop? • Universities and Careers • Where do our students go? • What are Universities looking for? • How does the IBDP link with Universities?

  4. Session Outline • The IBDP • The philosophy of the IBDP • How the IBDP works • Why the IBDP is good for University Applications • The IGCSE Curriculum • The philosophy of our IGCSE Curriculum • How the IGCSE works • How it connects with the IB and Key Stage 3 Curriculum

  5. Dulwich College Shanghai Values • We aim to develop well-rounded young people who strive for excellence in all that they do and are well equipped for future success through being: • Academically successful • Effective learners • Effective communicators • Principle-centred members of society • Balanced individuals

  6. Dulwich College Shanghai Values • It is the values of what we want our students to be that guides our curriculum • Our values and our curriculum should allow our students to have future success • For almost all DCS students that means helping them to study at Colleges and Universities around the world.

  7. University Counselling at Dulwich College, ShanghaiJohn Macrow &VictoriaLidzbarski

  8. How do we help our students? • Meeting regularly with students & parents • Guiding choices about countries, universities, & programmes • Supporting students through the application process • Advising on admission testing& interviews • Arranging university fairs, talks and visits

  9. Where did our students choose to study in 2014?

  10. How many applications do students typically submit? • Students are encouraged to limit their applications to 10 for the USA • Group applications count as one e.g. UK or UC system • This allows better research of universities and abetter balance of time • Multiple applications take a great deal of time and detract from their studies

  11. How do our students find a fit? • Location: country or area • Course: availability & suitability • Selectivity: minimum grade requirements • Location: urban vs. rural, campus vs. city • Personal fit: university culture & lifestyle • Cost of attendance & cost of living

  12. What are universities looking for? • Academic performance • IB predicted scores • IGCSE results • Standardized tests • UKCAT, BMAT, LNAT, TSAs etc • SAT or ACT • Personal writing as in essays and statements • Letters of recommendation or references • Evidence of personal qualities e.g. commitment • Evidence of learning beyond school (further reading, internships, other enrichment)

  13. When do we start? • Year 9-12 • Career Day, Jan. 28, 2015 • Year 11 • Term 2: individual meetings prior to IB choices • Year 12 • Term 2 & 3: PSHCE lessons & guidance on university applications • Term 2 & 3: individual meetings with all students • Year 13 • Individual meetings with all students throughout the year • Focus Week in September • All Students: • University visits, college fairs, guest speakers

  14. IB Diploma Programme Circle

  15. The IBO Mission Statement The IBO aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The IBO aims to develop learners who are: Inquirers Open-minded Knowledgeable Caring Thinkers Risk-takers Communicators Balanced Principled Reflective

  16. SECTION 3: IB Curriculum Structure

  17. Group 2: Language AcquisitionLanguage B or AbInitio? A Language B HL or SL course is designed for foreign language learners with some previous experience of learning the language. Language B subjects are currently offered in both Higher and Standard Level. English B, French B, German B, Mandarin B and Spanish B. Language Ab Initio is a SL course only and is for students with little or no prior experience in the selected language of study. Language Ab Initio SL subjects offered are: French Ab Initio, Mandarin Ab Initio and Spanish Ab Initio.

  18. The Core Theory of Knowledge (TOK): How do we know what we know? Theory of Knowledge (TOK) interweaves all the IB subject areas, distinguishes between how knowledge is acquired in each area, and explores the difference between truth and belief. Theory of Knowledge (TOK) does not have a formal IB DP examination, but candidates will submit a final TOK essay and oral presentation that will be internally and externally moderated.

  19. The Extended Essay A DP candidate must complete and submit an extended essay, which is a substantial piece of independent research of up to 4000 words. The EE is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice (chosen from the list of approved Diploma Programme subjects), under the guidance of a supervisor. The Core

  20. Creativity, Action & Service CAS is an acronym which stands for “Creativity, Action and Service.” Creativity: arts, and other experiences that involve creative thinking. Action: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme. Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. The Core

  21. IB DIPLOMA PROGRAMME CANDIDATE • 6 Required Subjects • 3 subjects at Higher level (HL) • 3 subjects at Standard level (SL) • 3 Core Requirements • Creativity, Action, Service (CAS) • Theory of Knowledge (TOK) • An Extended Essay (EE)

  22. The IBDP How it is scored… To Graduate… Students need a minimum of 24 points 12 of those points must be from the 3 HL subjects Students cannot receive a 2 in any HL subject Students need to pass all 3 core components: TOK EE CAS • Out of 45 points • 7 points available for each of the 6 subjects • 3 points available for EE and TOK

  23. Universities like the skills the IBDP developsThe DP nurtures a range of interlinked skills • Research skills – in all subjects areas, from TOK and EE • Critical skills – in all subject areas, from TOK and EE • Language skills • Analytical skills • Independent Learning skills • Creative skills – also from CAS • Personal skills • Social awareness and responsibility - CAS

  24. LINKING THE IGCSE / KS3 CURRICULUM TO THE IB and BEYOND

  25. The IGCSE Philosphy at DCS • It is both challenging and internationally recognised • The IGCSE curriculum we offer ensures students have the opportunity to develop the breadth and depth needed to enter the IB programme and achieve success

  26. IGCSE CURRICULUM STRUCTURE

  27. IGCSE to IBDP Entry Requirements • HL Subjects (3) – Students need a B grade or higher in their IGCSE to be considered for HL entry in the IBDP • SL Subjects (3) –Students need a C grade or higher in their IGCSE to be considered for SL entry in the IBDP • Students need a minimum of 3 B’s and 3 C’s to be eligible for the full Diploma Programme • Students need a minimum of 5 C’s to be eligible for the certificate programme

  28. IGCSE & IBDP Pathways • Students need to take English literature at IGCSE to undertake IBDP Literature. • Students can take a Humanities or Arts subject in the IBDP without having taken it at the IGCSE, although it is beneficial to have taken the IGCSE

  29. IGCSE & IBDP Pathways – the Languages • If a student successfully studied a foreign or second language at the IGCSE and wanted to continue it in the IBDP, they would be expected to take it at the Language B standard • If a student successfully studied a first language at the IGCSE and wanted to continue it in the IBDP, they would be expected to take it at the Language A standard • Ab Initio would be for students who have not taken the subject at the IGCSE or have no significant prior learning in the subject

  30. The II • The Inventive Investigation (I.I.) is a project that is based on a topic or theme that a student is interested in • It is research inspired by the DCS Portfolios and an opportunity to experience an element of the IB DP • It prepares students for the core components of the IB Diploma Programme: EE, TOK and CAS

  31. The IGCSE & KS3 • The curriculum offered in Key Stage 3 (KS3) is designed to give students a wide range of experiences that will prepare them for the IGCSE and beyond • It also follows the principle of the IB in developing a well rounded student • Based on the National Curriculum of England • Assessment using National Curriculum levels

  32. KS3 CURRICULUM STRUCTURE

  33. IGCSE CURRICULUM STRUCTURE

  34. SECTION 3: IB Curriculum Structure

  35. Thank you

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