Colegiul Național „Andrei Șaguna” Brașov

International Baccalaureate
Diploma Programme

CURRICULUM GUIDE

PER ASPERA AD ASTRA

Colegiul Național „Andrei Șaguna” from Brașov is a Candidate School* for the Diploma
Programme. This school is pursuing authorization as an IB World School. These are schools
that share a common philosophy—a commitment to high quality, challenging, international
education that Colegiul Național „Andrei Șaguna” believes is important for our students.
*Only schools authorized by the IB Organization can offer any of its four academic
programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the
Diploma Programme, or the Career-related Programme (CP). Candidate status gives no
guarantee that authorization will be granted. For further information about the IB and its
programmes, visit www.ibo.org.
 Welcome to the IB Diploma Programme
Carmen Felicia Tănăsescu
Head of School

Recognised on a national scale, Colegiul Național Andrei Șaguna (CNAS) in Brașov remains the fundamental
space of intellectual, moral and attitudinal development for generations of students.

Our school has always centred on encouraging students on the road to

scientific exploration. Our principal educational targets focus on instilling the
values of questioning and understanding the principles which guide our life,
critical thinking, skepticism, and, most importantly, responsibly assuming a
social role in the current society. This is how we preserve the tradition and
history of our school as we look towards the future with hope and optimism.

Our students are extremely important and, as such, they should view
school as a place of growth and inspiration. Our institution is recognised for the
activities and discussions we propose, the atmosphere we create each year, and
the effective teacher-student communication, another essential aspect
alongside professionalism and scientific rigor.

Dear students, I look forward to working with you to achieve your goals
and reach your full potential!

Diana Elena Banu

DP Coordinator

The Diploma Programme in our school is a dream come true for the Pedagogical Leadership Team (PLT),
because it opens a door to extraordinary opportunities offered to our students and the entire school community
(teachers, parents, partners, etc.). And we are not talking here only about opportunities regarding the choice of a
certain university or about following a particular career, but, above all, about the chance to learn and grow in an
international educational system that aims to form the student as a human being, in all its complexity (intellectual,
behavioral, emotional, attitudinal), as a global citizen.

This curriculum guide is meant to introduce you to the International

Baccalaureate Diploma Programme (IBDP), the subjects we will offer at
Colegiul Național Andrei Șaguna (CNAS) in Brașov and what sets IBDP apart
from other educational systems. While choosing the best courses for you,
from the ones available in the programme, you should not forget to consider:
 what you like most
 what challenges you and helps you evolve
 what you would like to study but do not have the opportunity
 what you are advised by teachers, parents and/or the DP coordinator.

As DP coordinator, I will always be there for you to answer any

question you may have, to guide and support you in your academic and
personal endeavors over the next two years.

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 Our Mission
Colegiul Național ”Andrei Șaguna” from Brașov is a
landmark in the life of its community members, students and
graduates. Through our educational model we provide not only
a top academic training, but also the development of the
necessary skills in a society of the future based on tolerance,
inclusion, critical and creative thinking, innovation, information
interference, collaboration, multilingualism, integrity and local
and global awareness.

Our Vision
Our vision is to set a continuous tradition of academic excellence, integrity and opportunities for
personal growth meant to form life-long learners that take action and contribute to the world.

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 Why Choose IBDP
The International Baccalaureate Diploma
Programme (IBDP) is an international programme
developed by educators from around the world. It is
the result of the analysis and inclusion of the best
educational practices from different systems meant to
form internationally-minded and well-rounded
students. The DP has at its very centre the IB mission
which is to create a better and more peaceful world
through education that builds intercultural
understanding and respect.

The Diploma Programme (DP) is a two-year

programme, whose completion earns the student an
internationally recognized diploma that facilitates
geographic and cultural mobility and offers
internationally recognized university entrance
qualifications. It is a unique, challenging and
rewarding programme through which students
develop both academic (thinking, research) and life
(communication, social and self-management) skills,
through the variety and the depth of the subjects and
activities that prepare them for the world of the 21st
century.

The DP students are prepared, after achieving

the Diploma, to become lifelong learners, compassionate and active citizens of an increasingly global
society. Thus, by the end of the programme, students will have developed skills that empower them:

 to think critically and challenge assumptions

 to use advanced research skills to solve complex problems
 to gain admission to the preferred university
 to adjust easier to university studies
 to perform very well academically at any top university in the world
 to drive their own learning
 to be more culturally aware
 to be multilingual
 to take action to make the world a better place
 to be able to establish connections with people in a rapidly changing world
 to be compassionate, caring, in authentic service to others

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 Understanding the Diploma Programme
The International Baccalaureate
Dipploma Programme (IBDP) promotes
language and literacy, multilingualism, the
social sciences, sciences, mathematics, the
arts, interdisciplinary learning, creativity,
activity, service and international mindedness.
Its purpose is to form students that are
knowledgeable, inquiring, caring, risk-takers,
good communicators, reflective, principled,
balanced and open-minded.

The IBDP curriculum consists of six subject groups

and the three elements of the DP ‘core’, i.e. Theory of
Knowledge (TOK), Extended Essay (EE) and Creativity,
Activity, Service (CAS) – which sit at the centre of the DP
programme model. Over the two-year programme, the
students study 6 subjects chosen from the six subject
groups: Studies in Language and Literature (group 1),
Language Acquisition (group 2), Individuals and Societies
(group 3), Sciences (Group 4), Mathematics (group 5) and
the Arts (group 6). Subjects can be studied at standard
level (SL) (150 hours/60 min./two years) or at higher level
(HL) (240 hours/60 min/two years). Some subjects, such as
Environmental Systems and Societies, can be offered only
at standard level.

When enrolling for the Diploma Programme

 students should choose 3 HL subjects and 3 SL subjects
 one and the same subject cannot be taken at both standard level and higher level
 students should choose a subject from each group. There is an exception: the Arts group choice
can be replaced by choosing another subject from the other groups
 at least two languages are studied. The same language cannot be taken in both Group 1 and
Group 2

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 How to choose
The right combination of subjects at DP will maximise students’ strengths and will set the goals for their future
study choices. Therefore, the selection of the most appropriate IBDP subjects is paramount. The respective subjects
will be studied in-depth, which will require dedicated effort and time over the two-year programme.

The students will select their courses with the active support of their parents, teachers, the University and
Careers Counselor and the DP coordinator. Students will be guided to explore and understand what each subject
offers and the various topics that they have to study under the subject. The average marks in the subjects studied
in grades 9 and 10 at high school level in the Romanian state educational systems are valuable indicators of the
students’ level and should be taken into consideration when opting for a specific course.

Also, students’ intentions concerning future university choices, both in terms of location and academic
requirements, play an important role. With the help of teachers, the DP coordinator and the University and Careers
Counselor, students will review the university requirements needed in terms of subjects or combination of subjects
and levels. Based on the career option that the students want to pursue, they must choose between HL and SL.

Apart from the current skills and abilities and the future aspirations, an innate and authentic interest for a
particular subject is another important criterion to consider when choosing to study a DP subject.

The Assessment
The two-year Diploma Programme includes both internal (IA) and external assessment (EA) to assess student
performance.

Internal or school-based assessment is conducted by the teachers of the school primarily in the second year
of the diploma course and it counts as part (about 20%) of a student’s final Diploma Programme grade in a subject.
All subject teachers are trained by the IB to administer and mark tasks based on clear grade descriptors. These tasks
include essays, mathematical portfolios, oral language exams and fieldwork assignments and practical and
investigative work in the sciences. Internal assessment is moderated by external assessors that validate or change
the marks given.

In order to ensure objectivity and reliability, written examinations at the end of the DP form the external
assessment for most courses. These take place at the end of the DP course, in May of the second year and comprise
about 80% of each student’s final Diploma Programme grade. The exams take a number of forms, including oral and
written examinations, long and short responses, data based questions, essays and multiple choice questions.
Externally assessed coursework completed by students over an extended period under teacher supervision is specific
to programme areas, such as theory of knowledge (TOK) essays and the extended essay (EE).

HL and SL courses differ in scope but are assessed against the same grade descriptors, both internally and
externally, with HL candidates expected to demonstrate the various elements of the grade descriptors across a
greater body of knowledge, understanding and skills.

During the programme, students receive regular feedback on formative and summative tasks and sit mock
exams in order to measure overall learning of students towards the end of the course of study, record progress and
identify areas that need improvement.

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 Diploma Programme Core
The IBDP curriculum places of the very centre of the DP model the three elements of the DP ‘core’,
i.e. Theory of Knowledge (TOK), Extended Essay (EE) and Creativity, Activity, Service (CAS).

Theory of Knowledge(TOK)
The TOK is a compulsory course designed around a central question, “How do we know?”. It
encourages students to think about the nature of knowledge, to reflect on the process of learning in all the
subjects they study as part of their IBDP, and to make connections across them. Students gain a better
understanding of how we create, classify and assess the value of knowledge as well as a better
understanding of the aims and methodologies of the areas of knowledge. TOK is assessed through a
presentation and an essay, which is a response to one of six prescribed titles which change every
examination session.

The Extended Essay(EE)

The Extended Essay is a compulsory, piece of independent research into a topic chosen by the student
that is externally assessed. Students choose to do their EE in one of the subjects offered in the Diploma,
usually one of students’ Higher Level subjects. The Extended Essay is intended to promote high-level
research and writing skills, intellectual discovery and creativity while engaging students in personal
research. This leads to a major piece of formal academic writing, of up to 4,000 words, in which ideas and
findings are communicated in a reasoned, coherent and appropriate manner.

Creativity, activity, Service (CAS)

CAS enables students to enhance their personal and interpersonal development by learning through
experience. It provides opportunities for self-determination and collaboration with others, fostering a
sense of accomplishment and social responsibility. It involves creativity (arts, and other experiences that
involve creative thinking), activity (contributing to a healthy lifestyle) and service (an unpaid and voluntary
exchange that has a learning benefit for the student).

Studied throughout the Diploma Programme, CAS requires students to take part in a range of
activities and experiences and at least one project, alongside their academic studies. It is not formally
assessed. Students reflect on their CAS experiences as part of the DP and provide evidence of achieving the
seven learning outcomes for CAS (see page 21).

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 University/Career Counseling
IB Diploma holders gain admission to universities throughout the world. Formal agreements exist between the
IB and ministries of education and private institutions. Some colleges and universities may offer advantages such as
advanced standing or course credit to students with strong IB examination results. Therefore, it is essential that
students know the specific requirements of the preferred university with regard to the IB Diploma. Subjects and level
of study may need to be chosen with university requirements in mind.

Through the University and Career counseling Department at Colegiul Național „Andrei Șaguna”, students are
offered advice on personal development, career choice and university research and applications. Career and
university guidance starts prior to the Diploma Programme, in grade 10.

Pre-DP year (grade 10)

During the 10th grade students have regular meeting (once every other month) with the University and
Careers Counselor and the DP coordinator. Students are inducted into how to research for educational opportunities
at universities, locally or abroad, and into understanding the relevance of pursuing the Diploma in order to access
these opportunities.

DP year one
In the first year of the programme, students have regular meetings (twice a month) with the University and
Careers Counselor and the DP coordinator. An additional priority this year will be researching for scholarship
opportunities. They become familiar with different university application systems from around the world and with
writing the personal statements or the specific college essays. They begin working on their CVs.

DP year two
During the second year of the DP, there will be a shift from group meetings to individual interviews with the
Counselor and the DP coordinator, in which parents can also participate. They finalize their university intentions and
learn the skills necessary during an interview for university admission. Students update their CVs, request references
from teachers and finish their written components of the application (personal statements, essays).

Subject Overview
The following section includes a course-by-course outline of the subjects offered in the Diploma Programme
at CNAS. Each presentation includes a course overview, the reason why you should choose that particular course
and how the course will be assessed.

GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 GROUP 6

STUDIES IN
LANGUAGE INDIVIDUALS AND
LANGUAGE AND SCIENCES MATHEMATICS THE ARTS
ACQUISITION SOCIETIES
LITERATURE
ENGLISH A: MATHEMATICS:
ENVIRONMENTAL ENVIRONMENTAL
LANGUAGE AND GERMAN AB INITIO ANALYSIS AND
SYSTEMS AND SYSTEMS AND VISUAL ARTS – SL
LITERATURE – – SL APPROACHES –
SOCIETIES – SL SOCIETIES – SL
SL/HL SL/HL
MATHEMATICS:
GLOBAL POLITICS – APPLICATIONS AND
GERMAN B – SL/HL PHYSICS – SL/HL
SL INTERPRETATION –
SL/ HL
COMPUTER
SCIENCE – SL/HL

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 ENGLISH A: LANGUAGE AND LITERATURE
Group 1: Studies in Language and Literature
Standard Level and Higher Level

COURSE OVERVIEW
HOW IS THIS COURSE ASSESSED?
This course invites students to explore the
complexity of literature through language and connect Standard Level (SL)
them in both theory (Extended Essay) and practice (CAS).
The wide range of texts comprises a variety of themes that External assessment:
cross continents and centuries, and reflects the seven key Paper 1: 35%
concepts of language and literature IB approach. Paper 2: 35%

By the end of the language and literature course the Internal assessment:
students will have become more open-minded to and Individual oral: 30%
tolerant of other cultures, more reflective and will be able
to express more carefully-balanced opinions. It is expected
that they will have developed critical thinking skills and will Higher Level (HL)
have become better communicators. Moreover, their
curiosity will have been nurtured and they will have External assessment:
become more independent learners who can support their Paper 1: 35%
ideas with pertinent arguments. Paper 2: 25%
Essay: 20%

Internal assessment:
Individual oral: 20%

Why study this course?

This course offers students the opportunity to communicate efficiently and to
discover the multiple layers of the fictional and real worlds.

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 GERMAN B: AB INITIO
Group 2: Language Acquisition
Standard Level

COURSE OVERVIEW
The German Ab Initio course is designed to offer
students the opportunity to develop the necessary HOW IS THIS COURSE ASSESSED?
German language skills, to understand and communicate
Standard Level (SL)
using the language in different usual environments and
situations. Productive skills:
Writing 25%
The course focuses on the five prescribed themes
(identities, experiences, human ingenuity, social Receptive skill:
organization and sharing the planet), on the one hand,
Listening: 25%
and on developing key language skills, such as: listening,
Reading: 25%
speaking, writing, reading, on the other. Students are
expected to develop the range and complexity of Internal Assessment:
language, to speak and understand in order to Oral assessment: 25%
communicate. They continue to enlarge their knowledge
of vocabulary and grammar. The themes provide
relevant context for studying and opportunities for students to communicate about matters of personal,
local or national and global interest. Each theme is divided into units which last approximately 8- 10 weeks.

Since globalization has been on the rise, and the recent past events have urged people from diverse
backgrounds and cultures to come together, the philosophy on which the course is based is meant to foster
and mature all skills necessary to contribute to and enhance one’s international mindedness. The
conceptual understanding (audience, context, purpose, meaning, variation) is to be kept in mind when
connecting the themes and topics to receptive, productive and interactive skills development.

Why study this course?

The Ab Initio course is designed so that students are encouraged to approach the
learning of the German language in close connection with the cultural aspect specific to the
geographical areas where German is the official language. The course supports the students
in developing international-mindedness, increased understanding and tolerance towards
their peers coming from different social backgrounds or cultures and viewing language and
culture in a global context.

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 GERMAN B
Group 2: Language Acquisition
Standard Level and Higher Level

COURSE OVERVIEW
The language acquisition course is designed for
HOW IS THIS COURSE ASSESSED?
students that already have basic knowledge of the Standard Level (SL)
German language and want to improve and gain more
insight into the complexity of the language in order to Productive skills:
effectively communicate in diverse academic and Writing 25%
professional contexts. Enrolled students continue to
develop their knowledge and grammar, as well as the Receptive skill:
conceptual understanding of the structure of language Listening: 25%
in order to construct, analyze and evaluate arguments Reading: 25%
on a variety of topics related to the course content and
German language culture. Three skills are expected to Internal Assessment:
be enhanced during the course, namely receptive Oral assessment: 25%
(written and spoken authentic texts), productive (ideas
and opinions on a variety of subjects) and interactive
(oral exchanges).
Higher Level (HL)
Though HL and SL assessment outlines are
The syllabuses of Language B, be it SL or HL, focus identical, the nature of the assessments is
on five prescribed themes: Identities, Experiences, different. The writing at HL, the set tasks will
Human Ingenuity, Social Organization and Sharing the require more complex structures and
Planet. The course is meant to provide students with vocabulary and higher-order thinking skills.
the opportunity to communicate about personal, The study of two literary works originally
national and global topics, starting from the above written in the target language is required
mentioned ones. only at HL

Why study this course?

Language B - language acquisition courses are designed especially for students who
wish to study languages at university level, or for whom the use of the language in their
future professional and personal life may be required. The goal of the courses is to prepare
students for situations that might directly influence their academic and professional future
and to extend their German language knowledge to a higher level.

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 GLOBAL POLITICS
Group 3: Individual and Societies
Standard Level

COURSE OVERVIEW
The Diploma Programme Global Politics course offers
HOW IS THIS COURSE ASSESSED?
students the opportunity to explore fourcompolsory political Standard Level (SL)
concepts (Power, Sovereignty and international
relations,Human rights, Development and Peace and External:
conflict)in a range of contexts, with a special focus on 21st Paper One: 30%
century events. It allows students to develop an Paper Two: 45%
understanding of the local, national, international and global
dimensions of political activity and processes, as well as to Internal:
explore political issues affecting their own lives. A central Engagement Activity: 25%
feature of the course is that political concepts and issues are
examined from multiple perspectives.

The core units of the course offer students a broad introduction to the key actors and interactions in
contemporary global politics before delving into the political aspects of human rights, development, and
peace and conflict. Together, the core units of the course make up the central unifying theme of “people,
power and politics”. The emphasis on “people” reflects the fact that the course explores politics not only
at a state level but it also explores the function and impact of non-state actors, communities, groups and
individuals. The concept of “power” is emphasized as being particularly crucial to understanding the
dynamics, tensions and outcomes of global politics. Throughout the course, issues such as conflict,
migration or climate change are explored through an explicitly political lens; “politics” provide a uniquely
rich context in which to explore the relationship between people and power.

Why study this course?

This course helps students to understand abstract political concepts by grounding them in real-world
examples and case studies. It also invites comparison between such examples and case studies to ensure a
wider and transnational perspective. Participants in this course will develop an understanding of key political
issues on the international stage, both current and historical, and will gain basic knowledge regarding states,
transnational actors, security issues, international law and global challenges.

Students will approach abstract political concepts by grounding them in real-world examples and case
studies and by drawing comparisons meant to ensure a wider and transnational perspective. The examples
and case studies will be chosen based both on their global and local relevance. By the end of the course,
participants will be able to critically discuss issues related to global politics using their already acquired
knowledge of governments and non-governmental actors and various resources.

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 ENVIRONMENTAL SYSTEMS AND SOCIETIES (ESS)
Group 3: Individual and societies/Group 4: Sciences
Standard Level

COURSE OVERVIEW
HOW IS THIS COURSE ASSESSED?
Environmental Systems and Societies is an
interdisciplinary course that can be taken as an either Standard Level (SL)
Group 3 (Individual and Societies) or a Group 4 (Sciences)
subject. External:
Paper 1: 25%
Within the ESS curriculum, the concept of 'systems' is Paper 2: 50%
essential. A system contains components, connected
through various processes and interactions, that work Internal assessment:
together to form a whole entity. This "holistic" approach Individual investigation: 25%
allows an appreciation of how environmental and other
systems function and that they do not work in isolation, but
rather through interactions with other systems. The systems approach emphasizes that concepts,
techniques and terms can be transferred from one discipline (such as ecology) to another (such as policy)
and provides a framework for examining and explaining complex environmental problems.

Your math, physics, chemistry, biology, geography, social science teachers provided you with the
basic material during your first two years of high school. This course will supplement your previous
classroom experiences, building on them through active learning.

Why study this course?

The ESS course will be an opportunity to acquire, apply and transfer knowledge, to
evaluate and develop a variety of skills by engaging with the investigation of environmental
and societal issues at both a local and global level. Thus, the students will be able to
evaluate the political, economic and social contexts of issues, to select and apply the
appropriate research tools and use the correspondent practical skills necessary to carry out
investigations and to suggest collaborative and innovative solutions that demonstrate
awareness and respect for the cultural differences and value systems of others.

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 PHYSICS
Group 4: Sciences
Standard Level and Higher Level

COURSE OVERVIEW
Physics may be studied at Standard Level (SL) or
Higher Level (HL). Both share a common core, which is HOW IS THIS COURSE ASSESSED?
extended at HL.
Standard Level (SL)
The students will be provided with examples and
External:
exam tips that demonstrate best practices and warn
Paper One: 20%
against common errors. A separate part of the Physics
Paper Two: 40%
course is allocated to data-based and practical
Paper Three: 20%
questions, which are the most distinctive feature of the
syllabus. Numerous examples will be used to tackle Internal:
unfamiliar situations, interpret and analyse experimental
Individual Investigation: 20%
data, and suggest improvements to experimental
procedures.
Higher Level (HL)
Practical problems and a complete set of IB-style
examination papers will provide further opportunities External:
for students to check their knowledge and skills, boost Paper One: 20%
their confidence and monitor the progress of their Paper Two: 36%
studies. Practical problems are given at the end of each Paper Three: 24%
topic. These are IB-style questions that provide students
with an opportunity to test themselves and improve Internal assessment:
their problem-solving skills. Some questions introduce Individual Investigation: 20%
factual or theoretical material from the syllabus that can
be studied independently.

Why study this course?

The Physics course provides full coverage of the IB diploma syllabus in Physics and
offers support to students preparing for their examinations. The course will help you to
learn the essential topics and concepts, will strengthen your problem-solving skills and
improve your approach to IB examinations.

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 COMPUTER SCIENCE
Group 4: Sciences
Standard Level and Higher Level

COURSE OVERVIEW HOW IS THIS COURSE ASSESSED?

The IB DP Computer science (both SL and HL) Standard Level (SL)
course is designed to prepare students aged 16 to 19 for
success at university and beyond. It requires an External:
understanding of the fundamental concepts of Paper One: 45%
computational thinking as well as knowledge of how Paper Two: 25%
computers and other digital devices operate. The course,
underpinned by conceptual thinking, draws on a wide Internal:
spectrum of knowledge, and enables and empowers Computational Solution: 30%
innovation, exploration and the acquisition of further
knowledge. Students will study how computer science
interacts with and influences cultures, society and how Higher Level (HL)
individuals and societies behave, and the ethical issues
External:
involved.
Paper One: 40%
During the course the student will develop Paper Two: 20%
computational solutions. This will involve the ability to: Paper Three: 20%
identify a problem or unanswered question; design,
Internal assessment:
prototype and test a proposed solution; liaise with
clients to evaluate the success of the proposed solution Computational Solution: 20%
and make recommendations for future developments

Why study this course?

The Computer Science course will, among others, provide the students with a body
of knowledge, methods and techniques that characterize computer science and will enable
them to apply and use them. It will engender an awareness of the need for, and the value
of, effective collaboration and communication in resolving complex problems and will
provide opportunities for study and creativity within a global context that will stimulate
and challenge students to develop the skills necessary for independent and lifelong
learning.

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 MATHEMATICS:
APPLICATIONS & INTERPRETATION
Group 5: Mathematics
Standard Level and Higher Level

COURSE OVERVIEW
The IB DP Mathematics: applications and
interpretation course can be studied at both standard and HOW IS THIS COURSE ASSESSED?
higher level at CNAS. The course recognizes the
Standard Level (SL)
increasingly essential role that mathematics and
technology play in a diverse range of fields in a data-rich External:
world. As such, it emphasizes the meaning of mathematics Paper One: 40%
in context by focusing on topics that are often used as Paper Two: 40%
applications or in mathematical modelling.
Internal:
Maths AI is concerned with the application of
Exploration: 30%
mathematics in solving concrete problems and not in
deepening the theoretical foundations or proving all the
basic or nuanced theorems. Students are encouraged to Higher Level (HL)
solve real-world problems, construct and communicate
this mathematically and interpret the conclusions or External:
generalizations. Paper One: 30%
Paper Two: 30%
Maths AI is more technology-focused than Maths AA Paper Three: 20%
and expects students to become experts in how to use
your graphic display calculator or GDC. Graphics and Internal assessment:
finance applications, as well as instant equation solvers, Exploration: 20%
will all be heavily incorporated into teaching, along with
methods and tips for getting the most out of them.

Why study this course?

Maths AI is probably best suited for students interested in a career in the humanities,
statistics, or business, or in certain scientific fields like chemistry and biology, where more
abstract mathematical knowledge is not really necessary. A Maths AI student may also want
to consider career paths in design, psychology, or certain fields of economics

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 MATHEMATICS:
ANALYSIS & APPROACHES
Group 5: Mathematics
Standard Level and Higher Level

COURSE OVERVIEW
The curriculum of the Mathematics: Analysis and
Approaches Course focuses on the introduction of important
mathematical concepts through the development of HOW IS THIS COURSE ASSESSED?
mathematical techniques. The majority of concepts are
Standard Level (SL)
included because they underpin important mathematical
processes and they are essential to any further study in
External:
mathematics. Students taking this course are expected to
possess knowledge of basic concepts and to be equipped with Paper One: 40%
the skills needed to apply mathematical techniques correctly Paper Two: 40%
especially algebraic manipulation skills.
Internal:
Students who choose the HL option in mathematics will Exploration: 30%
delve deeper into complex mathematical problems and topics
such as matrices, vectors, statistics and calculus. At HL the
focus is on developing important mathematical concepts in a Higher Level (HL)
comprehensible, coherent and rigorous way. Students are
encouraged to apply their mathematical knowledge to solve External:
problems set in a variety of meaning contexts and unfamiliar Paper One: 30%
situations. Development of each topic should feature Paper Two: 30%
justification and proof of results. Students embarking on this Paper Three: 20%
course should expect to develop insight into mathematical
form and structure, and should be intellectually equipped to Internal assessment:
appreciate the links between concepts in different topic
Exploration: 20%
areas. The HL course is a demanding one, requiring students
to study a broad range of mathematical topics through a
number of different approaches and to varying degrees of
depth.

Why study this course?

The Mathematics: Analysis and Approaches Course contains a broad range of
mathematical concepts and caters to students who anticipate a need for a sound
mathematical background in preparation for future studies in subjects that have significant
mathematical content, such as chemistry, economics, geography, psychology and business
administration.

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 VISUAL ARTS
Group 6: Arts
Standard Level

COURSE OVERVIEW
HOW IS THIS COURSE ASSESSED?
The IB Diploma Programme Visual Arts course
encourages students to challenge their own creative and Standard Level (SL)
cultural expectations and boundaries. It is a thought-
provoking course in which students develop analytical skills External assessment:
in problem-solving and divergent thinking, while working Comparative Study: 25%
towards technical proficiency and confidence as art- Process Portfolio: 40%
makers. In addition to exploring and comparing visual arts
from different perspectives and in different contexts, Internal assessment:
students are expected to engage in, experiment with and Exhibition: 40%
critically reflect upon a wide range of contemporary
practices and media.

The Visual Arts course is student-centered and places student exploration at the heart of a holistic
learning experience, including three core areas: Visual arts in context, Visual arts methods and
Communicating visual arts. Those areas are interlinked and investigated by three forms of practice:
theoretical practice, art-making practice, curatorial practice. The first year is a period of learning from
masters, of self-discovery, reflection and development of skills in various media; the second year is a time
for expanding and refining skills, as well as re-working by reflection on the conceptual relevance and artistic
achievements of their own pieces of art.

The students’ best art pieces will be reunited in an Exhibition (one of the three forms of assessment
outlined below), the culmination of their two-year study and work. The exhibition will be the result of a
selection the students will make based on a process of reflection and evaluation, articulating the reasoning
behind their choices and identifying the ways in which selected works are connected.

Why study this course?

The course is designed for students who want to go on to study Visual Art in higher
education, as well as for those who are seeking lifelong enrichment through visual arts.

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 DP Core The Extended Essay
OVERVIEW
The Extended Essay is one of the three elements of the DP ‘core’. It is a compulsory, piece of independent
research into a topic chosen by the student that leads to a major piece of formal academic writing, of up to 4,000
words, in which ideas and findings are communicated in a reasoned, coherent and appropriate manner. Students
choose to do their EE in one of the subjects offered in the Diploma, usually one of students’ Higher Level subjects.
The Extended Essay is intended to promote high-level research and writing skills, intellectual discovery and creativity
while engaging students in personal research.

HOW IS THE EXTENDED ESSAY ASSESSED?

The Extended Essay will be written under the supervision of a teacher (usually of the subject that interests the
research question) and with the close help of the librarian. The supervisor will meet with the student on a regular
basis (based on the EE timeline), giving both verbal and written feedback. There will be 3 mandatory reflection
sessions with the teacher, with the final session being the concluding interview. Nevertheless, the Extended Essay is
externally assessed by the IB.

WHERE WILL THE EXTENDED ESSAY TAKE ME?

One major benefit of the Extended Essay in the DP is that it prepares the students for university research,
thus helping them to perform better academically than students in other systems. It also:

 gives students full control over their work, in terms of choice of topic, subject area, research question and
strategies
 teaches students how to write a research paper, with all its stages: coming up with a research question,
collecting the data, analyzing and interpreting data, presenting the results, drawing the conclusions and
mentioning the impact
 increases students’ confidence in their ability to research and work independently
 offers students an advantage in the admission process, the score in EE (see ‘Earning the Diploma’ section in
this brochure) being highly regarded in top universities around the world.

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 DP Core Creativity – Activity – Service (CAS)
OVERVIEW
CAS is designed to strengthen and extend students' personal and interpersonal learning. CAS
engagement complements a challenging academic programme in a holistic way, providing students with
opportunities for self-determination, collaboration, accomplishment, and enjoyment. Students reflect on
their CAS experiences as part of the DP, and provide evidence of achieving the seven learning outcomes
for CAS:

 identify strengths and develop areas for personal growth

 demonstrate that challenges have been undertaken, developing new skills in the process
 demonstrate how to initiate and plan a CAS experience
 show commitment to and perseverance in CAS experiences
 demonstrate the skills and recognize the benefits of working collaboratively
 demonstrate engagement with issues of global significance
 recognize and consider the ethics of choices and actions.

HOW IS CAS STRUCTURED?

CAS is organised around the three strands of Creativity, Activity, and Service, defined as follows:

 Creativity: exploring and extending ideas leading to an original or interpretive product or

performance (creative work, arts).
 Activity: physical exertion contributing to a healthy lifestyle (physical activity, sports).
 Service: collaborative and reciprocal engagement with the community in response to an
authentic need (helping others, volunteering).

WHAT IS THE IMPACT OF CAS?

Engaging in CAS enables students to demonstrate skills and abilities in real and practical ways, to
grow as unique individuals and to recognise their role in relation to others. Students develop skills,
attitudes, and competencies through a variety of individual and group experiences. These experiences
provide students with opportunities to explore their interests and express their passions, personalities and
perspectives. CAS is unique through its transformative nature and the feeling of fulfillment for contributing
to the world creatively, actively and empathically.

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 DP Core Theory of Knowledge (TOK)
COURSE OVERVIEW
The TOK curriculum is made up of three parts which are interconnected. The core theme – Knowledge
and the Knower helps students to reflect on themselves as knowers and thinkers, providing strong links to
the IB Learner Profile. From the optional themes we select Knowledge and language and Knowledge and
politics which have a profound influence on people's lives. The TOK course is completed with the five Areas
of Knowledge (AOK): History, the Human Sciences, The Natural Sciences, Mathematics, The Art.

In the first year we will do the core theme - Knowledge and the Knower, the optional themes -
Knowledge and language and Knowledge and politics and two AOKs– History and The Human Sciences. In
the second year we will do three AOKs - The Natural Sciences, Mathematics and The Art.

HOW IS THIS COURSE ASSESSED?

The internal assessment is a TOK exhibition through which students are required to explore how TOK
manifests in the world around us. It is internally assessed by the teacher and externally moderated by the
IB at the end of the course. The TOK course is externally assessed through the TOK essay. Students are
required to write an essay in response to one of the six prescribed research questions issued by the IB for
each examination session. The TOK exhibition will be prepared in the first year (April – May) and the TOK
essay will be written in the second year (by the end of December).

WHERE WILL TOK TAKE ME?

Theory of knowledge (TOK) is an essential course which makes students think about their own values,
have their own perspective, be inquirers, explore knowledge across the range of disciplines, collaborate
and act with integrity, be open-minded, caring, risk-takers, balanced and reflective. At the end of the TOK
course students will be able to navigate and make sense of the world, to be more aware of their own
perspectives, to reflect critically on their own beliefs and to make connections between academic
disciplines.

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 Earning The Diploma

The IB Diploma Programme is marked out of 45 points. In order to be awarded the diploma, a
student must achieve a minimum of 24 points out of the total 45. Each of the 6 subjects that you have
chosen from the available ones in our curriculum is marked from 1 to 7, with specific descriptors for each
subject group and the interdisciplinary subject (ESS), with a possible maximum number of points of 42.

Up to 3 bonus points are awarded for the core Theory of Knowledge and Extended Essay. These are
marked from A to E (each mark having specific grade descriptors). Note that CAS is not marked, but
completion is mandatory to earn the diploma. The total maximum number of 3 points possible to be scored
in TOK and EE are awarded based on this matrix:

TOK/EE A B C D E/N
A 3 3 2 2
B 3 2 2 1
Failing
C 2 2 1 0
Condition
D 2 1 0 0
E/N Failing Condition
*N= not submitted
*An E in either of the core components (TOK or EE) results in the diploma not being awarded.
principled

reflective

inquirers
risk-takers
knowledgeable
open-minded
thinkers

balanced
caring

communicators

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Address: Şirul Andrei Şaguna, No. 1, Brașov, Romania
Phone: (+40)268.419.400
e-mail: secretariat@saguna.ro
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