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11th grade IB English HL1- focus on Language

IB Objectives: 

Part 1: Language in Culture Context

Analyze how audience and purpose affect the structure and context of texts

• The use of persuasive language in political speeches
• The features of SMS messages
• Postcolonial rereading of a text

Analyze the impact if language changes

• The impact of electronic comminication on meaning
• The influence of povernment policy
• The emergence of new vocabulary from the language groups (for example, younge people)
• The disappearance of vocabulary and the languages themselves

Demonstrate an awareness of how languiage and meaning are shaped by culture and context

• The ways in which jargon and professional language are used
• The ways in which language affirms identity
• The status given to standard and non-standard forms of the language
• ​​​The status of minority languages in multilingual societies

Part 2: Language and mass communication

Examine different forms of communication within the media

• ​A»å±¹±ð°ù³Ù¾±²õ¾±²Ô²µ
• ​News Coverage
• ​O±è¾±²Ô¾±´Ç²Ô
• ​B±ô´Ç²µ²õ
• ​Mobile media

Show an awareness of the potential for educational, political, or idealogical influence of the media

• ​Public service broadcasting
• ​C²¹³¾±è²¹¾±²µ²Ô²õ
• ​C±ð²Ô²õ´Ç°ù²õ³ó¾±±è
• ​S²¹³Ù¾±°ù±ð
• ​P°ù´Ç±è²¹²µ²¹²Ô»å²¹

Show the way mass media use language and image to inform, persuade or entertain

• The diversity of audiences​
• Use of style and register
• ​Overt and covert forms of biase
• ​Layout and use of images
• ​Deliberate manipulation of audience
• ​​P​lacement and selection of platform

12th grade IB English HL2- focus on Literature

​Part 3: Literature- texts and contexts

Consider the changing, historical, cultural, and social contexts in which particular texts are written and recieved.

• The impact of different forms of publishing, for example serialization
• ​Political pressure and censorship
• ​Dominant and minority social groups
• ​The role of individual and family in society
• ​The impact of prevailing values and beliefs
• ​Protest and polemic

Demonstrate how the formal elements of the text, genre, and structure can not only be seen to influence meaning but can also be influenced by context

• Narrative technique
• Characterization
• Elements of style and structure
• Poetic language

Understand the attutudes and values expressed by literary texts and their impact on readers

• There can be differenct readings of the same text
• The context of reception, including the individual reader, influences the way a text is read
• Different values may be in contention within a text

Part 4- Literature- a critical study

Explore literary works in detail

​Understand explicit and implicit meanings in text

• ​Identify and situate a text or an extract in the context of a larger work
• ​Respond to key features of texts such as language, characterization, and structure

Analyze elements such as theme and the ethical stance or moral values of literary text

• ​Identify evidence in the text for a particular purpose
• ​Consider point of view in different literary genres

Understand and make appropriote use of literary terms

• Imagery
• ​P±ð°ù²õ´Ç²Ô²¹
• ​T´Ç²Ô±ð
• ​M±ð³Ù²¹±è³ó´Ç°ù
• ​I°ù´Ç²Ô²â

Subject Brief- Lang and Lit

The course is organized into themes. Three core themes are required: cummunication and media, global issues, and social relationahips and 2 more themes are chosen by the instructor. In addition, HL students study two works of literature.

Key features:

• ​Interactive, productive, and receptive skills are developed through contextualized study of language, texts, and themes
• Intercultural understanding and plurilingualism are key goals of the course
• Students are exposed to a variety of authentic texts and they produce work in a variety of communicative contexts​

Subject Brief - Language B SL

Subject Brief - Language B HL

Studying this subject provides for the development of a critical appreciation of:

• human experience and behaviour
• the varieties of physical, economic and social environments that people inhabit
• the history of social and cultural institutions.

In addition, it fosters in students the capacity to identify, to analyze critically, and to evaluate theories, concepts, and arguments relating to the nature and activities of individuals and societies.​

Subject Brief-History HL

These courses serve to accommodate a range of needs, interests, and abilities of students, and to fulfill the requirements of various university and career aspirations.

The aims of these courses are to enable students to:

• develop mathematical knowledge, concepts and principles
• develop logical, critical and creative thinking
• employ and refine their powers of abstraction and generalization.

Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.

Subject Brief-Math Analysis and Approaches

Subject Brief-Mathematics HL

Subject Brief-Mathematics SL

Subject Brief-Math Studies SL

Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method.

A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions.​

Subject Brief-Biology HL

Subject Brief - ESS

Subject Brief - Physics HL

The subjects in the arts allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres.

In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence.

Subject Brief-Visual Arts HL

Subject Brief-Visual Arts SL

Subject Brief-Theater HL

Dear IB PreDiploma/Diploma Parents,

I would like to welcome you to the 2020-2021 school year and to commend you on your choice to enroll your son/daughter in the International Baccalaureate Diploma Programme (IBDP) at Jurupa Hills High School. The administration and staff applaud your choice to enroll your son/daughter into a program that focuses on the education of the "whole child" and commits itself to an education based on a global perspective. Continuous research also demonstrates the lifelong benefits of this rigorous curriculum and experience.

Further information about the thoroughness, requirements and general information concerning the IB Diploma Programme are located online, the address is www.ibo.org. The site includes pertinent information including college requirements and admission information, overall university policies and the specific requirements of the IB Diploma.

The benefits of participation in the IBDP program are plentiful. Based on a global perspective, students are educated using critical thinking strategies, empirical research and collaborative exploration. Students are expected to take all available exams in May to broaden their educational experience. Taking the examinations will enable students to be prepared for college examinations, both oral and written, and may facilitate acceptance and/or advanced placement at the university level. I will be registering juniors and seniors in October for the May examinations. 

​Students in the IB program will have a chance to reflect on their decision to proceed each year. While there is the need to maintain a 3.2 grade point average each quarter, it is the student's motivation which we find to be the determiner of his/her success in the program.

The guidance IB counselors are Ms. Mary Malloy and Mr. Robert Nava. They will be working with students in all grades. I will handle schedule changes for IB courses for all levels; students will come to my office, D2WR- next door to D201,to discuss the change and I will confirm the change and submit to the counselor. While we try to assign all students the electives of their choice, there may be changes due to the demands of the IB schedule.

In addition to the rigors of the academic coursework, IB Diploma students are also required to complete three core components. First, Theory of Knowledge (TOK) which is an after school course, taught by Michael Luszeck, meeting once a week where students will complete their TOK project and presentation and portions of their Extended Essay.  Second, is their Creativity, Activity and Service (CAS) requirements. The approximate 150 hours are to be completed by April of their senior year.  Additional support is provided by Tanya Salazar, who is the CAS Coordinator on campus. The final core component is the Extended Essay (EE) research paper, advised by myself, with additional assistance provided by a student-selected supervisor on campus. The EE is a research paper of the student's choosing. At approximately 4,000 words, this paper is extremely elaborate and time consuming. Additional information concerning the requirements of the core components are available on the Jurupa Hills and IB websites.

Too often I hear that the IB program is too hard and one wouldn't have a life if one became involved. I would disagree. The IB program is not hard, but rather an academic challenge and extremely time consuming. IB students are, indeed, involved in many activities in and out of school. This is the most endearing portion of educating the "whole child".

Sincerely yours, 

David Camberos
Diploma Programme Coordinator, International Baccalaureate

Each student who is enrolled in an IB class is required to take the corresponding exam in May. Exams for SL courses occur the year the subject is taken;  exams for â€‹HL courses are taken senior year.

May IB Exam Schedule