High School/IBDP Handbook
IB DIPLOMA AT PKUES (Jiaxing)Student Handbook:
An overview of your final two years of school,including an introduction to TOK and EE.
2018 – 2020 (May Exam Session 2020)
PKUES (JIAXING) MISSION STATEMENT 1IB CURRICULUM 1
IB LEARNER PROFILE 2
A GENERAL OUTLINE OF THE IB DIPLOMA AT PKUES (JIAXING) 4AWARD OF THE IB DIPLOMA 6
STUDY HABITS 10
REGULARWORK 10SCHEDULING 10DEADLINES 10ACADEMIC HONESTY 11LEARNING SUPPORT 12STUDENTISSUES 12
WORK PRACTICES – ‘SOME SECRETS TO YOUR SUCCESS’. 14
BE AN ACTIVE LEARNER 14STUDY TECHNIQUES 14REVISION 14
CLASS WORK STRATEGIES 14REPORTS 15EXAMINATIONS 15
THEORY OF KNOWLEDGE 14
KNOWING ABOUT KNOWING14THE WAYS OF KNOWING 14THEAREASOFKNOWLEDGE 15ASSESSMENT 15
TOK AT PKUES (JIAXING) 16
THE EXTENDED ESSAY 15
THE EXTENDED ESSAY AT A GLANCE 15
KEY FEATURES OF THE EXTENDED ESSAY15
EXTENDED ESSAY TIMELINE FOR SESSION MAY 2019 18
ESSAY KEY QUESTIONS/GENERAL OUTLINE: MID-MARCH 2018 18
EXTENDED ESSAY WORK WEEK AND INITIAL DRAFT EARLY-MID JUNE 2018 18
SUPERVISOR CHECK SECOND DRAFT MID-SEPTEMBER, 2018 18
FINAL SUBMISSION OF EXTENDED ESSAY JANUARY, 2019 19
THE DIPLOMA POINTS MATRIX 20
THE EXTENDED ESSAY 20
CREATIVITY, ACTIVITY AND SERVICE 22
ASSESSMENT 23IB ASSESSMENT 24
The Mission Statement is at the heart of all programs of study at Peking UniversityExperimental School (Jiaxing).
PKUES (Jiaxing) Mission Statement
The mission of PKUES (Jiaxing) is to provide its students with the opportunities to pursueacademic and personal excellence through a nurturing, international, communityenvironment.
PKUES (Jiaxing) maintains an international perspective and thus does not align itscurriculum with any national system. Instead we have chosen to become an IB WorldSchool, implementing the International Baccalaureate Programme in the Grades 11-12. IBguidelines provide the basis for the structure of our curriculum.
IB Learner Profile
The aim of the IB Diploma Program is to develop internationally minded people who,recognizing their common humanity and shared guardianship of the planet help to create abetter and more peaceful world.
IB learners strive to be:
Ø Inquirers They develop their natural curiosity. They acquire the skills necessary toconduct inquiry and research and show independence in learning. They actively enjoylearning and this love of learning will be sustained throughout their lives.
Ø Knowledgeable They explore concepts, ideas and issues that have local and globalsignificance. In so doing, they acquire in-depth knowledge and develop understandingacross a broad and balanced range of disciplines.
Ø Thinkers They exercise initiative in applying thinking skills critically and creatively torecognize and approach complex problems, and make reasoned, ethical decisions.
Ø Communicators They understand and express ideas and information confidently andcreatively in more than one language and in a variety of modes of communication.They work effectively and willingly in collaboration with others.
Ø Principled They act with integrity and honesty, with a strong sense of fairness, justiceand respect for the dignity of the individual, groups and communities. They takeresponsibility for their own actions and the consequences that accompany them.
Ø Open-minded They understand and appreciate their own cultures and personalhistories, and are open to the perspectives, values and traditions of other individualsand communities. They are accustomed to seeking and evaluating a range of points ofview, and are willing to grow from the experience.
Ø Caring They show empathy, compassion and respect towards the needs and feelingsof others. They have a personal commitment to service, and act to make a positivedifference to the lives of others and to the environment.
Ø Risk-takers They approach unfamiliar situations and uncertainty with courage andforethought, and have the independence of spirit to explore new roles, ideas andstrategies. They are brave and articulate in defending their beliefs.
Ø Balanced They understand the importance of intellectual, physical and emotionalbalance to achieve personal well-being for themselves and others.
Ø Reflective They give thoughtful consideration to their own learning and experience.They are able to assess and understand their strengths and limitations in order tosupport their learning and personal development.
Studies in Language and Literature
Language A Literature HL/SL
Chinese A HL/SLEnglish A HL/SL
Language B HL/SL
English B HL/SLChinese ab initio SL
Individuals and Societies
Biology, Physics, Chemistry
Sports Exercise and Health Science
Award of the IB diploma
The IB diploma is awarded based on performance across all parts of the DiplomaProgramme.
A total of six subjects must be studied, with a combination of standard and higher levels (SLand HL). Students must also complete the “core”, which is made up of creativity, activity,service (CAS), theory of knowledge (TOK) and extended essay (EE).
This handbook contains detailed information about what subjects, subject levels (SL or HL)combinations, and so on are permissible for a candidate to offer.
Each subject is graded 1–7, with 7 being the highest grade. These grades are also usedas points (that is, 7 points for a grade 7, and so on) in determining if the diploma can beaward.
TOK and the EE are graded A–E, with A being the highest grade. These two grades arethen combined in the diploma points matrix to contribute between 0 and 3 points to thetotal. CAS is not assessed but must be completed in order to pass the diploma. Seesection A7.7.
The overall maximum points from subject grades and TOK/EE is therefore 45 ((6 × 7) + 3).The minimum threshold for award of the diploma is 24 points, below which the diploma isnot awarded.
The additional requirements are the following.
CAS requirements have been met.
There is no “N” awarded for TOK, the EE or for a contributing subject.
There is no grade E awarded for TOK and/or the EE.
There is no grade 1 awarded in a subject/level.
There are no more than two grade 2s awarded (HL or SL).
There are no more than three grade 3s or below awarded (HL or SL).
The candidate has gained 12 points or more on HL subjects (for candidates who
register for four HL subjects, the three highest grades count).
The candidate has gained 9 points or more on SL subjects (candidates who registerfor two SL subjects must gain at least 5 points at SL).
The candidate has not received a penalty for academic misconduct from the FinalAward Committee.
The following matrix will be used for award of points for the theory of knowledge (TOK) andextended essay (EE).
Theory of knowledge
Changes from The diploma points matrix (May 2010 - November 2014):
B + C combination now results in 2 additional points (previously 1 point).
A + E combination now results in zero points and a failing condition (previously 1point).
In addition, students who have completed these conditions through multiple languagesmay be eligible for a bilingual diploma (see section A7.6.2)
A maximum of three examination sessions is allowed in which to satisfy the requirementsfor the award of the IB diploma. The examination sessions need not be consecutive.
Further details of how the diploma is awarded are contained in the General regulations:Diploma Programme.
Students must study six subjects, plus TOK, EE and CAS. They must accumulate nofewer than 24 points from assessment in these subjects in addition to gradestipulations.
They must meet all of the additional requirements listed above.
They must do so within a maximum of three examination sessions.
Candidates who successfully meet these conditions will be awarded the diploma.
Candidates who take the diploma in multiple languages may be eligible for a bilingualdiploma.
The following pages are intended to give you some ideas and assistance in theorganization of your time and the ways that you can best prepare yourself for a successfulcompletion of the IB Diploma.
As an IB school, we encourage students should be responsible to their own studies. Wehighly encourage students to take initiative to communicate to their teachers, we believethorough and frequently communication with teachers always lead to better learningoutcomes and assessment results
It is important that students revise concepts by rereading class notes and summarizingimportant points and aspects throughout the year.
“I’ll do it tomorrow”, “It doesn’t matter if I don’t work tonight”, and “I’ll do it later” are phrasesthat must be eliminated from your vocabulary. It is important to keep up-to-date with yourwork so;
DON’T PUT OFF FOR TOMORROW WHAT YOU CAN DO NOW!!
Time needs to be scheduled sensibly, especially over the weekends. It is expected thatyou will use your diary to schedule homework/assignments and plan your time accordinglyso that you give yourself enough time for research, drafting and the production of a finalcopy. Be sure to enter all activities (including social) in your diary to avoid any conflicts.You should not be in a position where you are completing assignments in a rushed mannerthe night before submission.
Internal deadlines are given to help you organize your work in order to avoid a situation ofoverload. Remember, that the workload will progressively INCREASE over the two-yearDiploma Programme. It is important that you meet these internal deadlines in order that the assignments can be dispatched to examiners around the world. The PKUES (Jiaxing) ‘IBDeadlines Calendar’ available on-line and can also be found on Managebac. It is intendedto assist you with your personal organization of time. It is important to view the Diploma asa full two- year course that requires the continual development of skills, not a series ofexams that you have to pass. Deadlines will only be met if a consistent work ethic isapplied throughout the year.
The IB expects that work submitted by a candidate for assessment will clearlyacknowledge all ideas and words of other persons. The IB defines malpractice as‘behavior that results in, or may result in, the candidate or any other candidate gaining anunfair advantage in one or more assessment components’. Malpractice includes thefollowing:
Plagiarism – defined as the representation of ideas or works of another person as thecandidate’s own.
Collusion – defined as supporting malpractice by another candidate, as in allowingone’s work to be copied or submitted for assessment by another.
Duplication of work – defined as the presentation of the same work for differentassessment components and/or diploma requirements.
Any other behavior that gains an unfair advantage for a candidate or that affects theresults of another candidate e.g. falsifying a CAS record, misconduct in an exam room.
Most tests, quizzes, and written assignments (compositions, research paper, and so forth)are intended by the teacher to be done independently by the student. Students who copyinformation from another student, or who in any way present work or ideas as their ownwhen they were, in fact, taken directly from someone or someplace else, have violated thecode of academic honesty.
Students preparing compositions or papers must acknowledge any passages that they quote verbatim or paraphrase, in whole or in part, from any source, according to guidelineswhich will be made clear by the teacher. Teachers may request that students submit theirwritten assignments through the online program titled Turnitin.com in order to referencethe amount of independent work. This program is also integrated with the Managebaccourse submission requirements, so teachers may check the level of independent work foreach assignment.
Academic honesty is required at the High School. In the event that a student is shown tobe dishonest, one or more of the following will occur: the score will be a zero, the student’sparents will be notified, and he/she will serve a suspension. Examples of academicdishonesty include:
Copying the work of others
Allowing / assisting others to copy work. (Giving work to a classmate and then being
surprised that he/she copied it is not an acceptable excuse.)
Plagiarism of any form (copying websites, not citing ideas presented by other authors,etc.)
Inappropriate test-taking environment behaviour
It is most important that all students complete all assessment tasks in accordance with these principles.
The PKUES(Jiaxing) faculty are readily available to assist students who require additionalsupport. Teachers guide all students’ personal and academic development through dailystudent contact. Students that experience difficulty in a particular subject may organisesupport with their teacher or discuss their needs with the school counsellor.
The IB Diploma is a rigorous programme that places students under different stresses throughout the two years. If you are having difficulties it is important to talk to somebodywho may provide appropriate strategies to overcome the difficulties. Faculty who canprovide assistance include:
your IB Coordinator
TALK to them.
Discuss your situation.
A solution/strategy can usually be found through appropriate COMMUNICATION.
Work Practices – ‘Some secrets to your success’.Be an active learner
Ø listen carefully to all instructions/discussions.
Ø ask questions if you don’t understand something.Study techniques
Ø each subject requires the development of specific skills that are gained throughdifferent approaches.
Ø it is important to gain an understanding of each new concept as it is taught. Thelearning of a subject is often/usually progressive so the understanding of future subjectmatter is often dependent on your grasp of previous concepts.
Ø priorities the completion of homework based on due dates and the time available.
Ø a short break will often refresh you and help in the completion of tasks. Use a break to
complete some ‘Activity’ as part of your CAS.
Ø it is important to summarize/simplify notes in relation to the subject syllabus. Whenrevisiting these notes, a more in-depth coverage of points can then be found in your‘original’ class and study notes.
Ø diagrams, concept maps, and flow charts often provide a simpler method ofunderstanding/ remembering.
Ø develop a ‘revision schedule’, that is, plan how you will gradually revise for ALL yoursubjects.
Class Work Strategies
Ø complete all work – if you are unclear on what is to be done or how to do the work,seek immediate clarification from your teacher
Ø learn content as we move through – exam preparation will be review
Ø record notes in class and frequently review these notes
Ø re-read your notes after class
Ø keep an organized file with handouts, notes and other materials distributed in class
Ø write dates on notes and handouts and include an indication of which IB topic notesand handouts refer to
Ø complete readings as indicated for homework and add to notes recorded in class
Ø complete homework questions as indicated – if unclear, seek help immediately.
Ø complete homework on the day assigned, if problems get extra help the next day(don’t wait to complete homework until the night before it is due, makes it difficult to gethelp before the work is due)
This year we will have 3 trimesters, and will provide reports for each of them. Students’progress with suggestions and strategies for how students can improve will be provided ineach report.
Comments will be made in relation to the variety of assessment methods used in eachsubject including; test and exam results, written responses, oral presentations, practicalwork etc. Information outlined on a report should NOT be new to you if you have beencommunicating effectively with your teachers.
The examination schedule will be differently for each grade. For Grade 10, 3 in-classexams will take place at the end of each trimester. Grade 11 will have 2 formal examsduring the whole academic year, and for G12, two DP mock exams will be allocated inJanuary and March right before their final IBDP Exam in May.
These exams provide excellent practice in answering questions that follow a similar format to the final IB Diploma exams. They also necessitate the development of appropriaterevision notes within your ‘revision schedule’:
Trimester 1 Exam(in-class)
Trimester 2 Exam(in-class)
Trimester 3 Exam(in-class)
DP 1Grade 11
Semester 1 Exam(formal)
Semester 2 Exam(formal)
DP 2Grade 12
Mock Exam 1(formal)
Mock Exam 2(formal)
IBDP ExamMAY 1-21, 2020
THEORY OF KNOWLEDGE
Knowing about knowing
TOK is a course about critical thinking and inquiring into the process of knowing, ratherthan about learning a specific body of knowledge. It is a core element which all DiplomaProgramme students undertake and to which all schools are required to devote at least100 hours of class time. TOK and the Diploma Programme subjects should support eachother in the sense that they reference each other and share some common goals. TheTOK course examines how we know what we claim to know. It does this by encouragingstudents to analyse knowledge claims and explore knowledge questions. A knowledgeclaim is the assertion that “I/we know X” or “I/we know how to Y”, or a statement aboutknowledge; a knowledge question is an open question about knowledge. A distinctionbetween shared knowledge and personal knowledge is made in the TOK guide. Thisdistinction is intended as a device to help teachers construct their TOK course and to helpstudents explore the nature of knowledge.
The ways of knowing
While there are arguably many ways of knowing, the TOK course identifies eight specificways of knowing (WOKs). They are language, sense perception, emotion, reason,imagination, faith, intuition, and memory. Students must explore a range of ways ofknowing, and it is suggested that studying four of these eight in depth would beappropriate.
The WOKs have two roles in TOK:
They underlie the methodology of the areas of knowledgethey provide a basis for personal knowledge.
Discussion of WOKs will naturally occur in a TOK course when exploring how areas ofknowledge operate. Since they rarely function in isolation, the TOK course should explorehow WOKs work, and how they work together, both in the context of different areas ofknowledge and in relation to the individual knower. This might be reflected in the way the
TOK course is constructed. Teachers should consider the possibility of teaching WOKs incombination or as a natural result of considering the methods of areas of knowledge,rather than as separate units.
The areas of knowledge
Areas of knowledge are specific branches of knowledge, each of which can be seen tohave a distinct nature and different methods of gaining knowledge. TOK distinguishesbetween eight areas of knowledge. They are mathematics, the natural sciences, thehuman sciences, the arts, history, ethics, religious knowledge systems, and indigenousknowledge systems.
Students must explore a range of areas of knowledge, and it is suggested that studying sixof these eight would be appropriate.
The knowledge framework is a device for exploring the areas of knowledge. It identifies thekey characteristics of each area of knowledge by depicting each area as a complex systemof five interacting components. This enables students to effectively compare and contrastdifferent areas of knowledge and allows the possibility of a deeper exploration of therelationship between areas of knowledge and ways of knowing.
There are two assessment tasks in the TOK course: an essay and a presentation. Theessay is externally assessed by the IB, and must be on any one of the six prescribed titlesissued by the IB for each examination session. The maximum word limit for the essay is1,600 words.
The presentation can be done individually or in a group, with a maximum group size ofthree. Approximately 10 minutes per presenter should be allowed, up to a maximum ofapproximately 30 minutes per group. Before the presentation each student must completeand submit a presentation planning document (TK/ PPD) available in the Handbook ofprocedures for the Diploma Programme. The TK/PPD is internally assessed alongside thepresentation itself, and the form is used for external moderation.
Specifically, the aims of the TOK course are for students to:
1.make connections between a critical approach to the construction of knowledge, theacademic disciplines and the wider world
2.develop an awareness of how individuals and communities construct knowledge andhow this is critically examined
3.develop an interest in the diversity and richness of cultural perspectives and anawareness of personal and ideological assumptions
4.critically reflect on their own beliefs and assumptions, leading to more thoughtful,responsible and purposeful lives
5.understand that knowledge brings responsibility which leads to commitment andaction.
TOK at PKUES (Jiaxing)
The course is divided as follows:
Ø Ways of Knowing – Emotion, Reason, Sense Perception, Language, Imagination,Faith, Intuition, Memory
Ø Areas of Knowledge – Natural sciences, Human Sciences, History, The Arts, Ethicsand Mathematics etc.
In Grade 11, students are assessed on a range of written and oral presentations. In Grade12, there is an external and internal assessment component:
Ø Students are required to write one ESSAY (maximum 1600 words) chosen from a listof ten prescribed titles to be assessed EXTERNALLY. These titles are supplied tostudents at the beginning of Grade 12.
Ø Students are required to make an oral PRESENTATION on a ‘contemporary issue’ that relates to TOK. This presentation is assessed INTERNALLY by ToK teachers.
THE EXTENDED ESSAY
The extended essay at a glance
The extended essay is an in-depth study of a focused topic chosen from the list ofavailable Diploma Programme subjects for the session in question. This is normally one ofthe student’s six chosen subjects for those taking the IB diploma, or a subject that a coursestudent has a background in. It is intended to promote academic research and writingskills, providing students with an opportunity to engage in personal research in a topic oftheir own choice, under the guidance of a supervisor (an appropriately qualified member ofstaff within the school). This leads to a major piece of formally presented, structuredwriting, in which ideas and findings are communicated in a reasoned and coherentmanner, appropriate to the subject chosen. It is mandatory that all students undertakethree reflection sessions with their supervisor, which includes a short, concluding interview,or viva voce, with their supervisor following the completion of the extended essay. Theextended essay is assessed against common criteria, interpreted in ways appropriate toeach subject.
Key features of the extended essay
The extended essay is compulsory for all students taking the Diploma Programme andis an option for course students.
A student must achieve a D grade or higher to be awarded the Diploma.
The extended essay is externally assessed and, in combination with the grade fortheory of knowledge, contributes up to three points to the total score for the IBDiploma.
The extended essay process helps prepare students for success at university and inother pathways beyond the Diploma Programme.
When choosing a subject for the extended essay, students must consult the list ofavailable Diploma Programme subjects published in the Handbook of procedures forthe Diploma Programme. for the session in question.
The extended essay is a piece of independent research on a topic chosen by the student in consultation with a supervisor in the school.
It is presented as a formal piece of sustained academic writing containing no morethan 4,000 words accompanied by a reflection form of no more than 500 words.
It is the result of approximately 40 hours of work by the student.
Students are supported by a supervision process recommended to be 3–5 hours,
which includes three mandatory reflection sessions.
The third and final mandatory reflection session is the viva voce, which is a concludinginterview with the supervising teacher.
Extended Essay Timeline For Session May 2019
Introduction: Early February 2018 All students receive a copy of the Extended Essayrequirements and a Proposal Form. Students have 3 weeks to discuss suitable subjectareas and possible topics with teachers, and to organize a supervisor.
Extended Essay Proposal and Contract: Late February 2018 All students submit theirExtended Essay Proposal and Contract Form, with the name of their supervisor, thesubject area, a topic and both student and parent signature.
Essay Key Questions/General Outline: Mid-March 2018
Students submit to their supervisor a research question, a proposal/ introduction to theirproject, a general outline and a list of references/notes/research info (thus far).
Research Check/Detailed Plan Mid-April 2018 The majority of the background readingand note-taking is completed in order to provide a detailed plan of the essay to yoursupervisor. Your plan should include a 1000 word expanded outline, references you willuse, and an expanded Bibliography.
Extended Essay Work Week and Initial Draft Early-Mid June 2018
Following grade 11 final exams in June, grade 11 students will be provided with supervisedwork time to push their extended essays forward. At the end of this work period, studentswill be required to submit a 3000-word draft that includes a formatted bibliography.
Supervisor Check Second Draft Mid-September, 2018
The Supervisor checks that sufficient progress has been made to the draft submitted inJune and that a more detailed, second draft has been completed during the summervacation. Once the supervisor has provided the student with some general feedback andadvice, supervisors will return this draft within two weeks, so that students can completethe paper. The second draft should include a title page, table of contents, abstract, theessay, a full bibliography and abstract if needed.
Completed Draft and Viva Voce December, 2018 The student should submit a close to final draft to the supervisor for a final analysis prior to submission. The supervisor will readthrough the essay, discuss a predicted score, and allow students to work on it over theholiday for final formatting corrections. During this discussion, the supervisor will conductthe Viva Voce as well to authenticate student progress on the essay.
Final Submission of Extended Essay January, 2019
Students submit two copies of the final draft of their extended essay to their supervisor. Anappendix (if necessary).
THE DIPLOMA POINTS MATRIX
An additional three BONUS points are available for the successful completion of the TOKEssay and Oral plus the Extended Essay that contributes to a maximum IB score of 45points (up to 3 bonus points PLUS a mark out of 7 for each of your six subjects).
ToK points awarded for the externally assessed component, the essay on a PrescribedTitle (40 points) and for the internally assessed component, the presentation (20 points),are combined to give a total out of 60. The grade boundaries are then applied, todetermine the band (A to E) to which the candidate’s performance belongs in ToK.
The Extended Essay
The essay will be assessed by an external examiner appointed by the IB.
According to the quality of these two important requirements for the IB Diploma, acandidate’s performance will fall into one of five bands. The dGrade descriptors
The extended essay is externally assessed, and as such, supervisors are not expected tomark the essays or arrive at a number to translate into a grade. Predicted grades for allsubjects should be based on the qualitative grade descriptors for the subject in question.These descriptors are what will be used by senior examiners to set the boundaries for theextended essay in May 2018, and so schools are advised to use them in the same way.
Engagement with the process is conceptual and personal, key decision-making during theresearch process is documented, and personal reflections are evidenced, including thosethat are forward-thinking.
Engagement with the process is generally evidenced by the reflections and key decision-making during the research process is documented.
Engagement with the process is evidenced but shows mostly factual information, withpersonal reflection mostly limited to procedural issues.
Engagement with the process is evidenced but is superficial, with personal reflections thatare solely narrative and concerned with procedural elements.
Grade E (failing condition)
Engagement with the process is limited, with limited factual or decision-making informationand no personal reflection on the process.
Using the two performance levels and the Diploma Points Matrix, a maximum of threeDiploma points can be awarded for a candidate’s combined performance.
(Handbook of Procedures 2017)
Creativity, Activity and Service
CAS is designed to complement the academic curriculum by providing studentsopportunities for experiential learning outside the traditional classroom. Creativity, activityand service activities promote students’ growth as thinkers, communicators and principledand balanced individuals.
CAS should extend the students, challenging them to develop a value system by whichthey enhance their personal growth. It should develop a spirit of open-mindedness, lifelonglearning, discovery and self-reliance. It should encourage the development of new skills onmany levels: for example, creative skills, physical skills and social skills. It should inspire asense of responsibility towards all members of the community. It should also encouragethe development of attitudes and traits that will be respected by others, such asdetermination and commitment, initiative and empathy.
Creativity is interpreted as imaginatively as possible to cover a wide range of arts andother activities outside the normal curriculum which include creative thinking in the designand carrying out of service projects.
This could involve doing dance, theatre, music and art, for example. Students should beengaged in group activities, and especially in new roles, wherever possible. Nevertheless,individual commitment to learning an art form is allowed, where it respects therequirements for all CAS activities: that goals are set and the student reflects on progress.
Activity can include not only participation in expeditions, individual and team sports, andphysical activities outside the normal curriculum; it also includes physical activity involvedin carrying out creative and service projects. Activity may involve participation in sport orother activities requiring physical exertion – such as expeditions and camping trips, ordigging trenches to lay water pipes to bring fresh water to a village, or house building forthe poor.
The intent is for students to be involved in group or team activities, and undertake newroles, but an individual commitment is acceptable where the general requirements of CASare met; goals are set and the student reflects on progress.
Both creativity and activity can be enhanced by incorporating the service element.Students involved in the arts and in physical activities might consider extending theirinvolvement by coaching or teaching others in the community.
Service projects and activities are often the most transforming element of the DiplomaYears Programme for the individual student; they have the potential to nurture and moldthe global citizen. Service involves interactivity, such as the building of links withindividuals or groups in the community. The community may be the school, the localdistrict, or it may exist on national and international levels (such as undertaking projects ofassistance in China).
Service activities should not only involve doing things for others 19 with also doing thingswith others and developing a real commitment with them. The relationship shouldtherefore show respect for the dignity and self-respect of others.
Students must maintain a CAS journal. Within the journal students keep a record ofactivities, dates, hours and personal reflections. Journals should be kept current and maybe asked for at any time by the CAS coordinator.
At the end of each school year a self-evaluation must be written by the student and besupported by the Activity Supervisor’s Evaluation. At the end of the second year, the CAScoordinator will conduct a CAS interview to ascertain how well the student attained theCAS Learning Outcomes.
All records that are collected by the students and the CAS coordinator will focus on thefollowing performance criteria:
Personal Achievement: the ability to meet new challenges, regular participation,awareness of personal limitations, progress in the new role, learning from experience,helping to solve community problems.
Personal Skills: thinking creatively, researching community needs, planning and organization, resource management, identifying success and failure.
Personal Qualities: perseverance, self-confidence, humility, responsibility,punctuality, commitment, reliability, initiative.
Interpersonal Qualities: adaptability, collaboration, empathy, respect, a sense ofjustice and fair play.
Awareness of Global Issues: an ethical appreciation of humanitarian andenvironmental issues to guide choices of activity from a local, national andinternational perspective.
The basis of the CAS IB assessment is the completed self-evaluation form, the student’sfinal summary form, and the CAS coordinator’s report. The IB may request samples ofcomplete CAS records to ensure quality control. All of this documentation should be storedon the Managebac CAS storage site.
Points towards an IB Diploma are not awarded for CAS activities though students who donot successfully complete the CAS requirement are not eligible for the IB Diploma.
Students who fail to meet CAS requirements, in accordance with guidelines set forth by theCAS coordinator, will not be awarded the PKUES(Jiaxing) diploma.
Any questions, queries, or problems you may have understanding this Student handbook,please contact me at school or email me on:
Best wishes and Good Luck!
LI HAN (Lee)
Deputy Head of SchoolIBDP Coordinator
HS TOK Teacher
Various IB publications have been used in the preparation of this information booklet:DP Handbook of Procedures 2017 Theory of Knowledge (ToK) Guide 2015 CAS Guide
Extended Essay Guide and supporting materials (OCC) Academic Honesty: guidance forschools
Candidates with Special Assessment Needs
Diploma Programme assessment: principles and practice IB Policy and Rules for use of IBIntellectual Property Rules for authorised schools: Diploma Programme Generalregulations: Diploma Programme
Diploma Programme Standards and Practices