Berkeley Unified School District
Office of the Superintendent
Board of Education Meeting
February 13, 2008
Berkeley Unified School District
Office of the Superintendent
2134 Martin Luther King Jr. Way
Berkeley, CA 94704-1180
Phone: (510) 644-6206 Fax: (510) 540-5358
BOARD OF EDUCATION – MEETING AGENDA*
Wednesday, February 13, 2008
Call to Order
The Presiding Officer will call the Meeting to Order at
6:25 p.m., recess to Closed Session at 6:30 p.m. and
reconvene in Public Session by 7:30 p.m.
Roll Call
Members Present:
Administration:
John T. Selawsky, President
Nancy Riddle, Vice President
Joaquin J. Rivera
Karen Hemphill
Shirley Issel
Rio Bauce ** - Student Director
Superintendent William Huyett, Secretary
Javetta Robinson, Deputy Superintendent
Neil Smith, Assistant Superintendent of Educational Services
Lisa Udell, Assistant Superintendent of Human Resources
Prior to Closed Session, as necessary, staff/employee comments are taken per
Government Code Section 54957
Recess to Closed Session (Government Code Sections 3549, 1(d), 54956.9(a)
and 54957) and Education Code Section 49819(c)
a)
Conference with Legal Counsel – Existing Litigation/Anticipated
b)
Consideration of Student Expulsions
c)
Collective Bargaining
d)
Public Employee Discipline/Dismissal /Release/Evaluation
e)
Public Employment /Appointment
f)
Liability Claims
g)
Property Acquisition
* Board agenda posted on District website: www.berkeley.k12.ca.us
** The Student Director does not attend Closed Session
The Berkeley Unified School District intends to provide reasonable
accommodations in accordance with the Americans with Disabilities Act of
1990. If a special accommodation is desired, please call the
Superintendent’s Office 48 hours prior to the meeting at 510-644-6206
Page 1 of 6
REGULAR MEETING AGENDA
CALL TO ORDER
Report Closed Session actions
Approve Regular Meeting Agenda of February 13, 2008
Teaching and Learning
Writers’ Workshop at Berkeley Arts Magnet presented by Principal Kristin
Collins
PUBLIC TESTIMONY
Persons wishing to address the Board should fill out a card located on the table
by the door and submit the completed card to the Board Recorder. Speakers
will be selected by lottery. The Public Testimony is limited to 30 minutes – 3
minutes per speaker. Speakers with the same concerns are encouraged to
select a spokesperson to address the Board.
Union Representatives’ Reports
Superintendent’s Report
Board Members’ Reports
APPROVE CONSENT CALENDAR
CONSENT ITEMS
These items are considered routine and may be enacted by a single motion.
Any items needing discussion may be moved to the appropriate section of the
agenda upon the request of any member of the Board.
General Services
1.1-C
Resolution No. 08-32
Black History Month Proclamation
Staff Recommendation:
Approve Resolution No. 0832 Proclaiming February
2008 as Black History Month
Page 1
Staff Recommendation:
Approve Personnel Report
No. 08-04 indicating
changes in personnel status
by Berkeley employees
throughout the District
Page 3
Personnel Services
2.1-C
Approval of Personnel Report No. 08-04
Page 2 of 6
Staff Recommendation:
2.2-C
Approval of Board Resolution 08-31
Approve Resolution No. 08Board Consent of Teachers teaching outside 31: Consent of fully
of Credential
credentialed teachers
teaching outside of credential
area for SY 2007-08
Educational Services
Page 7
3.1-C
Approval of Overnight Field Trips
Staff Recommendation:
Approve overnight field trips
consistent with district
policies
Page 10
3.2-C
Approval of 2007-08 Consolidated
Application Part II for Funding
Staff Recommendation:
Approve 2007-08
Consolidated Application Part
II for Funding Categorical Aid
Programs
Page 12
under separate
cover
Business Services
4.1-C
Approval of Contracts/Purchase Orders
Staff Recommendation:
Authorize the Deputy
Superintendent and/or
Purchasing Agent to execute
contracts and purchase
orders
Page 14
4.2-C
Approval of Contract to hire WLC Architects
Staff Recommendation:
Approve contract with WLC
Architects for the design of
Longfellow Annex
Page 16
4.3-C
Approval to hire Parsons/3DI
Staff Recommendation:
Approve hiring of
Parsons/3DI to manage
Berkeley High School
Construction Projects
Page 17
Page 3 of 6
ACTION ITEMS
These items are presented for action at this time. Some may have been
reviewed at a previous meeting.
General Services
1.1-A
Bolton Estate Bequest: Project Proposals
Staff Recommendation:
Approve two conceptual ideas for
Thousand Oaks School from
Bolton Bequest funds
Page 18
Staff Recommendation:
Approve the IB courses at
Berkeley High School
Page 22
Educational Services
3.1-A
Approval of International Baccalaureate(IB)
Courses
3.2-A
Approval of MOU with Faith Network
Staff Recommendation:
Approve MOU between Faith
Network and BUSD to provide
fingerprinting services to
volunteers
CONFERENCE ITEMS
These items are submitted for advance planning and to assist the Board in
establishing future agenda items. The Board may, however, take action.
INFORMATION ITEMS
These items are intended to keep the Board informed on various District
business matters, which do not require action, by the Board.
ADDITIONAL ACTION ITEMS
Approve Minutes of January 16, 2008
Approve Minutes of January 23, 2008
EXTENDED PUBLIC TESTIMONY
ANNOUNCEMENTS
Page 4 of 6
Page 129
2008 Board of Education Meeting Dates
February 20 - Budget Workshop
February 27
March 12
March 26
April 9
April 23
May 14
May 28
June 11
June 25
August 20
September 10
September 24
October 22
October 29
November 12
December 10 - organizational
ADJOURNMENT
Board of Education Meetings are broadcast live on KPFB/FM 89.3
Berkeley Government Access Channel 33
Guidelines for Speakers
You are invited to participate in Meetings of the Board of Education and make
your views known at these meetings.
WHEN YOU WANT TO TALK ABOUT AN AGENDA ITEM OR A NON-AGENDA
ITEM:
Please fill in a REQUEST TO ADDRESS THE BOARD OF EDUCATION CARD
and give it to the Board Secretary. Speakers will be selected by lottery. Your
card must be submitted before the Presiding Officer calls for PUBLIC
TESTIMONY.
You will be called to speak by the Presiding Officer. A Speaker has three
minutes in which to make his/her remarks.
Any subject related to the District or its educational programs is welcome at the
Board of Education Meetings. However, we respectfully ask that matters
pertaining to individual employees of the Berkeley Unified School District
be discussed in private. There is an established procedure for making
such complaints. You may obtain information about this procedure from a
school or from the Superintendent’s Office.
Page 5 of 6
MISSION AND GOALS
OF THE BERKELEY UNIFIED SCHOOL DISTRICT
MISSION STATEMENT
The mission of the Berkeley Unified School District, a diverse community deeply
committed to public education, is to ensure that all students discover and
develop their special talents, achieve their educational and career goals, become
life long learners, and succeed in a rapidly changing society by:



empowering students, parents and staff,
providing a strong standards based curriculum, and
offering alternative learning experiences in a racially integrated, multilingual
environment.
VISION
Berkeley Unified School District creates a system that enables every student,
including those with diverse needs, to meet or exceed rigorous standards for
academic performance. All students will develop the attitudes, skills and habits
of mind needed to succeed in and beyond the classroom. The members of this
school community share a vision of educational excellence, an appreciation for
the partnerships with local government agencies, community based
organizations, businesses, institutions of higher education and will work
collaboratively to realize this vision.
PERFORMANCE GOALS
1. Increase the academic achievement of all students through
effective instruction and a challenging and engaging
curriculum
2. Implement interventions that address barriers to student
learning in order to meet the needs of the whole child
3. Establish and maintain the culture and governance necessary
to support an environment conducive to learning
Page 6 of 6
BERKELEY UNIFIED SCHOOL DISTRICT
TO:
FROM:
DATE:
SUBJECT:
Board of Education
John T. Selawsky, President, Board of Education
February 13, 2008
Resolution Proclaiming February 2008 as Black History
Month
BACKGROUND INFORMATION
The Berkeley Unified School District has a tradition of commemorating
Black History Month in February of each year. African Americans have a
rich history of outstanding accomplishments in every field of human
endeavor from literature and art to science, industry, education,
diplomacy, athletics and jurisprudence. It is important that our
students learn of the African American people and events that enrich our
history.
POLICY/CODE
None
FISCAL IMPACT
None
BOARD MEMBER RECOMMENDATION
Approve the Resolution proclaiming February 2008 as Black History
Month.
1.1-C
BERKELEY UNIFIED SCHOOL DISTRICT
Resolution No. 08-32
Proclaiming February 2008 as BLACK HISTORY MONTH
Berkeley Unified School District
WHEREAS, February has been designated Black History Month by
various official bodies and is celebrated as such in schools, businesses,
and governmental agencies throughout the nation; and
WHEREAS, Berkeley Unified School District recognizes and celebrates
the contributions of African-American historical figures, leaders,
teachers, parents, community activists, and students, and
WHEREAS, Berkeley Unified School District further recognizes and
celebrates the value of diversity and the richness of cultural heritages
within the City of Berkeley and within the District, and the integral part
that each of our many communities plays in the overall fabric of our
history as well as the present state of the City and District; and
WHEREAS, the Berkeley school community has chosen to name three of
its schools after African-American leaders of national, and international,
renown, i.e., Malcolm X Elementary, Martin Luther King Jr. Middle, and
Rosa Parks Elementary, clearly reflecting the importance of these Black
American leaders to the residents of the Berkeley community; and
WHEREAS, Berkeley Unified School District has a long-time commitment
to integration in our public schools and a long-time commitment to an
appreciation of and a celebration of diversity in our public schools, and
further, a long-time commitment to recognizing the value, contributions,
and importance of our African-American students, parents, teachers, and
administrators; and
WHEREAS, Berkeley Unified School District again affirms its
commitment to appreciating, celebrating, and valuing its AfricanAmerican students, and recognizes the importance of acknowledging the
history, culture, and struggles of our African-American community;
THEREFORE, BE IT RESOLVED, this 13th day of February, 2008, that
February 2008 is declared Black History Month in the Berkeley Unified
School District, and that the Board of Education encourages discussions,
presentations, and projects relating to and enhancing the experience of
Black History Month within the BUSD.
______________________________
John T. Selawsky, President
___________________________
William Huyett, Secretary
1.1-C
BERKELEY UNIFIED SCHOOL DISTRICT
TO:
FROM:
William Huyett, Superintendent
Lisa Udell, Ed.D. Assistant Superintendent, Human Resources
Alan Levinson, Director, Classified Personnel
DATE:
February 13, 2008
SUBJECT: APPROVAL OF HUMAN RESOURCES REPORT 08-04
Following is Human Resources Report 08-04 which reports details of personnel
assignments, employment, and terminations.
CERTIFICATED EMPLOYEES
NAME
RESIGNATION
John Allen
POSITION
LOCATION
BUDGET
FTE & SALARY
FROM
Teacher
BHS
General
Fund
1.00
1/25/08
Ana Merkel
Teacher
BHS
General
Fund
1.00
1/25/08
RETIREMENT
Francoise Case
Teacher
BHS
General
Fund
0.80
6/13/08
Judith Doyle
Teacher
King
General
Fund
1.00
6/13/08
Louise Fender
Speech Thearpist
Special Ed
General
Fund
1.00
6/13/08
Alan Joy
Program
Supervisor
Special Ed
General
Fund
1.00
6/13/08
Judy Kono
Teacher
Oxford
General
Fund
1.00
6/13/08
Carole Ono
Teacher
District
General
Fund
1.00
6/13/08
Darlene Rodriguez
Teacher
Thousand Oaks
General
Fund
1.00
6/13/08
EXTRA DUTY – STIPEND
Cathy Campbell
Teacher
District
Peer
Assistant
NTE $3,321.00
8/27/07
6/13/08
Tamara Friedman
Teacher
BHS
Restricted
Donations
NTE $800.00
11/28/07
6/15/08
Phil Halpern
(Team Leader)
Teacher
BHS
General
Fund
NTE $5,536.00
8/27/07
6/13/08
Wyn Skeels
(Team Leader)
Teacher
BHS
General
Fund
NTE $5,536.00
8/27/07
6/13/08
2-1-C
TO
CLASSIFIED EMPLOYEES
CLASS
LOCATION
BUDGET
RANGE
STEP
NAME
POSITION
FTE &
SALARY
FROM
RESIGNATION
Angela FaulkMoore
Instructional Assistant
(Special Education)
Berkeley High
1/22/08
Gabriel Getchell
Ext. Day Program
Coordinator
Thousand
Oaks
1/11/08
Sally Lundgren
Instructional Tech.
(After School)
Le Conte
1/25/08
Arlan Murillo
Instructional Assistant
(Special Education)
Thousand
Oaks
1/14/08
Charles Sidney, Jr.
Instructional Tech.
Washington
1/7/08
Veronica Urdaneta
Administrative
Coordinator
Educational
Services
12/20/07
TO
MATERNITY LEAVE OF ABSENCE WITH 50% PAY
Tanossa Miller
Instructional Tech./
Emerson
Instructional Specialist
After School
34/1
51/1
.56 FTE
$14.41 hr
.14 FTE
$21.96 hr
1/28/08
5/15/08
Atillah Reese
After School
34/5
.53 FTE
$17.58 hr
1/25/08
3/10/08
Special Ed.
31/1
.80 FTE
$13.38 hr
12/21/07
1/29/08
King
Child
Nutrition
26/4
.73 FTE
$13.48 hr
1/28/08
2/14/08
Berkeley High
Special Ed.
31/2
.80 FTE
$14.06 hr
1/7/08
2/29/08
Interpreter for the
Deaf
King
Special Ed.
45/5
+.067 FTE
$23.08 hr
10/1/07
6/13/08
Michelle Evans
Instructional Tech.
Longfellow
After School
34/1
+.07 FTE
$14.41 hr
1/8/08
6/13/08
Irma Parker
Parent Liaison
Berkeley High
General
Fund
45/5
+.06 FTE
$23.08 hr
8/29/07
6/13/08
Clair Scott
Library Media Tech.
Emerson
Title II
41/1
+.20 FTE
$17.15 hr
1/7/08
6/13/08
Instructional Tech.
Malcolm X
EXTENDED SICK LEAVE WITH 50% PAY
Felicia Gray
Instructional Assistant Rosa Parks
(Special Education)
Linh Ling
Food Service Assistant
LEAVE OF ABSENCE WITHOUT PAY
Maurice Tobin
Instructional Assistant
(Special Education)
PERMANENT
Julie Batsel
Page 2 of 4
2-1-C
NAME
POSITION
PROBATIONARY
Xavier Van
Assessment Tech.
Windekens
CLASSIFIED EMPLOYEES
CLASS
LOCATION
BUDGET
RANGE
STEP
FTE &
SALARY
FROM
TO
Evaluation &
Assessment
Evaluations
58/1
1.0 FTE
$26.14 hr
1/7/08
7/6/08
Custodian I
Thousand
Oaks
General
Fund
32/1
1.0 FTE
$13.48 hr
12/14/07
6/13/08
Ext. Day Program
Coordinator
Thousand
Oaks
LRN SAFE
52/1
1.0 FTE
$22.52 hr
1/14/08
4/13/08
Terri Kirkwood
Accountant
Business
Services
General
Fund/After
School
47/1
1.0 FTE
$19.87 hr
1/9/08
4/8/08
Nidhi Tiwary
Instructional Tech.
(After School)
Oxford
After School
34/1
.53 FTE
$14.41 hr
1/15/08
4/14/08
AVAILABLE SUBSTITUTES
Beatrice Burton
Noon Director
John Muir
General
Fund
N/A
NTE 7.5
hrs/day
$11.91 hr
1/15/08
6/13/08
Jhony Condor
Custodian I
All District
General
Fund
32/1
NTE 7.5
hrs/day
$13.48 hr
1/18/08
6/13/08
Bryn Kahn
Instructional Assistant
(Special Education)
All District
General
Fund
31/1
NTE 7.5
hrs/day
$13.38 hr
1/22/08
6/13/08
Taska McQueen
Food Service Assitant
All District
Child
Nutrition
26/1
NTE 7.5
hrs/day
$11.61 hr
10/19/07
6/13/08
Latasha Mitchell
Food Service Assistant
All District
Child
Nutrition
26/1
NTE 7.5
hrs/day
$11.61 hr
10/4/07
6/13/08
Edwina Rowan
Food Service Assistant
All District
Child
Nutrition
26/1
NTE 7.5
hrs/day
$11.61 hr
1/11/08
6/13/08
Vincent Singh
Custodian I
All District
General
Fund
32/1
NTE 7.5
hrs/day
$13.48 hr
1/17/08
6/13/08
TEMPORARY/HOURLY/LIMITED TERM
Theresa Leader
Instructional Tech.
Longfellow
(After School)
After School
34/3
7.5 hrs/wk
$15.90 hr
9/7/07
6/13/08
Eda Levenson
CAHSEE
31/1
132 total hrs
$13.38 hr
8/29/07
9/30/07
Gerald Williams
PROVISIONAL
Ashley Gamboa
Tutor-Specialty
(CAHSEE)
B-Tech
Page 3 of 4
2-1-C
CLASSIFIED EMPLOYEES
CLASS
LOCATION
BUDGET
RANGE
STEP
Rosa Parks
General
N/A
Fund
NAME
POSITION
Henry Lewis, III
Noon Director
Deborah Lira
Tutor-Specialty
(Bilingual)
Berkeley High
BSEP
31/1
Felipe Lopez
Tutor-Specialty
(AP Project)
Berkeley High
BSEP
Salli Lundgren
Instructional Tech.
(After School)
Le Conte
Damien Malone
Student Worker
Amy McAllister
FROM
TO
9/5/07
9/27/07
20 hrs/wk
$13.38 hr
9/4/07
5/15/08
31/1
20 hrs/wk
$13.38 hr
8/29/07
6/13/08
After School
34/1
6 hrs/wk
$14.41 hr
8/29/07
6/13/08
Berkeley High
General
Fund
N/A
10 hrs/wk
$8.00 hr
8/1/07
8/30/08
Tutor-Specialty
(Work Study)
Berkeley High
BSEP
31/1
15 total hrs
$13.38 hr
8/29/07
6/13/08
Ana Montanez
Tutor-Specialty
(Bilingual)
Berkeley High
BSEP
31/1
20 hrs/wk
$13.38 hr
9/4/07
6/13/08
Ngozi Mordi
Tutor-Specialty
(Math)
Berkeley High
BSEP
31/1
15 hrs/wk
$13.38 hr
8/29/07
6/13/08
Maisha Morris
Instructional Tech.
(After School)
Le Conte
After School
34/1
6 hrs/wk
$14.41 hr
9/4/07
6/13/08
Jesse Roach
Student Worker
Cragmont
21st Century
N/A
10 hrs/wk
$8.00 hr
10/1/07
6/13/08
June Yu
Tutor-Specialty
(AP Project)
Berkeley High
BSEP
31/1
20 hrs/wk
$13.38 hr
1/8/08
6/13/08
Coach
(Girls 8th Grade
Basketball)
Willard
LRN SAFE
N/A
$600.00
10/1/07
3/1/08
Coach
(Ultimate Frisbee)
Willard
21st Century
N/A
$600.00
10/11/07
2/10/08
STIPENDS
Deandre Thompson
Randolph Walker
FTE &
SALARY
6 total hrs
$11.91 hr
Page 4 of 4
2-1-C
BERKELEY UNIFIED SCHOOL DISTRICT
TO:
FROM:
DATE:
SUBJECT:
Board of Education
Lisa Udell, Assistant Superintendent, Human Resources
February 13, 2008
Board Resolution 08-31: Board Consent of Teachers
teaching outside of credential area
BACKGROUND INFORMATION
The governing board of a public school district may authorize the holder
of a multiple subject or single subject credential to teach a specific
subject provided that teacher has completed at least 12 semester units
or 6 upper division or graduate units for grades 9 or below, or 18
semester units or 9 upper division or graduate units for grades 9 and
above. The authorization shall remain valid for one year and may be
renewed annually.
POLICY/CODE
Education Code 44256(b); 44263
FISCAL IMPACT
None
STAFF RECOMMENDATION
Approve Resolution No. 08-31
2.2-C
BERKELEY UNIFIED SCHOOL DISTRICT
RESOLUTION NO. 08-31
Board Consent for Teachers Teaching Outside of Credential Area
WHEREAS, current certification regulations require a resolution be
adopted when teachers outside of their major or minor areas of
preparation, and
WHEREAS, the Berkeley Unified School District has credentialed
teachers with appropriate education and training, teaching outside of
their major or minor areas of preparation.
THEREFORE, BE IT RESOLVED that the Berkeley Unified School
District Board of Education authorizes the following action for the 200708 school year:
Grants approval for the following employees who have completed 12
semester units or 6 upper division or graduate units in the subject area
to be taught and to serve, with consent in departmentalized classes (Ed
Code 44256(b):
Bindloss, Jon (Multiple Subjects credential/teaching Science)
Chinn, Ryan (Multiple Subjects credential/teaching Math)
Ingley, Suzanne (Multiple Subjects credential/teaching Science)
Grants approval for the following employee who has completed 18
semester units or 9 upper division or graduate units in the subject to be
taught or 60 semester units equally distributed among the four areas of
a diversified major set forth in Section 44314. Service shall be with
teacher consent in departmentalized classes (Ed Code 44263):
Beckman, Myron (Standard Secondary – Politicial Science/teaching
Writing and Literature)
Morrison, Sarah (English credential/teaching Latin)
Trimlett, Kate (Biology credential/teaching Chemistry)
Walsh-Cunnane (English credential/teaching History)
The foregoing Resolution was adopted by the Board of Education of the
Berkeley Unified School District on the 13th day of February, 2008 as the
same appears on record in my office.
2.2-C
AYES:
NOES:
ABSTAIN:
ABSENT:
I, William Huyett, Secretary to the Board of Education of the Berkeley
Unified School District, County of Alameda, State of California, do hereby
certify the foregoing to be a true and correct copy of a resolution adopted
by the Board of Education of the aforesaid school district as the Board
meeting held on the 13th day of February, 2008, as the same appears on
record in my office.
___________________________________
William Huyett
Secretary, Board of Education
Berkeley Unified School District
2.2-C
BERKELEY UNIFIED SCHOOL DISTRICT
TO:
FROM:
DATE:
SUBJECT:
William Huyett, Superintendent
Neil Smith, Assistant Superintendent, Educational Services
February 13, 2008
Overnight Field Trip Requests
BACKGROUND INFORMATION:
The following overnight field trip requests are being made:
Marin Headlands, March 6-7, 2008
Approve participation of fifty-five (55) B.H.S. Community Partnerships
Academy juniors, four (4) teachers, and five (5) other adults on a two-day,
one-night trip to the Marin Headlands. The group is scheduled to depart at
8:30 a.m. on Thursday, March 6 and will return at 3:15 on Friday, March 7,
2008. The group will participate in the Hostel Adventure Education
Program, learning about the ecosystems of the Bay Region while also
relating that information to their own knowledge of what it takes to build
and sustain a community. They will also engage in community building
activities, including outlining their academic goals. Students will sleep in
gender-specific rooms at the hostel. BUSD buses will provide
transportation. CP Academy funds and parent donations will cover the cost
of approximately $32 per student. No student will be denied access based
on ability to pay. Requested by Amy Frey, Vice-Principal – Berkeley High
School.
Marin Headlands, March 20-21, 2008
Approve participation of forty-five (45) fourth grade students, three (3) teachers,
and three (3) other adults from LeConte Elementary School on a two-day, onenight retreat to the Marin Headlands. The group is scheduled to depart at 8:30
a.m. on Thursday, March 20, and will return at 4:30 p.m. on Friday, March 21,
2008. The purpose of the trip is to provide students with an opportunity for
hands-on exploration of the natural world, to apply what they have learned
about science. Students will sleep in gender specific cabins on the grounds.
BUSD buses will provide transportation. Berkeley Public Education
Foundation, Parent Teacher Association, Headlands scholarships and
fundraising efforts will cover the total cost of $6,500. No student will be denied
access based on ability to pay. Requested by Cheryl Wilson, Principal –
LeConte Elementary School.
Gillespie Youth Camp at Tilden Park, May 15-16, 2008
Approve participation of sixty (60) second grade students, nine (9) teachers,
and ten (10) other adults from LeConte Elementary School on a two-day, onenight trip to Tilden Park. The group is scheduled to depart on Thursday, May
15, at 11:30 a.m. and will return at 1:00 p.m. on Friday, May 16, 2008. The
purpose of the trip is to have students engage in outdoor activities and apply
what they have learned about science as they explore the watershed system
3.1-C
and plant and animal life in Tilden Park. Students will sleep in tents on the
grounds. BUSD buses will provide transportation. Donations and grants will
provide funds for the $15.00 per student cost. No student will be denied
access based on ability to pay. Requested by Cheryl Wilson, Principal –
LeConte Elementary School.
POLICY/CODE:
Education Code 35330
Board Policy 6153
FISCAL IMPACT:
As indicated above.
STAFF RECOMMENDATION:
Approve the overnight field trips for students consistent with the District
Policies and instructional programs.
3.1-C
BERKELEY UNIFIED SCHOOL DISTRICT
TO:
William Huyett, Superintendent
FROM:
Neil Smith, Assistant Superintendent, Educational Services
DATE:
February 13, 2008
SUBJECT: Approval of the 2007 - 2008 Consolidated Application for
Funding Categorical Aid Programs (Part II)
BACKGROUND INFORMATION:
Part I of the Consolidated Application for Funding Categorical Programs
was submitted June 30, 2007. Part II of the application is due no later
than January 31, 2008 to the California Department of Education, but a
revised version may be submitted at a later date after Board approval.
Part II contains the following information: (1) the entitlement of funds
from the federal and state government; (2) allocation of funds to the
schools, including private schools; (3) the number of participants in
specified programs; and (4) the reports on various state and federal
programs. The District Advisory Committee (DAC) and the District
English Learner Advisory Committee (DELAC) have reviewed the plan
and have had an opportunity to advise in the preparation of the
application.
Board approval is required as there are basic legal assurances for all of
the categorical programs to indicate that the school district will comply
with the requirements for the following program funds.
Federal and State funds for special needs students included in the
application are:
Title I, Part A Basic Grant – Low Income, NCLB Sec. 101
Title III, Part A – LEP and Immigrant Students, NCLB Sec.
301
Economic Impact Aid, EC 54000
Federal and State funds for School Improvement and Professional
Development included in the application are:
Title II, Part A – Teacher Quality, NCLB Sec. 201
Title II, Part D – Technology, NCLB Sec. 2401
Title V, Part A – Innovative Programs, NCLB Sec. 501
Federal and State funds for Safe and Drug-Free Schools included
in the application are:
Title IV, Part A – Safe and Drug Free Schools, NCLB Sec. 401
Tobacco Use Prevention Education (TUPE) Program 4-8, H&S
104350
3.2-C
School Safety and Violence Prevention, EC 32228
A complete copy of the Consolidated Application (Part II) is available in
the board room for public viewing.
POLICY/CODE
Education Code Section 64000-64001
FISCAL IMPACT
Approximately $2,688,350 in categorical funding
STAFF RECOMMENDATION
Approve Part II of the Consolidated Application for funding Categorical
Aid programs.
3.2-C
BERKELEY UNIFIED SCHOOL DISTRICT
TO:
FROM:
DATE:
SUBJECT:
William Huyett, Superintendent
Javetta Robinson Deputy Superintendent
February 13, 2008
Approval of Contracts/Purchase Orders for Services
Contracts
BACKGROUND INFORMATION
The District contracts with consultants or independent contractors who
can provide valuable and necessary specialized services not normally
required on a continuing basis.
The following contract services are requested. Expenditures are within
budget.
1
Ratification of contract to Schools Excess Liability Fund, for
outstanding adjusted balance for Fiscal Year 2006/07. The cost
will not exceed $25,000. To be paid from Self Insurance Fund.
Requested by Javetta Robinson.
2
Community College Foundation to provide tutoring services for 18
students at various schools for the period February 2008 through
June 2008. The cost will not exceed $16,076. To be paid from Title
I Funds. Requested by Christina Faulkner.
3
Timothy Murphy School to provide new placement for student JT
(5/9/91) for the period November 6, 2007 through June 30, 2008.
The cost will not exceed $25,520. To be paid from Special
Education Budget. Requested by Elaine Eger.
4
San Joaquin County Office of Education to provide continuing LEA
Medi-Cal billing services for the period July 1, 2007 through June
30, 2008. The cost will not exceed $15,000. To be paid from
Special Education Budget. Requested by Elaine Eger.
5
Pro Dek, Inc. to provide resurfacing of the rubber play area at
Thousand Oaks School. The cost will not exceed $29,593. To be
paid from BSEP Fund 7. Requested by Lew Jones.
6
Luna Kids Dance to provide professional development for middle
school physical education teachers in dance curriculum and
practice for the period November 2007 through June 2008. The
cost will not exceed $30,000. To be paid from BSEP Fund 4.
Requested by Suzanne McCulloch.
1
4.1-C
7
Increase in contract, PO 80366, to State of California, Department
of Education to provide processing of GED transactions for BUSD
Adult School. Original purchase order amount $4,500 was issued
on July 13, 2007. The additional amount requested is $5,500 for a
total amount of $10,000. To be paid from Adult Education Fund.
Requested by Margaret Kirkpatrick.
8
Increase in contract, PO 81744, to Robert Half International to
provide temporary support for vacant workers comp position in
Risk Management Department. The Board approved $14,616 on
December 12, 2007. The additional amount requested is $12,450
for a total amount of $27,066. To be paid from Self Insurance
Fund. Requested by Javetta Robinson.
9
Increase in contract, PO 81131, to Robert Half International to
provide temporary support for vacant payroll position for Fiscal
Services Department. The Board approved $25,000 on November
14, 2007. The additional amount requested is $20,000 for a total
amount of $45,000. To be paid from General Fund Budget.
Requested by Javetta Robinson.
POLICY/CODE
Public Contract Code: 20111
Board Policy 3310
STAFF RECOMMENDATION
Approve the contracts with Consultants or Independent Contractors as
submitted.
2
4.1-C
BERKELEY UNIFIED SCHOOL DISTRICT
TO:
FROM:
DATE:
SUBJECT:
William Huyett, Superintendent
Lew Jones, Director of Facilities
February 13, 2008
Approve a Contract to Hire WLC Architects to Provide the
Schematic Design for the Longfellow Annex Project
BACKGROUND INFORMATION
On January 9, 2008, the Board approved the schematic design for the
Longfellow Annex. District staff evaluated the work schedules of those firms it
our architect pool and suggested that two of the firms be interviewed for this
project. The Longfellow Principal invited several parents, teachers and an
administrator to interview these two firms. WLC Architects was the first choice
of this committee. Staff negotiated with this firm and is recommending a
contract not to exceed $35,000 for this phase of the project.
The schematic design will be presented to the Board this spring. If the Board
approves proceeding further with this project, additional fees will be needed to
cover the design costs.
POLICY/CODE
Public Contract Code 10510.4 – 10510.9.
FISCAL IMPACT
All costs are contained in the Bond Fund.
STAFF RECOMMENDATION
Award a contract to WLC Architects for $35,000.
4.2-C
BERKELEY UNIFIED SCHOOL DISTRICT
TO:
FROM:
DATE:
SUBJECT:
William Huyett, Superintendent
Lew Jones, Director of Facilities
February 13, 2008
Approval of a Contract to Hire Parsons 3D/International to Provide
Project Management Services for Five Projects at Berkeley High
School
BACKGROUND INFORMATION
The District fills almost all of its project management needs by hiring a
consultant project manager. The Board approved the architect to design both
the new bleacher building and the Old Gym Demolition on November 14, 2007.
On January 9, 2008, the Board approved two additional projects: proceeding
with the new classroom/gym building through the bid phase; and proceeding
with a two phase project to add four classrooms this summer and six portables
by second semester. These projects all require project management services.
Parsons 3 D/International has provided consultant project management
services to the District for the past five years. These services include:
managing and evaluating the architect’s design; the solicitation, evaluation and
management of other required consultants, such as those to identify hazardous
materials, provide inspection, testing, soils engineering, geological statements
and surveying; providing project estimates and constructability reviews;
managing and supporting the bidding phase; and providing construction
administration services including the negotiation of change orders.
Staff negotiated with Parsons to provide these services for these new projects.
Project management support is needed over the course of the next four years.
The value of the project management services is $795,000. The summer
classroom and portable project is valued at $100,000; the bleacher project is
valued at $335,000; the abatement and demolition project is valued at
$90,000; and the design phase of the new gymnasium and classroom building
is valued at $270,000. As with all our contracts, if the District decides to stop
a project or manage it in a different way, we are under no obligation to
continue the services.
POLICY/CODE
Public Contract Code 10510.4 – 10510.9.
FISCAL IMPACT
All costs are contained in the Bond Fund.
STAFF RECOMMENDATION
Award a contract to 3D/International for $795,000.
4.3-C
BERKELEY UNIFIED SCHOOL DISTRICT
TO:
FROM:
DATE:
SUBJECT:
William Huyett, Superintendent
Neil Smith, Assistant Superintendent, Educational Services
February 13, 2008
Proposals for Bolton Bequest Funds
BACKGROUND INFORMATION
Mabel Bolton was a long time community member and business woman who
lived and worked in the area around Thousand Oaks Elementary School. Upon
her death, the District was informed that she had included the District as one
of the beneficiaries in her will. It was her intention to contribute to Thousand
Oaks School in some manner that would allow the local neighborhood, as well
as the school, to benefit from this gesture. With the conclusion of legal
proceedings, funds are now available to carry out her desire. It should be
noted that there is no legal constraint on the use of the dollars the District
inherited; this money could all go directly to the General Fund if the Board so
desired. However, the District’s wish is to honor Mrs. Bolton’s intention. As a
result, the School Governance Council has been considering the use of
approximately $150,000 to be used at Thousand Oaks in her name.
Thousand Oaks School Governance Council is seeking the Board’s conceptual
approval of two plans under consideration: (1) the installation of solar panels
and (2) the improvement of outdoor facilities. Brief descriptions of the
proposals as well as very rough estimates of costs have been included with this
document. Given the current status of the budget projections, the school has
received cautions from former Superintendent Michele Lawrence not to exceed
the budgeted amount unless additional site funds could be contributed.
The school will develop a detailed plan in conjunction with the Director of
Facilities that will be presented to the Board for approval. Tonight the school is
seeking Board authorization to proceed with either one of the options
presented.
POLICY/CODE
None
FISCAL IMPACT
None
STAFF RECOMMENDATION
Approve conceptual ideas for the use of funds from Mabel Bolton’s Estate for
Thousand Oaks School.
1.1-A
SCHOOL GOVERNANCE COUNCIL
840 Colusa Avenue  Berkeley, CA 94707
February 8, 2008
Superintendent Michele Lawrence
Berkeley Unified School District
2134 Martin Luther King Jr. Way
Berkeley, CA 94704
Dear Superintendent Lawrence:
The Thousand Oaks Elementary School Governance Council is pleased to submit the
attached proposal for two project options to be funded through the bequest of Mrs. Bolton.
The proposed projects reflect discussions with—and feedback from—teachers, staff,
parents, and members of the Thousand Oaks community. Both projects aim to enhance
T.O.’s facilities to the benefit of students, families, and the neighborhood at large.
Given the short timeframe for pulling this information together, we have not been able to
prepare detailed project budgets, just estimates. Once we have discussed these proposals
with you and the School Board, and determined a way to proceed, we will quickly obtain
comprehensive information about project costs.
We are grateful for your efforts to secure the funds from Mrs. Bolton’s bequest, and
appreciate the opportunity to share our ideas for fulfilling Mrs. Bolton’s wishes to enhance
the Thousand Oaks community. We look forward to recognizing and celebrating Mrs.
Bolton’s contribution as we move forward with one of these proposed projects.
Thank you for your time and consideration.
Sincerely,
Jesse Ramos
Principal
Gwyneth Galbraith
Parent, SGC Co-Chair
Matt Lipner
Teacher, SGC Co-Chair
1.1-A
SCHOOL GOVERNANCE COUNCIL
840 Colusa Avenue  Berkeley, CA 94707
BOLTON BEQUEST PROJECT PROPOSAL
February 8, 2008
Option 1: Create Solar Energy System at Thousand Oaks School
Project Description
The installation of solar panels at Thousand Oaks would improve the school’s energy
efficiency, while creating opportunities for hands-on science education for T.O.’s students.
Classes at all levels would have the chance to apply math and science concepts to real-world
situations. At the same time, the students would have a direct impact on decreasing the
carbon footprint of the Thousand Oaks community and “acting locally” to address global
warming. In pursuing this project, T.O. would seek to partner with PG&E’s Solar Schools
program for additional funding, teacher training (through PG&E’s free workshops on
standards-aligned science curriculum), and ongoing data monitoring. In order to prevent
tampering with the solar panels, T.O. would implement new campus security measures such
as motion sensor lighting, design elements to limit access to the roof, and enforcement of a
nighttime curfew (in collaboration with the Berkeley Police Department).
Community Benefit
Solar panels would transform Thousand Oaks into a partially energy-independent school
site, with the potential to generate excess electricity for the community and the entire grid
during non-school hours. This capacity would result in ongoing savings on utility costs for
the Berkeley Unified School District. Perhaps more importantly, the Thousand Oaks
community would be featured in the spotlight as an innovative, progressive-minded group of
citizens. Rather than just reading about the devastating impact of climate change, T.O.
students would be actively working to set an example for how communities can work
together to implement responsible, sustainable solutions.
Projected Expenses
Item
Solar panels and installation*
Campus security improvements
TOTAL
Projected Costs
$125,000
$50,000
$175,000
*The final scope of the project would be determined based on estimates of the site’s solargeneration capacity and additional funding available (from PG&E, other grants and
donations, and loans through the City of Berkeley).
Thousand Oaks School Governance Council
Ortman Bequest Proposal
Page 1 of 2
1.1-I
Option 2: Enhancing Thousand Oaks Outdoor Facilities
Project Description
The Thousand Oaks campus is used by hundreds of students during the school day, and
scores more after school and on weekends. It serves as a gathering place for the community,
and hub of activity for the neighborhood. As a result of this consistent use, the school
grounds are steadily deteriorating. In particular, T.O. suffers from low-grade—but
ongoing—vandalism in the form of graffiti, overturned trashcans, and other minor
infractions. These nuisances cost the District money and have a negative impact on the
school environment. An investment in T.O.’s outside facilities would enhance the campus
to the benefit of students, families and the Thousand Oaks community at large.
Specific project elements would include:
 A new playground structure, possibly located in the patio outside the Kinder and 1st
grade classes as originally intended in the T.O. renovation (before funding ran out).
 New murals to beautify the campus and discourage graffiti (anti-graffiti paint as a
possible alternative).
 Permanent display boxes around campus for posting student artwork and other projects.
 Improved landscaping around campus to limit weeds and minimize the need for
ongoing maintenance.
 Hooks for clothing and bags/lunchboxes around the play yard to minimize lost personal
items and help keep the campus clean.
 Motion sensor lights and other security measures to discourage vandalism.
 Additional trashcans and signs asking for cooperation in keeping the campus clean.
As part of this project, the T.O. PTA would continue to work with the Thousand Oaks
Neighborhood Association (TONA) to organize regularly scheduled campus clean-up days.
In addition, T.O.’s administrators would collaborate with the Berkeley Police Department to
ensure the enforcement of safe use of the campus facilities.
Community Benefit
Improvements to the playground, gardens, and overall safety and security of the grounds
would ensure that Thousand Oaks can remain a meeting place for students, families, and
neighbors. The goal is to ensure safe and considerate use of the school grounds, so that
students can take pride in their school and the community can appreciate the valuable role
Thousand Oaks plays in ensuring the neighborhood’s vitality.
Projected Expenses
Item
Playground structure
Anti-graffiti paint and supplies
Mural paint and supplies
Display boxes
Landscaping
Security improvements
Trashcans and signage
TOTAL
Thousand Oaks School Governance Council
Ortman Bequest Proposal
Page 2 of 2
Projected Costs
$40,000
$10,000
$7,000
$10,000
$70,000
$30,000
$8,000
$175,000
1.1-I
BERKELEY UNIFIED SCHOOL DISTRICT
TO:
FROM:
DATE:
SUBJECT:
William Huyett, Superintendent
Neil Smith, Assistant Superintendent, Educational Services
February 13, 2008
Approval for International Baccalaureate (IB) Courses
BACKGROUND INFORMATION
The following 11th and 12th grade courses, which will be offered in Berkeley
International High School, are being presented to the Board for approval:
IB Biology – Standard Level and Higher Level
IB Chemistry – Standard Level and Higher Level
IB Physics – Standard Level and Higher Level
IB English – Higher Level
IB History of the Americas – Higher Level
IB Mathematics – Higher Level (equivalent to completing Calculus
B/C)
IB Mathematics – Standard Level (equivalent to completing Calculus
A/B)
IB Mathematical Studies – Standard Level (equivalent to completing
Math Analysis and Statistics)
IB
IB
IB
IB
IB
IB
French –Standard Level and Higher Level
Kiswahili – Standard Level
Latin – Standard Level and Higher Level
Mandarin – Standard Level and Higher Level
Spanish – Standard Level and Higher Level
Spanish A – Standard Level and Higher Level (for native speakers
or students who have achieved near native ability)
IB Spanish Language ab initio – two year course for students who
have no background in Spanish
IB Visual Arts – Standard Level and Higher Level
IB Musical Perception and Analysis – Standard Level and Higher
Level
IB Theory of Knowledge – the one year capstone course of the IB
Program
3.1-A
In general, courses noted as Standard Level are one year courses, and
those noted as Higher Level are two year courses. Math courses are all
two year courses.
These courses are the core of the Diploma Program as specified by the
International Baccalaureate Organization (IBO). In line with the Diploma
Program, each course has a rigorous and student-centered curriculum,
designed to support all students and provide them with the cultural
awareness and skills necessary to contribute positively to humanity.
Each of these courses was described in brief in the proposal to establish
Berkeley International High School, approved by the Board on February 1,
2006. Course descriptions have been attached for Board review.
POLICY/CODE:
Board Policy 6141
Ed Code 52920
FISCAL IMPACT
None
STAFF RECOMMENDATION
Approve the IB courses at Berkeley High School.
3.1-A
Appendix 3 IB Diploma Programme course outlines
Name of the course:
For example, English A1, HL.
Biology HL, SL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives,
the inclusion of internationalism, the proposed process, and expected assessment. This should
be a summary.
HL/SL Biology is a course focusing on the structure and function of living
organisms and the interactions between organisms and their environment. The purpose is
to develop students’ understanding of their own biology and their interdependence with
and impact on the environment. This understanding will be further developed through
laboratory investigations and activities that enable students to learn the content in context
and help develop their analytical and critical thinking skills. The ultimate objective of the
course is to impart the knowledge and skills necessary for students to make informed and
positive choices affecting their own health and the environment.
An international perspective will be central to the curriculum and will in fact stem from
the focus on interaction and interdependence between organisms, populations and species.
As part of this focus the course will examine the biological impact of nations and cultures
with an emphasis on how our own actions impact others. For example, the course will
examine the human impact on our biosphere in terms of pollution, consumption of
resources and extinction. This examination will touch on topics from both evolution and
ecology and be framed in the context of comparing/contrasting different
nations/cultures/regions. It will also include an investigation into current conservation
efforts across the globe.
To accomplish the above objectives, a carefully structured curriculum aligned with IBO
assessment will be used. To enhance the international perspective of the course and to
provide a truly in-depth focus on interaction with the environment, both the HL and SL
courses will include the Evolution and Ecology and Conservation Options. These will
serve as foundational units and help to frame the rest of the course. To ensure that
programmatic expectations are being met, students will be regularly assessed. Units will
include quizzes and exam patterned after IBO external assessment – namely Papers I, II
and III. Laboratory investigations will be internally assessed using some or all of the
criteria and aspects. All assessment methods will remain transparent to students so that
they might better understand their goals as well as develop a familiarity with the IBO
methods.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
-1-
Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with Advanced Placement or
other curricula, outlines should address additional non-IB topics to be covered.
Biology SL
Topic to Be Covered
Option D: Evolution
Topic 5: Ecology and Evolution
Topic 1: Statistical Analysis
Option G: Ecology and Conservation
Topic 3: The Chemistry of Life
Topic 2: Cells
Topic 4: Genetics
Topic 6: Human Health and Physiology
Laboratory Investigations (see Group 4 Subject Specific
Questions for detailed listing)
Group 4 Project
TOTAL HOURS
Hours
16
17
2.5
16
16
14
16
20
40
12
169.5
Biology HL
Topic to Be Covered
(SL/HL Options) Option D: Evolution with Extension
(Core) Topic 5: Ecology and Evolution
(Core) Topic 1: Statistical Analysis
(SL/HL Options) Option G: Ecology and Conservation with
Extension
(Core) Topic 3: The Chemistry of Life
(AHL)Topic 7: Nucleic Acids and Proteins
(Core) Topic 2: Cells
(AHL)Topic 8: Cell Respiration and Photosynthesis
(Core) Topic 4: Genetics
(AHL)Topic 10: Genetics
(Core) Topic 6: Human Health and Physiology
(AHL) Topic 11: Human Health and Physiology
(AHL) Topic 9: Plant Science
Laboratory Investigations (see Group 4 Subject Specific
Questions for detailed listing)
Group 4 Project
TOTAL HOURS
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
Hours
22
16
2
22
15
11
14
12
15
8
20
17
8
58
12
252
3.1-A
-2-
Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
The coverage of the topics outlined above will be carried out using the Assessment
Statements specified by IBO. The Assessment Statements will be discussed openly with
students and used as a guide to direct their studies. Specific assessment statements will be
identified as foci of given lessons and identified as goals in particular activities.
Additionally, students will be regularly exposed to data-based questions requiring analysis
of results and extended-response questions which require linking of concepts and in-depth
thought. Summative assessments such as quizzes and exams will be modeled after Papers
I, II and III to further prepare students for external assessment.
A variety of laboratory investigations linked to and supporting the content will serve as
the source of internal assessment. These will include several long-term, rigorous
investigations in which students are required to design an experiment independently
without being given a procedure, carry out their experiment and draw their own
conclusions. There will also be short-term investigations including data-gathering
exercises, simulations and modeling of processes, software simulations and fieldwork. (for
a complete listing of proposed activities please see ‘Group 4 Subject Questions’) For
internal assessment purposes, most labs will only examined using a subset of the criteria
and aspects. For example, a data-gathering exercise may be used to assess Data Collection
and Data Processing and Presentation only. Several labs, especially the long-term,
student-designed experiments, will be assessed using ALL the criteria and aspects and
serve as a holistic assessment of the student’s progress.
To assess the Group 4 Project several methods will be utilized. Throughout the project
students will be required to maintain a portfolio that includes records of data, personal
statements, procedures, lab write-ups, and additional documentation showing evidence of
their work. Upon completion, the groups will present their work in a symposium-style
format including a formal poster and oral presentation which will be evaluated by
participating teachers and guest evaluators.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
-3-
Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.
Resources Currently Available:
Text: Biology, Campbell 5th Edition
Biology, Campbell 7th Edition
Current Journals:
Berkeley High School subscribes to Proquest Database which provides access to thousands of current
journals and periodicals. Included in these are hundreds of scientific journals from which students are able to
obtain references and full text of articles. These include:
Nature
The Journal of Cell Biology
Journal of Paleontology
Natural History
Bioscience
Science and Society
Human Ecology
Journal of Experimental Biology
Additional Texts:
The following texts will be used as additional resources beyond the traditional textbook. They will be used as
supplemental reading and as group texts for Literature circle projects. Additional texts not listed may also be
used.
Guns, Germs and Steel, Jared Diamond
Fast Food Nation, Eric Schlosser
The Seven Daughters of Eve, Bryan Sykes
The Selfish Gene, Richard Dawkins
Mad Cowboy, Howard Lyman
Biomimicry, Janine Benyus
The Hot Zone and Demon in the Freezer, Richard Preston
Stiff, Mary Roach
Beyond Therapy, Leon Kass
The Red Queen, Matt Ridley
Ishmael, Daniel Quinn
Technology:
Microsoft Powerpoint software will be used to present some material. These presentation will include images,
animations videos to support student understanding of the material.
Course Website: The instructor plans to maintain a course website for IB Biology students. This site will
provide students with links to a variety of internet resources supporting each content area. It will also allow
students to download all class materials for further review.
Resources to be ordered:
To support students in their preparation for the IB Exams BHS plans to order the IB Biology Question bank
from the IBO website. This will provide material for assessments that accurately represents the exam.
Additionally, BHS plans to order several classroom copies of the text Biology for the IB Diploma by A. Allott.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
-4-
Appropriate Laboratory Exercises
Appropriate options have been selected from the Syllabus Outline. Specifically, both the HL and SL course will
focus on the Evolution and Ecology options. A series of appropriate laboratory exercises has also been organized to
support students’ understanding of the content. These will provide adequate opportunity for the instructor to assess
students in all aspects and criteria. The proposed laboratory exercises include the following:
Proposed Laboratory Exercises
Practical Name
Natural Selection Simulation: Clip Birds
Primate Skull Analysis
Population Genetics Simulation
Estimating the availability of Dissolved Oxygen in aquatic
communities
Comparison of two areas using the diversity index
Water pollution investigation of local streams and lakes
Construction of a food web from feeding data and community
composition
Investigating the behavior of arthropods: student designed
experiment
The effect of temperature/pH on enzyme activity – catalase from
mammalian liver
Surface area and volume: the diffusion of NaOH into agar
The effect of temperature/pH on bacterial growth
Estimating the rate of bacterial growth through spectrophotometry
Onion root tip slide preparation and observation of mitosis
Microscopy: viewing animal and plant cells
Determining the water potential of plant tissue using sucrose
solutions
Investigation of Cellular respiration in germinating and nongerminating seeds
The effect of light intensity on photosynthesis
Chromatography: Separation of photosynthetic pigments
Inheritance in maize cobs - estimation of recombination frequency
Recombination in fungus using Sordaria fimicola
DNA extraction, cleavage and gel electrophoresis
Histology lab: viewing mammalian tissues
Dissection of a mammalian heart
Earthworm dissection
Digestive Enzyme Lab: investigating the activity of pepsin/trypsin
Mammalian eye dissection
Heart rate and blood pressure lab
Flower and Seed Dissection
Stomata lab
Investigation of factors affecting transpiration in plants
Group 4 Project
TOTAL
Hours
Topic
1
2
1
3
5, D
5, D
1, 5, D
1, 5, G
3
3
2
1, 5, G
5, G
5, G
3
D DCP CE MS* PS
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
5, G
*
*
*
*
2
3, 7
*
*
*
*
1
2
3
2
3
2
2
2, 3
2,3
2
2
2
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
2
3, 8
*
*
*
2
1
1
2
4
2
1
1
2
1
1
2
1
3
12
70
3, 8
3, 8
4, 10
4, 10
4
4, 11
6
6
3, 6
6
6
9
9
9
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*Manipulative Skills to be summatively assessed over the entire laboratory program.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
-5-
*
Adequate training in analytical and critical thought
Both SL and HL Biology will thoroughly train students in analytical and critical thought. Through a variety of
laboratory investigations linked to the content of the course students will develop questions, hypothesize and design
experimental procedures to test their ideas. Further, students will engage in regular and rigorous analysis of data.
They will need to form conclusions, carry out detailed error analysis and discuss future applications/extensions of
their work. Additionally, the course will itself be focused on critical analysis of the environment and our role/impact
within it as a species.
Group 4 Project
The Group 4 Project will involve collaboration between IB Biology students and students from IB Chemistry
and/or Physics. Specifically, IB Chemistry and/or Physics students will be teamed with Biology HL/SL students to
form interdisciplinary research teams. The teachers will work together to help guide students in selection of an
appropriate focus within the central topic and monitor their progress throughout the project. The project will
culminate in a program-wide presentation of their research efforts.
Planning: (to take place at the beginning of year 2)
The planning stage will consist of two in-class sessions where students are brought together. During the first
session the Group 4 Project aims and format will be introduced, the central topic discussed, possible focus topics
submitted and groups formed based on common interests. The second session will allow for students to have focused
time in groups to develop their action plans.
Action:
Groups will be given several class sessions to work on their projects during which their progress will be
monitored to ensure they are meetings the aims of the project. If the project takes the form of a long-term project
organized by the school and/or fieldwork, there would likely be a one-day field-trip organized for all students
involved. Two current ideas include studies of the ecosystems within the nearby San Francisco Bay or Lake Merritt.
Evaluation:
Upon completion of their research, students will be required to develop a digital presentation to be presented at a
program-wide symposium. Each group will present their specific findings and discuss how they have contributed to
the central focus’ body of knowledge. Following the symposium a general discussion will follow to recap the
project’s successes and challenges. Each group will also be required to submit their recommendations for future
directions that the class following might undertake in their Group 4 Project.
How does methodology and resources enhance international perspective
From the first units covering evolution and ecology to the final unit on human health and physiology, HL/SL
Biology will be focused on our planet as an interconnected system. From the micro level of molecules interacting to
the macro level of weather patterns, ocean currents and migration we will examine how biology can reveal the
connections we share as organisms and the impact we have on those around us. As part of this focus the course will
regularly examine the biological interactions between nations, cultures, and individuals. This may include but will
not be limited to ecological impacts, disease transmission, nutrition issues and human origins. A variety of resources
will be used to support the methodology described. This will include an extensive use of current articles from regular
news sources (NY Times, etc…) as well as peer-reviewed scientific journals (Science, Nature). Emphasis will be
placed on those events, articles that reveal the broader connections between nations and cultures. An effort will also
be made to bring in guest speakers/community members whose expertise can serve to support the inclusion of an
international perspective. Lastly, students will be required to complete research projects focused on topics of
international import. Through these projects and use of the resources mentioned the overall international perspective
will be reinforced.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
-6-
Appendix 3 IB Diploma Programme course outlines
Name of the course:
For example, English A1, HL.
Chemistry HL, SL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives,
the inclusion of internationalism, the proposed process, and expected assessment. This should
be a summary.
HL/SL Chemistry is a course that focuses on matter and its interactions. The purpose is to
develop students’ understanding of the physical world around them and how chemical
processes take place. This understanding will be developed through lecture and laboratory
investigations that will help develop the students’ analytical and problem solving abilities.
The goal of the course is to give students the knowledge and skills to make informed
choice about issues impacting the world in which we all live. Chemistry is fundamental to
understanding many aspects of global development. Of particular import is global warming
and global energy use. We will investigate how chemical and chemical processes are
central to understanding interactions on a global scale.
To accomplish the above objectives, a carefully structured curriculum aligned with IBO
assessments will be used.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
-7-
Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with Advanced Placement or
other curricula, outlines should address additional non-IB topics to be covered.
Chemistry SL
Topics to Be Covered
(Core) 11- Measurement and data processing
(Core) 2- Atomic theory
(Core) 3- Periodicity
(Core) 4- Bonding
(Option) C6-C7
(Option) A1-A7
(Core) 1- Stoichiometry
(Core) 5- Energetics
(Core) 6- Kinetics
(Option) C4
(Core) 7- Equilibrium
(Core) 8- Acids and Bases
(OSL) A.4- Acids, bases and buffers
(Core) 9- Oxidation and reduction
(Option) C1, C5
(Core) 10- Organic chemistry
(OSL) C2-C3
Laboratory Investigations( see Group 4 Subject Specific
Questions for detailed listing)
Group 4 Project
TOTAL HOURS
Chemistry HL
Topics to Be Covered
(Core) 11- Measurement and data processing
(Core +AHL) 2&12- Atomic Theory
(Core +AHL) 3&13- Periodicity
(Core+AHL) 4&14- Bonding
(Option) A1-A4, A8, A10
(Core) 1- Stoichiometry
(Options) C6, C11
(Core +AHL) 5&15- Energetics
(Option) C1, C5, C10, C12
(Core +AHL) 6&16- Kinetics
(Option) C4
(Core +AHL) 7&17- Equilibrium
(Core +AHL) 8&18- Acids and Bases
(Core +AHL) 9&19- Oxidation and reduction
(Option) C1, C5
(Core +AHL) 10&20- Organic chemistry
(Option) C2, C3, C8, C9, C12
Laboratory Investigations( see Group 4 Subject Specific
Questions for detailed listing)
Group 4 Projects
TOTAL HOURS
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
Hours
2
6
6
12.5
4
15
12.5
11
4
2
6
5
5
7
5.5
10
4
40
12
169.5
Hours
2
7
10
18
18
11
4
16
8.5
11
1.5
9
16
14
6
22
8
58
12
252
3.1-A
-8-
Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
The coverage of the topics outlined above will be carried out using the Assessment
Statements specified by IBO. The Assessment Statements will be discussed openly with
students and used as a guide to direct their studies. Specific assessment statements will be
identified as foci of given lessons and identified as goals in particular activities.
Additionally, students will be regularly exposed to data-based questions requiring analysis
of results and extended-response questions which require linking of concepts and in-depth
thought. Summative assessments such as quizzes and exams will be modeled after Papers
I, II and III to further prepare students for external assessment.
A variety of laboratory investigations linked to and supporting the content will serve as
the source of internal assessment. These will include several long-term, rigorous
investigations in which students are required to design an experiment independently
without being given a procedure, carry out their experiment and draw their own
conclusions. There will also be short-term investigations including data-gathering
exercises, simulations and modeling of processes, software simulations and fieldwork. (for
a complete listing of proposed activities please see ‘Group 4 Subject Questions’) For
internal assessment purposes, most labs will only be examined using a subset of the criteria
and aspects. For example, a data-gathering exercise may be used to assess Data Collection
and Data Processing and Presentation only. Several labs, especially the long-term,
student-designed experiments, will be assessed using ALL the criteria and aspects and
serve as a holistic assessment of the student’s progress.
To assess the Group 4 Project several methods will be utilized. Throughout the project
students will be required to maintain a portfolio that includes records of data, personal
statements, procedures, lab write-ups, and additional documentation showing evidence of
their work. Upon completion, the groups will present their work in a symposium-style
format including a formal poster and oral presentation which will be evaluated by
participating teachers and guest evaluators.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
-9-
Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.
Resources Currently Available:
Text: Chemistry, Zumdahl 5th Edition
Current Journals:
Berkeley High School subscribes to Proquest Database which provides access to thousands of current
journals and periodicals. Included in these are hundreds of scientific journals from which students are able to
obtain references and full text of articles. These include:
Nature
Science and Society
Chemical Week
Analytical Chemistry
Annual Review of Biochemistry
Canadian Journal of Chemistry
Chemistry in Austria
Additional Texts:
The following texts will be used as additional resources beyond the traditional textbook. They will be used as
supplemental reading. Additional texts not listed may also be used.
Chemical Bonding Clarified through Quantum Mechanics, Chemical Thermodynamics
Technology:
Microsoft Powerpoint software will be used to present some material. These presentations will include
images, animation videos to support student understanding of the material.
Course Website: The instructor plans to maintain a course website for IB Chemistry students. This site will
provide students with links to a variety of internet resources supporting each content area. It will also allow
students to download all class materials for further review.
Resources to be ordered:
To support students in their preparation for the IB Exams BHS plans to order the IB Chemistry Question bank
from the IBO website. This will provide material for assessments that accurately represents the exam.
Additionally, BHS plans to order several classroom copies of the text Chemistry for the IB Diploma.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 10 -
Appropriate Laboratory Exercises
Appropriate options have been selected from the Syllabus Outline. Specifically, both the HL and SL courses will
focus on the Analytic and Industrial options. A series of appropriate laboratory exercises has also been organized to
support students’ understanding of the content. These will provide adequate opportunity for the instructor to assess
students in all aspects and criteria. The proposed laboratory exercises include the following:
Proposed Laboratory Exercises
Practical Name
Hours
Topic
Aluminium foil thickness determination
Atomic Emission Spectroscopy
Chromatography of food dyes
Formula of magnesium oxide
Qualitative Analysis
Formula of a Hydrate
Molar volume of a gas
Dumas method of determining molar mass
Determine the specific heat of a metal
Determine the heat of reaction of NaOH and HCl
Determine the enthalpy of formation of MgO
Heat of Fusion of water
Enthalpy of vaporization of nitrogen
Molar mass determination using freezing point
depression
Rate order determination
Determination of an equilibrium constant using
spectrophotometric methods
Determination of appropriate indicator for acidbase titration
Determination of the mass percent of acid in an
unknown vinegar sample
Determination of an electrochemical series
Measurement of the thickness of an anodizing
coating
Quantitative analysis of metal cations
Organic synthesis
FTIR investigation
Group 4 Project
TOTAL
1
2
3
3
3
3
2
2
2
2
2
3
2
3
2, 11
2, 3, 12, A
4, 14, A
1, 4, 14
1, 4
1, 11
11
3, 13
5
5, 15
5, 15
5
5, 15
5
3
2
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
Design
DCP
CE
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
6, 16
7, 17
*
*
*
*
2
8
*
*
3
8, 18
*
*
2
2
9
9, 19
*
*
3
4
4
12
70
1
10, 20, C
A
*
*
*
*
*
*
*
*
*
*
*
*
*
*
3.1-A
- 11 -
Adequate training in analytical and critical thought
Both SL and HL Chemistry will thoroughly train students in analytical and critical thought. Through a variety of
laboratory investigations linked to the content of the course, students will develop questions, hypothesizw and design
experimental procedures to test their ideas. Further, students will engage in regular and rigorous analysis of data.
They will need to form conclusions, carry out detailed error analysis and discuss future applications/extensions of
their work. Additionally, the course will itself be focused on critical analysis of the environment and our role/impact
within it as a species.
Group 4 Project
The Group 4 Project will involve collaboration between IB Biology students and students from IB Chemistry
and/or Physics. Specifically, IB Chemistry and/or Physics students will be teamed with Biology HL/SL students to
form interdisciplinary research teams. The teachers will work together to help guide students in selection of an
appropriate focus within the central topic and monitor their progress throughout the project. The project will
culminate in a program-wide presentation of their research efforts.
Planning: (to take place at the beginning of year 2)
The planning stage will consist of two in-class sessions where students are brought together. During the first
session the Group 4 Project aims and format will be introduced, the central topic discussed, possible focus topics
submitted and groups formed based on common interests. The second session will allow for students to have focused
time in groups to develop their action plans.
Action:
Groups will be given several class sessions to work on their projects during which their progress will be
monitored to ensure they are meetings the aims of the project. If the project takes the form of a long-term project
organized by the school and/or fieldwork, there would likely be a one-day field-trip organized for all students
involved. Two current ideas include studies of the ecosystems within the nearby San Francisco Bay or Lake Merritt.
Evaluation:
Upon completion of their research, students will be required to develop a digital presentation to be presented at a
program-wide symposium. Each group will present their specific findings and discuss how they have contributed to
the central focus’ body of knowledge. Following the symposium a general discussion will follow to recap the
project’s successes and challenges. Each group will also be required to submit their recommendations for future
directions that the class following might undertake in their Group 4 Project.
How does methodology and resources enhance international perspective
Chemistry is fundamental to understanding many aspects of global development. Of particular import is global
warming and global energy use. This is just one example of the global impact that chemistry has. We will investigate
how chemical and chemical processes are central to understanding interactions on a global scale. This will include an
extensive use of current articles from regular news sources (NY Times, etc.) as well as peer-reviewed scientific
journals (Science, Nature). Emphasis will be placed on those events, articles that reveal the broader connections
between nations and cultures. An effort will also be made to bring in guest speakers/community members whose
expertise can serve to support the inclusion of an international perspective. Lastly, students will be required to
complete research projects focused on topics of international import. Through these projects and use of the resources
mentioned the overall international perspective will be reinforced.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 12 -
Appendix 3 IB Diploma Programme course outlines
Name of the course:
For example, English A1, HL.
Physics HL, SL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives,
the inclusion of internationalism, the proposed process, and expected assessment. This should
be a summary.
Physics HL/SL focuses on developing an understanding of the universe we live
in at its most basic level -- all the way from the fundamental building blocks we are
made of such as quarks and electrons up to the large-scale structure of universe as a
whole and the set of rules governing its operation. Topics range from Newtonian
Mechanics and Gravitation, to Thermodynamics, Wave Phenomena, Electromagnetism,
Quantum Physics and Nuclear Physics. The course places a strong emphasis on
understanding the historical development of these ideas as well as the role of
experimental design and the scientific method in developing, testing, challenging, and
refining our theories of how the universe works. The ultimate goal is for students to
have not only a basic understanding of the state of our knowledge, but an appreciation
for how scientific knowledge grows and changes over time, both as a result of research
moving into new and unexplored areas and as a result of the struggle to fit the pieces
into a consistent whole.
To develop deeper historical and international perspectives, students will choose
sets of modern or classical historical documents and narratives for further independent
study. The focus will be on the role of controversy, experimental design, technology,
and theoretical model building in driving scientific progress. Students will be provided
with suggested sets of reading materials and historical excerpts to choose from, but will
be encouraged to add to these materials or develop a research plan of their own.
To accomplish the above objectives, a carefully structured curriculum aligned with
IBO assessment will be used. The SL course includes the Sight and Waves and EM
Waves options to build a strong foundation in optics. The HL course includes
Relativity and Particle Physics options to build strong foundations in modern physics.
To ensure that programmatic expectations are being met, students will be regularly
assessed. Units will include quizzes and exams patterned after IBO external assessment
– namely Papers I, II and III. Laboratory investigations will be internally assessed
using some or all of the criteria and aspects. All assessment methods will remain
transparent to students so that they might better understand their goals as well as
develop a familiarity with the IBO methods.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 13 -
Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with Advanced Placement or
other curricula, outlines should address additional non-IB topics to be covered.
Physics SL
Topics to Be Covered
Topic 1: Physics and Physical Measurement
Topic 2: Mechanics
Topic 3: Thermal Physics
Topic 8: Energy, power, and climate change
Topic 4: Oscillations and waves
Topic 5: Electric currents
Topic 6: Fields and Forces
Option A: Sight and wave phenomena
Option G: Electromagnetic Waves
Topic 7: Atomic and Nuclear Physics
Laboratory Investigations (see Group 4 Subject Specific
Questions for detailed listing)
Group 4 Project
TOTAL HOURS
Hours
7.5
17
8
18
10
9
9
15
15
9
40
12
169.5
Physics HL
Topics to Be Covered
(Core) Topic 1: Physics and physical measurement
(Core) Topic 2: Mechanics
(AHL) Topic 9: Motion in fields
(Core) Topic 3: Thermal physics
(AHL) Topic 10: Thermal physics
(Core) Topic 8: Energy, power, and climate change
(Core) Topic 4: Oscillations and waves
(AHL) Topic 11: Wave Phenomena
(AHL) Topic 14: Digital technology
(Core) Topic 5: Electric currents
(Core) Topic 6: Fields and Forces
(AHL) Topic 12: Electromagnetic Induction
(Core) Topic 7: Atomic and Nuclear Physics
(AHL) Topic 13: Quantum physics and nuclear physics
Option H: Relativity
Option J: Particle Physics
Laboratory Investigations (see Group 4 Subject Specific
Questions for detailed listing)
Group 4 Project
TOTAL HOURS
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
Hours
8
17
8
7
6
18
10
12
8
7
7
6
9
15
22
22
58
12
252
3.1-A
- 14 -
Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
The coverage of the topics outlined above will be carried out using the
Assessment Statements specified by IBO. The Assessment Statements will be
discussed openly with students and used as a guide to direct their studies. Specific
assessment statements will be identified as foci of given lessons and identified as
goals in particular activities. Additionally, students will be regularly exposed to
data-based questions requiring analysis of results and extended-response questions
which require linking of concepts and in-depth thought. Summative assessments
such as quizzes and exams will be modeled after Papers I, II and III to further
prepare students for external assessment.
A variety of laboratory investigations linked to and supporting the content will
serve as the source of internal assessment. These will include several long-term,
rigorous investigations in which students are required to design an experiment
independently without being given a procedure, carry out their experiment and draw
their own conclusions. There will also be short-term investigations including datagathering exercises, simulations and modeling of processes, software simulations
and fieldwork. (for a complete listing of proposed activities please see ‘Group 4
Subject Questions’) For internal assessment purposes, most labs will only examined
using a subset of the criteria and aspects. For example, a data-gathering exercise
may be used to assess Data Collection and Data Processing and Presentation only.
Several labs, especially the long-term, student-designed experiments, will be
assessed using ALL the criteria and aspects and serve as a holistic assessment of the
student’s progress.
To assess the Group 4 Project several methods will be utilized. Throughout the
project students will be required to maintain a portfolio that includes records of data,
personal statements, procedures, lab write-ups, and additional documentation
showing evidence of their work. Upon completion, the groups will present their
work in a symposium-style format including a formal poster and oral presentation
which will be evaluated by participating teachers and guest evaluators.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 15 -
Resources:
List the books and other resource materials and software that will be used in the course. Information
should include what is currently available as well as what is being ordered.
Resources Currently Available:
Text: Physics, Giancoli 5th Edition
Current Journals:
Berkeley High School subscribes to Proquest Database which provides access to thousands of current
journals and periodicals. Included in these are hundreds of scientific journals from which students are able to
obtain references and full text of articles. These include:
Nature
Science
Science News
New Scientist
Physics Today
The Physics Teacher
American Journal of Physics
Additional Texts:
The following texts will be used as additional resources beyond the traditional textbook. They will be used
as supplemental reading and as group texts for Literature circle projects. Additional texts not listed may also be
used.
Longitude, Dava Sobel
Parallax, Alan Hirshfeld
Dialogues Concerning Two New Sciences, Galileo Galilei
Principia, Sir Isaac Newton
The Rise of the New Physics, A.. D'Abro
QED, The Strange Theory of Light and Matter, Richard Feynman
Elementary Particles and the Laws of Physics, Richard Feynman and Steven Weinberg
The World of Elementary Particles, Kenneth W. Ford
The Meaning of Relativity, Albert Einstein
Was Einstein Right, Clifford Will
Spacetime Physics, Edwin Taylor and Archibald Wheeler
Black Holes and Time Warps, Kip Thorne
The Five Ages of the Universe, Fred Adams and Greg Laughlin
The World of Physics: A Small Library of the Literature of Physics, Jefferson Hane Weaver
Technology:
Microsoft Powerpoint software will be used to present some material. These presentation will include
images, animations videos to support student understanding of the material.
Course Website: The instructor plans to maintain a course website for IB Physics students. This site will
provide students with links to a variety of internet resources supporting each content area. It will also allow
students to download all class materials for further review.
Resources to be ordered:
To support students in their preparation for the IB Exams BHS plans to order the IB Physics Question bank
from the IBO website. This will provide material for assessments that accurately represents the exam.
Additionally, BHS plans to order several classroom copies of the text Physics for the IB Diploma by T. Kirk
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 16 -
Appropriate Laboratory Exercises
Appropriate options have been selected from the Syllabus Outline. Specifically, both the HL and SL course will
focus on the Mechanics and Energy options. A series of appropriate laboratory exercises has also been organized to
support students’ understanding of the content. These will provide adequate opportunity for the instructor to assess
students in all aspects and criteria. The proposed laboratory exercises include the following:
Proposed Laboratory Exercises
Practical Name
Topic /
option
1
2
Measuring Large and Small Quantities: Length, Mass and Time
Determining the Position, Velocity and Acceleration of a Toy
Car
Determining the Acceleration due to Gravity
2, 6
Determining the Initial Speed and Direction of a Projectile
2, 9(AHL)
What Factors Influence Tension in Strings Supporting a
2
Structure?
Modeling the Acceleration of a Cart Pulled by a Hanging Mass
2
Determining the Mass of an Object in Circular Motion
2
Determining the Force Constant of a Spring
2
Determining the Mass of Jupiter
2, 9(AHL)
How Does Surface Affect the Bounciness of a Superball?
2
Determining the Specific Heat Capacity of an Unknown Metal
3
Determining the Mechanical Equivalent of Heat
3, 8
Determining the Thermodynamic Efficiency of a Peltier Junction 3, 8,
as a Heat Pump and as a Heat Engine
10(AHL)
Factors Affecting the Performance of a Solar Heating Panel
8
What Factors Influence the Period of a Pendulum?
4
How Does an Applied Periodic Force Influence the Motion of a
4
Damped Harmonic Oscillator?
Determining the Speed of Sound
4,
11(AHL)
Determining the Linear Mass Density of a Spring
4,
11(AHL)
Ordering Given Materials in Order of Electronegativity
5
Mapping Electric Field Lines Using Equipotentials
5, 6
Factors Influencing the Electrical Resistance of a Wire
5
How Does Magnetic Field Strength Vary with Distance?
6
How Does the Distribution of Positive Charge Within the Atom
7
Influence Scattering of Alpha Particles?
Determining the Charge to Mass Ratio of the Electron
7, 9(AHL)
Investigating Alpha, Beta, and Gamma Radiation
7
Investigating Image Formation by a Plane Mirror
G
Determining the Index of Refraction of a Transparent Block
G
What Factors Determine the Location of the Image Formed by a
G
Converging Lens?
Single Slit Diffraction and the Diameter of Human Hair
A,G
Investigation of the Relationship between Screen Distance,
A,G
Wavelength, and Slit Separation for Double Slit Interference
Photoelectric Effect
13(AHL)
Thin Film Interference
G(HL)
Group 4 Project
TOTAL
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
Time
(hrs)
1
2
2
2
2
Possible Assessment
Criteria
D
DCP
CE
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
2
*
*
*
1
2
2
2
2
*
*
*
*
*
*
*
*
*
2
2
1
2
2
1
2
2
2
2
2
2
2
1
1
2
2
2
2
2
2
12
70
3.1-A
- 17 -
Adequate training in analytical and critical thought
Both SL and HL PHYSICS will thoroughly train students in analytical and critical thought. Through a
variety of laboratory investigations linked to the content of the course students will develop questions,
hypothesis and design experimental procedures to test their ideas. Further, students will engage in regular and
rigorous analysis of data. They will need to form conclusions, carry out detailed error analysis and discuss
future applications/extensions of their work.
Group 4 Project
The Group 4 Project will involve collaboration between IB Biology students and students from IB Chemistry
and/or Physics. Specifically, IB Chemistry and/or Physics students will be teamed with Biology HL/SL students to
form interdisciplinary research teams. The teachers will work together to help guide students in selection of an
appropriate focus within the central topic and monitor their progress throughout the project. The project will
culminate in a program-wide presentation of their research efforts.
Planning: (to take place at the beginning of year 2)
The planning stage will consist of two in-class sessions where students are brought together. During the first
session the Group 4 Project aims and format will be introduced, the central topic discussed, possible focus topics
submitted and groups formed based on common interests. The second session will allow for students to have focused
time in groups to develop their action plans.
Action:
Groups will be given several class sessions to work on their projects during which their progress will be
monitored to ensure they are meetings the aims of the project. If the project takes the form of a long-term project
organized by the school and/or fieldwork, there would likely be a one-day field-trip organized for all students
involved. Two current ideas include studies of the ecosystems within the nearby San Francisco Bay or Lake Merritt.
Evaluation:
Upon completion of their research, students will be required to develop a digital presentation to be presented at a
program-wide symposium. Each group will present their specific findings and discuss how they have contributed to
the central focus’ body of knowledge. Following the symposium a general discussion will follow to recap the
project’s successes and challenges. Each group will also be required to submit their recommendations for future
directions that the class following might undertake in their Group 4 Project.
How do methodology and resources enhance international perspective
From the first unit on classical mechanics, emphasis will be placed on the history of changing human ideas
about the universe we live in, and the search for models to explain the world around us. Special focus will be
placed on the role of controversy in science and the role of healthy international competition and collaboration
in making scientific progress. A variety of resources will be used to support the methodology described. This
will include historical documents, narratives, current articles from regular news sources (NY Times, etc.) as
well as peer-reviewed scientific journals (Science, Nature). Emphasis will be placed on those events, articles
that reveal the broader connections between nations and cultures. An effort will also be made to bring in guest
speakers/community members whose expertise can serve to support the inclusion of an international
perspective. Lastly, students will be required to complete research projects focused on history of physics with
an international perspective. Through these projects and use of the resources mentioned the overall
international viewpoint will be reinforced.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Appendix 3
IB Diploma Programme course outlines
The following points should be addressed when preparing course outlines for each IB Diploma Programme
subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
English A1, HL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives,
the inclusion of internationalism, the proposed process, and expected assessment. This should
be a summary.
This is a two-year course, meeting every day for fifty five minutes each period. This course
will provide comprehensive preparation in oral and written expression and in analytical
and critical thought through a carefully chosen curriculum of international works by
recognized world authors. The curriculum will provide reading and writing opportunities
in both genre time period. In addition the curriculum will include an examination of
literary criticism and literary history. The analysis of all literature in all genres will utilize
concepts from Theory of Knowledge: How do we know what we know using literature?
How does literature help us to think in different ways? How is literature a product of
thought in many disciplines and areas of philosophy?
Study will focus on international literary works from which multicultural reading,
thinking, and writing exercises will be drawn. The process will integrate both the
comparison of specific works and their literary features but also of the unique historical,
cultural, and geographical influences upon each work. Students will develop a precise and
informed critical eye for patterns of literary expression.
School name: Berkeley High School
School Code: 908161
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with Advanced Placement or
other curricula, outlines should address additional non-IB topics to be covered.
All IB courses will have their own syllabi and will not be combined with AP coursework.
Topics covered will include: class distinction/social change, women in culture and
literature, cultures in war and peace, culture clashes, power and corruption, cultural
imagination, alienation, the individual/identity/journeys of self-discovery.
These topics will be embodied in all genres: drama, poetry, novel/short story (fiction), and
non-fiction prose other than fiction (essay, letters, satire).
Topics will naturally be a comparative study in works drawn from a wide variety of
cultures—North and South American, European, all Asias, and Oceana.
Topics will include the various ways we think differently as we use different lenses and
cultural traditions to see each genre and topic. This metacognition of process will be
emphasized for both critical reading skills development and writing as a process.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Assessment:
IB:
Internal Assessment (30%)
The Oral Component counts 30%, consisting of two compulsory oral activities (each worth
15%), relating either two or three texts studied in class with an independent self-selected work.
Individual Oral Commentary and Individual Oral Presentation comprise this portion of the
program. Each assignment needs to be specific and focused and shaped in such a way to elicit
students’ independent thinking and well-developed insights. The exercise should also require
students to make clear and coherent comparisons and contrasts between elements of literary
purpose, style, and interpretation from varying literary approaches. Presentations should give
major attention to the local/cultural and global/international impacts of the literature.
The Individual Oral Commentary (15 minutes plus preparation time) requires commentary on
an extract chosen by the teacher of one of the Part II works studied. Guiding questions will be
supplied to the students.
The Individual Oral Presentation (10-15 minutes) involves the student’s presentation to the
teacher or class on a topic from Part IV works. The topic is selected and developed by the
student.
These activities will be externally moderated by IBO.
External Assessment (70%)
Written Paper Component (50%):
This assessment consists of two written papers during the May examination period, each
composed within the two hours and each counting 25% of the 50% for this section.
Paper 1 is a commentary on a literary text that has not been read previously. The text will
demand an understanding and application of literary criticism. Students select one of two texts
and develop a thesis with no guiding questions.
Paper 2 is an essay selected from the genres in Part III (Groups of works), and four general
essay questions. One question is to be answered using Part III works studied and, if relevant,
Part II work(s) of the same genre.
For the World Literature Component, two assignments written during the course are externally
assessed. Each is 1000-1500 words:
Assignment 1: A comparative study of at least two Part II works (10%).
Assignment 2: This assignment is designed from “Features of an Appropriate World Literature
Assignment Topic” guidelines. No works chosen may have been used for any previous
assessment. The study may be written in a traditional manner or in a creative/imaginative
manner; however, student intent must be approved prior to beginning the assignment.
School name: Berkeley High School
School Code: 908161
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Resources:
List the books and other resource materials and software that will be used in the course. Information
should include what is currently available as well as what is being ordered.
1) All texts listed in Parts I-IV:
El Sadaawi, Nawal Woman at Point Zero (Arabic)
Fontaine, Theodor Effie Briest (German)
Shakespeare, William Hamlet (European/16th C)
Orwell, George (Great Britain)
Ninh, Bao The Sorrow of War (Vietnamese)
Soyinka, Wole (African)
Dove, Rita/Angelou, Maya (North American)
cummings, e.e. (North American)
Anyihodo, Kodi (Africa)
Austen, Jane Pride and Prejudice (European/19th C)
Durrenmatt, Friedrich The Visit (German/Swiss)
Miller, Arthur Death of a Salesman/Crucible (North American)
Beckett, Samuel Waiting for Godot (European/20th C)
Wilson, August Fences (North American)
2) English for IB Diploma Croft and Cross
3) Success in English Literature Croft and Cross
4) Writing Unseen Commentaries: A Study Help Book Toshck
The IB program will amass a library of supplementary texts, writing and grammar
handbooks, and sources of literary criticisms by leading writers in their respective fields.
We will need to build our library from the bottom up as this is a new program in our
school. In the interim, students have access to our extensive school library and the
public libraries of Berkeley as well as those on the UC Berkeley campus. Poetry
instructional texts, such as Laurence Perrine’s Sound and Sense will also be used in
conjunction with the primary collection of poetry being studied. We expect to spend
about $5,000 annually.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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In addition:
For group 1 subjects:
Does the course provide adequate preparation in oral and written expression and in analytical
and critical thought?
The coursework follows the assessment guidelines exactly which ensures that students are being asked
to communicate ideas in both oral and written forms with a range of specific skills demonstrated.
List the works for language A1 and explain how these works reinforce internationalism.
The works draw from the recommended literature lists of the IBO along with annotated
recommendations from an experienced IB Exam Reader. Each large global international community
is represented somewhere in the curriculum and most are repeatedly visited. The students of the IB
program at Berkeley High School are representative of a vast number of ethnic and cultural
backgrounds. The collaboration and sharing of their experiences in our work will add a unique
dimension of internationalism found in very few schools.
Does your list of works reflect the requirements of both “genres” and “periods”, as explained in
the language A1 syllabus and in the prescribed book list (PBL) for your language A1?
Yes, careful attention has been paid to both dynamics of the works chosen. The works span from 16th
century traditional literature to 21st century contemporary literature.
Are there adequate materials, particularly in literature, criticism, and literary history?
Berkeley High School has access to excellent libraries and diverse cultural resources in the entire Bay
Area. We are confident that our program can utilize these resources effectively and often as students
find necessary in their work. Because of the richness of cultural diversity in the Bay Area, we can
offer our IB students a wide variety of content and forms of materials to enhance their classroom
studies.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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COURSE CONTENT
I.
World literature
1. Fontaine, Theodor Effie Briest (German)
2. El Sadaawi, Nawal Woman at Point Zero (Arabic)
3. Ninh, Bao The Sorrow of War (Vietnamese
II.
Detailed Study
1. Shakespeare, William Hamlet (European/16th C)
2. Shakespeare, William Sonnets
3. Austen, Jane Pride and Prejudice (European)
4. Orwell, George: autobiography, essays, satire (European)
III.
Group works—poetry
1. Dove, Rita (North American)
2. cummings, e.e. (North American)
3. Anyihodo, Kodi (African)
4. Soyinka, Wole (African)
IV.
Free choice—drama
1. Durrenmatt, Friedrich The Visit (German/Swiss)
2. Miller, Arthur Death of a Salesman/Crucible (North American)
3. Beckett, Samuel Waiting for Godot (European)
4. Wilson, August Fences (North American)
Supplementary works:
Students will be required to read a pre-determined (by teachers of the courses that year)
number of self-selected works from a recommended list of approved works as an independent
reading exercise. The works chosen must reflect attention to international representation in
both genre and time period. Students will incorporate these works into unit studies.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Appendix 3 IB Diploma Programme Course Outlines
The following points should be addressed when preparing course outlines for each IB Diploma Programme
subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
History of the Americas, HL 1 and HL 2
Course description:
History of the Americas HL 1 and HL 2 is a thorough examination of our modern world with
an emphasis on the interaction of people and events - the formation of students’ own
opinions of events; and analysis of the progression of history over the last 300 years. The
course will be a culminating experience for students where they will advance to higher level
of secondary and primary source analysis and think comparatively as they pull knowledge
from the previous three years of course work, as well as build their own theories of complex
current issues. All students will take history at the higher level and will complete Papers 1,
2, and 3 in spring of the 12th grade year. The internal assessment will be undertaken in the
fall of the 12th grade year.
The primary aim and focus of the course is to guide students towards independent historical
analysis. Skills emphasized will include: primary and secondary source analysis; formation
and completion of independent research; understanding of historical cause and effect; ability
to articulate knowledge and opinions orally and in writing; synthesis of information and the
ability to use that information to analyze new information.
The international focus of this course, will be evident in the international comparisons that
will be emphasized. Students will be guided towards increasingly complex understandings
and analysis of historical and modern issues. Internationalism in this course will not only
include comparisons, but an emphasis on globalization and the interconnectedness of events
throughout the world throughout history. Examples used in class will focus on nonAmerican history and current events to maintain the international focus of the course. As
much as possible, international sources from the places being studied will be used in
translation when necessary. Students will be given readings from periodicals and books
written by people in the countries being studied, rather than readings by American authors
writing about events in other places. Students will be encouraged throughout the course to
consider issues from the perspective of those living in the places being studied through
critical thinking, writing and discussion questions and assignments.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with Advanced Placement or other
curricula, outlines should address additional non-IB topics to be covered.
Students will take History of the Americas HL 1 and 2 in the 11th grade and 12th grades. The
courses will cover the following material:
History of the Americas HL 1
I.
United States Civil War: causes, course, and effects 1848-1877
II.
The Development of Modern Nations 1865-1929
III.
Emergence of the Americas in Global Affairs 1880-1929
IV.
The Mexican Revolution 1910-1940
V.
Great Depression and the Americas 1929-1939
VI.
The Second World War and the Americas 1933-1945
History of the Americas HL 2
Students will study Prescribed Subject 3 and Topics 1, 2, and 5
I.
Topic 5: The Cold War
a. Origins of East-West Rivalry
b. Nature of Cold War
c. Cold War Developments
d. Focus on both Europe and US relations, as well as Cold War in Latin
America
II.
Topic 1: Causes, practices, and effects of war
a. Origins and causes of war
b. Nature of 20th century wars
c. Effects and results
d. Focus on Korean War, Vietnam War, and Falklands
III.
Prescribed Subject 3: Communism in crisis 1976-1989
a. Resistance in Eastern Europe
b. Death of Mao and Chinese economic reforms
c. Gorbachev and Reagan
IV.
Topic 2: Democratic states: challenges and responses
a. Latin American and Carribean challenges
b. Yugoslavia
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of
IB assessment should be addressed, both internal and external. In addition, examples of
non-IB monitoring should be given, if they are part of the course.
All students will be prepared to take the History exam at the higher level, which will be
assessed according to the following criteria
External Assessments
Paper One: Prescribed Subject 3
Students will be prepared for this paper through the study of Prescribed Subject 3 during the
History of the Americas HL 2 course. As this paper is based on the analysis of document
based material, students will read and analyze appropriate primary and secondary sources in
preparation. A broad range of different types of sources from different international areas
will also be used throughout the 11th and 12th grades to help students develop document
analysis skills.
Paper Two: Topics 1, 2, and 5
Students will be prepared for this paper through the study of Topics 1, 2, and 5. Study will
emphasize independent analysis and the formation of the students’ own perspective and
opinions given mature understanding of the context. Primary and secondary sources, as well
as critical writing assignments will also help students prepare for this assignment.
Paper Three: The Americas
Students will be prepared for this paper through the 11th grade course: History of the
Americas HL 1. Students will thoroughly cover history of the Americas from 1848-1945.
Topics covered in more depth will be slavery and the Civil War; the development of the
Americas in the late-19th and early-20th centuries; the Mexican Revolution; the Great
Depression; and World War I and II. Students planning to take the higher-level exam in the
12th grade will attend review sessions during 12th grade to retain material learned in the 11th
grade.
Internal Assessment
The internal assessment will be given in the 1st semester of 12th grade, most likely to be
conducted between mid-October and mid-January. The assessment will be introduced in
class and students will be given class time to do preliminary research to decide on a topic.
Students will also have class time to conduct some research and work on analysis. Students
will be prepared for this assessment throughout the history curriculum through writing
assignments that emphasize conducting research through posing questions, analyzing
secondary sources, and critical writing skills.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.
Kennedy, David and Lizabeth Cohen. The American Pageant: A History of the Republic.
Houghton Mifflin. 2001.
Cook, Ramsey, et. al. The Illustrated History of Canada. Key Porter Books. 2003.
Skidmore, Thomas E and Peter H. Smith, Modern Latin America, Sixth Edition. Oxford
University Press. 2004
Holden, R.H., Zolov, E. Latin America and the United States: A Documentary History.
Oxford University Press. 2000.
Hanhimaki, Jussi M. and Odd Arne Westad. The Cold War: A History in Documents and
Eyewitness Accounts. Oxford University Press. 2004
We have some copies of these books; our initial annual investment will be approximately
$20,000, with additional replacement purchases about $2,000 annually.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Appendix 3
IB Diploma Programme course outlines
Teachers responsible for each proposed subject must prepare a course outline following the guidelines below.
While IB subject guides will be used for this exercise, teachers are expected to adapt the information in these
guides to their own school’s context. Please be sure to use IBO nomenclature throughout. The name of the
teacher(s) who wrote the course outline must be recorded at the top of the outline.
Name of the course:
Mathematics HL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives,
the inclusion of internationalism, the proposed process, and expected assessment. This should
be a summary.
Mathematics HL is a two-year course that covers function analysis, trigonometric
functions and graphs, right triangle and wrapping function trigonometry, including laws of
sines and cosines, right triangles, trigonometric identities, complex numbers, polar
graphing, DeMoirve’s theorem, proof by induction, the Binomial Theorem, differential
and integral calculus and some elementary statistics. The goal of this course is to develop
analytical and technical skills in students that may be applied in a variety of academic
settings from social science to engineering and physics. Math HL covers topics with a
high degree of mathematical rigor with analytical proofs of theorems presented where
appropriate. Students will apply topics to real world problems and problem solving
settings. Assessments will primarily consist of short answer tests. Applied problem sets
and projects may periodically be assigned to prepare students for diploma program
assessments.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In
addition, if IB courses are going to be combined with Advanced Placement or other curricula, outlines should
address additional non-IB topics to be covered.
Junior Year: Topics 1 through 4 and parts of 5
Topic 1 – Core: Algebra
(Text: Hungerford, Thomas. Contemporary Precalculus 2ed)
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
1.8.
Sequences and series, arithmetic, geometric (finite and infinite)
Exponents and logarithms
Counting principles, permutations and combinations
The binomial theorem
Proof by mathematical induction
Complex numbers, and the complex plane
Modulus-argument form
Sums, products and quotients of complex numbers
DeMoivre’s Theorem, power and roots of a complex number
Conjugate roots of polynomial equations with real coefficients
Ch 12
Ch 5
Ch 12
Ch 12
Ch 4
Ch 9
Ch 4
Ch 9
Ch 4
Topic 2– Core: Functions and equations
(Text: Hungerford, Thomas. Contemporary Precalculus 2ed)
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
Concept of function, composite functions, inverse functions
Graphs of functions, using a GDC, solving equations graphically
Transformations of graphs, reflections, absolute value functions.
Reciprocal function
Quadratic functions, graph, vertex, roots symmetry
Solution to quadratic equations, quadratic formula, the
discriminant.
2.7. Exponential/logarithmic equations as inverses, graphs and
solutions.
2.8. Exponential functions, logatithmic functions, applications
2.9. One-variable inequalities, graphical representation, solution of
f(x) ≥ g(x).
2.10. Polynomial Functions
Ch 2
Ch 2
Ch 2
Ch 2
Ch 3
Ch 1
Ch 5
Ch 5
Ch 1
Ch 4
Topic 3– Core: Circular Functions and trigonometry
(Text: Hungerford, Thomas. Contemporary Precalculus 2ed)
3.1.
3.2.
3.3.
3.4.
3.5.
3.6.
The circle: radian measures of angles, arc length, area of sectors
Definition of trigonometric functions, Pythagorean identities
Compound and double angle identities
Circular functions and graphs, composite trig functions
Inverse trig functions
Solution of trigonometric equations, use of trig identities to
transform equations.
Solution of triangles, law of sines, law of cosines, area of
triangles
Ch 6
Ch 6
Ch 8
Ch 6
Ch 8
Ch 8
Ch 7
Topic 4– Core: Matrices
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
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(Text: Hungerford, Thomas. Contemporary Precalculus 2ed)
4.1.
4.2.
4.3.
4.4.
Definition of a matrix
Algebra of matrices, multiplication of matrices
Determinant of a square matrix
Calculation of 2x2 and 3x3 determinants
Inverse of a matrix
Solution of systems of linear equations
Ch 11
Ch 11
Supplemental
material needed
Ch 11
Ch 11
Topic 5– Core: Vectors
(Text: Hungerford, Thomas. Contemporary Precalculus 2ed)
5.1.
5.2.
5.3.
5.4.
5.5.
5.6.
5.7.
Vectors in a plane and three dimensions, components, unit
vectors, sum and difference of vectors, multiplication by a
scalar, magnitude of a vector, position vectors
Scalar product of vectors, algebraic properties of scalar products,
perpendicular and parallel vectors, angel between two vectors.
Vector equation of a line, the angle between two lines
Coincident, parallel, intersecting and skew lines, points of
intersection
Cross product, determinant representation, geometric
interpretation of cross product
Vector equation of a plane, use of a normal vector to obtain the
form r•n = a•n, Cartestian equation of a plane
Intersections of: a line with a plane, two planes, three plane
Angle between: a line and a plane, two planes
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
Ch 9
Bold: covered
senior year
Ch 9
Ch 9
Covered in senior
year
Covered in senior
year
Covered in senior
year
Covered in senior
year
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Senior Year: Topics 6, 7, 10 and parts of 5 plus 10 hours of instruction on portfolio.
Topic 6– Core: Statistics and probability
(Text: Yates, Moore, and Starnes. The Practice of Statistics 2ed)
6.1.
Concepts of population, sample, random sample and frequency
distribution of discrete and continuous data
6.2. Presentation of data: frequency tables and diagrams, box and
whisker plots. Grouped data: midinterval values, interval width,
upper and lower interval boundaries. Frequency historgrams
6.3. Mean, median, mode, quartiles, percentiles, range, interquartile
range, variance, standard deviation
6.4. Cumulative frequency,
Cumulative frequency graphs, use to find mean, quartiles,
percentiles
6.5. Concepts of trial, outcome, equally likely outcomes, sample
space, and event, probability of an event, complementary events
6.6. Combined events, mutually exclusive events
6.7. Conditional probability, independent events, Bayes’ theorm
6.8. Use of Venn diagrams, tree diagrams and tables of outcomes to
solve problems
6.9. Concept of discrete and continuous random variables and their
probability distributions. Definition and use of probability
density functions. Expected value, mode median, variance and
standard deviation.
6.10. Binomial distribution, Poisson distribution
6.11. Normal distribution, properties, standardization of normal
variables
Ch 5
Ch 1
Ch 1
Ch 1
Ch 6
Ch 6
Ch 6
Ch 6
Ch 7
Ch 5
Ch 2
Topic 7 – Core: Calculus
(Text: Stewart, Calculus 5ed.)
7.1. Informal ideas of limits, definition of derivative as a rate of
change
Ch 2 –Fall
Derivative of power functions, trigonometric functions,
exponential functions, logarithmic functions and inverse
trigonometric functions.
7.2. Derivatives of sums/multiples of functions, chain rule, product
and quotient rules, second derivative, higher order derivatives.
Related rate problems
7.3. Local minimum and maximum points.
Ch 3 –Fall
Optimization problems
7.4. Indefinite integration, indefinite integration for power functions
including f(x) = 1/x, trigonometric functions, logarithmic,
exponential functions
7.5. Anti-differentiation
Definite Integrals
Area between curves, volumes of revolution
7.6. Kinematic problems involving displacement, velocity and
acceleration
7.7. Graphical behavior of functions, tangents, normals, end behavior,
graphs and the second derivative test, points of inflection
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
Ch 4 –Fall
Ch 2, Ch 4
Ch 4 –Fall
Ch 5,Ch 6
Spring
–
Ch 4 – Fall
Ch 5 – Spring
Ch 6 –Spring
Ch 4 –Fall
Ch 6 –Spring
Ch 2, Ch 4
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7.8. Implicit differentiation
7.9. Integration by substitution, integration by parts
7.10. Solution of first order differential equations by separation of
variables.
Ch 4 –Fall
Ch 6 –Spring
Ch 7 –Spring
Topic 5– Core: Vectors (continued)
(Text: Stewart, Calculus 5ed.)
5.1. Vectors in three dimensions, components, unit vectors, sum and
difference of vectors, multiplication by a scalar, magnitude of a
vector, position vectors
5.2. Scalar product of vectors, algebraic properties of scalar products,
perpendicular and parallel vectors, angel between two vectors.
5.3. Vector equation of a line, the angle between two lines
5.4. Coincident, parallel, intersecting and skew lines, points of
intersection
5.5. Cross product, determinant representation, geometric
interpretation of cross product
5.6. Vector equation of a plane, use of a normal vector to obtain the
form r•n = a•n, Cartestian equation of a plane
5.7. Intersections of: a line with a plane, two planes, three plane
Angle between: a line and a plane, two planes
Ch 13
Ch 13
Ch 13
Ch 13
Ch 13
Ch 13
Ch 13
Topic 10 – Option: Series and differential equations
(Text: Stewart, Calculus 5ed.)
10.1 Infinite sequences of real numbers, limits of a sequence,
improper integrals
10.2 Integral as a limit of a sum
10.3 Convergence of infinite series, partial fractions, tests for
convergence: comparison test, limit comparison test, ration
test, integral test, p-series, use of integrals to estimate sums of
series.
10.4 Series that converge absolutely, series that converge
conditionally, alternating series
10.5 Power series: radius of convergence and interval of convergence
10.6 Taylor polynomials and series, Maclaurin series
l’Hopital’s rule
10.7 First order differential equations, slope fields, Euler’s method,
Ch 12
Ch 5
Ch 12
Ch 12
Ch 12
Ch 12
Ch 7
Ch 10
dy
 y 
 f   using the
 x 
dx
substitution y = vx, solution of y  P(x)y  Q(x) using the
homogenous differential equation
integrating factor
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
Students testing in mathematics HL must take two IB assessments: Part I–External
Assessment and Part II–Internal Assessment.–Portfolio Time will be taken in the course to
expose students to questions similar to HL assessment questions. 10 hours of
instructional time will be used to assist students in completing their portfolio. During
their junior year, students will complete an investigation to expose them to the portfolio
expectations. During the senior year, students will perform one mathematical
investigation and two applied problems. The senior year investigation and the best of the
two applied problems will be submitted in the portfolio.



Exams taken in HL will typically have both a graphing calculator and non-graphing
calculator segment.
The mathematical investigations will have a problem solving aspect that has multiple
paths to a solution. Students will be assessed on these investigations using the
assessment criterion I.
A. Notation
B. Communication
C. Mathematical process
D. Results-interpretation
E. Use of technology
F. Quality of work
The applied problems require students to use mathematical modeling to solve a real
world problem. These problems will be complex and thus require the use of the
graphing calculator. Students will be assessed on these applied problems using the
assessment criterion II.
A.Notation
B. Communication
C. Mathematical process
D.Results-interpretation
E. Use of technology
F. Quality of work
 The assessment of the investigations and applied problems will be criteria referenced,
not norm referenced. Students will be given detailed information about how the
assessment criteria.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
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Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.





Hungerford, Thomas. Contemporary Precalculus 2ed. New York: Harcourt
Brace, 1997.
Stewart, James. Calculus 5ed. Belmont, CA: Brooks and Cole – Thomson
Learning, 2003.
Stewart, James. Precalculus: Mathematics for Calculus 4ed. Pacific Grove, CA:
Brooks/Cole, 2002.
Yates, Daniel; Moore, David; Starnes, Daren. The Practice of Statistics 2ed. New
York: W.H. Freeman and Company, 2003.
Serra, Michael. Discovering Geometry 3ed. Berkeley: Key Curriculum Press,
2003.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 35 -
Appendix 3 IB Diploma Programme course outlines
Teachers responsible for each proposed subject must prepare a course outline following the guidelines
below. While IB subject guides will be used for this exercise, teachers are expected to adapt the
information in these guides to their own school’s context. Please be sure to use IBO nomenclature
throughout. The name of the teacher(s) who wrote the course outline must be recorded at the top of the
outline.
Name of the course:
Mathematics SL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives,
the inclusion of internationalism, the proposed process, and expected assessment. This should
be a summary.
Mathematics SL is a two-year course that covers function analysis, trigonometric
functions and graphs, right triangle and wrapping function trigonometry, including laws of
sines and cosines, right triangles, trigonometric identities, complex numbers, polar
graphing, DeMoirve’s theorem, proof by induction, the Binomial Theorem, differential
and integral calculus and some elementary statistics.
The goal of this course is to develop analytical and technical skills in students that may be
applied in a variety of academic settings from social science to engineering and physics.
Mathematics SL covers topics with a high degree of mathematical rigor with analytical
proofs of theorems presented where appropriate. Students will apply topics to real world
problems and problem solving settings. They will be encouraged to develop an
appreciation of the global nature of mathematics and the contributions that have been
made by persons from a variety of cultures.
Assessments will primarily consist of short answer tests, as well as the creation of a
portfolio to be internally assessed by the teacher and externally moderated by the IBO.
Applied problem sets and projects may periodically be assigned to prepare students for
diploma program assessments.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 36 -
Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with Advanced Placement or other
curricula, outlines should address additional non-IB topics to be covered.
Junior Year: Topics 1 through 4 and parts of 5
Topic 1 – Core: Algebra
(Text: Hungerford, Thomas. Contemporary Precalculus 2ed)
1.9. Sequences and series, arithmetic, geometric (finite and infinite)
1.10. Exponents and logarithms
1.11. Counting principles, permutations and combinations
The binomial theorem
Ch 12
Ch 5
Ch 12
Topic 2– Core: Functions and equations
(Text: Hungerford, Thomas. Contemporary Precalculus 2ed)
2.11.
2.12.
2.13.
2.14.
2.15.
2.16.
Concept of function, composite functions, inverse functions
Graphs of functions, using a GDC, solving equations graphically
Transformations of graphs, reflections, absolute value functions.
Reciprocal function
Quadratic functions, graph, vertex, roots symmetry
Solution to quadratic equations, quadratic formula, the
discriminant.
2.17. Exponential/logarithmic equations as inverses, graphs and
solutions.
2.18. Exponential functions, logatithmic functions, applications
Ch 2
Ch 2
Ch 2
Ch 2
Ch 3
Ch 1
Ch 5
Ch 5
Topic 3– Core: Circular Functions and trigonometry
(Text: Hungerford, Thomas. Contemporary Precalculus 2ed)
3.7.
3.8.
3.9.
3.10.
The circle: radian measures of angles, arc length, area of sectors
Definition of trigonometric functions, Pythagorean identities
Compound and double angle identities
Circular functions and graphs, composite trig functions
Inverse trig functions
3.11. Solution of trigonometric equations, use of trig identities to
transform equations.
3.12. Solution of triangles, law of sines, law of cosines, area of
triangles
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
Ch 6
Ch 6
Ch 8
Ch 6
Ch 8
Ch 8
Ch 7
3.1-A
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Topic 4– Core: Matrices
(Text: Hungerford, Thomas. Contemporary Precalculus 2ed)
4.5.
4.6.
4.7.
4.8.
Definition of a matrix
Algebra of matrices, multiplication of matrices
Determinant of a square matrix
Calculation of 2x2 and 3x3 determinants
Inverse of a matrix
Solution of systems of linear equations
Ch 11
Ch 11
Supplemental
material needed
Ch 11
Ch 11
Topic 5– Core: Vectors
(Text: Hungerford, Thomas. Contemporary Precalculus 2ed)
5.8.
5.9.
Vectors in a plane and three dimensions, components, unit
vectors, sum and difference of vectors, multiplication by a
scalar, magnitude of a vector, position vectors
Scalar product of vectors, algebraic properties of scalar products,
perpendicular and parallel vectors, angel between two vectors.
Ch 9
Bold: Covered
in senior year
Ch 9
5.10. Vector equation of a line r = a + tb, the angle between two
lines
Ch 9
Bold: Covered
in senior year
5.11. Coincident, parallel, intersecting and skew lines, points of
intersection
Ch 9
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
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Senior Year: Topics 6, 7 and parts of 5 plus 10 hours of instruction on portfolio.
Topic 6– Core: Statistics and probability
(Text: Yates, Moore, and Starnes. The Practice of Statistics 2ed)
6.12. Concepts of population, sample, random sample and frequency
distribution of discrete and continuous data
6.13. Presentation of data: frequency tables and diagrams, box and
whisker plots. Grouped data: midinterval values, interval width,
upper and lower interval boundaries. Frequency historgrams
6.14. Mean, median, mode, quartiles, percentiles, range, interquartile
range, variance, standard deviation
6.15. Cumulative frequency,
Cumulative frequency graphs, use to find mean, quartiles,
percentiles
6.16. Concepts of trial, outcome, equally likely outcomes, sample
space, and event, probability of an event, complementary events
6.17. Combined events, mutually exclusive events
6.18. Conditional probability, independent events, Bayes’ theorm
6.19. Use of Venn diagrams, tree diagrams and tables of outcomes to
solve problems
6.20. Concept of discrete and continuous random variables and their
probability distributions. Definition and use of probability
density functions. Expected value, mode median, variance and
standard deviation.
6.21. Binomial distribution, Poisson distribution
6.22. Normal distribution, properties, standardization of normal
variables
Ch 5
Ch 1
Ch 1
Ch 1
Ch 6
Ch 6
Ch 6
Ch 6
Ch 7
Ch 5
Ch 2
Topic 7 – Core: Calculus
(Text: Stewart. Calculus: Concepts and Contexts.)
7.11. Informal ideas of limits, definition of derivative as a rate of
change
Derivative of power functions, trigonometric functions,
exponential functions, logarithmic functions and inverse
trigonometric functions.
7.12. Derivatives of sums/multiples of functions, chain rule, product
and quotient rules, second derivative, higher order derivatives.
Related rate problems
7.13. Local minimum and maximum points.
Optimization problems
7.14. Indefinite integration, indefinite integration for power functions
including f(x) = 1/x, trigonometric functions, logarithmic,
exponential functions
7.15. Anti-differentiation
Definite Integrals
Area between curves, volumes of revolution
7.16. Kinematic problems involving displacement, velocity and
acceleration
7.17. Graphical behavior of functions, tangents, normals, end behavior,
graphs and the second derivative test, points of inflection
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
Ch 2
Ch 3
Ch 4
Ch 2, Ch 4
Ch 5,Ch 6
Ch 4
Ch 5
Ch 6
Ch 4
Ch 6
Ch 2, Ch 4
3.1-A
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Topic 5– Core: Vectors
(Text: Stewart, Calculus 5ed.)
Vectors in a three dimensions, components, unit vectors, sum Ch 13
and difference of vectors, multiplication by a scalar, magnitude
of a vector, position vectors
5.3
Vector equation of a line r = a + tb, the angle between two lines Ch 13
5.4Coincident, parallel, intersecting and skew lines, points of
Ch 13
intersection
5.1
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 40 -
Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
Students testing in mathematics SL will have two IB assessments: Part I–External
Assessment and Part II–Internal Assessment. 10 hours of instructional time in the
mathematics SL course will be used to assist students in completing their portfolio. The
mathematical investigation and modeling (Types I and II of the portfolio submission) will
be carried out without the time limitations of the External Assessment. The portfolio will
be internally assessed by the teacher and externally moderated by the IBO.
During their junior year, students will complete an investigation to expose them to the
portfolio expectations. During the senior year, students will perform one mathematical
investigation and two applied problems. Students will be expected to use appropriate
notation and terminology, demonstrate an understanding of practical applications of
mathematics, make generalizations based on recognized patterns and structures, use
appropriate technology, demonstrate an understanding of the significance of results; their
work should reflect an understanding of the nature of mathematics. The senior year
investigation and the better of the two applied problems will be submitted in the portfolio.



Exams taken in Mathematics SL will typically have both a graphing calculator and
non-graphing calculator segment, in preparation for the External Assessment, where
Paper 1 does not allow a calculator, and Paper 2 requires that students have access to
calculators at all times.
Students will have the opportunity to perform a mathematical investigation in the
class. The investigations will have a problem solving aspect that has multiple paths to
a solution. Students will be assessed on these investigations using the assessment
criterion I.
G. Notation
H. Communication
I. Mathematical process
J. Results-interpretation
K. Use of technology
L. Quality of work
Students will also periodically have an applied problem that requires them to use
mathematical modeling to solve a real world problem. These problems will be
complex and thus require the use of the graphing calculator. Students will be assessed
on these applied problems using the assessment criterion II.
A.
Notation
B.
Communication
C.
Mathematical process
D.
Results-interpretation
E.
Use of technology
F.
Quality of work
 The assessment of the investigations and applied problems will be criteria referenced,
not norm referenced. Students will be given detailed information about how the
assessment criteria are applied.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 41 -
Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.
 Hungerford, Thomas. Contemporary Precalculus 2ed. New York: Harcourt Brace,
1997.
 Stewart, James. Calculus 5ed. Belmont, CA: Brooks and Cole – Thomson
Learning, 2003.
 Stewart, James. Calculus: Concepts and Contexts. Belmont, CA: Brooks and
Cole – Thomson Learning, 2003.
 Stewart, James. Precalculus: Mathematics for Calculus 4ed. Pacific Grove, CA:
Brooks/Cole, 2002.
 Yates, Daniel; Moore, David; Starnes, Daren. The Practice of Statistics 2ed. New
York: W.H. Freeman and Company, 2003.
 Serra, Michael. Discovering Geometry 3ed. Berkeley: Key Curriculum Press,
2003.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 42 -
Appendix 3
IB Diploma Programme course outlines
Teachers responsible for each proposed subject must prepare a course outline following the guidelines
below. While IB subject guides will be used for this exercise, teachers are expected to adapt the
information in these guides to their own school’s context. Please be sure to use IBO nomenclature
throughout. The name of the teacher(s) who wrote the course outline must be recorded at the top of the
outline.
Name of the course:
Mathematical Studies SL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives,
the inclusion of internationalism, the proposed process, and expected assessment. This should
be a summary.
Mathematical studies SL is a two-year course that covers function analysis, trigonometric
functions and graphs, right triangle and wrapping function trigonometry, including laws of
sines and cosines, right triangles, trigonometric identities, complex numbers, polar
graphing, DeMoirve’s theorem, proof by induction and the Binomial Theorem. The goal
of mathematical studies SL is to develop analytical and technical skills in students that
may be applied in a variety of academic settings from social science to engineering and
physics. Students will apply topics to real world problems and problem solving settings.
Students are presumed to have knowledge of linear, quadratic, exponential, and
logarithmic equations, matrix arithmetic, elementary functions, graphing complex
numbers, counting and probability. They will be required to learn the prerequisite topics to
a greater depth and degree of formality. Assessments will primarily consist of short
answer tests. Applied problem sets may periodically be assigned.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 43 -
Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with Advanced Placement or other
curricula, outlines should address additional non-IB topics to be covered.
Junior Year: Topics 1, 2, 4, 8 and 5 (except 5.5)
Topic 1 – Introduction to the graphic display calculator
(Text: Hungerford, Contemporary Precalculus 2ed,)
1.12. Arithematic calculations, use of the GDC to graph a variety of
Ch 1
functions.
Appropriate choice of “window”; use of “zoom” and “trace” to
locate points to a given accuracy.
Explanations of commonly used buttons.
Entering data lists
Topic 2 – Core: Number and Algebra
(Text: Hungerford, Contemporary Precalculus 2ed,)
6.23. The set of natural numbers, integers, rational numbers and real
Ch 1
numbers
6.24. Approximation: decimal places, significant figures. Percentage
errors.
6.25. Expressing numbers in scientific notation
Operations with scientific notation
6.26. SI (Systeme International) and other basic units of measurement:
gram, meter, second, liter, meters per second, Celsius and
Fahrenheit scales
Ch 12
6.27. Arithmetic sequences and series, and their applications.
Use of the formula for the nth term and the sum of the first n
terms.
6.28. Geometric sequences and series, and their applications.
Use of the formula for the nth term and the sum of the first n
terms.
Ch 12
6.29. Solutions of pairs of linear equations in two variables using a
Ch 1
GDC.
Solutions of quadratic equations: by factoring; by use of a GDC Ch 3
Topic 4– Core: Functions
(Text: Hungerford, Contemporary Precalculus 2ed,)
4.9.
Concept of a function as a mapping.
Ch 2
Domain and range. Mapping Diagrams
4.10. Linear functions and their graphs
Ch 2
4.11. The graph of the quadratic funtion.
Ch 2
Properties of symmetry; vertex; intercepts
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
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4.12. The exponential expression: a b .
Ch 5
Graphs and properties of exponential functions.
Growth and decay; basic concepts of asymptotic behavior
4.13. Graphs and properties of sine and cosine functions
Ch 6
Amplitude and period
4.14. Accurate graph drawing
Ch 2
4.15. Use of a GDC to sketch and analyze some simple unfamiliar
functions.
Ch 1
4.16. Use of a GDC to solve equations involving simple combinations Ch 1
of some simple unfamiliar functions
Topic 8 – Financial Mathematics
(Text: Hungerford, Contemporary Precalculus 2ed,)
8.1Currency conversions
supplemental
material needed
8.2Simple interest
Ch 5
8.3Compound interest
Ch 5
8.4Construction and use of table: loan and repayment schedules;
investment and saving schemes; inflation
Ch 5
Topic 5– Geometry and Trigonometry
(Text: Hungerford, Contemporary Precalculus 2ed, Bold: Jurgensen.Geometry)
5.12. Coordinates in two dimensions: points; lines; planes
Ch 1
Distances between two points
5.13. Equation of a line in two dimensions.
Ch 1
Gradients(slopes); intercepts
Points of intersection: parallel lines; perpendicular lines.
5.14. Right angle trigonometry
Ch 7
Use of ratios of sine, cosine and tangent
Ch 7
5.15. Law of sines
Law of cosines
Area of triangle:
1
absin C
2
Construction of labeled diagrams from verbal statements
5.16. Geometry of three-dimensional shapes: cube; prism;
pyramid; cylinder; sphere; hemisphere; cone
Jurgensen
Lengths of lines joining vertices with vertices, vertices with
midpoints and midpoints with midpoints; size of angles
between two lines and between two planes
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 45 -
Senior Year: Topics 3, 6, and 7 plus 5.5 and 20 hours of instruction on the portfolio.
Topic 3 – Sets, logic and probability
(Texts: Yates. Introduction to the Practice of Statistics. Bold: Jurgensen.Geometry)
5.8.
Basic concepts of set theory: subsets; intersection; union;
complement
Ch 6
5.9.
Venn Diagrams and simple application
Ch 6
5.10. Sample space: event, A; complementary event, A’.
Ch 6
5.11. Basic concepts of symbolic logic: definition of a proposition;
symbolic notation of propositions.
Jurgensen
5.12. Compound statements: implication, equivalence, negation,
conjunction, disjunction, exclusive disjunction
Jurgensen
Translation between verbal statements, symbolic form and
Venn diagrams.
Knowledge and use of the “exclusive disjunction” and the
distinction between it and “disjunction.”
5.13. Truth tables: the use of truth tables to provide proofs for the
properties of logical contradiction and tautology.
Jurgensen
5.14. Definition of implication: converse, inverse, contrapositive.
Logical equivalence
Jurgensen
5.15. Equally likely events
Ch 6
n( A)
Probability of an event given by P( A) 
.
n(U)
Probability of a complementary event
5.16. Venn diagrams; tree diagrams; tables of outcomes. Solution of Ch 6
problems using “with replacement” and “without replacement.”
5.17. Laws of probability
Ch 6
Combined events
Mutually exclusive events
Independent events
Conditional probability
Topic 6 – Statistics
(Texts: Yates. Introduction to the Practice of Statistics.)
6.1Classification as discrete or continuous
Ch 1
6.2Simple discrete data: frequency tables; frequency polygons.
Ch 1
6.3Grouped discrete or continuous data: frequency tables; mid-interval Ch 1
values; upper and lower boundries
Frequency histograms.
Stem and leaf diagrams
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
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6.4Cumulative frequency tables for grouped discrete data and for
grouped continuous data; cumulative frequency curves.
Ch 1
Box and whisker plots
Percentiles; quartiles
Ch 1
6.5Measures of central tendency
For simple discrete data: mean, median, mode
For grouped discrete data: approximate mean; modal group;
50th percentile.
6.6Measures of dispersion: range; interquartile range; standard
deviation
Ch 1
6.7Scatter diagram; line of best fit by eye, passing through mean point. Ch 3
Bivariate data: the concept of correlation
Pearson’s product-moment correlation coefficient: use of the
s xy
formula r 
.
s x sy
Interpretation of positive, zero and negative correlations.
Topic 7 – Introductory differential calculus
(Text: Stewart. Calculus: Concepts and Contexts.)
 Gradient of the line through two points, P and Q, that lie on the
graph of a function. Behavior of the gradient line through two
points P and Q, on the graph of a function as Q approaches P.
Tangent to a curve
Ch 2 and 4
 Derivatives and second derivatives of simple power function
f ( x)  ax n .
Ch 3
Derivative of the sum of polynomial functions.
 Gradients of curves for given values of x.
Ch 3
Values of x where f(x) is given.
Equation of the tangent at a given point
 Increasing and decreasing functions.
Ch 2, Ch 4
Graphical interpretation of f ( x)  0, f ( x)  0, f (x )  0
 Values of x where the gradient of a curve is 0.
Ch 2, Ch 4
Local minimum and maximum points
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
Students testing in Mathematical Studies SL must take two IB assessments: Part I–
External Assessment and Part II–Internal Assessment.–Project. 20 hours of instructional
time will be used to assist students in completing their project. During the senior year,
students do two projects. The best of the two projects will be used as the internal
assessment. Exams taken in Mathematical Studies SL will typically have both a graphing
calculator and non-graphing calculator segment.

Students will be assessed on the projects using the following assessment criteria.
M. Introduction
N. Information/measurement
O. Mathematical process
P. Results-interpretation
Q. Validity
R. Structure and communication
S. Commitment
 The assessment of the projects will be criteria referenced, not norm referenced.
Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.






Hungerford, Thomas. Contemporary Precalculus 2ed. New York: Harcourt
Brace, 1997.
Jurgenson, Ray. Geometry, McDougal-Littell 2000.
Serra, Michael. Discovering Geometry 3ed. Berkeley: Key Curriculum Press,
2003.
Stewart, James. Calculus: Concepts and Contexts. Belmont, CA: Brooks and
Cole – Thomson Learning, 2003.
Stewart, James. Precalculus: Mathematics for Calculus 4ed. Pacific Grove, CA:
Brooks/Cole, 2002.
Yates, Daniel; Moore, David; Starnes, Daren. The Practice of Statistics 2ed. New
York: W.H. Freeman and Company, 2003.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 48 -
Appendix 3 IB Diploma Programme Course
Outlines
The following points should be addressed when preparing course outlines for each IB Diploma
Programme subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
French B SL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the
inclusion of internationalism, the proposed process, and expected assessment. This should be a
summary.
French B SL will enable students to become proficient in the target language in both written
and oral expression. It will familiarize students with the francophone world and will give
them a basic knowledge of French history and literary evolution.
The course will include a thorough review of French grammar, extensive reading for a
significant expansion of vocabulary, frequent in class presentations, and regular writing
assignments of increasingly complex nature.
The French language and culture will be observed through their history in the world and their
place, past and present, in the global community; highlighting therefore the importance of the
French-speaking world in the international community. Internationalism will be stressed not
only through the study of the French-speaking world, but by placing it in the international
context and studying the way in which its cultural facets have and do interact with the rest of
the world.
Varied forms of assessments will be used in the class to prepare students for the successful
completion of the IB certificate. Performance will be evaluated in all language skills –
reading, writing, speaking and listening – and on level of appropriate sophistication in each
one.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
- 49 -
Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with AP or other curricula,
outlines should address additional non-IB topics to be covered.
Students completing the French B, SL course will be able to communicate effectively in
French, orally and in writing, in everyday situational settings. They will be able to use
appropriate vocabulary to function in informal and fairly sophisticated discussions. Upon
completion of the course students will be familiar with a variety of significant francophone
texts, and in the ways these texts and their authors have influenced the French and the
international culture.
French History/Geography/Roots of the Language
6.8 Basic geography of France – its position in Europe, its provinces and political division
6.9 Roman influences – Language and culture
6.10 Medieval France
6.11 France and its most defining interactions with other countries – the invasion of the
Normans, the Crusades, the One Hundred Year War, etc.
6.12 Effects of religious reformation in France
6.13 The monarchy in France
6.14 The Classicism, the Academie Francaise, the Age of Enlightment
6.15 The French Revolution
6.16 French colonialism
6.17 Napoleon
6.18 The XX century – Role of France during the First and Second World War
6.19 The XX century – United Europe
Introduction to French Literature
10.8 Extracts of a variety of major literary pieces (including poetry) from each period of
French literature, covering all established genres and correlating the literary works to the
historical times.
10.9 Short stories of the XIX and XX century.
10.10 French literary work on film.
Grammar








Review of all tenses of the Past, Future and Conditional
Review of the Subjunctive
Review of Direct, Indirect and Stressed pronouns
Review of Possessive adjectives and pronouns
Review of Relative, Demonstrative and Interrogative pronouns
Review of Negative forms
Comparative and Superlatives
Prepositions and Conjunctions
Writing Proficiency
8.5
8.6
8.7
8.8
Essay questions on a variety of topics and readings
Creative writing projects
Authentic communication via letters and e-mail
Journal writing
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
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8.9 Introduction to the five paragraph essay writing
Oral Proficiency
Small group and whole class discussions
Poetry and Songs
Original individual and group dramatization of readings and or/theatre plays
French only classroom policy
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
French B SL Assessment
A variety of assessment will be used to determine students’ proficiency in speaking, listening,
reading and writing. Evaluation will be based on performance on quizzes and tests, quality of
work done in class and at home, level and quality of participation in class discussions and
activities, completion of all required assignments.
Quizzes and Tests may be oral or written. They may test grammar application, knowledge of
the historical or literary topic studied at the time, or reading and listening comprehension.
Depending on the aim of the particular test, the format will vary making use of fill in the
blanks, sentence completion, essay questions, multiple choice and other testing strategies.
With the exception of simple vocabulary quizzes, all tests and quizzes will be formulated
entirely in French.
Oral Activities are an integral part of this class and are routinely graded. These activities will
include prepared presentations on a variety of topics; in class discussions on readings; and
unstructured, authentic conversations.
Homework is essential to reinforce the material covered in class and to provide necessary
practice of the grammatical structures. Readings assigned as homework are useful to generate
class discussions and to test for comprehension.
Class Participation is one of the most crucial component of a foreign language class. The
ability to understand and respond appropriately can only be developed in a lively, involved
atmosphere, by the alert student who participates actively.
IB
Internal Assessment
A minimum of three oral presentations will be taped, following the format of the IB
performance evaluation for the students preparing for the IB oral exam.
External Assessment
Each IB student will complete the written component of the IB test. Papers 1 and 2 (text
handling and written production) will be written during proctored sessions at school.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.
Texts
• Trésors du Temps, Niveau avancé, Glencoe
Short Stories
• La Parure, Guy de Maupassant
• La Confession, Guy de Maupassant
• Le Horla, Guy de Maupassant
• Le Passe Muraille, Marcel Aime
• La Carte, Marcel Ayme
• Le Dernier Amour du Prince Genghi, Marguerite Yourcenar
• L’Hôte, Albert Camus
• Histoire du Bon Bramin, Voltaire
Miscellaneous
• On line resources (Yahoo France)
• French films such as:
 La Case aux Nègres
 Le Hussard sur le Toit
 Indochine
 Toute une Vie
• Assorted francophone world music
With the exception of Trésor du Temps, all textbooks need to be ordered; videos are
available.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Appendix 3 IB Diploma Programme Course
Outlines
The following points should be addressed when preparing course outlines for each IB Diploma
Programme subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
French B HL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and
objectives, the inclusion of internationalism, the proposed process, and expected
assessment. This should be a summary.
The focus of this course is to refine the skills acquired in French SL and achieve a higher
level of sophistication in reading, writing, comprehension and speaking. Students who will
complete this course will also gain a more thorough knowledge of French culture and
literature.
The course will include an in-depth review of French grammar, extensive readings, frequent
in class discussions and regular writing assignments. Articles on current events will be read
and analysed in this class, as well as representative works of French literature, giving
students the ability to communicate effectively in both the everyday situational settings and
in more academic milieus. Writing assignments will be longer and more complex, using the
five paragraph model as their pattern. Students will express themselves using a variety of
transition words, adjectives and adverbs with ease to enrich their writings.
Varied forms of assessment will be used to prepare students for the successful completion of
the IB requirements leading to the diploma. Performance will be evaluated in all language
skills – reading, writing, speaking and listening – and on level of appropriate sophistication
in each one.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with AP or other , outlines
should address additional non-IB topics to be covered.
French B HL
Grammar
* Review of all topics studied in the previous years plus the Passive form and the
Indirect Discourse .
Current Events
10.11 Newspaper articles – Le Journal Francais d'Amerique, on-line press reports from
Yahoo France
10.12 Films dealing with current issues (e.g.: immigration and integration in France)
10.13 Discussions, debates and written reports about current topics in the francophone
world.
Literature

Several high – quality literary works to enrich students' vocabulary and help them
develop more sophisticated verbal expressions. While the titles chosen may vary from
year to year, they will always be selected according to their value in teaching different
types of prose and techniques, increase the students' communicative abilities, and
provide additional cultural knowledge. After the literary overview of French B SL,
reading of complete XIX and XX century novels, both French and of francophone
authors from other countries, will be a central part of French B, HL.
Writing Proficiency
8.10
8.11
8.12
8.13
8.14
Essay questions on a variety of topics and readings
2-4 pages traditional essays on a variety of topics
Written accounts of personal experiences
Analysis and explanations of issues, texts or speeches
Reports on particular events
Oral Proficiency





Small group and whole class discussions on current events, personal recollections,
assigned readings
Poetry and songs
Original individual and group dramatization of readings and/or theatre plays
Verbal analysis and debates
French only classroom policy
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of
IB assessment should be addressed, both internal and external. In addition, examples of
non-IB monitoring should be given, if they are part of the course.
A variety of assessment will be used to determine students’ proficiency in speaking,
listening, reading and writing. Evaluation will be based on performance on quizzes and tests,
quality of work done in class and at home, level and quality of participation in class
discussions and activities, completion of all required assignments.
Quizzes and Tests may be oral or written. They may test grammar application, knowledge of
the historical or literary topic studied at the time, or reading and listening comprehension.
Depending on the aim of the particular test, the format will vary making use of fill in the
blanks, sentence completion, essay questions, multiple choice and other testing strategies.
With the exception of simple vocabulary quizzes, all tests and quizzes will be formulated
entirely in French.
Oral Activities are an integral part of this class and are routinely graded. These activities will
include prepared presentations on a variety of topics; in class discussions on readings; and
unstructured, authentic conversation.
Homework is essential to reinforce the material covered in class and to provide necessary
practice of the grammatical structures. Readings assigned as homework are useful to
generate class discussions and to test for comprehension.
Class Participation is one of the most crucial component of a foreign language class. The
ability to understand and respond appropriately can only be developed in a lively, involved
atmosphere, by the alert student who participates actively.
IB
Internal Assessment
A minimum of three oral presentations will be taped, following the format of the IB
performance evaluation for the students preparing for the IB oral exam.
External Assessment
Each IB student will complete the written component of the IB test. Papers 1 and 2 (text
handling and written production) will be written during proctored sessions at school.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.
Texts
• Une Fois pour Toutes (grammar review) Longman
Novels
• L’Enfant Noir, Camara Laye
• Monsieur Ibrahim, Eric-Emmanuel Schmitt
• Les Jeux Sont Faits, J.P. Sartre
• Candide, Voltaire
• Et si c’était vrai…, Marc Levy
• Un Sac de Billes, Joseph Joffo
• Bonjour Tristesse, Francoise Sagan
• Rhinocéros, Eugene Ionesco
Miscellaneous
• On line resources (Yahoo France)
• Journal Français d’Amérique
• Le Monde
• French films such as:
 Toute une Vie
 Les Uns les Autres
 Bon voyage
 Au revoir les Enfants
• Assorted francophone world music
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Appendix 3 IB Diploma Programme Course
Outlines
The following points should be addressed when preparing course outlines for each IB Diploma
Programme subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
Kiswahili B SL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives,
the inclusion of internationalism, the proposed process, and expected assessment. This should be
a summary.
Kiswahili B SL is a course tailored to help students develop their skills as speakers,
listeners, readers and writers of a world language. Students will learn vocabulary, and
word order of the language to converse intelligibly and write articles in Kiswahili. They
will also read, and comprehend text written in the Kiswahili language. The course will
include a thorough review of Kiswahili grammar, extensive reading for a significant
expansion of vocabulary, frequent in-class presentations, and regular writing assignments
of increasingly complex nature.
The Kiswahili B SL course will afford students the opportunity to reach a higher degree of
competence in the language and use it (skill and language) to explore the culture of its
speakers, who are mostly the people found in the countries of Eastern and central Africa.
They will also explore the place, past and present, of Kiswahili speakers in the global
community.
A variety of assessments aligned to the IBO guidelines will be utilized to enhance the
international focus of the course. Performance will be evaluated in all the spheres of
language skills: writing, reading, speaking, and listening.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with AP or other curricula,
outlines should address additional non-IB topics to be covered.
Unit 1 – Origins of Kiswahili and Pronunciation
- The Geography and history of Kiswahili Speaking countries
- Vowel and Consonant sounds in Kiswahili
- Basic Kiswahili words (Nouns and Verbs)
Unit 2 – Greetings
- Basic greetings- Jambo, habari, Vipi etc and their corresponding responses
- Greeting assignment in an African community- Who uses what greetings
- The concept of time and its impact on the Kiswahili greetings- what greetings are
to be used during particular times of the day
Unit 3 – Development of Writing Proficienccy
-Basic sentence construction
- Story boards
- Reader response journals
- Short essays
Unit 4 – Tense
-The present tense ( already introduced in Unit 3)
- The past tense
- The future
- The “always” tense
Unit 5 – The Kiswahili concept of time
- Times of the day in Kiswahili
- Hours and minutes in Kiswahili
- The effect of a constant day ( no short or longer days) on time
- The impact of culture on time
Unit 6 – Direct and indirect speech
-The use of quotation marks and “ kwamba-that”
- The use of connectors
-The object prefix
- The passive voice
Unit 7 – Adverbs of place and time
-The use of adverbs in Kiswahili
-The relationship between adverbs
Unit 8 Questions in Kiswahili
- The use of : hapana, la je and naam in Kiswahili questions
- Asking and answering questions in Kiswahili
Unit 9 –Numbers
Numbers in Kiswahili in various forms and contexts
Unit 10 –Demonstrative and Possessive pronouns
-The use of huyu (this) and youle (that)
- The use of Yangu (mine) and yako (yours)
Unit 11 –Reading / Translation / Compositions
-Projects to be assigned focusing on fluency
School name: Berkeley High School
School Code: 908161
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
Kiswahili B SL Assessment
Internal Assessment
At least four oral presentations will be taped, following the format of the IB performance
evaluation. Oral activities are an integral part of this class and are routinely graded.
These activities will include prepared presentations on a variety of topics; in class
discussions on readings; and unstructured, authentic conversations.
A variety of assessments will be used to determine students’ proficiency in speaking,
listening, reading and writing. Evaluation will be based on performance on quizzes and
tests, quality of work done in class and at home, level and quality of participation in
class discussions and activities, completion of all required assignments.
Quizzes and tests may be oral or written. They may test grammar application,
knowledge of the historical or literary topic studied at the time, or reading and listening
comprehension. Depending on the aim of the particular test, the format will vary:
sentence completion, essay questions, and other testing strategies. With the exception of
simple vocabulary quizzes, all tests and quizzes will be formulated entirely in Kiswahili.
Homework is essential to reinforce the material covered in class and to provide
necessary practice of the grammatical structures. Readings assigned as homework are
useful to generate class discussions and to test for comprehension.
Class participation is one of the most crucial components of a world language class. The
ability to understand and respond appropriately can only be developed in a lively,
involved atmosphere, by the alert student who participates actively.
External Assessment
Each IB student will complete the written component of the IB test. Papers 1 and 2 (text
handling and written production) will be written during proctored sessions at school.
Non IB Assessment
Various assessments will be used to gauge the students’ proficiency in Kiswahili.
They include:
- Oral activities- All oral activities require a student to be understood without the
use of a language other than Kiswahili.
- Homework – Students are expected to prepare some written work on a daily basis.
- Test and quizzes-Tests are an integral part of the evaluation process. Through
tests and quizzes, students will showcase the skills they have learnt in Kiswahili.
The IB module will be incorporated in the design of the test questions/prompts.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.
Harambee institute and Wakhungu, Tujifunze Kiswahili
The Kiswahili bureau, Kiswahili kwa darasa la ½
Longman books, Kamusi ya kiswahili
Zawawi Sharifa, Kiswahili kwa Kitendo Volume one
Zawawi Sharifa, Kiswahili kwa Kitendo Volume two
Tucker Childs, Swahili Workbook I
Hinnebusch T and Mizra S., Kiswahili: A Foundation for Speaking and Writing
Other- Online sources and films
We expect that we will need approximately $1,000 annually for our books and resource
materials.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Appendix 3 IB Diploma Programme Course
Outlines
The following points should be addressed when preparing course outlines for each IB Diploma
Programme subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
Latin B SL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the
inclusion of internationalism, the proposed process, and expected assessment. This should be a
summary.
Latin SL is a grade 11 course. The focus of Latin SL is to enable students to translate
accurately a variety of Latin writers working in a variety of literary genres, in a variety of
historical and social circumstances. In addition to a substantial survey of Latin literature
of the late Republic and the early Empire, the course features a grand tour of Roman
history, politics, society and architecture as a contextual backdrop against which to view
the literary offerings which have come down to us from ancient Rome. This appreciation
of the sum and parts of Rome provides a context for consideration of universal themes of
ambition, demagoguery, tyranny, empire, subject nations, resistance, corruption,
responsibility and the ebb and flow of dominance which cut across history, cultures and
nations.
Students will master sufficient vocabulary and grammatical structure of the language to
comprehend and accurately render into good English great Latin literature. They will also be
expected to paraphrase and read between the lines, bringing to bear familiarity with a writer’s life
and times in an effort to discover authorial intent. They will be encouraged to reflect upon the
timelessness and relevance of the ancient texts both to their own experiences and to the wider
world.
Students will learn to recognize elements of style from conventional figures of speech common to
authors trained in their craft to individual quirks of expression and specialized vocabulary of each
author they encounter. They will practice reading Latin aloud, expressively, and in the case of
poetry, correctly observing a variety of poetic meters.
Students will be assessed by frequent individual recitation as well as written exam. Written exams
will include both seen and unseen passages. Accurate translation, paraphrasing, structural
analysis, and literary analysis will be expected on written exams.
.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with AP or other curricula,
outlines should address additional non-IB topics to be covered.
Latin SL Course Outline
Focus I: The Demise of the Roman Republic
Teaching hours: 16
 Government of Republican Rome
 Life and Works: Marcus Tullius Cicero
 Precedents: Punic Wars; Gracchi Brothers; Marius and Sulla
 The Catilinarian Conspiracy
 Selections for Translation: from Cicero In Catilinam I
 Figures of Speech used in Cicero
Focus II: Prescribed Author: Ovid
Teaching hours: 28
 Selections for Translation: from Ovid’s Metamorphoses
 Life and Works: Publius Ovidius Naso
 Meter: Dactylic Hexameter
 Figures of Speech special to Poetry
Focus III: Rome from Romulus to Constantine
Teaching hours: 19
 Overview: The Buildings of the Rome’s Forum and environs
 Overview: Brief Sketch of Roman History, pre-Romulus to Byzantium
 Individual Project: History, Significance, Model of a single building
Focus IV: Roman Love Poetry
Teaching hours: 51
 Selections for Translation: Catullus: 2, 3, 5, 7, 8, 11, 45, 49, 51, 62, 70, 72, 76, 83,
85, 86, 87, 92, 109; Horace: I.5, 11, 22, 23, 25, II.4, 12, III.9, 10, 26, IV.11; Ovid
Amores: 1.1
 Life and Works: Gaius Valerius Catullus; Quintus Horatius Flaccus
 Meters: Hendecasyllabics; Sapphic Stanzas; Elegaic Couplets
Focus V: Roman Epic
Teaching hours: 51
 Selections for Translation: Vergil, Aeneid, Book II, entire (time permitting)
 Life and Works: Publius Vergilius Maro
 The Augustan Age
School name: Berkeley High School
School Code: 908161
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Name of the course:
For example, English A1, HL.
Latin HL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the
inclusion of internationalism, the proposed process, and expected assessment. This should be a
summary.
Latin HL is a grade 12 course, a continuation of Latin SL offered in the third year. The
focus of Latin HL is to continue the process of becoming careful and perceptive readers of
Latin. Undertaking additional selections of authors surveyed in the junior year and adding
a new prescribed author, students will continue to be expected to translate accurately from
Latin to English, and also to paraphrase with insight. In addition to texts in the original
language, some works will be read in translation in order to appreciate a broader sweep of
an author’s oeuvre and to provide material with which to compare and contrast the works
read in the original language. Students will practice arguing their opinions about authorial
intent, character development, relevance to a contemporary audience as well as to modern
society, using examples from the text to support their arguments.
Students will learn not only to recognize but also to imitate the literary style of the authors
they encounter. The course features ventures into prose and verse composition. They will
continue to work on their skill reading Latin aloud, expressively, and in the case of poetry,
correctly observing a variety of poetic meters.
Students will be assessed by frequent individual recitation as well as written exam. Written
exams will include both seen and unseen passages. Accurate translation, paraphrasing,
structural analysis, and literary analysis will be expected on written exams. Students will
also be assessed on writing assignments, both expository and exploratory, where they will
practice supported argument, as well as the aforementioned assignments in prose and verse
composition.
School name: Berkeley High School
School Code: 908161
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with AP or other curricula,
outlines should address additional non-IB topics to be covered.
Latin HL Course Outline
Focus I: The Late Republic
Teaching hours: 24
 The Establishment: Insiders and Outsiders
 Selections for Translation: Cicero, Pro Caelio, 31-36
 Catullus: 49, 54, 69, 93
 Prose Genre: Oratory
 Verse Genre: Lyric and the Neoterics
Focus II: Prescribed Author: Livy
Teaching hours: 37
 Selections for Translation: Livy: Ab Urbe Condita
 Life and Work: Titus Livius
 Prose Genre: History
Focus III: Latin Prose CompositionTeaching hours: 9
 Oratory: Cicero
 History: Livy
Focus IV: Pax Augustana; Roman Epic, cont.
Teaching hours: 38
 Augustus’ moral agenda/tolerance for dissent
 Vergil’s Aeneid, Books I, IV, VI, in English
 Selection for Translation: Ovid: Daphne and Apollo (Metamorphoses I.452-567)
 Verse Genre: Epic
Focus V: Roman Love Poetry, cont.
Teaching hours: 38
 Selections for Translation: Ovid, Amores I.3, 9, 11, 12; III.15
 Propertius Books I, II, III, in English
 Verse Genre: Elegy
 Review of Catullus and Horace
 Verse Genre: Lyric
Focus VI: Latin Verse Composition
Teaching hours 14
 Lyric; Meters: Hendecasyllabics, Alcaic Strophe; Sapphic Stanzas
 Elegy; Meter: Elegaic Couplets
 Epic; Meter: Dactylic Hexameter
Focus VII: Performance of Latin
Teaching hours: 14
 Prose: Cicero; Livy
 Verse: Catullus, Horace, Vergil, Ovid
 Review of Meters
 Analysis of Persona and Tone
 Individual Project: Oral performance of prepared passage 10 minutes in length
School name: Berkeley High School
School Code: 908161
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
Latin SL and HL Assessment:
Non IB:
A variety of methods will be used to ensure that students are acquiring the necessary skills
to translate Latin accurately and with understanding:
Homework: Students will surrender their own written translations of required passages in
Latin so that the teacher can monitor:
 authenticity of students’ work
 areas of individual difficulty
 areas of difficulty common to the group
 students’ consistency at keeping abreast of the prescribed passages
Oral Recitation: A great deal of class time is consumed in oral translation of prepared
passage. All students will be called upon frequently and randomly to recite. The quality of
their recitation will be monitored in order to verify adequate preparation of the passage.
Quizzes: Vocabulary quizzes will precede translation tests to ensure adequate mastery of
frequently used vocabulary of prescribed authors. Periodically students will be asked to
parse segments of prepared translation to ensure that they are thinking of structure as well
as of vocabulary.
Tests: Translation tests will include accurate literal translation, paraphrasing to check
comprehension, syntax questions, style questions and literary analysis, where students
must cite evidence from the Latin to support their interpretation. Biographical, cultural and
historical questions will be included where appropriate.
Prose and Verse Composition: A variety of short Latin prose and verse compositions will
be required, reflecting the variety of writing styles of prescribed authors. These
compositions will be assessed in terms of their grammatical accuracy, their metrical
correctness in the case of poetry and their success in evoking the style of the target author.
School name: Berkeley High School
School Code: 908161
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Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.
Texts:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Latin for Americans, 3rd Book, B.L. Ullman, et al., McGraw-Hill
Virgil and Other Latin Poets, ed. J.B. Greenough, Ginn & Co.
Love and Transformation, An Ovid Reader, R. La Fleur, Addison Wesley
The Student’s Catullus, ed. Garrison, University of Oklahoma Press
M. Tulli Ciceronis, Pro M. Caelio Oratio, ed. Austin, Oxford
Horace, Odes and Epodes, ed. Shorey, Sanborn & Co.
The Aeneid of Virgil, AVverse Translation, Allen Mandelbaum, Bantam
A Guide to Latin Meter and Verse Composition, D. Califf, Wimbledon
suitable school text with commentary for Livy: Ab Urbe Condita (LatinHL)*
Bradley’s Arnold Latin Prose Composition, Bolchazy-Carducci*
*to be acquired
Ancillary Resources:
1. Approx. 2000-image slide library of subjects including Art and Archaeology of
Greece, Rome, Bronze Age Aegean, Ancient Near East, Egypt
2. 400+ volume classroom library of books treating subjects of interest to students of
Latin including: Classics in Translation, Latin plays, Art and Archaeology,
Classical History, Greek and Roman Mythology, etc.
3. films:
 Iphigenia, dir. Michael Cocoyannis
 Black Orpheus, dir. Marcel Camus
 Titus, dir. Julie Taymor
 Achilles in Vietnam, dir. Charles Berkowitz
We will need approximately $2,000 to acquire texts and supplementary materials.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
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Appendix 3 IB Diploma Programme Course
Outlines
The following points should be addressed when preparing course outlines for each IB Diploma
Programme subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
Mandarin Chinese B, SL/HL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives,
the inclusion of internationalism, the proposed process, and expected assessment. This should be
a summary.
The objective of the Chinese Mandarin B SL course at Berkeley High School is to enable
students to learn the standard form of Chinese Mandarin (officially named Hanyu in
mainland China) for communication in a range of situations and to receive exposure to the
extensive history and traditions/customs of the Chinese culture. Students will acquire
sufficient vocabulary and knowledge about the structure of the language in order to read
basic texts with understanding, to comprehend conversational Mandarin in formal and
informal settings, and to converse clearly in Mandarin.
A key focus of many popularly spoken languages of the world targets the theme of
internationalism. The course will examine the similarities and differences between a
variety of Mandarin-based languages (i.e. Japanese, Korean, Taiwanese, provincial
dialects). This IB course in Mandarin will provide students with the knowledge they need
to use the language in AP Chinese courses (for college credit), in further studies in high
school or at college/universities, for travel and study in China or other East Asian nations,
and to bridge connection with the speakers of the 2nd most popular language in the world
(second only to English).
This course will include a thorough review of grammar and a broadening of vocabulary as
students read about many areas of the Chinese culture and its influence in Asia and other
parts of the world, through exploring examples of literature, artwork, music, education,
and philosophy. Resources to be used include textbooks, newspapers and magazines,
children’s literature, songs, short stories and novels, and films. Incorporating technology
and multimedia into the Mandarin class will allow students to listen to and read and
compare news reports from Mandarin-speaking regions around the globe.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with AP or other
curriculum, outlines should address additional non-IB topics to be covered.
The aims of the Mandarin B SL course at Berkeley High School are to give students a solid
foundation in communicating effectively when speaking or writing in Mandarin and also in
understanding the language when listening to or reading it. The students will be able to
communicate adequately in a variety of situations they may face in both formal and informal
dialogue and writing. With overall understanding and acquisition of the Mandarin language,
students will notice the differences/similarities between their primary language and this
language and their manifestations within each of the native speaker’s culture. Hence, the
student’s knowledge of another culture is broadened.
This course will include a thorough review of grammar and a broadening of vocabulary as
students read about many areas of the Chinese culture and its influence in Asia and other parts
of the world, through exploring examples of literature, artwork, music, education, and
philosophy.
The course materials from books to audio media to television broadcasts will expose the
students to the Chinese culture and customs and traditions. The classroom exercises and
assignments (focused on creating conversation about family life and school life and on
reading classic Chinese text) will infuse the student with a sense of Chinese culture. The text
and exercises within books Integrated Chinese and Ni Hao will cover home/school life
matters. The classic text on Tang Dynasty poems and popular books on Chinese philosophy
(Confucius Analects & the I-Ching, Dao De Jing, Buddhist Mayahana Text) will inform
students about Chinese history and traditions and customs. The audio book Pimsleur
Conversation Chinese focuses on commonplace everyday dialogues between groups of
persons (student/teacher, parent/child, manager/worker, owner/customer, friend/friend).
Television broadcasts, particularly the CCTV news how, will expose student to
socioeconomic affairs of people in mainland China.
The instructor will offer freely-available resources and information accessible on the
Internet for student to use, enhancing the materials in the classroom.
Performance will be assessed in all language skills: reading, writing, speaking and
listening. Students will be exposed to various tasks and subject matter for learning will
include options for selection and choice, enabling the students to follow their interests
and find connection/cross-over relations with other areas of study. Assessment of each
topic will include performance objectives for all four language skills. Three semester
exams prior to the final IB examination at the end of the course will be designed to
measure and assess achievement of the criteria established by the IB Diploma
Programme.
School name: Berkeley High School
School Code: 908161
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of
IB assessment should be addressed, both internal and external. In addition, examples of
non-IB monitoring should be given, if they are part of the course.
Per common practices in most courses, assessment of all four aspects of the language
skills (listening, speaking, reading, writing) will be determined by common methods:
NON-IB
Daily Homework: This form of assessment reinforces the lessons and materials taught
during a given session. When submitted, it will be reviewed for completeness and
timeliness. On due dates and after its collection, homework will be reviewed and
classroom questions and answers will ensue. Common questions may require further
instruction on a particular lesson or content.
Quizzes: This form of comprehension evaluation covers a broader subject matter than
homework assignments. It will come in either oral or written form. The oral form will test
speech development and listening comprehension while the typical written quizzes cover
the aspects of Pinyin and character writing and assessment for student reading skills.
Tests: This sort of assessment, being more comprehensive then the prior forms, will occur
only 2-3 times during the period term of the course. Each test will contain both oral and
written parts: oral portions involving writing down words/phrases/sentences from spoken
sources and student pronunciation of phrases and/or sentences; written portion will be
either presented in multiple choice or True/False or open response formats. These tests
will assess all 4 aspects of language skills.
Classroom Participation: All students are required to participate in class work including
oral drills, writing exercises, group work, and one-on-one interactions (for example,
conversation and dialogues). The students’ involvement in these activities will allow them
to become immersed in the language and get them to be comfortable in using the language.
Plus, these activities will break the monotony of lecture form of instruction and allow the
instructor to get quick feedback on subject matter being taught.
School name: Berkeley High School
School Code: 908161
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IB ASSESSMENT
Internal Assessment: A total of 3 or 4 oral communication exercise (with at least
one in an interactive manner) will be recorded in accordance to the IB performance
evaluation so students can prepare for the oral portion of the IB exam. According to
IB guideline, internal assessment strives to measure student’s knowledge acquisition
of the Mandarin language and to determine acquired fluency of the language. These
goals can be achieved through students’ work on 4 oral presentation. The first oral
assignment will require each student to read out loud a given passage from one of
course books. This oral drill will assess for proper pronunciation and grammatical
structure. The 2nd oral presentation will require each student to choose a passage
(from given course materials) of their choice to read out to the class. Assessment
will be similar to the first assignment. The 3rd assignment will be a dictation
exercise. The instructor will read out 3-4 passages/texts from course textbook and/or
books. Each student will write down the passages in either Pinyin and/or Chinese
character. Assessment will be based on student dictation writing. The final
assignment will have students work in groups of 2-4 individuals to devise a dialogue.
Once each group has scripted the dialogue and rehearsed, they will perform the
dialogue to the whole class. Assessment of this exercise will focus on the dialogue’s
proper syntax and each student’s enunciation of Mandarin words/phrases.
External Assessment: Based upon IB standard, course will require the completion of
2 writing assignment, each allowed 1.5 hours to produce. One assignment will
require students to create a script/dialogue between 2 or more students discussing
their reaction to a news article heard in class. The student will draft the script using
either Pinyin and/or Chinese characters. The student is expected to write proper
sentences and phrases (if necessary) in this script. The other assignment will be a
letter written to a student penpal residing in China. The letter will be written in
Pinyin and/or Chinese characters addressed to a fictitious student living in China
(within similar age group). The writer is suggested to discuss topics such as school
and home life since the studied materials covers those topics.
School name: Berkeley High School
School Code: 908161
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Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.
Text-Based:
Integrated Chinese Level I textbook
Integrated Chinese Level I student reader
Ni Hao Volume II textbook
Poetry of Tang Dynasty
Eastern Philosophy: Confucianism, Taoism, and Buddhism in China.
Oxford Chinese-English/ English-Chinese Dictionary
Longman Chinese Visual Dictionary
People’s Daily newspaper and Singapore Times
Audio Form:
Pimsleur Conversational Chinese audio set
Taped broadcast of CCTV, KTSF-26 Mandarin News, Radio Station 92.1
Popular children nursery rhymes in Chinese.
Online resources:
Zhongwen.com
MandarinTools.com
Voice of America in Chinese.
Materials/Equipment:
Tape recorder and accompanying blank cassette tape.
Cassette/CD combo player.
Computer/monitor/overhead projector for lecture/presentation of materials.
We have some materials, but we expect that we will need approximately $3,000 annually
to augment our collection.
School name: Berkeley High School
School Code: 908161
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Appendix 3 IB Diploma Programme Course
Outlines
The following points should be addressed when preparing course outlines for each IB Diploma Programme
subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
Spanish B, SL/HL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the
inclusion of internationalism, the proposed process, and expected assessment. This should be a
summary.
RATIONALE
Spanish B is a world language course which focuses on internationalism and develops students
as global learners. It is designed as a course for students whose primary language is not
Spanish. Students will build on their already acquired Spanish language system and interrelate
it to a greater cultural, social and political understanding of the diverse Spanish-speaking world
that surrounds them. They will develop their listening, speaking, reading and writing skills
through exposure to authentic materials and authentic interactive language experiences.
Students will understand and use accurately spoken and written forms of the language in a wide
range of situations and understand and use a substantial range of vocabulary in common usage.
They will show an awareness of major elements of the culture related to the language studied.
Through the study of various high-interest and relevant topics they will learn to interrelate their
newly acquired knowledge with other disciplines and the Spanish-speaking world. In addition,
the course will help students communicate more abstract ideas, exchange, discuss or debate
ideas and demonstrate greater comprehension of materials.
PROCESS/METHODOLOGY
The course will be taught over the course of two years, meeting daily. The class will be
conducted in Spanish with English intrusion during some grammar workshops. The curriculum
will be driven by students’ exposure to works of fictional, non-fictional texts, story telling,
songs, culture specific games and cinema with an emphasis on community interaction. Group
projects will play a major part in developing students’ ability to share, practice, review and
evaluate their language skills and build community. Also, students will develop critical
thinking strategies for text analysis and will be able to manipulate different writing structures.
Themes studied will be drawn from real life cultural experiences. Oral presentations and
dramatizations will provide an opportunity not only for polishing speaking skills, but also for
the use of media technology. Research will be conducted on topics relevant to deepening our
understanding of the Spanish-speaking world. The curriculum will revolve around the
interaction and interdependence between the Spanish-speaking world and the English speaking
one. The class will promote the acquisition of language and introspective reflection of
international perspectives. Students will have the opportunity to develop their understanding
and appreciation of Latino culture. The focus on developing high literacy skills will allow
students to transfer not only their academic skills onto other subject matters, but also their
ability to see the world through widening lenses.
School name: Berkeley High School
School Code: 908161
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OBJECTIVES
Text and Composition
Spanish students will:
6.30. read two to four novels of their preference of at least 100 pages
5.18. maintain, complete and review their Independent Reading Journal and prepare a
culminating project for each book read accompanied by a presentation
6.20 increase their fluency through the study of fictional and non-fictional texts at
appropriate levels. They will respond to the works through writing, speaking, and
listening genres.
6.21 *read, analyze and interpret fictional and non-fictional texts from a variety of regions,
genres and sources.
6.22 define and apply assigned literary terms in the context of literature and message
6.23 draw inferences and make evaluations
6.24 apply the writing process
6.25 write for and respond to different audiences and purposes
6.26 increase and refine their written presentational skills in formal and informal contexts.
6.27 conduct written interaction with peer(s) via letter writing, class specific chat-room,
postcard exchange, interactive journal, informal notes, etc.
Application of the Conventions of the Spanish Language
Spanish students will:
10.14review their previously acquired Spanish grammatical knowledge starting with the
present tense to past and future tense and add on the subjunctive mood
 distinguish between and accurately use the indicative, conditional, command and
subjunctive moods and their respective verb tenses
 distinguish vocabulary differences between false cognates, semantics, accented words,
*
extranjerismos (borrowed words), homophones, synonyms, words with the same root
(ethymology)
 name and plot linguistic, cultural and social influences of the Spanish Language
through the centuries
 demonstrate proficiency in the mechanic of the language including implementation of
phonology, grammar and syntax
 identify appropriate usage of formal and informal language as determined by social
interactions and rituals
 interact verbally formally and informally with classmates and teacher as appropriate
Cultural competency
Spanish students will:
 keep a journal reflecting introspective reflection of varying international perspectives
on assigned issues.
 conduct research from a list of topics to deepen understanding of the Spanish speaking
world.
 plot the interaction and interdependence between the Spanish speaking and the English
speaking communities
 broaden their understanding of the cultures that comprise the Spanish-speaking world
through the study of history, literature, art, music, technology, and current events.
 make connections between their learning in the Spanish classroom, their learning in
other classes, and their daily lives.
School name: Berkeley High School
School Code: 908161
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In
addition, if IB courses are going to be combined with AP or other curricula, outlines should address
additional non-IB topics to be covered.
Topics
The individual
& his/her
community
The identity of
the Spanish
language
Exploring
Latino-America
Sub-Topics
The school
Friends
Family
Surrounding community
Education in other countries
The Spanish, Arabic, African, Maya, Aztec and Inca influence
Words with Nahuatl, Arabic, Latin & Greek roots
Culture
Customs
Values
Active language: Spanglish
Bilingualism
Anglicism
Passport to the Spanish speaking world
We will learn various formal and informal formats to send messages
to each other and new friends in the Spanish speaking communities
Food and drink
Study abroad opportunities
Tourism : leisure and travel; health and emergencies
Latino culture
& development
We will learn how to communicate verbally and hold a discussion or
in the U.S.A.
casual conversation to discuss assigned topics
Students will be exposed to Spanish and Latin American interaction
opportunities in the community through field tripx and web
interaction.
Pronunciation, intonation
Latino history in the U.S.
Latino contributions in the U.S.
Heroes and foes
Influences (political, social and economical)
School name: Berkeley High School
School Code: 908161
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Topics
Hispanic/Latino
Literature Development
Political, Cultural and
Economic Development
of Latin America
Ecological/Responsible
Tourism
Personalized Linguistic
Development
Sub-Topics
Narrative elements:
8.15 Story structure (the plot)
8.16 Character development
8.17 Style
8.18 Historic context
8.19 Literary terms: metaphor, simile, personification,
comparisons; literary genre: story, novelette, novel
and its variations.
8.20 Poetry
8.21 Oral tradition
8.22 Written tradition
8.23 musical genres
8.24 poetry genres
War of Independence
Military repression
Immigration
Globalization
The role of women and youth
We will be exposed to previous experiences of students who
have had the opportunity to travel. We will explore and assess
environmental, social and economical concerns as we examine
our impact as tourist. We will prepare our own future plans for
travel.
Study abroad opportunities
Tourism : leisure and travel; health and emergencies
We will have collected evidence of language proficiency
(fluency and accuracy) throughout the length of the course to
prepare a portfolio following as a guide the European Portfolio
model and/or dossier
School name: Berkeley High School
School Code: 908161
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment
should be addressed, both internal and external. In addition, examples of non-IB monitoring should be
given, if they are part of the course.
The coverage of the topics outlined above will be carried out using the Assessment
Statements specified by IBO. The Assessment Statements will be discussed openly with
students and used as a guide to direct their studies. Specific assessment statements will be
identified as foci of given lessons and identified as goals in particular activities. At the end
of the course students will be assessed both internally and externally according to IB
guidelines. Internal assessments will enable the teacher to monitor student progress.
External assessment will allow the student to demonstrate their mastery of the aims of the
course. The Assessment Statements will be discussed openly with students and used as a
guide to direct their studies. Assessment for IB Spanish B SL/HL will be divided into three
parts; quarterly grades, internal assessment, and external assessment.
Quarterly Grades
Quarterly grades will reflect multiple assessments as described below.
A variety of short term, formative and summative assessments linked to and supporting the
content will serve as the source of quarterly assessment. These will include several shortterm and long-term, reading, writing, listening, speaking activities with clear guidelines
which students are expected to ultimately be able to carry out on their own and to draw their
own conclusions. For example: students will be required to read independently, develop
oral presentations on assigned topics, participate in a community service learning project,
short-response textual evidence based questions and extended-response questions such as
quizzes and exams, write and prepare tests and review activities on language skills presented
to class. Quizzes and exams will be modeled after assessment criteria of the interrelated
areas (such as Cultural Interaction, Message and Language) as specified by IBO to further
prepare students for external assessment. For quarterly assessment purposes, most
assignments will only examine a subset of the criteria and aspects directly related to IBO
assessment criteria. Several assignments will be assessed using ALL the criteria and aspects
and serve as a holistic assessment of the student's progress.
Throughout the two year process students will be required to maintain a dossier or portfolio
that includes records of data, personal statements, language and cultural references, formal
and informal language assignments, authentic materials analysis, compositions, multimedia
language expression and additional documentation showing evidence of their work. Upon
completion, the groups may be required to present their work in a symposium-style format
including a formal poster and oral presentation which would be evaluated by participating
teachers and guest evaluators.
IB Internal Assessment
Internal assessment is worth 30% of each student’s examination overall grade and should be
conducted before the April 1 dateline or as mandated by IBO. Each student will complete
the oral component (Individual Oral & Interactive Oral Activity) of the IB test. The
Individual Oral assignment of the exam will be externally moderated by IBO. This
assignment is a brief oral presentation on a topic chosen and researched by the student and
the follow-up dialogue with the teacher during the examination. This oral presentation will
be recorded and scored by the teacher using criterion and rubrics established by the IBO.
Their grades will be recorded and submitted via the internet. Samples will be sent to the
IBO for moderation.
IB External Assessment
School name: Berkeley High School
School Code: 908161
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Students will be externally assessed by IBO in the form of a three hour written examination
in May of the second year. The external assessment is comprised of two parts: Papers 1 (text
handling and written response) and Paper 2 (written production). In the first part of the
external assessment, students will be asked to answer questions based on a number of
written texts and complete a writing task in response to a text. Students will be provided
with an hour and a half to complete this section of the exam, which is worth 40% of the
exam mark. In the second part of the external assessment, students will choose on writing
task out of four choices. Writing tasks may include, but are not limited to, a letter, an
excerpt of a short story, and a news article. Students will be provided with an hour and a
half to complete this section of the exam, which is worth 30% of the exam mark.
School name: Berkeley High School
School Code: 908161
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Resources:
List the books and other resource materials and software that will be used in the course. Information should
include what is currently available as well as what is being ordered.
Ulloa, Ulloa, Justo. Graded Spanish Reader, segunda etapa. Lexington, Massachusetts:
D.C. Heath and Company, 1996.
Abriendo puertas: Antología de literature es español: Tomo I y II. Evanston, Illinois:
Nextext, 2003.
Giulianelli, Elisabeth. Lecturas avanzadas: Spanish AP Reader. U.S.A.: Amsco school
publications inc., 2002.
Frances, Benítez, Rubén. Manual de gramática y ortografía para hispanos. New Jersey:
Pearson Prentice Hall, 2004.
Lohmann, Catalina. Lenguaje 1: Comunicación lingüístico-literaria. Lima, Perú:
Santillana, 1997.
Lohmann, Catalina. Comunicación Integral:4,5 & 6. Lima, Perú: Santillana, 1999.
Andrade, Rolando. Contexto 1, 2 & 3: Lenguaje y literature. Lima, Perú: Santillana, 1992.
Villaseñor, Guadalupe. Ortografía práctica para todos. México: Fernández editores, 1995.
Marqués, Sarah. La lengua que heredamos: Curso de español para bilingües. New York:
John Wiley & Sons, Inc., 2000.
Tu mundo: Curso para Hispanohablantes. U.S.A.: D.C. Heath and company, a Division of
Houghton Mifflin Company, 2002.
Nuestro mundo: Curso para Hispanohablantes. U.S.A.: D.C. Heath and company, a
Division of Houghton Mifflin Company, 2002.
¡En español! Lecturas para todos with test preparation. U.S.A.: McDougal Littell, a
Division of Houghton Mifflin Company, 2004
Valdés, Teschner, Richard. Español escrito: Curso para hispanohablantes bilingües, and
Cuaderno de actividades: Español escrito: Curso para hispanohablantes bilingües. New
Jersey: Pearson Education, a division of Prentice Hall, 2003.
Díaz, José. Revised Edition: Abriendo paso: Gramática. Boston, Massachusettes, Heinle
& Heinle publishers, a division of International Thomson Publishing, Inc., 2000.
Gutiérrez, Rosser, Harry. ¡Ya verás! Boston, Massachusettes, Heinle & Heinle publishers, a
division of Wadsworth, Inc., 1995.
Collins, Stephen J. ¡Ya verás: Student workbook! Boston, Massachusettes, Heinle & Heinle
publishers, a division of Wadsworth, Inc., 1993.
Boyles, Met, Sayers, Wargin. Realidades 3. New Jersey: Pearson Prentice Hall,
2004.
School name: Berkeley High School
School Code: 908161
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Appendix 3 IB Diploma Programme Course Outlines
The following points should be addressed when preparing course outlines for each IB Diploma Programme
subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
Spanish A2, SL/HL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the
inclusion of internationalism, the proposed process, and expected assessment. This should be a
summary.
This course will be taught over the course of two years, meeting daily. This course is
designed to focus on the reinforcement and refinement of language skills, rather than
language acquisition. It will refine students’ Spanish reading, listening, writing and speaking
abilities, for those whose home language is Spanish or those students who have undertaken
Spanish as a second language and have achieved near native levels. The class will be
conducted in Spanish with a welcoming environment to ease the immersion of the students
into a Spanish-only context.
Students will polish their already acquired Spanish language system and interrelate it to a
greater cultural, social and political understanding of the diverse Spanish speaking world that
they belong to or that surrounds them. This course will study the literature and culture of the
countries where Spanish is spoken, developing students’ listening, speaking, reading and
writing skills through exposure to authentic literary materials and authentic interactive
language experiences. Students will gain further appreciation and understanding of the array
of different belief systems available to those who can communicate in Spanish. They will
understand and accurately use spoken and written forms of Spanish, including sophisticated
discussion, argument, and debate. They will become effective communicators in their
exchange of complex and abstract ideas and in their ability to demonstrate deep
comprehension of material. Students will learn to relay information and ideas clearly and
effectively, in a wide range of interactions, and demonstrate comprehension of the material
in conjunction with literary texts.
School name: Berkeley High School
School Code: 908161
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In
addition, if IB courses are going to be combined with AP or other curricula, outlines should address additional
non-IB topics to be covered.
Standard level
All works are linked by one or more aspects such as culture, genre, theme, period, style, type of literary study,
methodology. Language, texts and culture are explored through the framework of cultural and literary
options. At standard level students study three options: at least one must be literary, and at least
one cultural. One of the cultural options chosen must be either language and culture or media and
culture. Teaching time will be equally divided among all the options studied.
Literary options:
 No oyes ladrar los perros by Juan Rulfo (Short Story)
 El Hijo by Horacio Quiroga (Short Story)
 Mi caballero by José Martí (Poem)
Thematic link: paternal and maternal love, rite of passage, family values
Cultural Options:
 Language and culture: history of the Spanish Language (development of the language through the
centuries through its social-political influences, from past to present with an emphasis on indigenous
influences: The Spanish, Arabic, African, Maya, Aztec and Inca cultures and influences in: language,
customs, belief systems, values, architecture, music, cuisine, etc.)
 Media and culture: films and music from Spanish-speaking countries; historical contributions of
Spanish-speaking individuals and groups to the arts; portrayal of Spanish speakers in the media
Links between the three options: the role of language in society; societal structures and value systems
School name: Berkeley High School
School Code: 908161
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Higher level
All works will be linked by one or more aspects such as culture, genre, theme, period, style, type of literary
study, methodology. Language, texts and culture are explored through the framework of cultural and
literary options. At higher level students study four options: at least one must be literary, and at
least one cultural. One of the cultural options chosen must be either language and culture or media
and culture. Teaching time will be equally divided among all the options studied.
Literary option:
Mariposas y Cornetas –by Julio Ramón Ribeyro author idealizing first love, childhood, adolescence (Short
story)
La canción del pirata José de Espronceda (Poem) -- about individual choice and youthfulness, youth stereotype
(Romanticismo)
Excerpts from Don Quijote de la Mancha by Miguel de Cervantes Saavedra (Novel)
Thematic link: Romanticism and idealism
Cultural Options:
 Social issues: bridging the inequality gap; prejudice against Spanish-speaking peoples; stereotyping;
demographic changes and implications in California for Spanish speaking populations; the family;
religion
 Language and culture: regional dialects, colloquial language and standard Spanish; bilingualism; the
individual and language; communities and language
 Global issues: poverty among Spanish-speaking populations throughout the world; human rights;
agents of change throughout history; interdependence among English-speaking and Spanish-speaking
nations
Links between the four options: racism and inequality; society; values; idealism and reality
School name: Berkeley High School
School Code: 908161
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Assessment:
The coverage of the topics outlined above will be carried out using the Assessment Statements
specified by IBO. The Assessment Statements will be discussed openly with students and used
as a guide to direct their studies. Specific assessment statements will be identified as foci of
given lessons and identified as goals in particular activities. Varied forms of assessments will be
used in the class to prepare students for the successful completion of the IB requirements
leading to the diploma.
Internal assessment will account for 30% of each student’s examination overall grade and will
be comprised of an individual oral component and an interactive oral activity. The individual
oral component will constitute a critical examination of a text that has been seen or studied in
class, thus allowing students to demonstrate their ability to analyze a text, as well as to respond
orally in a cohesive manner.
The interactive assessment involves student participation in a variety of interactive oral
activities so that students can demonstrate both listening and speaking skills.
Non-IB oral activities are an integral part of this class and are routinely graded. These activities
will include prepared presentations on a variety of topics; projects such as skits, short scenes,
story telling, and debates; in-class discussions on readings and audio material; and unstructured,
authentic conversation among students or with visiting Spanish native speakers.
Class participation is a crucial component of the course. The ability to understand and respond
appropriately can only be developed in a lively, involved atmosphere, and every effort will be
made to develop students to participate actively.
The IB External Assessment accounts for 70% of each student’s examination overall grade and
is comprised of two written papers which are externally set and externally assessed, as well as
written tasks, one based on a literary option and the other on a cultural option, the combined
maximum work limit for both being 1500 words. Paper 1 consists of two pairs of unseen texts,
each linked by theme. Standard-level candidates are provided with optional guiding questions.
Paper 2 consists of 10 essay questions which address the cultural literary options. Students
choose one question to answer.
Additional non-IB assessments for the course include several short-term and long-term,
rigorous reading, writing, listening, speaking activities. Non-IB quizzes and tests may be oral
or written. They may test grammar application, knowledge of options studied, or reading and
listening comprehension. Additionally, students will be regularly exposed to textual evidencebased questions requiring analysis of quotes or passages of literary and non-fictional documents
and extended-response questions such as quizzes and exams.
Throughout the two-year process students will be required to maintain a portfolio that includes
records of written and oral production of language, language and cultural experiences and
references, formal and informal language assignments, authentic material analysis,
compositions, multimedia language expression and additional documentation showing evidence
of their work.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Resources:
List the books and other resource materials and software that will be used in the course. Information should
include what is currently available as well as what is being ordered.
Abriendo puertas: Antología de literature es español: Tomo I y II. Evanston, Illinois:
Nextext, 2003.
Frances, Benítez, Rubén. Manual de gramática y ortografía para hispanos. New Jersey:
Pearson Prentice Hall, 2004.
Lohmann, Catalina. Lenguaje 1: Comunicación lingüístico-literaria. Lima, Perú:
Santillana, 1997.
Lohmann, Catalina. Comunicación Integral:4,5 & 6. Lima, Perú: Santillana, 1999.
Andrade, Rolando. Contexto 1, 2 & 3: Lenguaje y literature. Lima, Perú: Santillana, 1992.
Villaseñor, Guadalupe. Ortografía práctica para todos. México: Fernández editores, 1995.
Marqués, Sarah. La lengua que heredamos: Curso de español para bilingües. New York:
John Wiley & Sons, Inc., 2000.
Tu mundo: Curso para Hispanohablantes. U.S.A.: D.C. Heath and company, a Division of
Houghton Mifflin Company, 2002.
Nuestro mundo: Curso para Hispanohablantes. U.S.A.: D.C. Heath and company, a Division
of Houghton Mifflin Company, 2002.
¡En español! Lecturas para todos with test preparation. U.S.A.: McDougal Littell, a
Division of Houghton Mifflin Company, 2004
Valdés, Teschner, Richard. Español escrito: Curso para hispanohablantes bilingües, and
Cuaderno de actividades: Español escrito: Curso para hispanohablantes bilingües. New
Jersey: Pearson Education, a division of Prentice Hall, 2003.
Díaz, José. Revised Edition: Abriendo paso: Gramática. Boston, Massachusettes, Heinle &
Heinle publishers, a division of International Thomson Publishing, Inc., 2000.
Boyles, Met, Sayers, Wargin. Realidades 3. New Jersey: Pearson Prentice Hall, 2004.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Appendix 3 IB Diploma Programme Course Outlines
The following points should be addressed when preparing course outlines for each IB Diploma Programme
subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
Spanish Language ab initio
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the
inclusion of internationalism, the proposed process, and expected assessment. This should be a summary.
RATIONALE
Spanish Ab Initio is a world language course which focuses on internationalism and develops
students as global learners. Spanish Language ab initio is designed to teach basic reading, writing,
listening and speaking skills in the Spanish language. This course is designed for student without
any previous study of the Spanish language. Over a period of two years students will achieve
competence in communication in Spanish in a variety of everyday situations. Students will learn to
relay information and basic ideas clearly and effectively, in a range of interactions. They will
understand and use accurately the essential spoken and written forms of the language in a range of
situations and understand and use a range of vocabulary in common usage. Additionally students
will show an awareness of elements of culture related to the language studied. Students will begin
to build their Spanish language system through the study of topics of high-interest and relevance.
They will learn to interrelate their newly acquired knowledge with other disciplines and the diverse
Spanish-speaking world that surrounds them. Students will become proficient in using the present,
past, present progressive and future grammatical expressions and functions. Whenever possible
and as the course progresses, the course will help students communicate more abstract ideas,
exchange, discuss or debate ideas and demonstrate greater comprehension of materials. The
curriculum will revolve around the interaction and interdependence between the Spanish speaking
world and the English speaking one. The class will promote the acquisition of language and
introspective reflection of international perspectives.
PROCESS/METHODOLOGY
Spanish Language ab initio will be taught over the course of two years, meeting daily. The course
will develop the Spanish reading, listening, writing and speaking abilities for those whose home
language is not Spanish in an integrated way through a wide range of student-lead and teacher-lead
activities. The curriculum will be driven by students’ exposure to excerpts of level-appropriate
fictional and non-fictional texts, story telling, songs, culture specific games and cinema with an
emphasis on community interaction activities. Exposure to original works and authentic
interactive language experiences through communication via web technology and personal
interactions with visiting Spanish speaking students or community members will play an important
role in our classroom experience. Group projects will develop students’ ability to share, practice,
review and evaluate their language skills and build community. Oral presentations and
dramatizations will provide an opportunity not only for polishing speaking skills, but also for the
use of media technology. Scaffolded research will be conducted on topics relevant to deepening
students’ understanding of the Spanish-speaking world.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In
addition, if IB courses are going to be combined with AP or other curricula, outlines should address
additional non-IB topics to be covered.
The Core syllabus for Spanish Ab Initio is centered around the main vocabulary topics listed below, with
pertinent grammar, reading and writing development. Class time will be divided among the topics over 2 years
resulting in an average of 30 hrs devoted to each topic. Fluency will be stressed for these topics:
School term
Junior year
Topic
The individual
Education and
work
Sub-topic
The self and others
Contents
personal identification (age, nationality, address),
family, relationships, appearance, character
The home
types of accommodation, life at home, household
tasks, celebrations
types of school, personnel, facilities, classroom
materials, academic, extra-r activities, school
calendar, dates, post-secondary education
School
Future plans
Town and
services
Study abroad
opportunities
Shopping
public transport, banks, post office, telephone, email, fax, Internet
News
We will spread the word around school about our
world around us. We will learn to refer to a news
article, to comment on it, to write our own article
and publish it.
We will learn how to communicate verbally and
hold a discussion or casual conversation to discuss
assigned topics.
Food and
drink
Food and drink
Study abroad
opportunities
Tourism
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
types of shops, goods, customer services, purchases,
payment
Public services and
communication
Latino culture
&
development
in the U.S.A.
Exploring
LatinoAmerica (1)
careers, professions, part-time jobs, work
experience, future ambitions
Students will be exposed to Spanish and Latin
American interaction opportunities in the
community through field trips and web interaction,
to Latino history in the U.S., Latino contributions in
the U.S., heroes and foes, and influences (political,
social and economical)
food stores, food names, grocery shopping, types of
restaurants, meals in a restaurant, menus, meals,
meal times, recipes, preferences
Passport to the Spanish speaking world
We will learn various formal and informal formats
to send messages to each other and new friends in
Spanish-speaking communities.
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Senior year
Leisure and
travel
Hobbies and free
time
the media, sports, entertainment, places,
features of interest, location
The area
means of transport, types of destination,
holidays
Holidays and
traveling
facilities, reservations, regulations
Ecological
Responsible
Tourism
The
environment
Exploring
Latin America
and other
Spanish
Speaking
countries (2)
Health and
emergencies
Weather
Physical
geography/the world
countries and continents, geographical
features
Environmental
concerns
ecology, world issues
We will review the past, present and future
selected history of Latin America. We will
conduct research on one cultural aspect:
music, literature, costumes, values, customs,
dance, food, fashion, trends, etc.
Physical health
fitness and good health, illness, injury, parts
of the body, medicines
Emergencies
theft and loss, accidents, repairs, public
signs
We will have collected evidence of language
development and achievement throughout
the length of the course to prepare a
portfolio following as a guide the European
Portfolio model and/or dossier
Both years:
General vocabulary, verbs, conjunctions,
pronouns, prepositions, numerals, quantities,
size/measurements, articles, nouns, adverbs.
International
Linguistic
Passport
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
We will be exposed to previous experiences
of students who have had the opportunity to
travel. We will explore and assess
environmental, social and economical
concerns as we examine our impact as
tourists. We will prepare our own future
plans for travel.
current weather conditions, climate, seasons
and seasonal events
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Assessment:
IB assessment
At the end of the course students will be assessed both internally and externally according to IB
guidelines. Internal assessments will enable the teacher to monitor student progress. External
assessment will allow the student to demonstrate their mastery of the aims of the course. The
Assessment Statements will be discussed openly with students and used as a guide to direct their
studies.
External assessment is worth 70% of the final assessment and involves two written papers (Papers 1
and 2: text handling and written production) which will be written during proctored sessions at
school. The first paper (40%) will demonstrate the student’s ability to handle text. There are texthandling exercises based on four written texts and a short written response to the fourth text. The
second paper (30%) will demonstrate written communicative competence. It is comprised of two
writing tasks, one short and one extended, from a choice of topics.
Internal assessment is worth 30% of the final assessment and has two components. The Individual
Oral is a short interview with the teacher involving both visual stimuli and a spontaneous
conversation between the teacher and student. The Interactive Oral Activities will assess listening
and speaking throughout the year through whole-class activities, group work or pair work. Activities
may include role plays, relaying instructions, debates, and information gap activities among others.
A record will be kept of grades (marks) earned and the best grade (mark) will be submitted as part of
the final assessment.
Non-IB assessment
Additionally students will earn a nine week/quarterly grade based on classwork and participation and
tests, quizzes, and projects. A semester grade will be calculated based on 40% of each quarter plus
20% of a semester final cumulative assessment grade.
A variety of short term and formative assessment linked to and supporting the content will serve as
the source of non-IB internal assessment. These will include several short-term and long-term
activities involving the evaluation of the 4 language skills: reading, writing, listening and speaking.
These activities will contain clear guidelines and will be scaffolded with the expectation that students
will ultimately carry them out on their own and begin to draw their own conclusions. For example:
students may be required to analyze a text independently for message, develop oral presentations on
assigned topics, participate in a community service learning project, write and prepare tests and
review activities on language skills presented to class. Quizzes and exams will be modeled after
assessment criteria of the interrelated areas as specified by IBO to further prepare students for
external assessment. For internal assessment purposes, most assignments will only examine a subset
of the criteria and aspects directly related to IBO assessment criteria. Several assignments will be
assessed using ALL the criteria and aspects and serve as a holistic assessment of the student's
progress.
Additionally, throughout the two year process students will be required to maintain a portfolio that
includes records of data, personal statements, language and cultural references, formal and informal
language assignments, authentic materials analysis, compositions, multimedia language expression,
individual and group activities and additional documentation showing evidence of their work and
class participation. Upon completion, the groups may be required to present their work in a
symposium-style format including a formal poster and oral presentation which would be evaluated
by participating students, teachers and guest evaluators.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Resources:
List the books and other resource materials and software that will be used in the course. Information should
include what is currently available as well as what is being ordered.
Ulloa, Ulloa, Justo. Graded Spanish Reader, segunda etapa. Lexington, Massachusetts:
D.C. Heath and Company, 1996.
Abriendo puertas: Antología de literature es español: Tomo I y II. Evanston, Illinois:
Nextext, 2003.
Giulianelli, Elisabeth. Lecturas avanzadas: Spanish AP Reader. U.S.A.: Amsco school
publications inc., 2002.
Frances, Benítez, Rubén. Manual de gramática y ortografía para hispanos. New Jersey:
Pearson Prentice Hall, 2004.
Lohmann, Catalina. Lenguaje 1: Comunicación lingüístico-literaria. Lima, Perú:
Santillana, 1997.
Lohmann, Catalina. Comunicación Integral:4,5 & 6. Lima, Perú: Santillana, 1999.
Andrade, Rolando. Contexto 1, 2 & 3: Lenguaje y literature. Lima, Perú: Santillana, 1992.
Villaseñor, Guadalupe. Ortografía práctica para todos. México: Fernández editores, 1995.
Marqués, Sarah. La lengua que heredamos: Curso de español para bilingües. New York:
John Wiley & Sons, Inc., 2000.
Tu mundo: Curso para Hispanohablantes. U.S.A.: D.C. Heath and company, a Division of
Houghton Mifflin Company, 2002.
Nuestro mundo: Curso para Hispanohablantes. U.S.A.: D.C. Heath and company, a Division
of Houghton Mifflin Company, 2002.
¡En español! Lecturas para todos with test preparation. U.S.A.: McDougal Littell, a
Division of Houghton Mifflin Company, 2004
Valdés, Teschner, Richard. Español escrito: Curso para hispanohablantes bilingües, and
Cuaderno de actividades: Español escrito: Curso para hispanohablantes bilingües. New
Jersey: Pearson Education, a division of Prentice Hall, 2003.
Díaz, José. Revised Edition: Abriendo paso: Gramática. Boston, Massachusettes, Heinle &
Heinle publishers, a division of International Thomson Publishing, Inc., 2000.
Gutiérrez, Rosser, Harry. ¡Ya verás! Boston, Massachusettes, Heinle & Heinle publishers, a
division of Wadsworth, Inc., 1995.
Collins, Stephen J. ¡Ya verás: Student workbook! Boston, Massachusettes, Heinle & Heinle
publishers, a division of Wadsworth, Inc., 1993.
Boyles, Met, Sayers, Wargin. Realidades 1 & 2. New Jersey: Pearson Prentice Hall, 2004.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Appendix 3 IB Diploma Programme Course Outlines
The following points should be addressed when preparing course outlines for each IB Diploma Programme
subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
Visual Arts SLA
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the
inclusion of internationalism, the proposed process, and expected assessment. This should be a summary.
This course is an intense exploration of the theory, history and practice of twodimensional art-making in an international context. We begin with the questions “How
has art shaped the world?” and “In what ways is an artist's personal process impacted by
perspective, culture, economic status and education?” Drawing and painting are the
primary focus of the course, and students are directed toward deepening their
understanding of the formal qualities of these media as used in their own culture and in
other cultural contexts. By giving students structured guidance in this development of
their craft, they are better prepared to explore, with freedom, their own personal research—
knowing that they have a broad technical base to bring those ideas to completion.
The course begins by reacquainting students with the techniques and advantages of
drawing in various media such as graphite, charcoal, conté, and ink. Students further
explore technique, style and purpose in the use of these media following the regional
approach of the 9th grade classes. After the initial introduction students work in their choice
of media with the goal of the remainder of the course being the creation of mature works of
art that respond or challenge traditional boundaries.
During this time students are exposed to works from throughout art history and from
multiple cultures, ranging from the ancient to the postmodern. Students visit various
museums including the De Young, the Asian Art Museum, and the Museum of the African
Diaspora in order to witness firsthand the arts of Oceania, Africa, Asia, Europe and the
Americas. With this international exposure to artworks, students are given an overview of
the social and cultural functions of the visual arts. This background enables students to
create both deep and broad connections from the art world to their own personal lives,
informing their own research and work. By the end of the course, students are able to
articulate their motivation behind their work, explain their choice of media and techniques
and how their ideas were impacted by art from the regions studied.
Students are assessed both during and upon completion of work. Assessments take the
form of individual and group critiques of students’ individual pieces, overall portfolio and
investigative workbooks.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
3.1-A
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In
addition, if IB courses are going to be combined with AP or other curricula, outlines should address
additional non-IB topics to be covered.
Students will study drawing and painting media and techniques through a cultural lens;
exploring how artists' approaches and subject matter vary by region and historical context:
Studio focus will include the exploration of media including charcoal, graphite, conté,
watercolor, gouache, and acrylic. Through these media students will investigate world
cultures' approaches to art elements, concepts, and techniques. Structured studio topics
will include
 Line, shape, and composition
 Use of tone in the creation of form and space
 Color theory and color mixing
 Compositional and Spatial strategies in using color
 Portraiture and representation
 Appropriation and re-contextualization
 Abstraction and the picture plane
Approximate teaching hours: 90
In addition, embedded in the course will be thematic discussions of global art history.
These seminars will further develop students understanding of art as an evolving
discipline. Cross-cultural topics will include:
 Art's function within the context of religion and spirituality
 Power and politics as portrayed through art
 The human body in art
 Race and gender politics through time
 The relationship with nature and technology of different cultures
Approximate teaching hours: 60
Finally students will be introduced to the requirements and demands of the professional
artist. In order to prepare candidates for the external assessment and the development of
their physical portfolio the class will examine:
 The gallery space and the hanging of a show
 Photographing artwork, and the storing and organizing digital slides.
 Health and safety in the studio
Approximate teaching hours: 15
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Name of the course:
For example, English A1, HL.
Visual Arts HLA
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the
inclusion of internationalism, the proposed process, and expected assessment. This should be a summary.
Visual Arts HLA is a continuation of the exploration begun in Visual Arts SLA. While
students continue to focus on the development of their formal skills, the class works in
depth on transitioning to being self-sufficient artists. The objective is for students to
develop a personal style informed by deep investigations of the role local, national, and
global culture has on the functions of visual arts and artists in a contemporary
international environment.
While students further their mastery in the use of media, assignments build up the
student’s ability to conceive a project, from the genesis of an idea to its completion as a
successful work of art, rather than be a lesson for them to complete. Student work is
guided rather than directed, as teachers act as facilitators in the student’s own exploration
and mastery of individual application of media. This leads to class discussions on the
requirements and expectations of the working artist, and the course prepares them for the
move from student to professional artist.
The further development of the investigative workbook is a large portion of the course as
individual research will be a driving force in the direction of student learning. Focus is
on the deepening study of the relationship between material, style, content and form in
the visual arts and the manifestations of those investigations and interpretations in student
artwork.
Students are expected to evaluate their own work and the work of others and learn to
appreciate the role of the artist’s own voice as it pertains to criticism. Knowledge of when
and how to respond to the critic is a major teaching tool in student’s development as
artists. This results in critiques and historical discussions led by the students.
These art history discussions continue as before, with a focus on local and international
responses of artists. Students will lead the HL discussions, however, as the course seeks to
promote the independence of all aspects of the student artist. These student discussions
demonstrate their understanding of the social and cultural functions of art based on their
ability to analyze, interpret, and present works from throughout the global history of art.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In
addition, if IB courses are going to be combined with AP or other curricula, outlines should address
additional non-IB topics to be covered.
Students continue studying drawing and painting media and techniques through a cultural
lens; exploring how artists' approaches and subject matter vary by region and historical
context:
Studio focus includes further independent exploration of media. Through these
assignments students independently construct their personal investigation of art elements,
concepts, and techniques. These may include in depth practice on:
 Line, shape, and composition
 Use of tone in the creation of form and space
 Subjective and objective strategies
 Color theory and color mixing
 Compositional and Spatial strategies in using color
 Portraiture and representation
 Appropriation and re-contextualization
 Abstraction and the picture plane
Approximate teaching hours: 60
In addition, embedded in the course are thematic discussions of the role of the artist in an
international context. These seminars further develop students’ understanding of artmaking as an discipline influenced by culture. Cross-cultural topics include:
 The role and position of artist in different cultures; artisan, visionary, educator, etc.
 How artists’ live; economics, cultural value for art, access to materials
 Reflection and exploration on personal choices
Approximate teaching hours: 20
To prepare students to meet the demands of life as an artist, students are also responsible
for increasingly self-driven professional-level work. To support them in this pursuit, we
will have frequent seminars on:
 Project planning
 Designing and exploring a theme
 Planning a gallery exhibit
 Creating a professional portfolio
Approximate teaching hours: 40
Finally students are exposed to what it means to live life as an artist; with habits of
frequent reflection and life-long learning. Periodic culturally-driven research assignments
help students explore masterful artists’ personal approaches, including:
 Importance of process and product
 Disciplined practice as a way to acquire mastery
 Cultural diffusion
 Reflection as a vehicle for artistic growth
Approximate teaching hours: 45
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
Visual Arts SLA and HLA Assessment:
Assessment will focus on both finished products and personal process. These methods include:
 informal individual and group critiques
 formal critiques and the development of presentation skills
 Summative portfolio reviews
The focus of these assessments will be the ongoing development of the students' ability to
verbalize and communicate the formal and conceptual ideas of their work. Assessments will be
designed to support student's completion of the Candidate Record Booklet, Exhibition and
Examiner Interview at the end of the IB program.
Assessment of their Investigation Workbook will be an ongoing process. Workbooks will
be turned in on a periodic basis to ensure that students are conducting the necessary
critical, contextual, and visual research and discovering how integration of that
investigation supports fully thought out “finished” works. The internal assessment of the
Investigation Workbook will be based on the pages submitted by the student.
The organization of digital slides will play an important role in the course. Throughout the course,
students will be taking digital photos of their works and storing it on a personal folder on the class
hard drive, in addition to whatever portable storage the student may have. In Feburary, when we
receive the CRB’s, students will be able to examine, choose, and print the 8-12 photos (12-18 for
HL) they want to use. This will help prevent the typical end-of-year rush to document student
work and keep last minute photography to a minimum.
Documentation of the submitted Investigation Workbook pages (15-20 SL, 25-30 HL) will take
place in the month leading up to the examiners’ arrival. By this point student will be familiar with
the process of photographing work along with the storing, organizing, and printing of such work.
We will be making 2 copies of each CRB. This will eliminate the need to recreate CRB’s for
moderation as well as provide copies for our own records. We have a financial support group, the
Berkeley High School Development Group, that will help offset the cost of printing photos and
making CRB copies.
We are in the process of authorizing a local university professor to be an examiner for our students.
In addition we have requested a contact list from IBO and will be contacting additional examiners
to ensure adequate numbers. The external assessment of student work will take place in a
warehouse near the school, which will allow all shows to be in place at the same time.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Resources:
List the books and other resource materials and software that will be used in the course. Information should
include what is currently available as well as what is being ordered.
Texts
On Materials and Techniques:
 The Artists Handbook by Ralph Mayer
 Drawing: A Contemporary Approach by Teel Sale, Claudia Betti
 Painting as a Language by Jean Robertson, Craig McDaniel*
On Art History
 World Views: Topics in Non-western Art by Laurie Schneider Adams
 Exploring Art History: A Global, Thematic Approach by Margaret Lazzari, Dona
Schlesier
 Gardner’s Art Through the Ages, by Fred S. Kleiner, Christina J Mamiya
 Fleming’s Arts and Ideas, Mary Warner Marien, William Fleming
 Art Past Art Present, by David G Wilkins, Bernie Schultz, Katheryn M Linduff
 Art History by Marilyn Stokstad
On Aesthetics and Art Theory
 Puzzles About Art: An Aesthetics Casebook, by Margaret Battin, et al.
 Calliope’s Sisters: A Comparative Study of the Philosophies of Art, by Richard
Anderson
On Critiques and Process
 The Critique Handbook, by Kendall Buster*
 Talking About Student Art, by Terry Barrett*
 Teaching Meaning in Artmaking, by Sydney Walker*
Other Media
 2000+ slide library of artworks from prehistoric to 21st century, Including in depth
works from Asia, Africa, Oceania, the Americas, and the Middle East.
 Films
o Spark, Prod. KQED video
o Art 21. Prod. PBS DVD Video
o The Shock of the New, Prod. BBC and Time Life Films.
*to be acquired
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Appendix 3 IB Diploma Programme Course Outlines
The following points should be addressed when preparing course outlines for each IB Diploma Programme
subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
Musical Perception and Analysis (SLS, SLG, SLC, HLS, HLG, HLC)
Outline prepared by Karen Wells
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the
inclusion of internationalism, the proposed process, and expected assessment. This should be a summary.
Musical Perception and Analysis is a one year course designed to prepare students
to analyze widely diverse musical genres and styles from both a historical and a cultural
perspectives. We will prepare students by studying the elements of music (melody,
harmony, rhythm, texture, tone color, form) as well as the function of music.
We will study the elements of music (melody, harmony, rhythm, texture, tone
color, form) as well as the function of music. In addition to traditional Eartraining and
sight singing exercises, we will employ Eartraining software (Practica Musica) to help
students engage with the different elements of music learning. This stream of study will
culminate in an in-depth study of the Prescribed Work.
We will study a variety of cultural topics, and a variety of eras of music, as well as a study
of many traditional and popular music styles. We will learn how to write about the music
that we hear, developing the curiosity inherent in an informed listener and practitioner of
music. This stream of study will culminate in the Musical Investigation, a required element
of the diploma in music. In addition to studying American and European music, including
changes in musical styles and instruments; we will study African, Asian, Latin American,
and Middle Eastern music and instruments. We will analyze similarities and differences
across time and place.
We will learn how to compose our own music, beginning with the necessary topics
of orchestration, transcriptions, form, instrumentation, using computer software to create
our music (Sibelius). This study stream will culminate in a small body of music, which can
be used for the SLC (Standard Level, Composition).
All parts of this course are assessed externally. (Listening Paper for the Prescribed
Work and for the Study of Musical Genres and Styles. External assessment of each
student’s Musical Investigation). The performance, both solo and group, and the
composition portions of the Programme are assessed internally.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In
addition, if IB courses are going to be combined with AP or other curricula, outlines should address
additional non-IB topics to be covered.
Course Outline
Standard Level (3 Options)
Solo Performance Option (SLS)
This option is designed for the student that has a background in musical performance.



Musical Perception and Analysis
o Study of Prescribed Work
o Study of Musical Genres and Styles
o Musical Investigation
Solo Performance: voice or instrument, one or more recitals.
Musical Investigation – max. 2000 words
Group Performance Option (SLG)
This option is designed for students with a general interest in music, and those without
prior experience, particularly members of ensembles.
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Musical Perception and Analysis
o Study of Prescribed Work
o Study of Musical Genres and Styles
o Musical Investigation
Group Performance: two or more public performances
Musical Investigation – max 2000 words
Composition Option (SLC)
This option is designed for the student who has a background in musical composition.
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Musical Perception and Analysis
o Study of Prescribed Work
o Study of Musical Genres and Styles
o Musical Investigation
Composition: two contrasting compositions
Musical Investigation– max 2000 words
Quarter 1
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Basic Notation
Clefs
Rhythmic Elements
Time Signatures
Key Signatures
Major, Minor Scales
Circle of Fifths
Chords: Maj, Min, Aug Dim.
Melodic Shape- Phrasing
Forms
Four-Part Writing
Middle Ages – Renaissance - Baroque Periods
Music Terms and Symbols
On the Move: Rajasthan to Spain, how the Roma people changed and added to the
music traditions of their surroundings.
Composition Project: Holiday Music Arrangement
Listening and Analysis Essay Writing Skills
Musical Investigation topics & note cards
Quarter 2
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Cadences
Musical Analysis
Seventh Chords
Non Harmonic Tones
Harmonization of the melodic line
Classical Period
Realization of Figured Bass
Composition Project: Figured Bass Realization
Sample IB Exam
Musical Investigation drafts
Quarter 3
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Romantic Period
Secondary Dominants
Jazz and Rock
World Music
Sample IB Exam
Composition Project: Impressionistic Piece
Musical Investigation final draft
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Storytelling in Music
o Folk Songs from around the World
o Musical Theater
o Opera
 Dido & Aeneas
 Chinese
 Japanese Noh
Quarter 4
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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20th Century Contemporary Period
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The Rebel and the Cutting Edge
o Spirituals
o Rock: Jimi Hendrix
o Schoenberg and 12 Tone Music
o John Cage
o Minimalism: Terry Riley, Steve Reich
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Protest Music
o US Folk Music: Pete Seeger, Bob Dylan
o Nueva Cancion: Victor Jara
o Classical: Penderecki, Britten
o Rock: War-What is it Good For?
Popular Music- How did today’s many streams of popular music develop?
o Spirituals to Blues to Rag to Swing to Bebop to Acid
o Rhythm & Blues to Funk to Rap to Hip-Hop
o Blues to Rock to Punk to Alternative to Electronic to Emo
o Traditional African drumming to Isicathamiya to Highlife to Brazilian
samba and pop
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Non Western Music
o Africa
o Middle East
o European
o Asia
o Native American
o Central & South American
o African Diaspora
Twelve Tone Row: 12 Tone Composition Project
Composition Portfolio due
Test Preparation
IB Exam
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
Standard Level SLS, SLG, SLC
External Assessment (SLS, SLG, SLC) 50%
Listening Paper
2 1/2 Hours
30%
Five musical excerpts and questions based on Musical Perception and
Analysis part of the course.
One question on Prescribed Work
10%
Four questions on other works
20%
Musical Investigation
20%
An independent written media investigation of no more than 2,000 words
comparing the relationship between two identifiable and distinct cultures
by analyzing and comparing one (or more) musical pieces from each. In
addition, these examples should share one (or more) inherent link(s) that
can be explored in sufficient musical depth. This component offers the
opportunity for the students to use contemporary methods of
communication by presenting the investigation as a media script.
Internal Assessment
50%
One of the following options. These components to be internally assessed by the
teacher and externally moderated by the IBO at the conclusion of the course.
Solo Performance (SLS)
50%
Presentation of one or more solo recitals (approximately 15 minute). Students
pursuing SLS options will work with teacher outside of class on preparation of
performances.
Group Performance (SLG)
50%
Presentation of two public performances (15-30 min.)
Composition (SLC)
50%
Two contrasting compositions (5-15 min. total when performed), with a
recording and a written statement.
Internal assessment for the SLS, SLG, and SLC will be based on IB Assessment Criteria
listed in the IB Music Guide page 28-37.
So that they know what is expected of them, students will have access to assessment
criteria for both externally and internally assessed sections of the course.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Resources:
List the books and other resource materials and software that will be used in the course. Information should
include what is currently available as well as what is being ordered.
Resources:
Books:
 Forney & Machlis, The Enjoyment of Music, 10th Ed.
 Kerman & Tomlinson, Listen, Brief 6th Ed.
 Bellman, A Short Guide to Writing About Music
 Benward, Music in Theory and Practice, 7th Ed.
 Titon, Worlds of Music
 Forney, Norton Scores, Volumes 1 & 2
 Ellingham, Broughton, World Music, Volumes 1 & 2, Rough Guide Publications
 Gridley, Jazz Styles
 Harris, Purcell’s Dido and Aeneas
 Price, Dido and Aeneas, an opera
 Dover, Dido and Aeneas, score
Software:
 Sibelius, music notation software
 Practica Musica, Eartraining Software
Online:
 www.musictheory.net: excellent basic theory worksheets
 www.wwnorton.com/enjoy: Excellent resource that follows the Enjoyment of
Music textbook. Completes the text with listening examples, worksheets, chapter
outlines, and quizzes.
 http://worldmusic.nationalgeographic.com/worldmusic/view/page.basic/home
excellent resource for world music examples, with many contextual/cultural
connections.
 http://plato.acadiau.ca/courses/musi/callon/2273/scores.htm Free public domain
downloadable music scores.
School name: Berkeley High School
School Code: 908161
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Appendix 3 IB Diploma Programme Course Outlines
The following points should be addressed when preparing course outlines for each IB Diploma Programme
subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
Theory of Knowledge
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives,
the inclusion of internationalism, the proposed process, and expected assessment. This should
be a summary.
In keeping with the spirit of the IB’s flagship course, Theory of Knowledge, our course
will be an epistemological inquiry. In their senior year, students will be trained to ask
evocative questions about the knowledge they possess and how they know it. Further, they
will develop sophisticated analytical skills and learn to bring to bear all their prior
knowledge and experience toward answering these questions. In this 1 year course, meeting
five days a week, students will contend with broad philosophical questions associated with
the six Areas of Knowledge prescribed by IB: Mathematics, Natural Sciences, Human
Science, Ethics, History and the arts. In order to develop their skills of inquiry, students will
examine how individuals and groups have tried to answer these questions throughout history
and in a variety of social contexts.
As students develop and refine their ability to critically examine the world outside of
them, they will concurrently explore their role as “knower” and the means by which they
know. Students will examine the four ways of knowing: emotion, sense perception, language
and reason, and apply them to the areas of knowledge mentioned above. In the spirit of
internationalism, this course will introduce students to ways in which a knower’s culture can
influence or even determine his/her way of knowing.
The goal of this course is to guide students to become thoughtful, curious, reflective,
broad-minded, and rigorously analytical. Assessment of these goals will include the Essay
on the prescribed title (1200-1600 words) and the presentation (10 minutes). In addition,
students will be assessed more informally through Socratic seminars, composed dialogues,
critiques, and other indicators of engagement.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with Advanced Placement or
other curricula, outlines should address additional non-IB topics to be covered.
Topics listed below will build upon one another and there will often be conceptual overlap. Also note that
the first three quarters cover what students will need to know for the Essay in March and what follows in
the fourth quarter will synthesize prior learning and look towards ethical application.
First Quarter: What is the “Truth”?
10.15Absolute, Relative, and Subjective truth
10.16Who knows the truth? Knowledge and power
10.17Problems of knowledge
10.18What is the truth from the perspective of the natural sciences?
10.19What is Reason? How do we use reason to arrive at the truth?
10.20What are the limits of reason?
10.21How do we apply reason in the natural sciences
10.22How do money, ethics, and truth influence the truth in natural sciences
10.23Are the natural sciences a understood or conducted differently based on culture?
Second Quarter: Belief versus Knowledge
5.19. What is Mathematical knowledge and what are proofs?
6.28 What is Sense Perception and what are its limits?
6.29 The role of sense perception in the Arts
6.30 The problem of beauty
6.31 What is Aesthetics?
6.32 How do our emotions shape our aesthetic knowing?
6.33 Sense perception in various philosophical traditions
6.34 Faith and religion: a different kind of knowing?
Third Quarter: Words, Words, mere Words
The nature of Language and its implications for knowledge
Historiography: language, history and the truth
History and values
The role of language in other areas of knowledge
Fourth Quarter: How Can I Do the Right Thing?
6.31. What are ethics and where do they come from?
6.32. How can Emotion influence ethics?
6.33. What assumptions lie behind ethical decisions?
6.34. Ethics problems in the human sciences: to clone or not to clone? Also, where to stand on stem cell
research?
6.35. How do ethics come into play in the writing of history?
6.36. Four cultural case studies: Japan, China, Germany, United States
6.37. Revisit knowledge and power relationship: what have we learned?
6.38. Ethical politics: a paradox?
School name: Berkeley High School
School Code: 908161
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Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of
IB assessment should be addressed, both internal and external. In addition, examples of
non-IB monitoring should be given, if they are part of the course.
The two formal assessments for IB will include Part 1—External Assessment—Essay on
Prescribed Title and Part 2—Internal Assessment—Presentation
Part 1, the essay, will serve as the culminating assessment of the first three quarters and will
be cover the fundamental questions of the course. The topic will be introduced in February
and students will be guided through a carefully designed process of prewriting, drafting and
deep revision. This will be completed by March and will count towards 40 points of their
overall mark for the year in ToK. There are six criteria to assess this essay: understanding
knowledge issues, knower’s perspective, the quality of analysis of knowledge issues, the
organization of ideas, and revision of ideas and presentation.
Part 2, the presentation, will serve as the culminating assessment for the final semester and
will count towards 20 points of their overall ToK mark. The presentation will be scored
based on the following criteria: identification of knowledge issue, treatment of knowledge
issue, knower’s perspective, and connections.
In addition to these formal assessments, students will be periodically assessed on their
performance in Socratic seminars, the composition of dialogues, work on short analyses,
and other indicators of engagement. These other assessments will serve as tools for refining
skills necessary for success on the more formal IB assessments.
School name: Berkeley High School
School Code: 908161
Diploma Programme Application Form
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Resources:
List the books and other resource materials and software that will be used in the course.
Information should include what is currently available as well as what is being ordered.
The Bridge on the River Kwai (1957) David Lean
Carr, Edward Hallett. What is History? London: Vintage Books,1967.
Chris, Jerry. 30 ways to bring Classical Philosophy to Every Classroom. New York: Royal
Fireworks Press, 1998.
Cole, K.C. The Universe and the Teacup. New York: Harcourt Brace, 1998.
Crigger, Bette-Jane, ed. Cases in Bioethics. New York: St. Martin’s Press, 1993.
Devi (The Goddess) (1960) Satyajit Ray
Quinn, Daniel. Ishmael: An Adventure of the Mind and Spirit. New York: Bantam, 1992.
Rashomon (1950) Akira Kurosawa
The Republic of Plato Trans. Allan Bloom. Second edition New York: Basic Books, 1991
Tulku, Tarthang. Time Space and Knowledge: a new vision of reality. Berkeley: Dharma
Publishing
Twelve Angry Men (1957) Sidney Lumet
Two Zen Classics, Trans. Katsuki Sekida. Weatherhill Publishing, 1995.
We have some copies of these books; however, more complete sets will have to be ordered.
We project an initial cost of $5,000.
School name: Berkeley High School
School Code: 908161
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BERKELEY UNIFIED SCHOOL DISTRICT
TO:
FROM:
DATE:
SUBJECT:
William Huyett, Superintendent
Neil Smith, Assistant Superintendent, Educational Services
February 13, 2008
MOU with Faith Network of the East Bay to Provide
Fingerprinting for After School Program Volunteers
BACKGROUND INFORMATION:
Berkeley LEARNS, the District’s after school program, is requesting to
have volunteers who are working with students fingerprinted. Since the
District staff does not have the capability to process these volunteers in
addition to all employees, the LEARNS staff has contacted Faith Network
of the East Bay, a non-profit organization that provides this service for
volunteers in Oakland Unified School District.
The LEARNS programs have established many partnerships with local
community agencies that provide volunteers who work under the
direction of LEARNS staff. These volunteers receive an orientation and
basic screening through Berkeley Schools Volunteers. Occasionally,
individual volunteers have the background and the willingness to teach
enrichment classes in a specialty area such as dance or music in the
LEARNS programs. To date, the LEARNS programs have been unable to
capitalize on these opportunities for additional enrichment classes. The
rationale for this MOU is to create a thorough screening process which
includes fingerprinting for volunteers who have committed to serve as
enrichment instructors. This screening process will allow the LEARNS
programs to expand the after school offerings and reduce the adult-tostudent ratio in the program.
All fingerprint clearance reports will be made directly to Rebecca Cheung,
Principal on Special Assignment for Berkeley LEARNS. This information
will remain confidential.
Costs for the fingerprinting will be borne by the LEARNS programs, so
there will be no cost to the General Fund. Faith Network will pay the
reporting agency portion of the fingerprinting costs, approximately $70
per application. Berkeley LEARNS will pay for the fee that volunteers
must pay at the time of fingerprinting, approximately $30 per
application. To facilitate the reimbursement of volunteers, Faith Network
will initially reimburse volunteers and then invoice LEARNS for one
payment in April. It is anticipated that there will be no more than 25
3.2-A
volunteers processed during the duration of this MOU, so this payment
will not exceed $750 for the 2007-2008 school year.
The MOU between Berkeley LEARNS and Faith Network of the East Bay
will be in effect through June 30, 2008. The MOU will be evaluated at
that time.
POLICY/CODE:
Education Code 45125
FISCAL IMPACT:
There is no direct cost to the General Fund.
STAFF RECOMMENDATION:
Approve the MOU with Faith Network of the East Bay to provide
fingerprinting for After School Program Volunteers.
3.2-A
Memorandum of Understanding between Faith Network of the East Bay and the
Berkeley LEARNS After School Programs
Academic Year 2007-2008
Background
The State of California requires that the Berkeley LEARNS programs maintain a 1 to 20
adult to student ratio in their staffing models. The programs have many partnerships with
local community agencies that provide volunteers who work under the direction of
LEARNS staff (Volunteers receive an orientation and basic screening through Berkeley
Schools Volunteers.). At times, individual volunteers are willing and able to teach
enrichment classes in our LEARNS programs. They are often trained in a specialty area
such as dance or music and want to share their interest. To date, the LEARNS programs
have been unable to capitalize on these opportunities for additional enrichment classes
due to limited staffing. The rationale for this MOU is to create a thorough screening
process which includes fingerprinting for volunteers who have committed to serve as
enrichment instructors. This screening process will allow the LEARNS programs to
expand its offerings and further reduce the adult to student ratio.
Purpose of Program
The purpose of the partnership between Faith Network of the East Bay and the Berkeley
LEARNS After School Programs is to strengthen the after school programs by providing
fingerprinting service for volunteers who have committed to serving as enrichment
instructors. Because this is a new partnership, it will be limited to up to 25 applications
for the duration of this MOU.
Responsibilities
Faith Network of the East Bay will
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Provide documentation verifying Faith Network’s status as a fingerprinting agency.
Provide fingerprint forms to Berkeley LEARNS
Monitor the fingerprint process with California Department of Justice for identified
applicants
Communicate with Berkeley LEARNS Principal on Special Assignment when
fingerprints clear
Communicate with Berkeley LEARNS Principal on Special Assignment if any
negative information results from the screening
Pay for the reporting agency portion of the fingerprinting costs (approximately $70.00
per application)
Reimburse volunteers for any of their costs associated with fingerprinting
(approximately $30.00 per application paid at the time of fingerprinting)
Invoice Berkeley LEARNS for reimbursement costs (Not to exceed $750)
3.2-A
Berkeley LEARNS will
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Determine eligible candidates for fingerprinting (not to exceed 25 candidates)
Communicate with Faith Network regarding applications
Follow up on any negative information from the screening process
Keep an updated database of all fingerprinted volunteers for Faith Network’s
reference
Reimburse Faith Network for any reimbursements issued to volunteers
Site Coordinator at Local Berkeley LEARNS program
 Serve as the point person for the volunteer
 Provide the volunteer with a space and schedule of classes
Fiscal Procedures
Faith Network
 Provide an invoice in April of 2008 for any reimbursement costs associated with
fingerprinting.
Berkeley LEARNS
 Remit payment of invoice within 30 days of receipt of invoice.
Staffing and Reporting Relationships
Faith Network
 The Administrative Assistant, Chelsea Boniak, will contact Emily Davidow, Program
Coordinator for Berkeley LEARNS for application and billing information. Chelsea
Boniak will contact Rebecca Cheung, Principal on Special Assignment for Berkeley
LEARNS regarding fingerprint clearance.
Berkeley LEARNS
 Emily Davidow will contact the Administrative Assistant Chelsea Boniak with
concerns regarding program administration issues. Rebecca Cheung, Principal on
Special Assignment for Berkeley LEARNS will contact Chelsea Boniak regarding
fingerprint clearance.
Reporting Requirements
Faith Network
 Faith Network will store all fingerprint reports.
Berkeley LEARNS
 LEARNS will maintain a record of the volunteers printed.
3.2-A
______________________________
William Huyett
Superintendent of Schools
Berkeley Unified School District
_____________________________
Randy Roth, President
Faith Network of the East Bay
____________________________
Date
______________________________
Date
3.2-A