GIB / IB Diploma Programme
The GIB, which is a special form of the IB as some subjects are offered in German offers a sensible
degree which finalises the education at our school and pays respect to the internationality of our students.
Thus, the GIB complements our educational offers from kindergarten to the German Secondary I degree. It can prepare our
students for their career and gives them access to universities all around the globe.
The Diploma Programme (DP) consists of years 11 and 12. At the end of the programme students can achieve the GIB diploma as a degree. This degree is accepted as a comparable degree to the German Abitur and gives access to German as well as international universities. However, please bear in mind that there is no guarantee for a place to study at any given university. Therefore you should get in touch with the university at which you would like to study as soon as possible to get information about the admission there. We are happy to assist you in that. The chances for admission with GIB at German universities are quite good as a student with IB/ GIB will fall automatically into the category/ contingent of “Bildungsausländer“, for which universities in Germany have to reserve a certain percentage of their places to study.
Deutsche Schule Hurghada is a "candidate school" of the International Baccalaureate Association (IBO ®) in the academic year 2016/17 and strives to offer the
Diploma Programme starting with the academic year 2017/18.
Schoolspecific policies and information can be found here. Please be aware that all of the policies are up to date but preliminary and can be subject to change:
The GIB Team DS Hurghada
GET OUT OF THE BUBBLE AND INTO THE COMMUNITY!
CAS ? What's that?
This new subject is a crucial element of the GIB diploma programme (multilingual international baccalaureate) for classes 11 and 12, which the German School of Hurghada is intending to offer starting in school year 2017/2018. The following excerpts from the CAS Guide 2017 will help you understand the nature of this subject.
“CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning.” (cit. CAS-Guide 2017, p. 8)
“As a shining beacon of our values, CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. CAS enables students to enhance their personal and interpersonal development. A meaningful CAS programme is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual student has a different starting point and different needs and goals. A CAS programme is, therefore, individualized according to student interests, skills, values and background. (cit. CAS-Guide 2017, p. 8)”
Requirements and content
The subject CAS means a weekly engagement of the students mainly outside of school and their timetable which is in some way connected to the three “CAS strades” creativity, activity and service as well as the maxim “think global, act local”.
• Creativity — exploring and extending ideas leading to an original or interpretive product or performance
• Activity — physical exertion contributing to a healthy lifestyle
• Service — collaborative and reciprocal engagement with the community in response to an authentic need
(cit. CAS-Guide 2017, p. 8)
With the help of regular interviews with the CAS teacher, students, who write down,collect and reflect their experiences in a continuous portfolio, are guided and supported in their projects and activities. Concrete CAS contents are inspired by the identification of actual needs in the local community and are supposed to take into consideration the seven learning outcomes specified by the GIB CAS Guide 2017 (see CAS-Guide 2017, p. 11). The contents are supposed to encourage and develop personal and interpersonal growth, however the choice of the “actual CAS “ is made by the student himself and his/her interests. There is no limit to their fantasy!
Only examples for possible CAS experiences and projects at the DSH could be the following:
• Produce an image film, a campaign film or an action movie in a team discussing local social or environmental evils like poorness or pollution
• Learn a new sport / music instrument / language / craft, pass on the learned to other or find another sustainable use
• Offer a (free) smartphone / new media / online games / online communication course for adults and elderly people
• Participate in a lifeguard and/or first aid formation and train other students and develop a system of first aid kits and first aid representatives in every class, work as a lifeguard.
• Make a campaign against the pollution and destruction of the Red Sea reefs by producing deterrent posters, building sculptures out of collected trash, promote recycling of plastic bottles and plastic bags (for example plastic bottles can be filled with sand and used as building material). A cooperation with HEPCA or Green Egypt suggests itself.
• Convince the local supermarkets and malls as well as tourists and residents to sell/buy paper bags (only) and develop a system of producing, printing and providing them. A cooperation with HEPCA suggests itself.
• Offering free German / English / Arabic reading and writing courses (depending on identified needs) to underprivileged Egyptian residents (souvenir salesmen, cameleers, shoeshine boys ... ) and develop a sustainable system of weekly lessons involving other students
•Organize the distribution of leftover food from the hotels and restaurants to underprivileged people, such as local Bedouins (food for goats, camels). A cooperation with HEPCA suggests itself.
For further information see:
CAS-Guide 2017 (in detail)
CAS 2017 subject brief (summary)
author: Haaf , CAS-coordinator