IB Handbook (AY2020-2021)

Assessment Details
Mathematics: Analysis and Approaches

SL ASSESSMENT OUTLINE

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HL ASSESSMENT OUTLINE
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Mathematics: applications and interpretation

SL ASSESSMENT OUTLINE

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HL ASSESSMENT OUTLINE

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THE ARTS AND
ELECTIVES

Group
6

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THE NATURE OF GROUP 6 COURSE

The Group 6 subject of Visual Arts allows the
students to become creatively immersed in an
art form that they are passionate about. Those
students who have the capacity to discover,
consider, challenge and extend new ideas,
utilizing these skills will achieve highly in these
subject areas. In addition to skill, students need
to be prepared to think ‘outside the box’ and
become excited about their learning and their
new creations in these subjects. By studying the
arts and engaging with them practically,
students will discover how elusive, fascinating
and varied art forms can be.

Through studying Art, students will continue to
gain an appreciation of how Art have the power
to entertain, enrich and transform peoples’
everyday lives. It helps to create new ideas,
questions, experiences and opportunities for all.
The students, through the Visual Arts course,
have the opportunity to consider how to do this
and to experiment with their ideas. Their
appreciation of the arts in their different forms
will extend and develop as the courses progress.

Art is a means of exploring society and
relationships within it. There emerge
possibilities for individual and communal
understanding. The students are encouraged to
develop their social skills in order to learn how
to work effectively with others, and to be
successful in any line of work they decide to
pursue. Students will be required to display a
willingness to understand alternative views, and
to respect and appreciate cultural diversity.

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VISUAL ARTS

Introduction

The IB Visual Arts course is an exciting and engaging programme of study for creative students with a
passion for Visual Arts. It is a challenging and thought-provoking course in which students develop
analytical skills in problem solving and divergent thinking, while working towards technical proficiency
and confidence as art makers. In addition to exploring and comparing visual arts from different
perspectives and in different contexts, students are expected to engage in, experiment with and
critically reflect upon a wide range of contemporary practices and media. The course is designed for
students who want to go on to study visual arts in higher education as well as for those who are
seeking lifelong enrichment through visual arts.

Aims & Objectives
1. To enjoy lifelong engagement with the arts
2. To become informed, reflective and critical practitioners in the arts
3. To understand the dynamic and changing nature of the arts
4. To explore and value the diversity of the arts across time, place and cultures
5. To express ideas with confidence and competence
6. Develop perceptual and analytical skills
7. Make artwork that is influenced by personal and cultural contexts
8. To become informed and critical observers and makers of visual culture and media
9. Develop skills, techniques and processes in order to communicate concepts and ideas.

Syllabus Details

The course is broken into 3 components. These are:

Visual Arts in context: In this component students examine and compare the work of artists from
different cultures. They will consider their own cultural context and the influence this has on their work.
Students will make art through a process of investigation, looking at other artists considering their work
critically and experimenting with techniques. Through this process students will begin to formulate their
own personal intentions for creating their artwork.

Visual Arts methods: This component examines building techniques and skills in a range of media. Pupils
will investigate into how and why different techniques have been used by different artists and the
process involved. They will experiment and explore a diverse range of techniques for making art and be
able to reflect on the process.

Communicating Visual Arts: Students will explore ways of communicating their ideas through both
visual and written means. To do this they will have to make artistic choices about how to communicate
most effectively. They will present a body of work that shows their process of reflection and evaluation.
Students will have to consider how to present their final work in exhibition.

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ASSESSMENT DETAILS —HIGHER LEVEL

Assessment tasks Weighting

External assessment 60%

Part 1: Comparative study 20%

Students at HL analyse and compare different artworks by different artists. This
independent critical and contextual investigation explores artworks, objects and artefacts
from differing cultural contexts.

• HL students submit 10–15 screens which examine and compare at least three
artworks, at least two of which need to be by different artists. The works selected
for comparison and analysis should come from contrasting contexts (local,
national, international and/or intercultural).

• HL students submit 3–5 screens which analyse the extent to which their work and
practices have been influenced by the art and artists examined.

• HL students submit a list of sources used.

Part 2: Process portfolio

Students at HL submit carefully selected materials which evidence their experimentation, 40%
exploration, manipulation and refinement of a variety of visual arts activities during the
two-year course.

• HL students submit 13–25 screens which evidence their sustained
experimentation, exploration, manipulation and refinement of a variety of art-
making activities. For HL students the submitted work must have been created in
at least three art-making forms, selected from a minimum of two columns of the
art-making forms table.

Internal Assessment 40%

This task is internally assessed by the teacher and externally moderated by the IB at the
end of the course.

Part 3: Exhibition Students at HL submit for assessment a selection of resolved artworks
from their exhibition. The selected pieces should show evidence of their technical
accomplishment during the visual arts course and an understanding of the use of
materials, ideas and practices appropriate to visual communication.

• HL students submit a curatorial rationale that does not exceed 700 words.
• HL students submit 8–11 artworks.
• HL students submit exhibition text (stating the title, medium, size and intention)

for each selected artwork.
• HL students may submit two photographs of their overall exhibition. These

exhibition photographs provide an understanding of the context of the exhibition
and the size and scope of the works. While the photographs will not be used to
assess individual artworks, they may give the moderator insight into how a
candidate has considered the overall experience of the viewer in their exhibition.

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ASSESSMENT DETAILS —STANDARD LEVEL

Assessment tasks Weighting

External assessment 60%

Part 1: Comparative study 20%

Students at SL analyse and compare different artworks by different artists. This
independent critical and contextual investigation explores artworks, objects and artifacts
from differing cultural contexts.

• SL students submit 10–15 screens which examine and compare at least three
artworks, at least two of which should be by different artists. The work selected for
comparison and analysis should come from contrasting contexts (local, national,
international and/or intercultural).

• SL students submit a list of sources used.

Part 2: Process portfolio

Students at SL submit carefully selected materials which evidence their experimentation, 40%
exploration, manipulation and refinement of a variety of visual arts activities during the
two-year course.

• SL students submit 9–18 screens which evidence their sustained experimentation,
exploration, manipulation and refinement of a variety of art-making activities. For
SL students the submitted work must be in at least two art-making forms, each
from separate columns of the art-making forms table.

• SL students submit a list of sources used.

Internal Assessment 40%

This task is internally assessed by the teacher and externally moderated by the IB at the
end of the course.

Part 3: Exhibition

Students at SL submit for assessment a selection of resolved artworks from their
exhibition. The selected pieces should show evidence of their technical accomplishment
during the visual arts course and an understanding of the use of materials, ideas and
practices appropriate to visual communication.

• SL students submit a curatorial rationale that does not exceed 400 words.
• SL students submit 4–7 artworks.
• SL students submit exhibition text (stating the title, medium, size and intention) for

each selected artwork.
• SL students may submit two photographs of their overall exhibition. These

exhibition photographs provide an understanding of the context of the exhibition
and the size and scope of the works. While the photographs will not be used to
assess individual artworks, they may give the moderator insight into how a
candidate has considered the overall experience of the viewer in their exhibition.

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ART MAKING FORMS

2D forms 3D forms Lens-based, electronic Emerging
and screen-based forms media

Drawing: such as charcoal, Sculpture: such as Time-based and sequential
pencil, ink Painting: such ceramics, found objects, art: such as animation,
as acrylic, oil, watercolour wood, assemblage graphic novel, storyboard
Printmaking: such as Designed objects: such Lens media: such as still,
relief, intaglio, as fashion, architectural, moving, montage
planographic, chine collé vessels Digital/screen based: such as
Graphics: such as Site specific / vector graphics, software
illustration and design ephemeral: such as land generated
art, installation, mural

Textiles: such as fibre,
weaving, printed fabric

Drawing: such as Sculpture: such as Time-based and sequential “traditional
charcoal, pencil, ink ceramics, found objects, art: such as animation, forms
wood, assemblage graphic novel, storyboard embedded in
Painting: such as local and
acrylic, oil, watercolour Designed objects: such Lens media: such as still, wider
as fashion, architectural, moving, montage communities,
Printmaking: such as vessels societies and
relief, intaglio, Digital/screen based: such as cultures”
planographic, chine collé Site specific / vector graphics, software (New Guide,
ephemeral: such as land generated draft)
Graphics: such as art, installation, mural
illustration and design

Textiles: such as fibre,
weaving, printed fabric

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THE THEORY OF KNOWLEDGE (TOK)

BRIEF SUBJECT INTRODUCTION

TOK is one of the 3 elements that make up the core of the IBDP. TOK encourages students to think about the
nature of knowledge, to reflect on the process of learning and to make connections across the curriculum. TOK
is deeply linked to the IB learner profile as the students of TOK strive, through their TOK lessons, to hone their
skills, qualities and values which are found in the learner profile. Above all, TOK encourages all students to think
critically, reflect deeply and act responsibly as they grow into people with a global and scholarly outlook.

As TOK is essentially a course about critical thinking and inquiring into the process of knowing, rather than
learning a specific body of knowledge, students develop their understanding of themselves as first “knowers”
working through heart of the various ways of knowing and areas of knowledge. The individual knower has to try
to make sense of the world and understand his or her relationship to it. He or she has at his or her disposal the
resources of the areas of knowledge, for example, the academic disciplines studied in the Diploma Programme.
He or she also has access to ways of knowing such as memory, intuition, reason and sense perception that help
us navigate our way in a complex world.

LEVEL OPTIONS o The essay will be externally
There is only one level for TOK. The total assessed by the IBO.

instructional time for TOK is 100 hours. • Presentation
o A ten (10) minute presentation to
ASSESSMENT CRITERIA the class by an individual or a group
The assessment model in TOK has two (2) of no more than 3 for up to 30mins.
components. There is an essay and a presentation. o A written presentation planning
The essay contributes 67% of the final mark and the document (TK/PPD).
presentation contributes 33% of the final mark. o The presentation is recorded.

• Essay on a Prescribed Title PRE-REQUISITES
o An essay of no more than 1,600 TOK is compulsory for all IBDP students. At SISB,
words on a title chosen from a list Grades 9 and 10 students attend a compulsory
of six (6) prescribed titles. preparatory course, Philosophy of Disciplines (POD).
o Students are required to complete
the planning and progress form OTHER USEFUL INFORMATION
(TK/PPF). For further details, please approach the Head of
Department/Coordinator.

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EXTENDED ESSAY (EE)

BRIEF SUBJECT INTRODUCTION

The Extended Essay – a requirement of the IB Diploma Programme Core – is an independent research-
based essay of approximately 4,000 words. The EE may be written in one of the many IB Subject Areas,
though students are strongly encouraged to choose a Subject Area that is taught at IED. All Extended
Essays are assessed externally by a trained IB examiner. Extended Essay is to be mandatorily written by
a Diploma Candidate. The Extended Essay is an essay, not a narrative or a report. It is not a summation
of what is out there. EE has to involve the student’s analysis in some way.
MARKS CONTRIBUTED BY THE EXTENDED ESSAY (EE) TOWARDS DIPLOMA

The Extended Essay (EE) along with Theory of Knowledge essay contribute a total of three points.

LENGTH OF EE
The word limit of the extended essay is 4,000 words. The word count includes the introduction, the
body, the conclusions and any quotations, but does not include the abstract, acknowledgements, the
table of contents page, maps, charts, diagrams, annotated illustrations, tables, reference pages and
appendices.
WHAT SUBJECT AREAS CAN ONE CHOOSE FROM?

The IB offers a variety of Subject Areas to choose from. Students are strongly advised to consider essay
topic in subject that is taught in school, as we will be equipped to support such topics. It is advised that
a student chooses a topic that they are interested in and is connected to a Subject Area they have
studied themselves. For a detailed list of options, ask for a copy of the IB Extended Essay Guide from
the IB Diploma Programme Coordinator. It is highly recommended that students choose a subject they
are currently studying. This will allow them to be exposed to the “way” academic study in that field is
done.

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WHAT SUPPORT DOES AN EE SUPERVISOR PROVIDE? RECOMMENDED FIVE HOURS
MAXIMUM GUIDANCE

Your EE supervisor provides important support as you research and write your essay. They are limited,
however, in what they can do. According to the expectations of the IB, the EE supervisor:

• Encourages and supports students as they research and write their EE;
• Offers advice and guidance regarding the research process;
• The supervisor is a guide, asks questions, suggests sources or research strategies, and provides

overall support throughout the process.
• Advice students on how to keep the essay compliant to the assessment criteria.
• Ensures the extended essay is the candidate’s own work and has not been plagiarised.
• Conduct the Viva Voce interview with the student at the end of the process. This interview

allows students to reflect on what they’ve learned throughout the process and offers the
supervisor a chance to engage the student in conversation about their topic as well as monitor
authenticity of student work.
• Completes the Supervisor’s report for submission to the assigned EE examiner.
• The work done as part of your Extended Essay must be your own work; this includes all
research, writing and documentation of sources used. Your EE supervisor cannot give you your
research question or topic, do research for you, write or edit any part of your essay.
• Your EE supervisor will read and comment on one draft only.

HOW WILL THE STUDENTS CHOOSE THEIR EE SUPERVISOR?

An orientation about EE as an integral component of the IBDP is done by the IB Diploma Programme
Coordinator at the time of enrolment and subsequently, by the EE coordinator. All students are given a
copy of the EE handbook which is a document containing all procedures and details of the EE. The role
of the EE supervisor is explained and the IBDP Supervisor/ EE Coordinator facilitate the process of
choosing the guide for students.

HOW MANY STUDENTS CAN AN EE SUPERVISOR GUIDE?

At SISB, one EE Supervisor can guide maximum 3 students.

WRITING THE EXTENDED ESSAY

The structure of the essay is very important. It helps students to organize the argument, making the
best use of the evidence collected.

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There are six required elements of the final work to be submitted. More details about each element
are given in the “Presentation” section. Please note that the order in which these elements are
presented here is not necessarily the order in which they should be written.

Six required elements of the extended essay:

1.) Title page, 2.) Contents page, 3.) Introduction, 4.) Body of the essay, 5.) Conclusion, 6.) References
and bibliography

OVERVIEW OF THE ASSESSMENT CRITERIA FOR THE EXTENDED ESSAY

Criterion A: Criterion B: Criterion C: Criterion D: Criterion E:
focus and knowledge and engagement
method understanding critical thinking presentation
• Process
•Topic • Context • Research • Structure • Research focus

•Research • Subject-specific • Analysis • Layout Marks
question terminology and 6
concepts • Discussion and
•Methodology evaluation

Marks Marks Marks Marks
6 6 12 4

Total marks available: 34

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ASSESSMENT GRADE DESCRIPTORS FOR THE EXTENDED ESSAY

Grade descriptors

Grade A
Demonstrates effective research skills resulting in a well-focused and appropriate research question
that can be explored within the scope of the chosen topic; effective engagement with relevant
research areas, methods and sources; excellent knowledge and understanding of the topic in the
wider context of the relevant discipline; the effective application of source material and correct use
of subject-specific terminology and/or concepts further supporting this; consistent and relevant
conclusions that are proficiently analysed; sustained reasoned argumentation supported effectively
by evidence; critically evaluated research; excellent presentation of the essay, whereby coherence
and consistency further supports the reading of the essay; and present and correctly applied
structural and layout elements.

Engagement with the process is conceptual and personal, key decision-making during the research
process is documented, and personal reflections are evidenced, including those that are forward-
thinking.
Grade B
Demonstrates appropriate research skills resulting in a research question that can be explored
within the scope of the chosen topic; reasonably effective engagement with relevant research areas,
methods and sources; good knowledge and understanding of the topic in the wider context of the
relevant discipline; a reasonably effective application of source material and use of subject-specific
terminology and/or concepts; consistent conclusions that are accurately analysed; reasoned
argumentation often supported by evidence; research that at times evidences critical evaluation;
and a clear presentation of all structural and layout elements, which further supports the reading of
the essay.
Engagement with the process is generally evidenced by the reflections and key decision-making
during the research process is documented.

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Grade C
Demonstrates evidence of research undertaken, which has led to a research question that is not
necessarily expressed in a way that can be explored within the scope of the chosen topic; partially
effective engagement with mostly appropriate research areas, methods and sources—however,
there are some discrepancies in those processes, although these do not interfere with the planning
and approach; some knowledge and understanding of the topic in the wider context of the
discipline, which is mostly relevant; the attempted application of source material and appropriate
terminology and/or concepts; an attempted synthesis of research results with partially relevant
analysis; conclusions partly supported by the evidence; discussion that is descriptive rather than
analytical; attempted evaluation; satisfactory presentation of the essay, with weaknesses that do
not hinder the reading of the essay; and some structural and layout elements that are missing or
are incorrectly applied.

Engagement with the process is evidenced but shows mostly factual information, with personal
reflection mostly limited to procedural issues.

Grade D
Demonstrates a lack of research, resulting in unsatisfactory focus and a research question that is
not answerable within the scope of the chosen topic; at times engagement with appropriate
research, methods and sources, but discrepancies in those processes that occasionally interfere
with the planning and approach; some relevant knowledge and understanding of the topic in the
wider context of the discipline, which are at times irrelevant; the attempted application of source
material, but with inaccuracies in the use of, or underuse of, terminology and/or concepts;
irrelevant analysis and inconsistent conclusions as a result of a descriptive discussion; a lack of
evaluation; presentation of the essay that at times is illogical and hinders the reading; and
structural and layout elements that are missing.

Engagement with the process is evidenced but is superficial, with personal reflections that are
solely narrative and concerned with procedural elements.

Grade E
Demonstrates an unclear nature of the essay; a generally unsystematic approach and resulting
unfocused research question; limited engagement with limited research and sources; generally
limited and only partially accurate knowledge and understanding of the topic in the wider context
of the relevant discipline; ineffective connections in the application of source material and
inaccuracies in the terminology and/or concepts used; a summarizing of results of research with
inconsistent analysis; an attempted outline of an argument, but one that is generally descriptive in
nature; and a layout that generally, lacks or incorrectly applies several layout and structural
elements.

Engagement with the process is limited, with limited factual or decision-making information and
no personal reflection on the process.

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EE DEADLINES FOR AY 2020-2022

Date Description Additional Notes Completion
10 November, 2020 Briefing on use of ManageBac Yes No
EE topic, subject, rationale, and
20 November, 2020 Supervisor choices

Developing a good research question To be announced by EE coordinator

Possible topic choice - Discuss possible topics with supervisor.

Arrange a time to meet with your By the end of Nov, students will choose one
Supervisor before Nov. 15
topic for EE
- Discuss ethical guidelines in relation to the

topic

- Finalize EE research topic and research
Question
- Submit finalized EE research topic and research
Question to supervisor and EE coordinator
- Begin conducting a research
- Complete first formal reflection section

20 – 30 Nov, 2020 Unpacking EE Assessment Criteria To be announced by EE coordinator

30 Nov - 10 Dec, 2020 Outline preparation Finalize your EE outline after discussion with
Supervisor

28 February, 2021 Finalize research and data collection -Begin writing 4,000 words of EE
24 March, 2021 Introduction to academic writing Prepare bibliography using APA style
Introduction to APA style - Submit your first draft to supervisor.
EE First draft deadline

-Supervisors read the draft & suggest
Improvements

- Complete interim reflection section

1 – 20 May, 2021 First draft self assessment - Assess EE based on criteria and reflect on
necessary improvements
20 May – 3 Dec, 2021 First draft revision - Discuss with supervisor EE self-assessment
result. Compare supervisor's notes and students
26 November, 2021 Viva Voce notes

- Complete final reflection section and the RPPF
form Schedule a Time to meet with your
supervisor for viva voce

3 December, 2021 EE FINAL DRAFT DEADLINE - Send an electronic copy to your EE
supervisor, after checking supervisor to
31 January, 2022 Submission to IB Coordinator EE Coordinator, & DP Coordinator, and submit
28 February, 2022 Upload to the IB Printed version

- Submit essay to Turnitin

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CREATIVITY, ACTIVITY, SERVICE [CAS]

BRIEF INTRODUCTION

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. 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. CAS is organized around the
three strands of creativity, activity and service:
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.

The three strands of CAS are characterized as follows:

CREATIVITY

Creativity in CAS provides students with the opportunity to explore their own sense of original thinking
and expression. Creativity will come from the student’s talents, interests, passions, emotional
responses, and imagination; the form of expression is limitless. This may include visual and performing
arts, digital design, writing, film, culinary arts, crafts and composition. Students are encouraged to
engage in creative endeavours that move them beyond the familiar, broadening their scope from
conventional to unconventional thinking.

ACTIVITY
The aim of the “Activity” strand is to promote lifelong healthy habits related to physical well-being.
Pursuits may include individual and team sports, aerobic exercise, dance, outdoor recreation, fitness
training, and any other form of physical exertion that purposefully contributes to a healthy lifestyle.
Students are encouraged to participate at an appropriate level and on a regular basis to provide a
genuine challenge and benefit.

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SERVICE

The aim of the “Service” strand is for students to understand their capacity to make a meaningful
contribution to their community and society. Through service, students develop and apply personal
and social skills in real-life situations involving decision-making, problem-solving, initiative,
responsibility, and accountability for their actions. Service is often seen as one of the most
transforming elements of CAS by promoting students’ self-awareness, offering diverse occasions for
interactions and experiences and opportunities for international-mindedness. Use of the CAS stages in
developing a service experience is recommended for best practice.

LEARNING OUTCOMES

Student completion of CAS is based on the
achievement of the seven CAS learning
outcomes realized through the student’s
commitment to his or her CAS programme
over a period of 18 months. These learning
outcomes articulate what a CAS student is able
to do at some point during his or her CAS
programme. Through meaningful and
purposeful CAS experiences, students develop
the necessary skills, attributes and
understandings to achieve the seven CAS
learning outcomes.

Some learning outcomes may be achieved many times, while others may be achieved less frequently.
Not all CAS experiences lead to a CAS learning outcome. Students provide the school with evidence in
their CAS portfolio of having achieved each learning outcome at least once through their CAS
programme. The CAS coordinator must reach agreement with the student as to what evidence is
necessary to demonstrate achievement of each CAS learning outcome. Commonly, the evidence of
achieving the seven CAS learning outcomes is found in students’ reflections.

In CAS, there are seven learning outcomes.

1. Identify own strengths and develop areas for growth Undertaken new challenges
2. Demonstrate that challenges have been undertaken, developing new skills in the process
3. Demonstrate how to initiate and plan a CAS experience
4. Show commitment to and perseverance in CAS experiences
5. Demonstrate the skills and recognize the benefits of working collaboratively
6. Demonstrate engagement with issues of global significance
7. Recognize and consider the ethics of choices and actions

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RESPONSIBILITIES OF THE STUDENT
Student engage in CAS, ideally every week, for a period of 18 months. All CAS students are expected to
maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is
a collection of evidence that showcases CAS experiences and for student reflections; it is not formally
assessed.
Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through
their CAS portfolio, students provide the school with evidence demonstrating achievement of each
learning outcome.
Students engage in CAS experiences involving one or more of the three CAS strands. A CAS experience
can be a single event or may be an extended series of events.
Students undertake a CAS project of at least one month’s duration that challenges students to show
initiative, demonstrate perseverance, and develop skills such as collaboration, problem-solving, and
decision-making. The CAS project can address any single strand of CAS, or combine two or all three
strands.
Students must also report to their CAS advisers or Coordinator at least once a term for progress
interview.

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REFERENCES

International Baccalaureate Organization 2019. Creativity, activity, service guide. Cardiff, UK. IB
Publishing.
International Baccalaureate Organization 2019. Theory of Knowledge guide. Cardiff, UK. IB Publishing.
International Baccalaureate Organization 2019. Extended Essay guide. Cardiff, UK. IB Publishing.
Assessment grade descriptors for the extended essay (Effective May 2018):
https://ibpublishing.ibo.org/extendedessay/apps/dpapp/guide.html?doc=d_0_eeyyy_gui_1602_1_e&p
art=6&chapter=7 Assessed 21 December 2019.
International Baccalaureate Organization 2019. Handbook of procedures for the Diploma Programme
2019. The Hague, the Netherlands. IB Publishing.
Philosophy, Mission and Vision of SISB.
The materials on the academic subjects are sourced from their respective subject guides published by
the International Baccalaureate Organization. Cardiff, UK. IB Publishing.

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I
I

SCHOOLS

PRACHA UTHIT
SUVARNABHUMI

CHIANG MAI
THONBURI

D @sisbschools sisbschools sisbschools

sisbschools

SINGAPORE INTERNATIONAL SCHOOL OF BANGl<OI<
498/11 Soi Ramkhamhaeng 39 (Tepleela 1), Wangthonglang, Wangthonglang, Bangkok 10310 Thailand

T: +66 (0)2 158 9393 I F: +66 (0)2 158 9192
www.sisb.ac.th