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individuals in societies
>>Click for a brief outline of the IB DP Programme
Business & Management
The aims of the Business & Management syllabi at Higher Level and Standard Level are to enable candidates:
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to explore how and why individuals form organisations, their types, problems and life cycle |
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to provide a broad knowledge of the variety of organisations that exist, including profit making and non-profit making organisations |
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to examine and apply the principles of organisation and the techniques widely practised in the ongoing process of decision making organisations |
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to develop an understanding of the interdependency of organisations and its effect on problem solving |
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to examine the role of individuals and groups within organisations. |
Objectives
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to demonstrate an understanding of the basic principles, concepts and terminology associated with business organisations |
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to present a flexible approach to the problems of organisations on the basis of carefully selected and analysed information |
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to select and evaluate from a range of alternative methods and techniques the most appropriate tools for problem solving and demonstrate a basic competence in using them |
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to formulate and evaluate logical, well reasoned recommendations for problem solving and decision making taking into account the resource implications |
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to demonstrate skill in the use of quantitative and analytical techniques |
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to show judgement in the interpretation and strategic use of figures |
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to address and evaluate the implications for alternative solution strategies. |
This course incorporates several aspects of Business.
HIgher Level
The Business Environment
Operations Management
Business Decision Making
Marketing
Human Resource Management
Accounting & Finance
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Standard Level
Introduction to Organisations
Marketing
Human Resources Management
Accounting & Finance
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These topics will be covered in a variety of different methods. There will be individual and group work exercises and the majority of the syllabus will be studied through case studies and corresponding theory.
Assessment
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Higher Level |
Standard Level |
| Paper 1 |
40% |
Case study |
40% |
Case study |
| Paper 2 |
35% |
Data response questions |
40% |
Data response questions |
| Internal Assessment |
25% |
Project. |
20% |
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Higher level students undertake a 2000 word project that is assessed by the teacher. A further assessment is used in the form of a presentation to the teacher.
Standard level students undertake a 1500 word project that is assessed by the teacher. There is no presentation for standard level.
The project must be on an area covered within the syllabus and should be based on one organisation.
During the two year course, students gain the opportunity to develop research skills through mini projects. Outside visistors give lectures to students on various aspects of business and there is the possibility of a study trip to a Student Business Conference.
Economics
Economics is a social science, closely related to other academic disciplines such as sociology, political science and anthropology. History and Geography also provide background material for the study of Economics.
Among the challenges common to all societies is the search for acceptable levels of economic well-being. This quest remains with us, not only because of the vast gulf separating the poorest and the richest inhabitants of our planet, but also because of the limits to resources, time and human effort. Individuals, firms and governments must constantly make choices which will affect both their own economic well-being and that of society as a whole. How are such choices made and on what basis are their consequences to be analysed? The questions of `What?', `How?' and `For Whom?' are central to the field of Economics.
These central questions should not be seen as abstract economic concepts confined to a classroom, but as contemporary real world issues. The first two questions are closely linked to problems of sustainable development, the environment and the impact of technology. The `for whom' question is linked to the issue of income distribution at all levels.
The UN has claimed that over 30% of the world's people live on less than one dollar per day. At the same time, the Human Development Report observed that the combined wealth of the 358 dollar billionaires in the world was greater than the national incomes on which 45% of the population live.
Economics in the IB puts great emphasis on the issue of development in the belief that the study of Economics and economic development are part of the solution to these problems. At the root of Economics as a discipline is the search for a better understanding of the workings of human society.
Aims
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develop disciplined skills of economic reasoning |
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develop an ability to apply the tools of economic analysis to past and contemporary situations and data, and to explain the findings clearly |
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develop an understanding of how individuals, organisations, societies and regions organise themselves in the pursuit of economic objectives |
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develop an ability to evaluate economic theories, concepts, situations and data in a way which is rational and unbiased |
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develop international perspectives that feature a respect for and understanding of the interdependence and the diversity of economic realities in which individuals, organisations and societies function |
Both higher land standard level students are tested in a variety of ways. There is internal assessment (25% of the total) in the form of an Economics diary in which students will write a commentary on current economic events. External assessment will take place in exams at the end of the programme:
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Higher Level |
Standard Level |
| Paper 1 |
one one-hour essay |
one one-hour essay |
| Paper 2 |
three 20 minute short essays |
three data response questions |
| Internal Assessment |
three data response questions |
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For both levels no difficult Mathematics is involved apart from basic algebra However it is necessary to be at home with graphs and be capable of rational thinking and expressing ideas in clear English. IB economics is a start-up subject i.e. the course assumes no prior knowledge, although it is expected that ISH students would have studies this subject in the Middle School when they had the opportunity.
In the recent past students taking economics have visited the Amsterdam Stock Exchange and have attended lectures from experts from Novib (Dutch Oxfam) and the Dutch trade union movement. Students of economics would of course be well qualified for a job in business but other areas that might be considered would include international relations, journalism and law.
Geography
Geography is a social science that examines the spatial distribution, practices and organisation of societies, as well as the inter-relations between the human and physical environments. The questions ‘where?’, ‘why?’, ‘how?’ and ‘what if?’ are central to understanding the complexity of both the human and physical environments in which we live. The approach is thematic and presents opportunities to examine major issues and concerns of today. Through the study of geography the students develop an awareness of other cultures and their differences. In this way the subject helps to foster international understanding and respect for others.
While IB Geography is challenging, the course with its wide choice of themes is also suited to students who may have not studied geography in the final year of MYP or its equivalent. At university level the study of geography either on its own or in combination with physics, chemistry, biology, economics, will offer broad career opportunities. A geography qualification will lead to careers in a wide range of fields such as: atmospheric science, geology, town and country planning, transport management, ecology, recreational management.
Aims
The aims of the course at both higher and standard level are to enable students to:
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develop a global perspective and a sense of world interdependence |
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develop an understanding of the interrelationships between people, place and the environment |
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to select and evaluate from a range of alternative methods and techniques the most appropriate tools for problem solving and demonstrate a basic competence in using them |
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develop a concern for the quality of the environment and an understanding of the need to plan and manage for present and future generations |
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appreciate the relevance of geography in analysing contemporary world issues, and develop and modify values and attitudes in relation to geographical problems and issues |
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recognise the need for social justice, equality and respect for others; appreciate diversity; and combat bias, prejudice and stereotyping |
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develop an appreciation of the range of geographical methodologies and apply appropriate techniques of inquiry (IBO 2005) |
Syllabus
A core syllabus is compulsory for both standard and higher levels. There are three interrelated themes: Population, Resources and Development Accompanying the core is a series of options, divided into physical geography, human geography and topographical mapping.
Standard level students must study the core syllabus and any two themes. Selected from section A, B and/or C
Higher level students must study the core syllabus and four themes. At least two must be selected from section A and at least one from section B.
Section A
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Section B |
Section C |
| Physical Geography - stressing isues of human management and response |
Human Geography |
Topographic Mapping |
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Drainage basin |
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Coasts and their management |
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Arid environments and their management |
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Lithospheric process and hazards |
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Ecosystems and human activity |
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Climatic hazards and change |
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Contempory issues in geographical regions |
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Settlements |
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Productive activities: aspects of change |
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Globalisation |
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In addition to the study of selected themes the students are required to develop a number of geographical skills such as: interpret and produce maps, analyse and interpret graphs, undertake statistical calculations, etc
An important compulsory component of the course is the internal assessment. Standard level students are required to complete one written report (1,500 words) based on either fieldwork or a research assignement. For higher level, the students must complete one written fieldwork report (2,500 words).
Final Assessment
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Higher Level |
Standard Level |
| Paper 1 |
25% |
2 questions |
40% |
2 questions |
| Paper 2 |
50% |
4 questions |
40% |
2 questions |
| Internal Assessment |
25% |
2,500 words |
20% |
1,500 words |
History
Historical knowledge is important in the modern world, where different cultures and traditions have to understand one another. The process of historical enquiry, explanation and interpretation involves provisional judgements based on qualitative evidence. These values of History can be profited from by individuals and societies in the widest context.
ISH IB History consists of an in-depth study of the following world history topics, covered by both Higher and Standard candidates.
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Causes, practices and effects of war. |
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The rise and rule of single-party states. |
Historical skills being developed and refined are:
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demonstration of historical understanding through the acquisition, selection and effective use of knowledge. |
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presentation of clear, concise, relevant and well-substantiated arguments,.critical evaluation, interpretation and use of source material as historical evidence. |
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identification and evaluation of different approaches to, and interpretations of, historical events and topics. |
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explanation of the causes and effects of historical continuity and change. |
Standard level candidates are required to study a selection of world history topics from the period 1890 up to 1990. Within these topics a selection of case studies are taken, mainly from modern European and Russian/USSR history. Examples include Russia and the USSR-The rise and rule of Lenin and Stalin, WW1 and 2, Mao and China.
Higher level candidates are required to study the period 1750 up to 1990. In addition to meeting the requirements of the standard syllabus, higher level candidates are required to study Post-Napoleonic Europe and the Congress System, Unification of Italy and Germay, and the birth of Industrial Society.
Assessment
Examination candidates at both levels sit a paper based on the analysis of documentation concerning Stalin and the USSR 1924-41. The second paper for both standard and higher level students consists of a wide selection of open and structured essay questions based on the two 20th Century world history topics offered. Higher level candidates sit an extra paper on various European and Russian/USSR topics within the period 1750-1990. It consists of a wide selection of open and structured essay questions.
Both higher and standard level students submit an assessed Historical Investigation that provides the opportunity to engage in an intensive study of a historical subject chosen by the student form any period in History. Fieldwork studies are also an important part of the syllabus and are organised throughout the course. Examples are: a study trip to Russia in the first year and excursions to various other places of historical interest such as WW1 battlefields.
Students who take History at IB level have moved on to study a wide variety of subjects at University. History can be a base for the study of Law, Politics, Journalism and is sometimes combined with the study of Languages.
Information Technology in a Global Society (ITGS)
| Hardware |
Software |
The two Computer Labs (room 301 and 101) consist of networked Apple iMac computers. We have a networked black/white and colour printer, digital camera / video camera, and scanner available. An ADSL connection to the Internet is available.
The ISH also operates a File and FTP-server. Students have access to their personal data folder from any computer in school as well from any computer that has access to the Internet. |
All computers have MS Office installed (Word, Excel, PowerPoint, Outlook) and a variety of other relevant software. This includes database (FileMaker Pro) and web design software (Adobe Suite 8). All software is multiplatform, so that students can easily exchange work (e.g. at home) on a PC running Windows or Linux |
ITGS Standard Level
Nature of the Subject ITGS
Learn about the diverse interaction between information, technology and society. The course is the study and evaluation of the impact of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the use of digitized information. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts.
Who may take the subject?
Any student interested in the social and ethical aspects of IT. An IGCSE equivalent IT or Computer studies background will be beneficial. Otherwise too much time is required to catch up on the syllabus content (check below). The syllabus is not a specific technical one; it focuses on applying technology and discussing impacts.
If in doubt about whether to take the subject, students may talk with the teacher. It is also possible to do a test at the ISH IT department, which might provide a better measure of skill. Students may also look at the work of previous students and explore the relevant class folders.
Resources
Internet / E-mail connections are necessary for the course. Students need to be able to use multimedia capable computers; Internet access at home is needed. Students use the book “Computer Confluence” by George Beekman, supported by an excellent website http://wps.prenhall.com/bp_beekman_compconf_7 and a CD-ROM.
Aims
The aims of the information technology in a global society (ITGS) course at SL are to:
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develop an understanding of the advantages and disadvantages of new technologies as methods of expanding our knowledge of the world at the local and global level |
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promote an understanding of the social significance of information technology for individuals, communities and organizations |
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analyse and evaluate the ethical considerations arising from the widespread use of information technology at the local and global level |
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Recognise that people can hold diverse opinions about the impact of information technology on individuals and societies. |
Objectives
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Concepts and terminology of info systems |
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Justify and describe the use of several applications |
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Apply tools |
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Analyse an information processing problem and develop a solution |
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Discuss and evaluate the impact of IT on our society |
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Integrate at least 3 tools in one information system |
The syllabus content is divided in following global parts:
Section 1: Social and ethical issues
1.1 Reliability – accuracy of data
1.2 Integrity – of data in IT systems
1.3 Security – of IT systems
1.4 Privacy and anonymity – of individuals and groups
1.5 Authenticity – digital identities
1.6 Intellectual property – copyrights, patents and trademarks
1.7 Equality of access – to information
1.8 Control – automatic control systems and people
1.9 Globalisation and cultural diversity – the new global village
1.10 Policies and standards – rules for using IT
1.11 People and machines – social and ethical issues of interaction with IT
Section 2: IT systems in a social context
2.1 Basics: hardware and networks
2.1.1 Systems fundamentals
2.1.2 Networks
2.2 Applications
2.2.1 Software fundamentals
2.2.2 Databases and spreadsheets
2.2.3 Word processing and desktop publishing
2.2.4 Images, sound and presentations
2.2.5 Modelling and simulations
2.2.6 Tutorials, training and wizards (assistants)
2.3 Communication systems
2.3.1 The Internet
2.3.2 Personal and public communications
2.4 Integrated systems
2.4.1 Robotics
2.4.2 Artificial intelligence and expert systems
Section 3: Areas of impact
Students are required to study Part A and a minimum of two other areas of impact chosen from Part B.
Part A
3.1 Business and employment
Part B
3.2 Education
3.3 Health
3.4 Arts, entertainment and leisure
3.5 Science and the environment
3.6 Politics and government
Assessment
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External Assessment |
Internal Assessment |
Paper 1 |
Paper 2 |
Project |
| Assessment Objectives |
1, 2, 3, 4 |
1, 2, 3, 4 |
4, 5 |
| Syllabus Content |
social and ethical issues and IT systems in a social context |
social and ethical issues, IT systems in a social context and areas of impact |
social and ethical issues and IT systems in a social context |
| Method |
4 short answer questions |
structured questions on areas of impact: one compulsory question and two further questions from a choice of five |
log book, product and report |
| Component Time |
1 hour |
2 hours |
20 hours |
| Assessment Weighting |
25% |
45% |
30% |
Exams
External
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Length |
Weight |
Description |
Paper 1 |
1 hour |
25% |
Paper 1 - 4 short-answer questions, assessing section 1 and 2 of the syllabus
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Paper 2 Part A / Part B |
2 hours |
45% |
Paper 2 consists of two sections. Candidates are required to answer three questions: the compulsory section A question, and two questions chosen from five questions in section B. This paper tests the syllabus content in greater depth. Considerable emphasis is placed on the aspect of social significance and ethical considerations. |
Internal Assessment 30% (Total)
Project 20 hr 30%
One set of assessment criteria is provided, enabling the student and teacher to evaluate the Project.
Project
One 2000-2500 word piece of practical work about the use of tools in solving a problem in a social context is required. The project is mainly undertaken in year 7. The result must be a product, which actually must be created and tested. The project should be of a social value, helping or supporting an individual, a group of people or an institution.
A Project consists of three parts:
| Product |
The 'end product,' developed through the integration of IT tools, is assessed by the teacher. This might be a piece of software (a website, a database, a tutorial, a presentation, a set of posters etc.). It also might be presented in an additional form (e.g. printed brochure, poster, booklet, CD-ROM) |
| Report |
A document, 2000-2500 words in length, summarising the process involved in the implementation of the Project, is internally assessed (and externally moderated). It should document how the student technically made the solution. The Report is the student's individual word-processed document. The Report should include supplementary graphics, charts, screen dumps, photographs, etc. which may appear in the body of the Report or as appendices if they amplify or illustrate particular aspects or points raised. |
| Log Book |
The Log Book is not formally assessed, but it is compulsory. It stores the (informal) chronological record of development of the project. It tracks all the (pre) designs and conceptual planning of the project and should reflect how the project started and progressed. It should be a paper book or folder (similar to the art books). |
Possible Projects
Think about creating a website for an organisation, an introduction video for new students at the ISH, a database describing facilities for expats in The Hague, a restaurant database guide, printed as a booklet, a database allowing teachers to calculate grades and keep attendance records etc.
The project doesn’t have to be purely technical; the main goal is to provide a full working solution for a (social) problem. It will be evaluated and students must ask others’ opinions (and state those). Recent projects involved websites, databases and combinations of them. Students use several types of software for their project, so e.g. a website will have to be on-line on the Internet (using FTP software).
Teaching
Students are taught theory (following the book Computer Confluence)
Students work on their Portfolio papers (examples and try-out provided)
Students work together using shared database content (all add own parts)
Students present / demonstrate their opinion on syllabus related topic
Students make use of different sources, e.g., magazines, newspapers, videos, Internet, library
Students learn that parts of the syllabus interrelate with TOK
Students visit establishments that use IT (bank, internet provider etc.)
Students work independently on given articles, discussing results in class.
Students may use the ITGS website (with syllabus, links, exam questions and more)
The complete syllabus and other relevant information, such as class schedules and schemes of work can be found at the departments Information Technology website. The website link will be announced at the start of the year.
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