Diploma Years 12- 13
The EtonHouse High School Diploma caters to students looking for a challenging college preparatory programme. This program is taken in conjunction with university entrance examinations from the country where the student wishes to attend college, ensuring that EtonHouse High School graduates are well-equipped to enter the college or university of their choice. EtonHouse students have gained acceptance to universities in United States, Korea, China and Germany.
Pastoral Support and School Counselling
EtonHouse recognises that raising a child in the 21st century is a community effort and that our responsibility as educators to the students must go beyond academics. Through structured pastoral support programmes and informal but intentional interaction with students, EtonHouse teachers are constantly guiding and counseling students. In the Middle Years and Senior Years, all students are assigned an advisor. Each Advisor-Advisee group involves a teacher and four to six students. Students meet with the advisor one-to-one on a weekly basis. In the Advisor/Advisee groups, students learn and reflect on social concepts and skills to become responsible learners and citizens prepared for work and life after school.
In addition, EtonHouse provides direct instruction to help students develop character traits necessary in being successful learners.
Career and College Counseling
EtonHouse provides career and college counseling for all of its students once they enter the Middle Years of the International Baccalaureate Programme. This is to help the students be more aware of the various careers available. In Year 11, students are introduced to different colleges and universities and their respective entry requirements. At the end of Year 12, students are advised and supported in choosing possible colleges and universities that would be appropriate for them. Beginning in early Year 13, students will apply for short-listing by colleges and universities.
Additionally, students in Year 11 who are considering American colleges are supported by the school in taking the PSAT (Preliminary Scholastic Achievement Test) before sitting for SAT (Scholastic Achievement Test) in Year 12 and 13.
EtonHouse also supports students in preparing for tests which may be required for entry to non-American colleges or universities.
The Diploma Programme
Dalian EtonHouse will be an applicant school for the IB DP, and will also offer the AP Diploma during IB Authorisation from September 2018 – 2020. Dalian’s first IB intake is aimed for September 2020.
AP – Advanced Placement 2018
EtonHouse Dalian will be an applicant school to offer the IB Diploma with our first student intake into IB DP expected in August 2020.
Until this authorization is obtained, we will be offering the AP and the EtonHouse Diploma. Dalian offers three possible courses and combinations of subjects in senior years, after the completion the Foundation Years course.
- The Advanced Placement (AP) Diploma – 5 AP subjects
- The EtonHouse Diploma (EHD) with no AP subjects
- The EtonHouse Diploma (EHD) including some AP subjects
It is important to understand that the Senior Years Program is a TWO year program, so this means that students choose their subjects in their first year and then continue with these subjects for two years.
- The AP course: (America College Board – Advanced Placement)
The AP course is a two-year course. This means that the students choose subjects that they will do for two years. A maximum of 5 AP subjects can be chosen for the full AP, however students can also study individual AP subjects. Please note that completing 5 AP subjects is a heavy workload. It also requires a strong academic history and a willingness to devote considerable time and effort to study as this is advanced level study. Teachers will provide recommendations /reports to the school on each students’ aptitude for AP level study in each of the subject areas.
AP courses are taught at a very high level and are pre-university courses or first year college level. Many universities around the world accept students who have completed either the full 5 AP subjects, or individual AP subjects plus a Secondary School Diploma. . Further information may be found on the following link regarding which universities recognize the AP program: http://international.collegeboard.org/programs/ap-recognition
Students may chose to do the full AP – that is 5 subjects, or they may choose to sit the AP exams in only a few subjects, and complete an EtonHouse Diploma.
AP subjects are externally examined by the College Board and certificates are issued by the Board.
EtonHouse encourages all students to take AP subjects. If after 6 weeks it seems that this is too difficult then the student can transfer back to the EH Diploma.
- The EtonHouse Diploma program: (EHD)
This is a school based Diploma – recognized as the equivalent of a High School Certificate and completion of the Senior Years. Students must study:
- a core of 6 subjects for two years,
- complete 2 foundation subjects
- meet the requirements for Community Service and Action.
Subjects may also include some subjects, studied at AP level in the EtonHouse Diploma. (see option 3 below)
The EHD subjects are similar to the AP subjects, and are studied at a “standard” level. Parents and students need to do their own research to determine the acceptability of this school based Diploma for further study in their home country or country of choice.
- A combination of the AP course and the EH Diploma.
Students choose subjects that they want to do study at AP level and others they want to do at the EH Diploma level. They choose a total of six subjects, complete two foundation subjects and Community Service and Action.
Subjects for AP and EtonHouse Diploma
The subjects offered in 2018 at EtonHouse Suzhou include
- Mathematics (Calculus AB)
- General Science / Biology/Chemistry
- Business (Microeconomics)
- Second Language: Chinese or Japanese
- Music OR Art
In order to complete the EtonHouse Diploma and graduate students must also complete foundation subjects and CAS:
- Research and Thinking Skills (Similar to the DP Theory of Knowledge)
- Sport and Physical Education AND
- Approximately 120 hours of Community Service and Action over 2 years
Research and Thinking Skills is a foundation subject building the skills of critical analysis, research, examining cultural perspectives of knowledge and critically reflecting on students beliefs and actions, all leading to a commitment to purposeful social action. The aim of our school as an IB world school is to:
“develop internationally minded people who, recognizing the common humanity and shared guardianship of the planet, help to create a better and more peaceful world”
This subject is assessed through an extended essay in year 13, plus a formal presentation, and must be completed by all students. It continues the tradition of the Exhibition in Year 6, and the Personal Project in Year 11.
Sports and a Community and Service programs are also mandatory requirements.
The Diploma Programme: preparing students for success in higher education and to be active participants in a global society. What is an IB education?
The IB continuum of international education for students aged 3 to 19 years old is unique because of its academic and personal rigour. We challenge students to excel in their studies and in their personal development. We aim to inspire a love of learning throughout life that is marked by enthusiasm and empathy. The IB aspires to help schools develop well-rounded students, who respond to challenges with optimism and an open mind, are confident in their own identities, make ethical decisions, join with others in celebrating our common humanity and are prepared to apply what they learn in real-world, complex and unpredictable situations. Approaches to teaching and learning IB programmes are taught by teachers who explicitly help students learn how to develop the attitudes and skills they need for both academic and personal success.
Approaches to teaching
There are six key pedagogical principles that underpin all IB programmes. Teaching in IB programmes is:
* based on inquiry
* focused on conceptual understanding
* developed in local and global contexts
* focused on effective teamwork and collaboration
* differentiated to meet the needs of all learners
* informed by assessment (formative and summative).
Approaches to learning
This area covers essential skills that include skills of behaviour and emotional management, skills that allow the student to monitor their own effectiveness in their learning and skills that allow them to process information effectively (often called “study skills” in a school environment). Although these skills may be in use when developing a certain natural ability or talent, they are different from both ability and talent themselves because proficiency in any skill can be increased through the deliberate use of techniques and strategies, feedback and challenge. Skills are therefore highly teachable. Teaching and learning in the Diploma Programme therefore incorporates the development of:
* thinking skills
* communication skills
* social skills
* self-management skills
* research skills.
Although these are presented as distinct categories, there is some overlap and close connections between them. These categories should be seen as interrelated as well as linking closely with the attributes highlighted in the IB learner profile. IB students work to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success.
What is the IB Diploma Programme (DP)?
The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepares students, aged 16 to 19, for success at university and in life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme has gained recognition and respect from the world’s leading universities.
The DP curriculum
DP students must choose one course from each of five subject groups delivering a breadth of knowledge and understanding in their best language, additional language(s), individuals and societies, the sciences and mathematics. Furthermore, students must also choose either an arts course from the arts group or a second course from one of the other subject groups. DP courses can be taken at higher level or standard level. At least three and not more than four are taken at higher level (240 teaching hours), while the remaining courses are taken at standard level (150 teaching hours). Students can study and take examinations in English, French or Spanish. Two courses are classified as interdisciplinary meaning that they satisfy the requirements of more than one subject group:
* literature and performance (group 1 and group 6)
* environmental systems and societies (group 3 and group 4)
In addition to disciplinary and interdisciplinary study, the DP features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills.
The Diploma Programme core
The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects.
Theory of knowledge (TOK) develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.
Creativity, activity, service (CAS) emphasizes helping students to develop their own identities , in accordance with the ethical principles embodied in the IB mission statement and the IB learner profile. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. It involves students in a range of activities alongside their academic studies throughout the DP. The three strands of CAS are creativity (exploring and extending ideas leading to an original or interpretive product or performance), activity (physical exertion contributing to a healthy lifestyle) and service (collaborative and reciprocal engagement with the community in response to an authentic need).
Students take written examinations at the end of the programme which are marked by external IB examiners. Students also complete assessment tasks in the school which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners. The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, activity, service requirement. The highest total that a DP student can be awarded is 45 points. Assessment is criterion-related, which means student performance is measured against specified assessment criteria based on the aims and objectives of each subject’s curriculum, rather than the performance of other students taking the same examinations. The range of scores that students have attained remains statistically stable, and universities value the rigour and consistency of Diploma Programme assessment practice.