CAC IB Program

 

Under Construction

 

http://www.ibo.org/

 

Letter to IB Parents

Exam Schedule

IB ISSUE OF RESULTS TO UNIVERSITIES

LEGALIZATION OF IB DIPLOMA

REQUEST TO SEND OR KEEP IB RESULTS

 

CAS Activity Form (Word)
(uploaded 30 May 2011)

Enquiry of Results Letter to Parents of Seniors (uploaded 29 May 2011)

Extended Essay deadlines for Class 2012 (uploaded 26th May 2011)

Draft IB Internal Assessment Schedule for 2011-12 (uploaded 26th May 2011)

IB Exam Schedule for May 2012 (PDF)

Exam Materials

Calculator List

Conduct of the examinations notice to candidates

Generic Examination Paper

 

  These are a new opportunity for IB students taking their final exams. A selection of geography and science options are being offered this March and April, perfect for those students who need to concentrate on finite details of the options syllabus. These courses are great value – convenient, succinct revision and a great choice for students who might not be able to attend a residential Oxford Study revision course. The Introductory price is £99 which includes a free IB Revision Guide to accompany the course.All profits from the 2011 OSC Spring Revision Courses will be benefiting the OSC Books for Africa Project
For more information email Oxford Study Courses at osc@osc-ib.com or visit their website http://www.osc-ib.com.

 

 

 

Our IB Team for 2010/11

History

IBO Mission Statement

IBO Learner Profile

The IB Diploma Programme

IB Courses at CAC

The Core of the IB Hexagon

International Students and Universities

IB Frequently Asked Questions

 

 

 

 

 

 

Who is Who at CAC:  Our IB Team for 2010/11

IB Office

IB Coordinator, Stephen Petra (TOK, examiner)
IB Executive Assistant, Sophie Emara
IB Librarian, Beau Cain
IB Extended Essay Coordinator, Shirley Fedorak

Group 1:  A1 English

Jonathan Bryans
Susan Larson (examiner)
Marion Monguillon
Teresa Hjellming (examiner)

Group 2:  World Languages

Sherin Darwish (French, Spanish)
Adel el Daba (Arabic, workshop leader)
Emad el Shabrawy (Arabic)
Ashnadelle Hilmy-Mortagy  (French)
Nicole Merletti (Spanish)
Shadia Sherbiny  (French)
Maya Williamson  (French)

Individuals and Societies

Courtney Berrien (History)
Heba Farouk (History)
Eric Freund (Business and Management)
Jocelyn Popinchalk (Geography)
Trevin Ward (History)

Experimental Sciences

Jennifer MacPherson (Biology)
Hussein Ramez (Biology)
Emily Reigh (Chemistry)
Kris Steinberg (Biology)
Jill Tappe (Physics, examiner)
Warren Tappe (Physics)
Mark Trumpold (Design Technology, examiner and examination consultant)
Philip Yau (Biology, Chemistry)

Mathematics

Wayne Bramlett
William Fossgreen
Bonnie Lindgren (examiner)
Anthony Rawlings

The Arts

Neil Crouch (Ceramics, Sculpture)
James Hadley (Theatre Arts)
Robert Prentice (Photography)
Carolyn Seaton (Drawing and Painting, examiner)

 

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History

After a two-year long feasibility study compiled by representatives of the CAC community, the CAC Board of Directors voted unanimously in 1993 to join the worldwide collection of schools who offer the Diploma Program of the International Baccalaureate Organization.

The Diploma Program is the first and original of the three programs now offered by the IBO to its 2,717 member schools in 138 countries (August 2009). The Diploma Program, created in 1968, is a demanding pre-university course of study that leads to externally assessed evaluations certified by the IBO. CAC may register students for the full Diploma Program of six IB courses or for one or more IB individual certificates in specific subjects. The courses, and especially the IB diploma, are designed to challenge motivated students in their final two years of high school. The Program has earned a reputation as a standard of excellence in secondary education and gives IB Diploma holders access to the world’s leading universities.

In its adoption of the IB program, CAC has made every attempt to integrate its offerings within our existing school program with the intent of giving our students the most options in as flexible a manner as we are able. As a school, we are committed to do the best we can to make our students realize their potential. In this spirit, students may be involved with the IB in one of two ways.

1. Junior students may enter the full IB course (usually a 2-year sequence) and will earn an external IB certificate for that subject. Individual scores on IB subject certificates (usually Higher Level) can be used like individual AP scores for placement and/or credit in American colleges and universities.  The fees for the external exams are set by the IBO, and IB exams typically take place in the student’s senior year (the exception to this rule is SL World Languages).

2. Students may follow a course of study that meets the requirements for the IB Diploma (six IB certificate courses plus a TOK course, CAS activities, and an Extended Essay). These students graduate from CAC with our US diploma in addition to the IB Diploma. All IB courses earn credit towards our graduation. In fact, to be eligible for an IB Diploma at all, students must be in good standing with CAC and its diploma requirements.

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IBO Mission Statement

One reason that CAC adopted the IB was that we felt that the organization’s mission was very compatible with our own. This Program underscores the importance of international-mindedness and intercultural education.

The International Baccalaureate Organization aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment.

These programs encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

 

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IBO Learner Profile

Since the adoption of the IB Diploma Program at CAC, the IBO has developed a set of educational and personal ideals that describe the lifelong learners who participate in IB curriculum and inquiry-based learning. IB learners strive to be:

  • Inquirers
  • Knowledgeable
  • Thinkers
  • Communicators
  • Principled
  • Open-minded
  • Caring
  • Risk-takers
  • Balanced
  • Reflective

 

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The IB Diploma Programme

Known as the hexagon, the IB Diploma Program consists of six subject areas surrounding a core unit of the Extended Essay, CAS hours, and the Theory of Knowledge. To achieve an IB Diploma, students must successfully undertake all aspects of the Diploma Program in their final two years of high school: 3 Higher Level courses (4 maximum), 3 Standard Level courses (2 minimum), and the three core elements. All courses are studied concurrently; students are required to study both the humanities and the sciences. Indeed, the IB Diploma Program is designed to foster well-rounded learners. Diploma candidates must select one subject from each of the six Groups, although a second subject from Groups 1 to 4 may be substituted for Group 6. HL courses represent a minimum of 240 teaching hours; SL courses cover 150 hours. Students are thus able to explore some subjects in depth and others more broadly, a deliberate compromise between the early specialization of some national systems and the breadth found in others. The science-oriented student is challenged to learn a foreign language, and the natural linguist becomes familiar with laboratory procedures. The subjects are continually reviewed and revised to meet contemporary needs.

 

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IB Courses at CAC

In order to earn an IB certificate, a student must successfully complete an IB course. The IBO sets the standards for content and performance through detailed course guides that the teachers follow. Most courses include a core content area along with a range of options decided upon by the individual school. Each course has components graded by our CAC teachers (internal assessments) that are externally moderated by the IBO, and components such as final exams or the IB Art Show that are graded by the IB examiners alone (external assessments).

Many subjects are offered at both the Higher Level (approx. 240 teaching hours) and the Standard Level (150), and most in 2-year sequences.

IB courses are divided into six groups:

Group 1 - language A1 
CAC invites students to undertake an HL or SL A1 in English through the English Department. At both the Standard and Higher Levels, the approach is to guide students in the appreciation for the craft of literature with an emphasis on both oral and written analysis that demands a close reading of the texts. Also, world literature texts, studied in translation, form an integral part of the course.

This school year, CAC offers:

HL A1 English
SL A1 English

Group 2 - second language
All Diploma candidates are examined in a second language. The World Languages Department offers courses in Arabic, French and Spanish. The principal aim is to enable the students to use a second language in a variety of contexts and purpose. The level of the courses range from Ab initio sequences (Arabic, French, Spanish) to Language B (Arabic, French, Spanish) to Language A2 (Arabic). An Ab initio course introduces students to a second language over two years. For Language B, students study a second language such that they exit high school with 4-6 years of intensive, continuous application. Finally for Language A2, students pursue a foreign language at a highly proficient level on the grounds that they have had 7-10 years of exposure and/or immersion. 

This school year, CAC offers:

SL Ab initio Spanish                       
SL B Spanish       
HL B Spanish                                   
SL Ab initio French                       
SL B French
HL B French
SL Ab initio Arabic
SL B Arabic
HL B Arabic
SL A2 Arabic
HL A2 Arabic
SL A2 tutorials

 

Group 3 - individuals and societies
Subjects in this Group are European/Middle Eastern history and Business and Management at the Higher Level.  Students may also choose Geography at the Standard Level.

This school year, CAC offers:

SL Geography
HL History
HL Business

 

Group 4 - experimental sciences
CAC offers Biology, Chemistry, Physics, and Design Technology at both Higher and Standard Levels. Practical laboratory skills are developed, and collaborative learning is encouraged through an interdisciplinary group project. Students develop an awareness of moral and ethical issues. Also, a sense of social responsibility is fostered by examining local and global concerns.

This school year, CAC offers:

SL Biology                                   
HL Biology
HL Chemistry 
HL Physics
SL Design Technology
HL Design Technology

 

Group 5 – mathematics
All candidates are required to complete one of three IB math courses: Higher Level Math, Standard Level Math, or Math Studies (SL). Each course aims to deepen students' understanding of mathematics, and selection is based on their previous math experience, skill, and interest.

This school year, CAC offers:                       

SL Math Studies
SL Math 
HL Math

 

Group 6 - the arts
In this Group, we offer visual arts in three different areas (Photography, Drawing & Painting, and Sculpture & Ceramics) and performing arts in the areas of HL and SL Theater. Emphasis is placed on practical production and exploration of a range of creative work in a global context.

This school year, CAC offers:

SL Visual Arts
HL Visual Arts
SL Theatre Arts
HL Theatre Arts

All IB courses are taken for CAC credit; students enter an IB sequence as a junior and exit the IB sequence as a senior (with some World Languages exceptions). Up-to-date offerings and individual course descriptions are found in the current High School Program of Studies. Availability depends on the numbers of student requests. For all IB two-year sequences, CAC requires that students undertake the external exams for certificates: the external interviews, performances, and examinations are the culminating activities of the course material and inquiry. The IBO sets the fees for all external assessments.

 

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The Core of the IB Hexagon

Theory of Knowledge (TOK) is an interdisciplinary requirement 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, to develop the ability to analyze evidence that is expressed in rational argument. It is a key element in encouraging them to appreciate other cultural perspectives. The course is unique to the IBO, which recommends at least 100 hours of teaching time spanning the program’s two years -- the first semester in grade 11 and the first semester of grade 12.

Here are the essay questions for May 2010; students pick ONE:

Handbook of procedures 2009 Theory of Knowledge © International Baccalaureate Organization, 2008

Theory of knowledge prescribed titles November 2009 and May 2010

  • 1. To what extent is truth different in mathematics, the arts and ethics?
  • 2. Examine the ways empirical evidence should be used to make progress in different areas of knowledge.
  • 3. Discuss the strengths and limitations of quantitative and qualitative data in supporting knowledge claims in the human sciences and at least one other area of knowledge.
  • 4. How can the different ways of knowing help us to distinguish between something that is true and something that is believed to be true?
  • 5. “What separates science from all other human activities is its belief in the provisional nature of all conclusions” (Michael Shermer, www.edge.org). Critically evaluate this way of distinguishing the sciences from other areas of knowledge?
  • 6. All knowledge claims should be open to rational criticism. On what grounds and to what extent would you agree with this assertion?
  • 7. “We see and understand things not as they are but as we are.” Discuss this claim in relation to at least two ways of knowing.
  • 8. “People need to believe that order can be glimpsed in the chaos of events" (adapted from John Gray, Heresies, 2004). In what ways and to what extent would you say this claim is relevant in at least two areas of knowledge?
  • 9. Discuss the claim that some areas of knowledge are discovered and others are invented.
  • 10. What similarities and differences are there between historical and scientific explanations?

Creativity, Action, and Service (CAS) refers to the 150 hours of extracurricular learning that all Diploma candidates undertake in order to develop fully the complex self. The IBO’s goal is to educate the whole person and foster responsible, compassionate citizens. The CAS program encourages students to share their energy and special talents with others: students may, for example, participate in theatre or musical productions, sports, clubs, leagues, and community service activities. Students should, through these activities, develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people.  Our students maintain a two-year journal of reflective pieces linked to their extracurricular learning.

Some of the CAS activities unique to CAC have been:

Creativity

  • Theater Productions:  stagecraft, technical support, acting, ushering, advertising
  • School Choir Concerts
    Model United Nations:  CACMUN (host), AISMUN, THIMUN, BEIMUN
  • School Bands:  string, jazz, Battle of the Bands, Annual Talent Show
  • Forensics:  EMAC tournament
  • Thespian Society
  • Creative Writers Group
  • Community Halloween Carnival
  • Campus Christmas Bazaar
  • Book Fairs
  • INJAZ (student-level business competition)

Action

  • School sports: school fitness gym, cross country, soccer, dodgeball tournaments, grass volleyball tournaments, dance, waterpolo, basketball, volleyball, swimming, track and field, softball, baseball
  • Community sports: baseball, rugby, scuba diving, martial arts, handball, dance, yoga, equestrian club, running, cycling

Service

  • Student government
  • Peer tutoring
  • Peer support group
  • Coaching Youth Soccer
  • National Honor Society charity events and fund raising
  • Service Learning Program at CAC: services to prisons, orphanages, schools, hospitals, animal shelters, local community
  • Annual Janitors' Iftar (September 1)
  • Ushering: theater events, parent nights, welcome tours, graduation ceremonies
  • Sports team manager
  • Ongoing campus opportunities: timers, receptionists, delegations

Each IB Diploma student produces an Extended Essay of 4,000 words, an opportunity to explore a topic of special interest. The essay requirement acquaints Diploma candidates with the kind of independent research and writing skills expected by universities. The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay, which may be written in one of 60 subjects, including many languages. The essay permits students to deepen their areas of interest, for example by selecting a topic in one of their Higher Level (HL) courses. Or they might add breadth to their academic experience by electing to write in a subject not included in their program choices.  Our students produce this piece of work in their junior year of the Diploma Program at CAC.

Some of the outstanding EE topics at CAC for May 2009 were:

How can international Continental Hotels Company maximize profits of their International Hurghada Resort and Casino? (Business and Management)

The success of Egyptian new towns: A case study of Al Rehab City  (Geography)

The truth behind the "great emanicipator" (History)

Declaring the Holomodor as an act of genocide?  (History)

The power and validity of the photograph as a form of social, political, and cultural commentary (Visual Arts)

Muse and abuse: An analysis of the misconception of jihad and how it led to the current political situation  (Peace and Conflict Studies)

To what extent did food rationing impact the people living during World War II?  (History)

An investigation of the factors which determine the residential pattern of Sudanese migrants in Cairo, Egypt  (Geography)

The reshaping of the American Dream after the Second World War: To what extent did the creation of Levittown socially construct the Dream for white, middle-class families?  (History)

Unintended consequences: John Foster Dulles and his role in the Suez Crisis of 1956  (History)

What is photorealism and how is the final painting different from the original photograph?  (Visual Arts)

 

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International Students and Universities

The International Baccalaureate Organization’s Diploma Program, created in 1968, is a demanding pre-university course of study designed for highly motivated secondary school students aged 16 to 19. The Program has earned a reputation for rigorous assessment, giving IB diploma holders access to the world’s leading universities. The Diploma Program’s grading system is criterion-referenced: each student’s performance is measured against well-defined levels of achievement consistent from one examination session to the next. The IBO has shown, over the course of 40 years, that students are well prepared for university work.

The program was born of efforts to establish a common curriculum and university entry credential for students moving from one country to another. International educators were motivated by practical considerations but also by an idealistic vision: students should share an academic experience that would emphasize critical thinking, intercultural understanding, and exposure to a variety of points of view.

CAC is proud to be an IB World School.

 

www.ibo.org

 

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