1

IB S

ub

ject

Gu

ide

20

18

20

17

20

17

20

17

20

17

20

1

2

The IB Learner Profile

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research

and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

IB Learners Structure The aim of all IB programmes is to develop internationally minded people who, to be: recognising their common humanity and shared guardianship of the planet, help to create a better and

more peaceful world. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they

acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognise and approach

complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one

language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of

the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the

perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a

personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the

independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal

well/being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and

understand their strengths and limitations in order to support their learning and personal development.

3

The IB Diploma Program The curriculum is modelled by a circle with six academic areas surrounding the three core requirements.

Over the course of the two-year programme, students:

study six subjects chosen from the six subject groups

complete an extended essay

follow a theory of knowledge course (TOK)

participate in creativity, action, service (CAS) Normally, three of the six subjects are studied at higher level (courses representing 240 teaching hours). The remaining three subjects are studied at standard level (courses representing 150 teaching hours). Core Requirements

1. Extended essay 2. Theory of Knowledge (TOK) 3. Creativity, Action and Service (CAS)

Assessment

Each subject is graded on a scale of 1 (minimum) to 7 (maximum)

Three additional points can be gained from a student’s performance in the Extended Essay and Theory of Knowledge.

All subjects have an internal assessment component; with final examinations in most subjects (Visual Arts has different examination procedures).

The CAS requirement must be satisfactorily completed.

4

The Award of the IB Diploma The award of the Diploma requires a minimum total of 24 points (with a maximum of 45 points possible), and:

The satisfactory completion of the Extended Essay, TOK and CAS.

The completion of one subject from each of the six groups with at least three, and not more than four, of the subjects at Higher Level and the others at Standard Level.

To be a successful IB Diploma student, it is necessary to be punctual both to classes and to school, to have an excellent attendance record, and to complete work on time and to an appropriate standard. In all courses, students must complete mandatory coursework assignments; typically this coursework amounts to 25% of the final grade for each course, although in some cases it may be higher or lower. The key to doing this work to an acceptable standard is organisation, and the importance of keeping to internal deadlines cannot be stressed enough. The IB Diploma will be awarded to a candidate who total score is 24 points, provided all the following requirements have been met.

1. CAS requirements have been met.

2. Candidate’s points total or are greater than 24.

3. An N has not been given for theory of knowledge, extended essay or for a contributing subject. [This would occur if academic misconduct is detected].

4. A grade E has not been awarded for one or both of theory of knowledge and the extended essay.

5. There is a no grade 1 awarded in a subject/level.

6. Grade 2 has not been awarded three or more times (HL or SL).

7. Grade 3 or below has not been awarded four or more times (HL or SL).

8. Candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).

9. Candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at

least 5 points at SL).

Diploma Matrix The following matrix shows how the bonus points are allocated, from the TOK and Extended Essay (EE) marks. These points are in addition to the conditions above.

TOK / EE A B C D E

A 3 3 2 2

Fai

ling

co

nd

itio

n

B 3 2 2 1

C 2 2 1 0

D 2 1 0 0

E Failing condition

** A + E combination now results in zero points and a failing condition (previously 1 point)

5

Extended Essay

The extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest, usually one of the student’s six DP subjects, and acquaints them with the independent research and writing skills expected at univers ity. It is intended to promote high-level research and writing skills, intellectual discovery and creativity – resulting in approximately 40 hours of work. It provides students with an opportunity to engage in personal research on a topic of their choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing of no more than 4,000 words, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject. It is recommended that students follow the completion of the written essay with a short, concluding interview – vice voce – with the supervisor. In countries where normally interviews are required prior to acceptance for employment or for a place at university, the extended essay had proved to be a valuable stimulus for discussion.

Theory of Knowledge (TOK)

Theory of knowledge aims to develop each student’s ability to think critically about the world around them and to ask questions

about information and its sources. It encourages students to reflect on how knowledge in various disciplines is constructed,

developed, tested, supported and challenged. We examine the strengths and weaknesses of knowledge claims in specific

disciplines and what distinguishes, for example, scientific discovery from ethical understanding.

This is achieved through:

Analysis of different ways of knowing - Reasoning; Sense perception; Language; Emotion; Faith

Comparisons between the scope, underlying assumptions and methodologies of a range of knowledge areas - Natural

sciences; Human science; History; Ethic; Religious knowledge systems; Mathematics; The arts

Along the way we distinguish between personal and shared knowledge and look at the impact of concepts such as culture,

evidence, authority and technology on what and how we know. Students are expected to apply these analytical skills to real life

situations both within the school environment and in the wider world.

6

Creativity, action, service (CAS) Creativity, action, service is at the heart of the Diploma programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component’s three strands, often interwoven with particular activities, are characterised as follows:

Creativity – arts and other experiences that involve creative thinking

Action – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Programme

Service – an unpaid and voluntary exchange that has a learning benefit for the student. Creativity, action, service (CAS) encourages students to be involved in activities as individuals and as part of a team that take place in local, national and international contexts. Creativity, action, service enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable – a personal journey of self-discovery that recognises each student’s individual starting point. Activities should provide:

real, purposeful activities, with significant outcomes

personal challenge – tasks must extend the student and be achievable in scope

thoughtful consideration, such as planning, reviewing progress and reporting

reflection on outcomes and personal learning.

7

Group 1 Language A (SL/HL) Recommended Background Knowledge It is highly recommended that all students have a background study in literature in their intended Language A1 at some level. Students should enjoy reading literature and have a capacity for diligent study and commitment. The student may be considering the study of literature as a major beyond secondary school. Rationale for group 1

Group 1 courses are designed to support future academic study by developing high levels of language competence and communication skills as well as social, aesthetic and cultural literacy. Literature plays a central role in the courses, which aim to support lifelong learning through engaging students as actively as possible with the texts they study.

Syllabus SL (10 literary works) HL (13 literary works)

Part 1

Works in translation

A literary study of two works in translation

A literary study of three works in translation

Part 2

Detailed study

Close study and analysis of two works, each of a different genre

Close study and analysis of three works, each of a different genre and one of which is poetry

Part 3

Literary genres

Literary study of three works of the same literary genre

Literary study of four works of the same literary genre

Part 4 Options

Three works are chosen by the school; the approach to the study of works is chosen from four options

Three works are chosen by the school; the approach to the study of works is chosen from four options

Language A: Literature (SL/HL) English, Chinese, Korean, Japanese, Indonesian, Thai, Vietnamese Through the study of a wide range of literature, the Language A: Literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches.

Syllabus SL (10 literary works) HL (13 literary works)

Part 1

Works in translation

A literary study of two works in translation

A literary study of three works in translation

Part 2

Detailed study

Close study and analysis of two works, each of a different genre

Close study and analysis of three works, each of a different genre and one of which is poetry

Part 3

Literary genres

Literary study of three works of the same literary genre

Literary study of four works of the same literary genre

Part 4 Options

Three works are chosen by the school; the approach to the study of works is chosen from four options

Three works are chosen by the school; the approach to the study of works is chosen from four options

8

Language A: Language and Literature (SL/HL) - English only Language A: language and literature comprises four parts—two relate to the study of language and two to the study of literature. Currently, Language and Literature is ONLY offered in English.

The language 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

Syllabus SL (4 literary works) HL (6 literary works)

Part 1 Language in

cultural context

Texts are chosen from a variety of sources, genres and media

Texts are chosen from a variety of sources, genres and media

Part 2 Language and

mass communication

Texts are chosen from a variety of sources, genres and media

Texts are chosen from a variety of sources, genres and media

Part 3 Literature—

texts and contexts

Study of two works, one of which is a text in translation from the prescribed literature in translation (PLT) list

Study of three works, one or two of which is (are) a text(s) in translation from the prescribed literature in translation (PLT) list

Part 4 Literature—

critical study

Study of two works chosen from the prescribed list of authors (PLA) for the language A studied

Study of three works chosen from the prescribed list of authors (PLA) for the language A studied

9

Group 2 Language B (SL/HL)

English, Chinese, Hindi, Indonesian, German

Recommended Background Knowledge

Students should have studied the language for two to five years immediately prior to beginning the course, but motivated students with less experience of the language can also attempt the course (after getting approval from the Director of Studies). Course description Language B SL and HL are language acquisition courses for students with some background in the target language. While learning this additional language, students also explore the culture(s) connected to it. Syllabus and assessment The core, which is common to both SL and HL, consists of three topics and is a required area of study. In addition, teachers select two options from a choice of five. TOPICS OF STUDY:

Core (BOTH SL AND HL) 2 options (BOTH SL AND HL) Literature (HL ONLY)

Communication and media Global issues Social relationships

Cultural diversity Customs and traditions Health Leisure Science and technology

2 works: eg The Curious Incident of the Dog in the Night time Five People You Meet in Heaven

Language Ab initio (‘from the beginning’) SL ONLY Recommended Background Knowledge The language ab initio course is designed for students with little or no prior experience of the language they wish to study. All final decisions on the appropriateness of the course for which students are entered are taken by coordinators in liaison with teachers, using their experience and professional judgment to guide them. The most important consideration is that the language ab initio course should be a challenging educational experience for the student.

Japanese

Indonesian

German

Prescribed topics

Individual and society Leisure and work Urban and rural environment

Daily routines Education Food and drink Personal details, appearance and character Physical health Relationships Shopping

Employment Entertainment Holidays Media Sport Technology Transport

Environmental concerns Global issues Neighbourhood Physical geography Town and services Weather

10

Group 3 Individuals and Societies

Business Management, Economics, Geography, History, Environmental Systems and Societies

Business Management (SL/HL)

The role of businesses, as distinct from other organizations and actors in a society, is to produce and sell goods and services that meet human needs and wants by organizing resources. Profit-making, risk-taking

and operating in a competitive environment characterize most business organizations.

Business management studies business functions, management processes and decision-making in contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by factors internal and external to an organization, and how these decisions impact upon its stakeholders, both internally and externally.

Emphasis is placed on strategic decision-making and the operational business functions of

human resource management

finance and accounts

marketing

operations management.

Links between the topics are central to the course, as this integration promotes a holistic overview of business management. Through the exploration of six concepts underpinning the subject:

change

culture

ethics

globalization

innovation

Strategy

Recommended Background Knowledge

Business Management assumes no prior knowledge and is open to all students, however, a

familiarity or interest in how businesses operate would be an advantage.

Economics (SL/HL)

The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. The course emphasises

microeconomics, which deal with economic variables affecting individuals, firms and markets.

macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum – rather, they are to be applied to real-world issues.

11

Prominent among these issues are

fluctuations in economic activity

international trade

economic development

environmental sustainability.

Recommended Background Knowledge

The economics course requires no specific prior learning. No particular background in terms of specific subjects for national or international qualifications is expected or required. The specific skills of economics course are developed within the context of the course itself. The ability to understand and explain abstract concepts and the ability to write in a logically structured manner are distinct advantages in economics.

Geography (SL/HL) IB Geography integrates physical and human geography and examines how societies live, are distributed

and interact with their environment. It also investigates how people adapt and respond and manage

environmental change. Geography connects theoretical knowledge into real-world examples through case

studies. Students are therefore encouraged to keep up with current events occurring around the world in

order to develop a concern for human welfare and the quality of the environment.

Syllabus SL HL

Part 1 Optional themes

Leisure, tourism and sport; Food and health; Urban environments; Freshwater; Oceans and coasts; Extreme environments; Geophysical hazards.

Leisure, tourism and sport; Food and health; Urban environments; Freshwater; Oceans and coasts; Extreme environments; Geophysical hazards.

Part 2 COMPULSORY Core themes

Population distribution (changing population); Global climate vulnerability and resilience; Global resource consumption and security.

Population distribution (changing population); Global climate vulnerability and resilience; Global resource consumption and security.

PART 2 Core

Extension

N/A

HL (only)

Power, places and networks; Human development and diversity; Global risks and resilience.

12

History (SL/HL) The IB history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.

Syllabus SL HL

Core SL and HL

Both SL and HL students undertake one prescribed topic such as The Move to

Global War or Rights and Protest. Students study two World History Topics such as The Cold War, Authoritarian States, Independence movements (1800–2000) or Causes and effects of 20th-century wars.

Additional Higher Level

Extension

Higher Level (only) students also complete an in-depth study of the history of a particular region, with one selected from History of Africa and the Middle East, History of the Americas, History of Asia and Oceania, History of Europe. Three topics are studied within the chosen region.

Environmental Systems and Societies (SL only)

Environmental Systems and Societies is an interdisciplinary group 3 and 4.

The course involves a scientific exploration of the structure and function of environmental systems and an exploration of cultural, economic, ethical, political and social interactions of societies with the environment. Students will develop the ability to perform research and investigations and to participate in philosophical discussion. Students will be encouraged to think holistically about environmental issues and to develop solutions from a personal to a community and to a global scale. The Environmental Systems and Societies course incorporates the following topics:

foundations of environmental systems and societies

ecosystems and ecology

biodiversity and conservation

water and aquatic food production systems and society

soil systems and terrestrial food production systems and society

atmospheric systems and society

climate change and energy production

human systems and resource use.

As an interdisciplinary subject, Environmental Systems and Societies may count as either a group 3 subject or as a group 4 subject or as both. This introduces more flexibility into the IB Diploma Programme. A student who is particularly interested in science may select two mainstream sciences such as Chemistry and Biology, or Chemistry and Physics as the group 4 and group 6 subjects, and then select Environmental Systems and Societies as the group 3 subject. A student who is humanities-oriented may choose Environmental Systems and Societies as a group 4 subject, and then choose two humanities subjects as the group 3 and group 6 selections.

13

Group 4 Experimental Sciences

Biology, Chemistry, Physics, Environmental Systems and Societies Throughout these challenging courses, students become aware of how scientists work and communicate with each other. Students enjoy multiple opportunities for scientific study and creative inquiry within a global context.

Biology (SL/HL) The Biology course covers the relationship of structure and function at all levels of complexity. Students learn about cell theory, the chemistry of living things, plant science and genetics, among many other topics to further their understanding of and learning about biology.

Syllabus SL HL

Core Topics SL and HL

cell biology, molecular biology, genetics, ecology, evolution and biodiversity, human physiology One additional topic must be studied from the options: neurology and behaviour, biotechnology and bioinformatics, ecology and conservation, human physiology

Additional Higher Level

Topics

nucleic acids, metabolism, cell respiration and photosynthesis, plant biology, genetics and evolution, animal physiology One additional topic must be studied from the options: neurology and behaviour, biotechnology and bioinformatics, ecology and conservation, human physiology

Chemistry (SL/HL) The study of Chemistry combines academic study with the acquisition of practical and investigational skills through the experimental approach. Students learn the chemical principles that underpin both the physical environment and biological systems through the study of quantitative chemistry, periodicity, kinetics and other topics. .

Syllabus SL HL

Core Topics SL and HL

stoichiometric relationships, atomic structure, periodicity, chemical bonding and structure, energetics/thermochemistry, chemical kinetics, equilibrium, acids and bases, redox processes, organic chemistry, measurement and data processing One additional topic must be studied from the options: materials, biochemistry, energy, medicinal chemistry

Additional Higher Level

Topics

Higher Level topics cover the same topics and options as the Standard Level course but with additional material. This additional material is challenging and requires mathematical competency with logs (base 10 and natural), indices and quadratics. It is an advantage if students are able to plot and analyse graphs with graphics display calculators.

14

Physics (SL/HL) The study of Physics allows students to develop traditional practical skills and techniques and increase facility in the use of mathematics, the language of Physics. Students study the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implication of the work of physicist.

Syllabus SL HL

Core Topics SL and HL

measurement and uncertainty, electricity and magnetism, circular motion and gravitation, atomic nuclear particle physics, energy production, relativity, engineering physics, imaging, astrophysics Two additional topics must be studied from the options: sight and wave phenomena, quantum physics and nuclear physics, digital technology, relativity and particle physics, astrophysics, communication, electromagnetic waves

Additional Higher Level

Topics

wave phenomena, fields, electromagnetic induction, quantum physics and nuclear physics

Environmental Systems and Societies (SL only)

Environmental Systems and Societies is an interdisciplinary group 3 and 4. The course involves a scientific exploration of the structure and function of environmental systems and an exploration of cultural, economic, ethical, political and social interactions of societies with the environment. Students will develop the ability to perform research and investigations and to participate in philosophical discussion. Students will be encouraged to think holistically about environmental issues and to develop solutions from a personal to a community and to a global scale. As an interdisciplinary subject, Environmental Systems and Societies may count as either a group 3 subject or as a group 4 subject or as both. This introduces more flexibility into the IB Diploma Programme. A student who is particularly interested in science may select two mainstream sciences such as Chemistry and Biology, or Chemistry and Physics as the group 4 and group 6 subjects, and then select Environmental Systems and Societies as the group 3 subject. A student who is humanities-oriented may choose Environmental Systems and Societies as a group 4 subject, and then choose two humanities subjects as the group 3 and group 6 selections.

15

Group 5 Mathematics - Higher Level, Standard Level, Studies (SL)

Mathematics HL (Higher Level) These students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems; they enjoy studying the subject or are seeking to study internationally.

Part I: Compulsory Core. (Algebra, Functions, Trigonometry, Vectors, Statistics and Calculus)

Part II: Optional topics: One Optional topic must be studied

Exploration: A short written report on a topic chosen by the student

Recommended Background Knowledge

A high amount of background knowledge is presumed. Students must have a genuine interest and ability in mathematics. Students should have obtained a minimum grade 6 at year 10 HL and seek a recommendation from the Head of Mathematics.

Mathematics SL (Standard Level) This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.

Topics: Algebra, Functions, Trigonometry, Vectors, Statistics and Calculus

Exploration: A short written report on a topic chosen by the student

Mathematical Studies (Standard Level) - A strategic choice This course is designed to build confidence and encourage an appreciation of Mathematics in students who do not need Mathematics in their future studies. Some universities do not accept this subject. It is the student’s responsibility to check course requirements.

The students most likely to select this course are those whose main interests lie outside the field of Mathematics, and for many students this course will be their final experience of being taught formal Mathematics. Students tend to choose this subject if they are encountering difficulties will maths or wish to improve their overall IB score. The course concentrates on Mathematics that can be applied to contexts related as far as possible to other subjects being studied, to common real-world occurrences and to topics that relate to home, work and leisure situations.

Compulsory topics Number and algebra Logic, sets and probability, Statistical

applications, Geometry and trigonometry, Mathematical models,

Introduction to differential calculus, Descriptive statistics

Project The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements.

16

Group 6 the Arts

Visual Arts (SL/HL) Students are encouraged to develop a personal view of the world by discovering ways of seeing and perceiving the world through art; and through a lively, inquiring and informed attitude towards the rich artistic heritage of many cultures, both modern and historic. They are able to express their ideas, opinions and judgements, develop their own sense of taste, and expand their perspective of themselves within cultural and historic contexts. Course Outline:

Respond to and analyse critically and contextually the function, meaning and artistic qualities of past, present and emerging art, using the specialist vocabulary of visual arts.

Develop and present independent ideas and practice, and explain the connections.

Explore and develop ideas and techniques for studio work through integrated contextual study and first-hand observations between these and the work of others.

Develop and maintain a close relationship between investigation and a purposeful, creative process in studio work.

Produce personally relevant works of art that reveal evidence of exploration of ideas that reflect cultural and historical awareness.

Develop and demonstrate technical Studio work competence and artistic qualities that challenge and extend personal boundaries and technical competence and self-direction.

PLEASE NOTE: Detailed subject guides, with assessment outlines and advice, are available on the TKIS

public website. Under the “Our School” tab and Publications.