NOVA International Schools

Skopje, Macedonia
International Baccalaureate Programme
Handbook

Academic Year 2011-2013

TABLE OF CONTENTS

Page
I.

IB Mission Statement

03

II.

Contact People at NOVA

04

III.

IB Diploma Program at NOVA

06-08

IV.

Guidelines for Admission to the IB Program

09

V.

Choosing between Higher and Standard Level

09

VI.

Choosing between the IB Diploma and IB Certificates

09

VII.

Course Sequence Options

10

VIII.

Examples of Course Selections

11

IX.

Frequently Asked Questions

12-13

X.

Website, Scholarships, Summer Courses, Revision courses

14-17

XI.

Appendix 1- Description of Courses

18-23

Extended Essay
TOK
CAS

23
24
24-25

XII.

Appendix 2 - Award of the Diploma

26

XIII.

Appendix 3- Expenses

27

IB
Mission Statement

The International Baccalaureate Organization aims to develop inquiring,

knowledgeable and caring young people who help to create a better and more
peaceful world through intercultural understanding and respect.
To this end the IBO works with schools, governments and international
organizations to develop challenging programs of international education
and rigorous assessment.
These programs encourage students across the world to become active,
compassionate and lifelong learners who understand that other people,
with their differences, can also be right.

MISSION STATEMENT
"We educate, inspire, and develop young people to fully achieve their academic
and personal potential and to become socially responsible and tolerant
individuals who respect human diversity."

WHOM DO I CONTACT AT NOVA FOR ..

Questions about the IB program offered at NOVA?

Communication with IB offices in Geneva, Cardiff?
Questions concerning acceptance of students to the program?
IB Course offerings and subject combinations?

IB DP Coordinator

Tatjana B. Eftimoska
tatjana.eftimoska@nova.edu.mk

Questions concerning activities and projects for creativity, action,

service?
Questions about student involvement in CAS?
Questions concerning the students progress in CAS?
Questions concerning commitment to the sports program while completing
the IB Diploma?

CAS and Community Service Program Coordinator

Aleksandar Ristovski
aleksandar.ristovski@nova.edu.mk

General questions about High School Diploma requirements and

graduation?
General questions about courses?
Communication with the Macedonian Ministry of Education?
Questions concerning transferable credits upon entering NOVA?

Registrar

Ankica Lozanovska
ankica.lozanovska@nova.edu.mk

Questions concerning national and foreign universities?

Advice concerning college selection, career choice?
Concerns about academic progress?

College Counselor

Matthew McDonald
matthew.mcdonald@nova.edu.mk

Department
Macedonian A, English A, Albanian A,
German/Italian/French/Spanish (B or
ab initio)
Economics,
Geography,
History,
Psychology, Philosophy
Mathematics and Mathematic Studies
Biology, Chemistry, Physics,
Environmental Science
Visual Arts

Chairpersons
Dijana Obradovic
dijana.obradovic@nova.edu.mk

Tihomir Jancovski
tihomir.jancovski@nova.edu.mk
Venko Vckov
venko.vckov@nova.edu.mk
and Natasa Stojanovska
natasa.stojanovska@nova.edu.mk
Marjana Kostojchinoska Uzuncheva
marjana.kostojcinoska@nova.edu.mk

NOVA High School Principal

Viktor Novakovski
viktor.novakovski@nova.edu.mk

Head of NOVA International Schools

Venera Novakovska
venera.novakovska@nova.edu.mk

IB DIPLOMA PROGRAM AT NOVA

The International Baccalaureate Program is a rigorous pre-university
course of studies, leading to examinations, which meets the needs of highly
motivated secondary school students between the ages of 16 and 19 years.
Designed as a comprehensive two-year curriculum that allows its graduates to
fulfill requirements of various national education systems, the Diploma Program
model is based on the pattern of no single country but incorporates the best
elements of many. (IB Subject Guides, IBCA, Cardiff, Wales, UK, 2001).
IB Diploma Programme hexagone:

Group 1

Group 2

Group 3

Group 4
Group 5
Group 6

Macedonian A
English A
Albanian A
Mother tongue A (tutorial)
Italian ab initio
Italian B
German ab initio
German B
French ab initio
French B
Spanish ab initio
Spanish B
Philosophy
Economics
History
Geography
Psychology
Chemistry
Physics
Biology
Math Studies
Mathematics
Visual Arts or
A choice from Groups 2-4

SL
SL

HL
HL

SL
SL
SL
SL
SL
SL
SL
SL
SL
SL
SL
SL
SL
SL
SL
SL
**
SL

**
HL
**
HL
**
HL
**
HL
HL
HL
HL
HL
HL
HL
HL
HL
SL
HL

SL

HL

Additionally, a student must complete:

(a)

TOK, a course examining the Areas of knowledge: mathematics,

natural sciences, human sciences, history, the arts, and ethics, as
well as, the Ways of knowing: perception, language, reason,
reason and knowledge, and emotion (See Appendix 1);

(b)

An Extended Essay of approximately 4000 words in one of the

student's IB subjects (See Appendix 1);

(c)

150 hours minimum over a two-year period of Creativity Action

Service (CAS) activities (See Appendix 1).

Total Points Required for the Awarding of the Diploma

The diploma is awarded to students who gain at least 24 points, achieved certain
minimum levels of performance across the whole programme, and satisfactorily
met the creativity, action, service requirement. The highest total score that a
Diploma Programme student can be awarded is 45 points. However, there are
some scores and certain combinations of scores that may prevent a
student from receiving the Diploma (see Appendix 2). In addition, many
universities require more than the minimum 24 points. Therefore, it is important
for students to contact prospective universities to find out exactly what their
required minimum points from the IB program are. In addition, students must also
successfully complete the requirements for TOK, CAS, and the Extended Essay.
Important Note regarding acceptance of the IB Diploma at Macedonian state
universities:
Macedonian citizens are obliged to obtain a bilingual diploma (i.e. to take
Macedonian A and English A). Macedonian state universities accept the IB
Diploma with no other qualifications necessary, and it is equal to the national
exams. There may be entrance exams for certain subjects.

GUIDELINES FOR ADMISSION TO THE IB PROGRAM

FOR NOVA STUDENTS
Students should maintain at least an average grade of a B in each of the
courses at a Regular or Honors level for the 9 th and 10th grade, have Algebra 1
and Geometry completed, and receive recommendations by his/her teachers for
entrance into the IB program. It is also important to contact universities of interest
in order to obtain recommended prerequisites for a particular course of study.
GUIDELINES FOR ADMISSION TO THE IB PROGRAM
FOR NEW STUDENTS
New students will be placed according to the results of the placement
tests given in English and Math. A new student may also have an interview with
the Natural and Social Science Department Chairs in order to determine the best
course of study in preparation for the IB. The students GPA must be a minimum
of a B (8 points). Macedonian or non-native English speaking students must
score Mastery Level on the General Test of English Language Proficiency (GTELP). Students must have completed Algebra 1 and Geometry in the 10 th grade
in order to continue with IB Math. New students will also have an interview with
the Head of School to help determine eligibility for the IB Diploma program.
CHOOSING BETWEEN HIGHER LEVEL
AND STANDARD LEVEL
Students obviously have their own strengths and interests and these often
determine the students Higher and Standard Level courses. Another
consideration, however, is the subject a student wishes to study at university.
For example, someone wishing to pursue further studies in medicine should
prepare for the Higher Level exams in Chemistry and Biology, while a student
pursuing a career in engineering should include Higher Level Math and Physics.
In some cases, however, a department at a particular university, e.g., in the UK,
may have specific recommendations for the Higher Level subjects. Students
should contact the appropriate department well in advance of starting the IB
program.
CHOOSING IB CERTIFICATES INSTEAD OF
THE FULL IB DIPLOMA
Some students who wish to enter university in the U.S. may wish to
complete IB certificates only. In this way, the student can concentrate on
preparation for the Advanced Placement, SAT I and SAT II exams, active
participation in extra-curricular activities as well as achieving the highest grades
possible for a selected IB course.

INTERNATIONAL BACCALAUREATE 2010/11

NOVA Course sequence options
Course Offerings
Regular English
Honors English

GRADE 9
Regular (R)
Honors (H)

GRADE 10
Regular
Honors (H)
Honors (H)

IB GRADE 11
IB English B SL/HL
IB English A2 SL/HL
IB Eng. A2/A1 SL/HL

IB GRADE 12
IB English B SL/HL
IB English A2 SL/HL
IB Eng. A2/A1 SL/HL

LANGUAGES
Macedonian
Italian
German

Mac. Lang.& Lit. R/H

Italian 1
German 1

Mac.Lang.& Lit. R/H

Italian 2
German 2

IB Maced. A1 SL/HL
IB Italian B SL/HL
IB German B SL/HL

IB Maced. A1 SL/HL
IB Italian B SL/HL
IB German B SL/HL

World Cultures or
World Geography or
World History 1

World Geography or
World History 1 or
World History 2

IB Philosophy SL/HL
IB Economics SL/HL

IB Philosophy SL/HL
IB Economics SL/HL

Biology
Chemistry

Biology
Chemistry R/H
Physics

IB Biology SL/HL
IB Chemistry SL/HL
IB Physics SL/HL

IB Biology SL/HL
IB Chemistry SL/HL
IB Physics SL/HL

MATHEMATICS
Algebra 1 should be
taken in grade 8 if the
student wishes to
prepare for IB Math SL
or Math HL.

Algebra 1 B/R
Geometry R/H

Geometry R/H
Algebra 2 R/H

IB Math Studies SL
IB Math SL/HL

IB Math Studies SL
IB Math SL/HL

STUDIO ART
Visual Arts

Painting & Drawing,

Color & Design,
Water Colors,
Photography
(all of them should be
completed)

Painting & Drawing,

Color & Design,
Water Colors,
Photography,

IB Visual Arts SL/HL

IB Visual Arts SL/HL

Discuss with
Coordinator

Discuss with
Coordinator

IB TOK 1

IB TOK 2

HUMANITIES
Philosophy
Economics

SCIENCE
Biology
Chemistry
Physics

ELECTIVES

Discuss with
Coordinator
Discuss with
Coordinator
THEORY OF
KNOWLEDGE

IB Course listings may change. Availability of the offered courses depends on the
interest among the students, and the class size.

10

EXAMPLES OF COURSE SELECTIONS FOR THE IB DIPLOMA BASED ON

STUDENTS INTERESTS.
Students may take a maximum of 4 Higher Level courses.

Math / Computer Science

Mathematics HL
Computer Science HL
History HL
Physics SL
Macedonian A SL
English A SL

Economics / Business
English A HL
Italian B HL
Geography HL
Biology SL
Mathematics SL
Philosophy SL

Languages/Humanities
Macedonian A HL
English A HL
History HL
Biology SL
Math Studies SL
Visual Arts SL

Medicine/Biochemistry
English A HL
Chemistry HL
Biology HL
History SL
Mathematics SL
German B SL

Engineering
Computer Science HL
Mathematics HL
Physics HL
English A SL
German B SL
Economics SL

Art
Visual Arts HL
Macedonian A HL
English B HL
Biology SL
Mathematics SL
History SL

11

FREQUENTLY ASKED QUESTIONS

1.

Must three languages be included in the IB Diploma program? No, a

minimum of two languages is required, one being an A or first language,
and the other a foreign or bilingual language from Group 2. Macedonian
citizens need to obtain a bilingual diploma, that is, to take both
Macedonian A and English A.

3.

Can a certificate or extra certificate mark be counted toward the full IB

score? No, once a candidate has registered as a certificate or extra
certificate, then the mark for that exam has already been categorized and
cannot be changed.

4.

Can a certificate or anticipated candidate register for an Extended Essay

or Theory of Knowledge? No, only diploma candidates are allowed to
register for these.

5.

Which subjects are allowed as anticipated subjects?

subject is allowed, apart from an Ab initio language.

6.

What is an extra certificate? If a student wishes to take more than the

required 6 subjects, then he/she may earn an 'extra' certificate. Or a
student who is not in the IB program, but wishes to take an IB credit class
for two years and write the IB examination and pass, then that student
would earn an extra certificate, in addition to the NOVA diploma.

7.

May a candidate in the final diploma year retake anticipated subjects and
levels? Yes, the better of the two grades will contribute towards the
diploma.

8.

May a candidate have three sciences from Group 4, while at the same
time no subject chosen from any other group? Yes, and that candidate
would be eligible for a Non-regular diploma. A special request ought to
be made in advance, 18 months before the completion of the Diploma
Programme.

9.

Can Computer Education be substituted for Group 5 Math? No, a Math

must be taken for the full diploma.

10.

Can a student who has taken a standard level subject in the anticipated
year take the same subject at higher level the following year? Yes, as
long as the requirements for the recommended number of teaching hours
and internal assessment are met.

12

A standard level

11.

How many sessions may a full diploma student sit for exams? A total of
three sessions, one anticipated, one diploma, and one re-sit, or one
diploma, and two re-sits (first attempt, second attempt).

13

WEBSITE, SCHOLARSHIPS, SUMMER PROGRAMS, REVISION COURSES

Public IB Website: www.ibo.org
This site provides information concerning IB schools, University recognition, and
services of the IB.
The following universities (2006) offer scholarships for recipients of the IB
diploma. They are listed by country.
Students are advised to write to the university of their choice to find out if they
offer scholarships for IB Diploma holders.
Canada
Acadia University, NS
Bishop's University, QC
Brandon University, MB
Brock University, ON
Capilano College, BC
Carleton University, ON
Concordia University College of
Alberta, AB
Dalhousie, NS
Laurentian University, ON
McMaster University, ON
Memorial University of Newfoundland,
NF
Mount Allison University, NB
Mount Saint Vincent University, NS
Ontario College of Art & Design, ON
Saint Mary's University, NS
Simon Fraser University, BC
St. Francis Xavier, NS

St. Thomas University, NB

Trent University, ON
University de Moncton, NB
University de Montreal QC
University of Alberta, Edmonton, AB
University of British Columbia, BC
University of Calgary, AB
University of Guelph, ON
University of Manitoba, MB
University of New Brunswick (St. John),
NB
University of Ottawa, ON
University of Prince Edward Island, PE
University of Toronto, ON
University of Victoria, BC
University of Waterloo, ON
University of Western Ontario, ON
University of Winnipeg, SK
York University, ON

Germany
International University of Bremen

France
American University of Paris

14

United Kingdom
Richmond - the American International University, London
University of Birmingham
University of Buckingham
University of East Anglia
University of Reading
University of Sheffield

United States
Albertson College of Idaho, ID
American University of Paris, FR
Art Institute of Ft. Lauderdale, FL
Barry University, FL
Beacon College, FL
Belhaven College, FL
Bethune-Cookman College, FL
Brevard Community College, FL
Central Florida Community College, FL
Chipola Community College, FL
Clearwater Christian College, FL
College of Notre Dame, CA
Daytona Beach Community College
Defiance College, IN
Drury University, MO
Eckerd College, FL
Edward Waters College, FL
Embry Riddle Aeronautical College, FL
Flagler College, FL
Florida Agricultural & Mechanical, FL
Florida Atlantic University, FL
Florida Atlantic University - Wilkes
Honors College, FL
Florida College, FL
Florida Community College
Jacksonville, FL
Florida Gulf Coast University, FL
Florida Hospital College of Health
Sciences, FL
Florida Institute of Technology, FL
Florida International University, FL
Florida Memorial College, FL
Florida Metropolitan University, FL
Florida Southern College, FL
Florida State University, FL

Full Sail Real World Education, FL

Gulf Coast Community College, FL
Hillsborough Community College, FL
Illinois Institute of Technology, IL
Indian River Community College, FL
International Academy of Design and
Technology - Orlando, FL
International Academy of Design and
Technology - Tampa, FL
International College, FL
Jacksonville University, FL
Lake City Community College, FL
Lynn University, FL
Manatee Community College, FL
Manatee Community College - Venice
Campus, FL
Meredith College, SC
Mesa State College, CO
Miami Dade College - Kendall College,
FL
Michigan Technological University, MI
Midwestern State University, TX
New College of Florida, FL
New England College, ME
Notre Dame de Namur University, CA
Nova Southeastern University, FL
Okaloosa-Walton College, FL
Oregon State University, OR
Palm Beach Atlantic College, FL
Pensacola Junior College, FL
Ringling School of Art & Design, FL
Rollins College, FL
Saint Mary's University, NS
Santa Fe Community College, FL
Schiller International University, FL

15

Seminole Community College, FL

Southeastern College, FL
Southern Methodist University, TX
St. Johns River Community College, FL
St. Leo University, FL
St. Thomas University, FL
Stetson University, FL
Tallahassee Community College, FL
The Art Institute of Tampa, FL
The Baptist College of Florida, FL
University of Central Florida, FL
University of Florida, FL (for IB
diploma holders from United

World Colleges)
University of Miami, FL
University of North Florida, FL
University of Rochester, NY
University of South Florida, FL
University of Tampa, FL
University of Tulsa, OK
University of West Florida, FL
Wabash College, IN
Warner Southern College, FL
Webber International University, FL
Webster College - Holiday, FL
Webster College - Ocala, FL

Note: This list is regularly updated on the IBO website. Please contact the
College Counselor and the IB Coordinator for information on the
entrance/scholarship policies of other Universities.
MID-IB AND OTHER SUMMER PROGRAMS

International Summer Courses (ISC), Standford University, Palo Alto,

California; MIT, Boston, Massachusetts. Refer to www.isc.clara.net or
contact: Kath Huxley, isc@clara.net.

Oxford Study Courses, St. Annes College and University College, Oxford,
UK. Refer to www.osc-ib.com or contact osc@osc-ib.com.

IB Institute, St. Clares, Oxford, UK. Refer to www.stclares.ac.uk or

contact David Fowkes, ib.institute@stclares.ac.uk.

Global Colleges, Victoria, B.C. Refer to www.globalcolleges.com. Tel:

250 274-4360.

Ibicus in Wimbledon, UK. Refer to www.ibiscus.org.uk or contact Kevin

Brown at Info@ibicus.co.uk. Tel: +44 (0) 8946 0742.
International Education Foundation N.V., Familiestraat 58, 2060 Antwerp,
Belgium. Tel.: +32 (0)3 248 75 20, FAX: +32 (0)3 248 7521. Refer to
www.ibcourses.com or contact Ms. A Block, Admissions Officer.

16

Center for International Education, Oxford, Tel.: +44 1865 202238 or FAX:
+44 1865 202241. Refer to www.cie-oxford.com or contact Carolyn
Llewelyn, MA, Principal, principal@cie-oxford.com.
REVISION COURSES DURING SPRING BREAK
(*revision may be arranged during other holidays as well).

*Albion International Study Center, Oxford, UK.

Refer to
www.albionschools.co.uk or contact the International Study Center at
info@albionschools.co.uk. Tel: +44 (1) 865 244470.

IB Institute, St. Clares, Oxford, UK. Refer to www.stclares.ac.uk or

contact David Fowkes, ib.institute@stclares.ac.uk.

Oxford Study Courses, St. Annes College and University College, Oxford,
UK. Refer to www.osc-ib.com or contact osc@osc-ib.com.

Center for International Education, Oxford, Tel.: +44 1865 202238 or FAX:
+44 1865 202241. Refer to www.cie-oxford.com or contact Carolyn
Llewelyn, MA, Principal, principal@cie-oxford.com.

17

APPENDIX 1

IB MACEDONIAN A SL/HL I & II

Macedonian A: language and literature comprises four partstwo relate to the study of
Macedonian language and two to the study of literature. A key aim of the Macedonian A:
language and literature course is to encourage students to question the meaning generated by
language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping
students to focus closely on the language of the texts they study and to become aware of the role
of each texts wider context in shaping its meaning is central to the course.
Macedonian A: language and literature course aims to develop in students skills of textual
analysis and the understanding that texts, both literary and non-literary, can be seen as
autonomous yet simultaneously related to culturally determined reading practices. An
understanding of the ways in which formal elements are used to create meaning in a text is
combined with an exploration of how that meaning is affected by reading practices that are
culturally defined and by the circumstances of production and reception.
The literature area is based both on World and Macedonian Literature works, where they are
compared and contrasted. Texts are chosen from those originally written in Macedonian, as well
as world literature in translation. Through studying classical and modern works, students explore
the contemporary relevance of the classics. Included also will be oral and written expression,
based on the students development of writing skills and their speaking abilities.
IB ENGLISH A SL/HL I & II
English A: literature course develops understanding of the techniques involved in literary criticism
and promotes the ability to form independent literary judgments. In English A: literature, the
formal analysis of texts and wide coverage of a variety of literatureboth in the language of the
subject and in translated texts from other cultural domainsis combined with a study of the way
literary conventions shape responses to texts. Through studying classical and modern works,
students explore the contemporary relevance of the classics. Texts are chosen from those
originally written in English, as well as world literature in translation, and include dramas from
ancient Greece to modern theater, novels, and poetry. The course focuses on in-depth
discussion of the texts, as well as the development of precise writing skills.
Students completing this course will have a thorough knowledge of a range of texts and an
understanding of other cultural perspectives. They will also have effectively developed skills of
analysis and the ability to support of an argument in clearly expressed writing, sometimes at
significant length. The course will enable them to succeed in a wide range of university courses,
particularly in literature but also in subjects such as philosophy, law and language.
Texts studied can be chosen from the prescribed literature in translation (PLT) list, prescribed list
of authors (PLA) or elsewhere. The PLT list is a wideranging list of works in translation, from a
variety of languages, allowing teachers to select works in a language different from the language
of the examination.

18

IB FOREIGN LANGUAGE SL I & II (Ab Initio- assumes no prior knowledge of the particular
language)
The aim of this course is to develop the listening, writing, reading and speaking skills of the
students through communicative activities, grammar and reading of different types of texts, to
promote the knowledge of the particular language and culture and to enhance the awareness and
understanding of its cultural context. It emphasizes communication and comprehension
skills whilst introducing basic grammatical and syntactical structures. A variety of individual,
paired, and group activities that reflect the everyday use of Italian in various situations are
employed in order to develop the communication skills of the students. This course is interactive
and focused on the learners participation.
IB FOREIGN LANGUAGE SL/HL I & II (B language)
This course focuses on broadening and deepening comprehension and communication skills
through readings and discussions. Students are expected to continue developing listening,
writing, reading and speaking skills since the course promotes vocabulary acquisition, exercises
and activities in context, classroom interaction and cultural information regarding a specific
country.
Interactive pair and group activities, including situational role plays, interviews and surveys are
designed to increase oral proficiency. Cultural readings enhance student understanding of
customs, traditions and contemporary life and stimulate cross-cultural comparison.
Different activities will be devised to test the oral proficiency of the students. The active
participation in class will be graded based on their effort to use the language B in the classroom,
the preparation for class, the contribution to a cooperative classroom atmosphere, and the quality
and quantity of the participation in class discussions and group activities.
IB MATH SL I & II
This course is designed for the students who possess solid knowledge of various mathematical
concepts, and have mastered the skills, techniques and strategies needed for solving algebraic
problems correctly. It is recommended for those who will have mathematics as a major
component of their university studies. Topics included are: Algebra (real and complex numbers,
sequences and series), Functions and Equations (quadratic, exponential, logarithmic and
polynomial functions of higher degree), Circular Functions and Trigonometry (right triangle, unit
circle, graphs of trigonometric functions, trigonometric equations), Matrices and Vectors. The
portfolio serves as the internal assessment component and is an integral part of the course.
IB MATH HL I & II
This course is a continuation of the IB Math SL/HL I. The included topics are: Statistics and
Probability (organizing data, measures of central tendency, distribution, probability), Calculus
(limits, derivatives, integrals, their applications), Sets, relations, groups, logic and discrete
mathematics (only for the HL). The portfolio serves as the internal assessment component, and is
an integral part of the course. A graphing calculator is required.
Prerequisite:
Student cost:

IB Math SL/HL I.
Rental of a graphing calculator (approximately 25)

IB MATH STUDIES I & II

The IB DP Mathematical Studies, available as a standard level (SL) subject only, caters to
students with varied backgrounds and abilities. This course is designed to build confidence and

19

encourage an appreciation for mathematics in students who do not anticipate a need for further
mathematics in their future studies. Students embarking on this course need to be equipped with
fundamental skills and a rudimentary knowledge of basic processes. The Internal Assessment
project provides an opportunity for the student to undertake an investigation of a mathematical
nature in the context of another subject in the curriculum, a hobby or interest of his/her choice
using skills learned before and during the mathematical studies course. This course is not
recommended for students who prefer the science track. A graphing calculator is required.

IB CHEMISTRY SL/HL I & II

The IB DP Chemistry is an experimental science that combines academic study with the
acquisition of practical and investigational skills. It is called the central science as chemical
principles underpin both the physical environment in which we live and all biological systems.
This is an interactive course that readily relates chemistry with other sciences in general. IB
Chemistry course is available at both standard and higher level and therefore accommodates
students who wish to study science in higher education and those who do not.
The IB Chemistry course (HL/SL) in the first year is concept-oriented, mathematically inclined and
emphasizes the problem-solving approach. Laboratory practical work is involved with emphasis
on safety. Topics include the mole concept, atomic structure, stoichiometry, IUPAC nomenclature,
periodicity, structure and bonding, states of matter, KE of gases, thermodynamics.
The IB Chemistry course in the second year is designated for students with high academic
motivation and scientific curiosity. HL topics include the chemical equilibrium, chemical kinetics,
electrochemistry, acids and basis, oxidation/reduction, carbon chemistry and industrial chemistry.
SL topics are included and covered in the core and options chosen are relevant to both standard
and higher level students.
PHYSICS SL/HL I & II
IB Physics SL/HL: This course is designed for students to explore the study of matter and energy
and the relationships between them through theory and experimentation. Over a two-year
academic period, students obtain a comprehensive foundation of the core topics of physical
measurement, mechanics, thermal physics, waves, modern physics, and electricity and
magnetism. Additionally they study two of the following optional topics; quantum and nuclear
physics, biomedical physics, relativity, astrophysics, optics and the history of physics. A
mechanics or an energy extension may also be chosen as an optional topic. Students
comprehend, analyze, apply, evaluate and synthesize physics theories and laws and perform
scientific investigations that complement one another. Understanding is enhanced through
problem solving and laboratory work.
IB PHYSICS I forms the first part of a two year IB physics course. The main topics in this first
year of the course are mechanics, waves, electricity and modern physics. The course has an
extensive experimental program which forms part of the final IB exam grade at the end of the
second year. Students therefore develop measurement and analysis of data as a particular part
of their coursework. The course provides a sound basis for further advanced studies in Physics
whether part of the IB diploma or a similar level course.
IB PHYSICS II forms the second part of the two-year IB course. Students take part in the group 4
project, working with students from other science disciplines in a broad-based student-led
investigation: This project develops collaboration and communication within a multi-disciplinary
team. The main topics of this course centre on the properties of matter and thermodynamics,
modern physics, and the completion of more advanced aspects of first year topics. Students also
complete two option subjects chosen from the following: Biomedical Physics, Astrophysics,
Relativity, and Optics.

20

IB BIOLOGY SL/HL I&II

Biologists have accumulated huge amounts of information about living organisms and it would be
easy to confuse students by teaching large numbers of seemingly unrelated facts. In DP biology,
it is hoped that students will acquire a limited body of facts and at the same time develop a broad,
general understanding of the principles of the subject. Although the DP biology courses at
standard level (SL) and higher level (HL) have been written as a series of discrete statements (for
assessment purposes), there are four basic biological concepts that run throughout.
Structure and Function
This relationship is probably one of the most important in a study of biology and operates at all
levels of complexity. Students should appreciate that structures permit some functions while, at
the same time, limiting others.
Universality Versus Diversity
At the factual level it soon becomes obvious to students that some molecules (eg enzymes,
amino acids, nucleic acids and ATP) are ubiquitous, and so are processes and structures.
However, these universal features exist in a biological world of enormous diversity. Species exist
in a range of habitats and show adaptations that relate structure to function. At another level
students can grasp the idea of a living world in which universality means that a diverse range of
organisms (including ourselves) are connected and interdependent.
Equilibrium Within Systems
Checks and balances exist both within living organisms and within ecosystems. The state of
dynamic equilibrium is essential for the continuity of life.
Evolution
The concept of evolution draws together the other themes. It can be regarded as change leading
to diversity within constraints, and this leads to adaptations of structure and function.
IB ECONOMICS SL/HL I & II
The IB DP Economics course is designed to develop within the student disciplined economic
reasoning skills; an ability to apply tools of economic analysis to situations and data, and to
explain the findings clearly; an understanding of how individuals and societies organize
themselves in the pursuit of economic objectives; and ability to evaluate economic theories,
concepts, situations and data in a way which is considered rational and unprejudiced; and
international perspectives which feature a tolerance and understanding of the diversity of
economic realities in which individuals and societies function. The four compulsory parts of the
syllabus are resource allocation; national income analysis; international trade; and economic
growth and development, give students at both levels exposure to both macro and
microeconomics.
IB HISTORY SL/HL I & II
The IB DP History course aims to promote an understanding of history as a discipline, including
the nature and diversity of sources, methods and interpretations. Students are encouraged to
comprehend the present by reflecting critically on the past. They are further expected to
understand historical developments at national, regional and international levels and learn about
their own historical identity through the study of the historical experiences of different cultures. In
addition, the course is designed to:
encourage the systematic and critical study of human experience and behaviour; physical,
economic and social environments; and the history and development of social and cultural
institutions
develop the capacity to identify, analyse critically and evaluate theories, concepts and
arguments about the nature and activities of the individual and society
enable students to collect, describe and analyse data used in studies of society; test
hypotheses; and interpret complex data and source material

21

 promote an appreciation of the way learning is relevant to both the culture in which the student
lives and the culture of other societies
develop an awareness that human attitudes and beliefs are widely diverse and that the study of
society requires an appreciation of such diversity
enable the student to recognize that the content and methodologies of the subjects in group 3
are contestable and that their study requires the toleration of uncertainty.
IB PHILOSOPHY SL/HL I & II
This two year philosophy course is introducing the students to the core philosophical theme, of
what is the essence of being human. This theme will be explored through philosophical topics of
Mind and Body and The Human Condition, and the students will establish the fundamental
philosophical perspective (seeing the world in totality) through the study of philosophical
disciplines:
Ontology(what is the substance of existence),
Gnoseology (what is fundamental base in knowing things) and
Ethics (what should we do).
By the end of the two-year IB DP Philosophy course, the students should be able to view the
world and themselves through a philosophical perspective. During the course, students should be
able to examine their own values in relation to the ideas of the great philosophers-past and
present. By studying the core theme and one of the optional themes, students will have an
international perspective and they will learn the importance of being a citizen of the world.
Advanced students will be able to fulfill their philosophical appetites in order to enrich their
philosophical knowledge, not only by studying the core theme, but also by exploring the
philosophical themes of their interests.
IB PHYCHOLOGY SL/HL I & II
The IB Diploma Programme higher level psychology course aims to develop an awareness of
how research findings can be applied to better understand human behaviour and how ethical
practices are upheld in psychological inquiry. Students learn to understand the biological,
cognitive and sociocultural influences on human behaviour and explore alternative explanations
of behaviour. They also understand and use diverse methods of psychological inquiry.
In addition, the course is designed to:
encourage the systematic and critical study of human experience and behaviour; physical,
economic and social environments; and the history and development of social and cultural
institutions
develop the capacity to identify, analyse critically and evaluate theories, concepts and
arguments about the nature and activities of the individual and society
enable students to collect, describe and analyse data used in studies, test hypotheses; and
interpret complex data and source material
enable the student to recognize that the content and methodologies are contestable and that
their study requires the toleration of uncertainty
develop an awareness of how psychological research can be applied for the better
understanding of human behaviour
ensure that ethical practices are upheld in psychological inquiry
develop an understanding of the biological, cognitive and sociocultural influences on human
behaviour
develop an understanding of alternative explanations of behavior understand and use diverse
methods of psychological inquiry.
IB VISUAL ARTS
The IB DP Visual Arts is an advanced art course, designed to provide students with the

22

opportunity to develop their aesthetic, imaginative, and creative faculties. It is a two-year

sequential course with examination registration required. The course is self-descriptive in that the
individual student selects his/her own theme, uses his/her previously acquired art skills,
knowledge and experimentations, while several research journals are kept detailing in depth their
visual development, explorations and experimentations within an historical, social, and cultural
context, using written descriptions and conclusions. Students are both expected to prepare
Studio Work and Research Workbooks. The importance of these two parts depends on the level
that the student chooses.
IB VISUAL ARTS SL/ HL I: Artistic understanding and structured learning will be taught through a
variety of mediums, techniques, ideas, and procedures. During the second year of study students
narrow their study to a theme or area of interest and experiment in various mediums or ways of
working to visually express their own idea(s). Each student will prepare an exhibition of his/her
work, and should be prepared to discuss about this work. The student will use the Research
Workbook to sketch, write, and record information, and it will be assessed by the teacher.
IB VISUAL ARTS SL/HL II: Two or more Research Workbooks containing both visual and verbal
information will be produced as a highly personal record of the student's research into the
appreciation and history of The Visual Arts. The student will be expected to include records of
experimental studio research, which relate to the traditions, techniques, or art/design forms
selected for the study. Students need a high level of motivation and should be willing to devote
considerable time to the study.

Prerequisite:

Two years of art, or portfolio of work, in addition to the completion of summer

preparation work, with final registration to course in the second year. It is
strongly recommended to discuss in full detail the expectations of this course
with the instructor and IB Coordinator, and to attend announced meetings. Prior
to registration, recommendation/signature of IBVA instructor is necessary.

EXTENDED ESSAY
The extended essay is an independent, research project usually chosen in the area of one of the
students six subjects. The essay challenges the student to gain knowledge and explore a
research question beyond the scope of the IB syllabus for that particular subject. Assessment of
the essay is based upon the process of engaging in personal research, whether the ideas,
analysis, and critique are communicated in a coherent and logical manner as well as the overall
presentation of the paper. In addition, each subject outlines its own specific criteria. Grades are
awarded according to the following scale:
A
B
C
D
E

Excellent
Very good
Satisfactory
Mediocre
Elementary

An award of an E prevents a student from receiving the IB Diploma.

The mark for the essay in conjunction with the mark for TOK may contribute up to three additional
points towards the IB Diploma. A student in the first year begins the essay in December and
completes it in December of the second year.

23

THEORY OF KNOWLEDGE
Theory of Knowledge is central to the educational philosophy of the IB. It challenges students and
their teachers to reflect critically on diverse ways of knowing (perception, language, reason,
reason and knowledge, emotion), and areas of knowledge (Mathematics, Natural Sciences,
Human Sciences, History, The Arts, Ethics), and to consider the role which knowledge plays in a
global society. (TOK Guide, IBO, Geneva, 1999).
The Theory of Knowledge course at NOVA follows the two-year structure of the IB Diploma
program. During this time, the students are introduced to a variety of ways of critically reading
and reflecting on the world at large. They will be encouraged to challenge each others (and those
of their distinct communities) preconceived notions of what is true, morally right, acceptable,
normal and see if there may be other, equally possible ways to view and understand social
dynamics and cultural norms. At the end of the TOK instruction period, as it is prescribed with the
IB curriculum, the students will give one presentation (on a relevant topic) and submit one essay
on a prescribed topic for IB assessment.
Writing requirement Year 1:
Credit:

Formal notebook; research outline for major essay

1/2 credit.

Writing requirement Year 2:

Formal notebook; write and revise major essay.

1/2 credit.

CREATIVITY ACTION SERVICE (CAS)

The CAS (creativity, action, service) requirement takes seriously the importance of life
outside the world of scholarship, providing a counterbalance to the academic burden, theoryknowledge, self-centered academic life and sedentary life style some students may feel within a
demanding IB Diploma Program, by adding social bonds, physical activity and action.
The IBOs goal of educating the whole person and fostering more caring and socially responsible
attitudes comes alive in an immediate way when students reach beyond themselves and their
books.
CAS is a framework for experiential learning, designed to involve students in new roles. The
emphasis is on learning by doing real tasks that have real consequences and then reflecting on
these experiences over time. (CAS Handbook, IBO, Geneva, 2001).
CAS aims at developing the personality of the students, helping them become more active,
compassionate and aware citizens than they might have been otherwise.
Examples of Creativity activities
School decoration & Fund
raising by selling students
crafts

Singing sessions with children

&
Helping
the
MOB
(Macedonian
Opera
and
Ballet)

Journalism and writing for a

school newspaper

Dance
performances
&
Teaching dance in orphanages

Macedonian Model
Nations (MMUN)

Musical
club)

24

United

productions

(Music

Examples of Action activities

Sport activities
children

with

Roma

Joining a sports team

Red Cross activities

Joining a sports club

Clean up activities

Hiking expedition

Examples of Service activities

the

Volunteering at the Clinic for

Childrens Diseases

Volunteering
at
the
Macedonian Association for
the Deaf and the Hearing
Impaired

English & German classes at

the Orphanage

Activities at the school for

visually impaired children

Activities with mentally and

physically handicapped people

Paper recycling

Visits and activities to the ZOO

Collecting and giving books to

the most threatened school
libraries in the R. Macedonia

Computer classes
Orphanage

at

* Some of the projects incorporate two or three of the CAS elements. Also, some projects
may co-enroll both Community Service students and IB students.
ASSESSMENT OF CAS
The minimum time requirement is completion of 150 hours in the course of 2 years (75 hours per
year). Regular commitment is required, which means that even if a student fulfills all the CAS
required time (150 hours) in one or two semesters, he or she still has to do CAS regularly.
Each student is required to keep a CAS diary, file or portfolio containing written, and perhaps
visual evidence of the candidates involvement, as well as evidence of planning, organization, and
candidates personal achievement and development. The student is expected to make a CAS
diary entry each time a part of the CAS program is carried out.
At the end of their CAS activities, students must make a final self-evaluation by listing all their
projects and activities and then writing a critical reflection on their entire CAS experience. A form,
with guiding questions that should be used to structure this final self-evaluation, is provided by the
CAS Coordinator for this purpose.
The CAS Coordinator makes a final, individual evaluation of the performance of each student.
Evaluation is based mostly on students CAS diary or portfolio, but also includes direct
observation of the student at the time of an activity by the adult leader or the CAS coordinator, as
well as group and individual discussions with the leader and the CAS coordinator.
For a student to meet the CAS requirement fully, his or her records, along with the self-evaluation
and school evaluations, must clearly demonstrate quality, balanced content and genuine
commitment. On its own, proof of time spent on CAS is not sufficient. (CAS Handbook, IBO,
Geneva, 2001)

25

APPENDIX 2
AWARDING the DIPLOMA
I.
II.

IV.

All assessment components for each of the six subjects

Additional IB diploma requirements must be completed
III. Total scores of 24, 25, 26, 27 result in awarding the IB Diploma under
these additional conditions:
Grades awarded in all six subjects
CAS completed
Grades awarded for TOK and EE; a grade of at least a D in TOK or EE
No grade 1 in any subject
No grade 2 in an HL subject
No more than one grade 2 at SL
No more than three grades 3 or below
At least 12 points for HL subjects (16 for four HL subjects)
At least 9 points on standard level subjects (candidates who register for two
standard level subjects must gain at least 6 points at standard level).
The final award committee has not judged the candidate to be guilty of
malpractice.
Total score of 28 or above:
Grades awarded for all six subjects
CAS completed
Grades awarded for TOK and EE; a grade of at least a D in TOK or EE
No grade 1 in any subject
No more that one grade 2 at HL
No more than two grade 2 at SL
No more than three grades 3 or below
At least 11 points for HL subjects (14 points for four HL subjects)
At least 8 points for SL subjects (at least 5 points for two SL subjects)
Candidate is not guilty of malpractice.
BILINGUAL DIPLOMA

A bilingual diploma will be awarded to a candidate who:

Takes two languages A
Takes examinations in at least one of the subjects from Group 3 or 4 in a
language other than their language A1.

26

Appendix 3
IB Expenses in addition to NOVA Tuition
International
Baccalaureate Fees
2008

Annual Subscription Fee:

5, 710
Examination Subject
Fees per candidate
6 (subjecs) x 55
=330
Examination Registration
Fee: 80
per student
Material Costs:
$200/ 2 yrs. Visual Arts
$60/ 2 years graphic
calculator rental

NOVA pays in USD

annually to International
Baccalaureate
Organization (IBO)

What IB Candidates pay

NOVA over two years

5, 710

6 x 55 =330
for every IB Diploma
candidate

6 (subjecs) x 55 =330
paid in second year only

80
per student

$0

80
per student
paid in second year only
$260 (if student is in both
Visual Arts & Math). Math
alone will be $60 to rent
graphic calculator for 2
years.

*NOVA reserves the right to increase the student costs, in the

future. IBO changes the fees annually. The listed fees
correspond to the examination session in May 2011.

27