Course outlines for each subject offered:
Group 1 Studies in language and literature
A1: Norwegian Literature (SL + HL)
Through the study of a wide range of literature, the language A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches.
A1: Language and Literature English(SL + HL)
The course is intended for highly competent users of the language. The course aims to develop an understanding of how language, culture and context determine the ways in which meaning is constructed in texts. Students are encouraged to think critically about the different interactions between text, audience and purpose.
Language and literature comprises four partstwo relate to the study of language and two to the study of literature. Parts 1 and 2 explore a number of texts from a variety of sources, genres and media. In parts 3 and 4 students look closely at the details of 6 literary works at HL or 4 literary works at SL. The course will engage students in a wide variety of oral activities, textual commentaries and written tasks.
A1: Self taught (SL)
Self taught A1 is a literature course for students who wish to study literature in their mother tongue. Self-taught students follow the language A1 standard level (SL) course. The language A1 SL syllabus is divided into four parts. All the works studied must be chosen from either the prescribed book list (PBL) for your chosen language, the special request programme of study or the prescribed world literature list (PWL), which is the same for all languages. Students study 11 works in total: 6 works from the PBL and 5 from the PWL studied in translation to your language.
Note: Students choosing to study self-taught are responsible for buying/renting the literature required. Please see the attached link to “World literature”.
Group 2 Language acquisition
Language B Norwegian or English (SL + HL)
Language B is a language learning course for students with some previous experience of learning the target language. The main focus of this course is on language acquisition and the development of skills considerably beyond the beginner level, up to a fairly sophisticated degree at higher level. Language B courses give students the opportunity to reach a high degree of competence in a language and explore the culture(s) using the language. The range of purposes and situations for which and in which the language is used extends well beyond those at the beginner level, to the domains of work, social relationships, and the discussion of abstract ideas, for example.
Language ab intio Spanish (SL)
The overall objective of this course is for students to achieve communicative competence in a
variety of everyday situations. At the end of the language ab initio course candidates will be expected to demonstrate an ability to communicate information and some basic ideas clearly and effectively, in a limited range of situations as well as understand and use accurately the essential spoken and written forms of the language in a
limited range of situations
Group 3 Individuals and societies
Economics (SL + HL)
This course consists of five areas of economics: Introduction to economics, microeconomics, macroeconomics, international economics and development economics.
The aims of the economics course at SL and HL are to provide students with a core knowledge of economics and to encourage students to think critically about economics. It is a study that promotes an awareness and understanding of internationalism in economics.
Economics is a field of study that often involves ethical and moral questions. There will therefore be numerous occasions for cooperation with the TOK-course.
Psychology (SL + HL)
Psychology is the systematic study of behaviour and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society. IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology.
Group 4 Experimental sciences
Environmental systems and societies (SL)
The aim of the course is to give the students an understanding of the interrelationships between environmental systems and societies – the causes and effects of environmental problems and how people try to manage them.
Environmental problems are both local and international, and have to be resolved both locally and internationally. By the end of the course students will be able to adopt informed personal responses to current global environmental issues and an informed understanding of other peoples’ perspectives around the world. They will also have the knowledge to make choices about their own personal impact on the world and its resources.
Physics (SL)
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles - quarks , which may be truly fundamental - to the vast distances between galaxies. Classical physics, built upon the great pillars of Newtonian mechanics, electromagnetism and thermodynamics, went a long way in deepening our understanding of the universe. Experimental discoveries dating from the end of the 19th century eventually led to the demise of the classical picture. Newtonian mechanics has been superseded by quantum mechanics and general relativity. Electromagnetism was replaced by quantum electrodynamics. More recently, developments in chaos theory, have led to a fundamental rethinking in thermodynamics.
Chemistry (SL + HL)
The focus of the course is to give the students an understanding of the elements and their chemistry. Chemistry is an experimental science, and learning through experiments is an integrated part of the course. Through this students should become familiar with the traditional steps in the development of experimental sciences of proposing theory followed by testing it. The course consists of three main topics: inorganic/qualitative chemistry, quantitative chemistry and organic chemistry.
Group 5 Mathematics and computer science
Mathematical studies (SL)
This course caters for students with varied backgrounds and abilities in mathematics. More specifically, it is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking this course need to be already equipped with fundamental skills and a rudimentary knowledge of basic processes.
The course concentrates on mathematics that can be applied to contexts related as far as possible to other subjects being studied, to common real-world occurrences and to topics that relate to home, work and leisure situations. The course includes project work, a feature unique within this group of courses: students must produce a project, a piece of written work based on personal research, guided and supervised by the teacher.
Mathematics SL
This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.
The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on mathematical rigour. Students should wherever possible apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context.
Mathematics HL
Mathematics HL is a challenging course that provides students with in-depth knowledge of the subject area. Mathematical concepts are developed in a comprehensible, coherent and rigorous way. Development of each topic will feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas.
This demanding course is intended for students with a strong background in mathematics and competence in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering, technology or economics.
Additional Diploma Requirements
Theory of Knowledge (TOK)
A key element in the educational philosophy of the IB is the Theory of Knowledge
(TOK) course. TOK is obligatory for diploma candidates and involves approximately
100 hours of instructional time. The purpose of TOK is to stimulate critical reflection
upon the knowledge and experience of students both within and outside the
classroom. The course is philosophical’ in the sense that it encourages students to
acquire a critical awareness of what they and others know through the analysis of
concepts, arguments and value judgments.
During the course, TOK students will consider the role of language, the requirements
of logical rigor, systems of knowledge (Science, Mathematics, Social Science, and
History), value judgments as well as the issue of knowledge and truth.
In TOK, students are assessed both internally by the TOK teacher using IB guidelines
and criteria and externally by an outside examiner. The external assessment is in the
form of an essay of between 1200 and 1600 words. Internally, students are assessed
on an oral presentation to the class and the completion of a self-evaluation report.
TOK in combination with the Extended Essay contributes to the overall Diploma
score through the award of bonus points.
Extended Essay (EE)
By mid October of the second year of the IB Diploma programme, students
will have completed a substantial piece of independent work of approximately 4,000
words in length with the guidance from a subject teacher and the IB Coordinator. The
essay will derive from one of the subjects in the IB curriculum. The purpose of this
exercise is to prepare students for university level research work and to provide the
opportunity for them to follow personal interests in greater depth. These essays are
marked externally by IB examiners.
Bonus Points Awarded for TOK and the Extended Essay.
A candidate who, for example, writes a good extended essay and whose performance
in TOK is judged to be satisfactory will be awarded 1 bonus point, while a candidate
who writes a mediocre extended essay and whose performance in TOK is judged to
be excellent will be awarded 2 points. Performance in both the extended essay and TOK of an elementary standard is a failing condition for the award of the diploma.
Creativity, Action and Service (CAS)
As part of the philosophy of educating the “whole person”, the IB Diploma requires
that students actively involve themselves in activities of a Creative, Action, and
Service (CAS) nature. Participation in activities such as community
Bjørnholtaksjonen, Bjørnholtcamp, School Open Day, as well as many
other activities, would satisfy this requirement (See CAS Coordinator for more
details). Students are expected to a complete a total of 150 hours over two years,
which is evenly balanced among all three areas of creativity, action and service.
Students will be given a report at the end of each semester to show their activities and
hours. Failure to meet CAS requirements means that a student will not receive their
IB Diploma.
Assessment
The IB courses are designed to develop thinking and independent learning skills as
well as the accumulation of knowledge. For each course there is a clear set of
performance objectives. The degree to which students have achieved these objectives
is measured both by internal, marked by the teachers and monitored by the IB
examiners, and examinations at the end of the course, which are designed and marked
by the IBO.
Grades
Performance in each of the six IB diploma subjects is graded on a scale of 1 point
(minimum) to 7 points (maximum). A maximum of 3 points is awarded for combined
performance in TOK and the extended essay. The maximum total Diploma
Programme point score is therefore 45. The minimum grade for passing a HL subject is 4. The minimum grade for passing a SL subject is 3.
Bjørnholt School
Slimeveien 17
1277 Oslo
Phone: 23463500
Fax: 23 46 36 10
|
Elisabeth Edding
|
|
Nina Løfsnes
|
|
Utviklingsleder
|
|
Rådgiver
|
|
elisabeth.edding@ude.oslo.kommune.no
|
|
nina.lofsnes@ude.oslo.kommune.no
|
|
