‘The International Baccalaureate 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 organization works with schools, governments and international organizations to develop

challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong

learners who understand that other people, with their differences, can also be right.’

Aim of the booklet

This booklet has been put together so staff teaching the IB have an overview and understanding of the

whole diploma programme, not just their own subject area and therefore should help staff to work more

collaboratively with other staff and deliver a more joined up diploma programme. Along- side this it should

help you understand the philosophy of the IB diploma as well as the demands that students will be faced

with throughout their two years of study.

Advantages to the IB

Julian Metcalf, UK Associate Manager for the IBO, believes that industry sees the IB’s benefits. He points out

that salaries for IB school leavers in full-time employment is on average £20,500, compared with £19,000 for

those with A-levels. He also highlights research commissioned by the British Council and Think Global (two

charities promoting international education) suggesting that three-quarters of employers want young people

to “think more globally” in order to prevent UK industries falling behind emerging economies such as China.

The IBDP is still a minority choice, and students might worry that universities will not recognise it in the same

way as A-levels. UCAS first recognised the IB diploma on its tariff system in 2006, and currently rates it so

highly that a student achieving 30 diploma points – the world average – is awarded more UCAS points than

an A-level candidate achieving two A grades and an A* grade.

(Telegraph April 2013)

The IB Philosophy

The IB is more than just educational programmes and qualifications, but aims to create a better world

through education. Although at Hazeley we only offer the diploma programme, there is also the Primary

Years Programme (PYP) (3-12 Years Old) and the Middle Years Programme (11-16 Years Old)

The PYP prepares students to become active participants in a life long journey of learning. It develops

students’ academic, social and emotional well-being, whilst encouraging the students to develop

independence and to take responsibility for their own learning, it supports students’ efforts to gain

understanding of the world and to function comfortably within it and helps students establish personal

values as a foundation upon which international-mindedness will develop and flourish. (www.ibo.org/pyp/)

The MYP encourages students to become creative, critical and reflective thinkers. It develops students'

intellectual, social, emotional and physical well-being, provides students opportunities to develop

the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for

the future, ensures breadth and depth of understanding through study, requires the study of at least two

languages to support students in understanding their own cultures and those of others, empowers students

to participate in service within the community, helps to prepare students for further education,

the workplace (www.ibo.org/myp/)

As can be seen through the aims of the PYP and MYP, the IB programmes build on each other to develop the

whole student and provide opportunities for the student to be part of and contribute to creating a better

world. The Diploma programme builds on this further.

International Mindedness

For the IB to deliver on creating a better world, the programmes support students and staff in becoming

more internationally minded, through developing intercultural understanding, global engagement and

valuing multilingualism.

What is the Diploma Programme?

The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with

final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has

been designed to address the intellectual, social, emotional and physical well-being of students. The

programme, has gained recognition and respect from the world’s leading universities.

The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly

global society as they:

develop physically, intellectually, emotionally and ethically

acquire breadth and depth of knowledge and understanding, studying courses from 6 subject groups

develop the skills and a positive attitude toward learning that will prepare them for higher education

study at least two languages and increase understanding of cultures, including their own

make connections across traditional academic disciplines and explore the nature of knowledge through

the programme’s unique theory of knowledge course

undertake in-depth research into an area of interest through the lens of one or more academic disciplines

in the extended essay

enhance their personal and interpersonal development through creativity, action and service

The Curriculum

Students will select one subject from each of the groups 1 to 5, a 6th subject is chosen either from group 6, or

as a second subject from one of the other groups. They must study at least three subjects at Higher Level

(and no more than four subjects) and the others at Standard level. Students will then also study Theory of

Knowledge (TOK), Creativity, Action and Service activities (CAS) and the Extended Essay.

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

English HL French HL Economics HL Biology HL Maths HL Chemistry HL

English SL French SL Economics SL Biology SL Maths SL Chemistry SL

German SL History HL Environ Sys SL Maths Studies Geography HL

Italian ab initio History SL Physics HL Geography SL

Spanish HL Psychology HL Physics SL Sports Science SL

Spanish SL Psychology SL Theatre Studies HL

Theatre Studies SL

Visual Arts HL

Visual Arts SL

Subject Groups

Group 1- introduces students to literature from a variety of period, genres and styles. Students refine their

written, speaking and analytical skills. The course helps students maintain strong ties with their own culture

while giving them an international perspective of literature around the world.

Group 2- students learn to understand and use the language, and gain insights into the cultures of the

countries where the language is spoken.

Group 3- studying human experience and behaviour, as well as economic and social environments and

institutions, students gain an appreciation of diverse perspectives and values.

Group 4 (including Sports Science)- students become familiar with the body of knowledge, methods and

techniques that characterise science and technology, and learn practical laboratory skills.

Group 5- seeks to provide students with mathematical knowledge and principles. Help students develop

logical and creative thinking in mathematics and use abstraction and generalisation to reach conclusions.

Group 6- the emphasis is on making art, students gain an understanding of the arts and learn to express

themselves artistically by creating, producing or performing works of art, as well as exploring art forms from

different cultures of throughout the world.

More detailed subject information can be found at the back of the booklet.

Homework

Homework and assignments set must be recorded on ManagBac for students to access, staff will be given

individual logins in order to access this. Standard subjects homework is set in week A and Higher subjects

homework is set in week B.

Internal Assessment

Internal Assessments should also be recorded on ManageBac, the final date of submission for IA marks is

10th April, this is completed on IBIS, staff will have logins in order to access this.

Meetings

Once every half term there will be an IB teachers meeting, scheduled in directed time meeting slots, it is

critical that staff attend these meetings to ensure a full understanding of the programme, students progress

and any IB developments can be addressed. Also due to the nature of the IBDP it is critical that the teaching

staff have a thorough understanding and work collaboratively to ensure the demands to the programme are

met and delivered. The meetings are an ideal time for this co-ordination. During these meetings staff will

also have the opportunity to share good practice as well as identifying where there is a cross over in subject

content, which may aid in the planning and delivery of specific courses. For Staff teaching on the IBDP for the

first time, a buddy system can be put in place with someone of more IB experience and knowledge around a

specific subject in order to support delivery and understanding of the programme.

The Diploma Programme Core

The Extended Essay asks students to engage in an independent, self-directed piece of research, through an

in-depth study of a question relating to one of the DP subjects they are studying which results in a 4000

word essay,. The world studies extended essay option allows students to focus on a topic of global

significance which they examine through the lens of at least two DP subjects. This helps the students with

preparation for undergraduate study. The focus of this research is on producing a question, exploring topics,

communication of ideas and developing arguments. This aids students in developing their ability to analyse

and evaluate. Students will approach staff whose subject relates to their extended essay for support and

mentoring.

Theory of Knowledge develops a coherent approach to learning that unifies the academic disciplines. In this

course on critical thinking, students inquire into the nature of knowing and deepen their understanding of

knowledge as a human construction, whilst broadening their understanding of the links between their

different subjects as well as creating open-mindedness. This is linked to all of the DP subjects studied and

staff should actively seek out opportunities to include this within the subject programme of study, however

staff are not expected to assess the students on this through their subject. Students are expected to produce

a 1200-1600 word essay and give an oral presentation. Staff maybe willing to mentor students on their essay

and attend the oral presentations, to assist with the assessment of ToK.

Creativity, Action, Service (CAS) involves students in a range of activities alongside their academic studies

throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative

thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community

offers a vehicle for new learning with academic value. The three strands of CAS enhance students’ personal

and interpersonal development through experiential learning and enable journeys of self-discovery.

Staffing

IBDP co-ordinator: Becky Mayles

TOK and Extended Essay: Rod Boswell

CAS: Debs Foster

Exams Office: Lorraine Skinner

Assessment

Performance in each subject is graded on a scale of 1-7 points. A maximum of 3 points is awarded for

combined performance in TOK and the Extended Essay. The maximum total is 45 points. Students must

achieve at least 24 points to achieve the diploma, subject to certain minimum levels of performance across

the whole programme and participation in the CAS.

Students are assessed through examination papers, including multiple choice, short response, structured

problem solving questions, open-ended problem solving questions, essay questions, data analysis, case

studies and commentaries on supplied texts. They are also assessed on other tasks/components, with

guidance by their teachers over an extended period of time, which are also externally marked by examiners,

such as TOK essays, Etended Essays written tasks. There are also internal assessments, student work marked

by the teacher, which could be externally moderated.

Examination

Students will take Mock exams the first two week in July in year 12, mock exams in January of Year 13 and

their final exams start as early as 2nd May in Year 13.

Diploma Results are sent to the academy on 5th July.

Grade Descriptors

1: Recalls fragments of factual information in the syllabus, shows very little understanding of any concepts

or principles.

2: Little recall of factual information in the syllabus. Shows weak comprehension of basic concepts and

principles and little evidence of application. Exhibits minimal ability to manipulate data and little or no

ability to solve problems. Offers responses which are often

3: Limited knowledge of factual information in the syllabus. Shows a partial comprehension of basic

concepts and principles and weak ability to apply them. Shows some ability to manipulate data and solve

basic or routine problems. Communicates with a possible lack of clarity and some repetitive or irrelevant

material.

4: Displays reasonable knowledge of factual information in the syllabus, though possibly with some gaps.

Shows adequate comprehension of most basic concepts and principles but with limited ability to apply

them. Demonstrates some analysis or evaluation of quantitative or qualitative data. Solves some basic or

routine problems but shows limited ability to deal with new or difficult situations. Communicates

adequately although responses may lack clarity and include some repetitive or irrelevant material.

5: Displays broad knowledge of factual information in the syllabus. Shows sound understanding of most

concepts and principles and applies them in some contexts. Analyses and evaluates quantitative and/or

qualitative data competently. Constructs explanations of simple phenomena.

Solves most basic or familiar problems and some new or difficult quantitative and/or qualitative

problems. Communicates clearly with little or no irrelevant material.

6: Displays very broad knowledge of factual information in the syllabus and a thorough understanding of

concepts and principles. Selects and applies relevant information, concepts and principles in most

contexts. Analyses and evaluates quantitative and/or qualitative data with a high level of competence.

Constructs explanations of complex phenomena and makes appropriate predictions. Solves basic or

familiar problems and most new or difficult quantitative and/or qualitative problems. Communicates

effectively using appropriate terminology and conventions. Shows occasional insight or originality.

7: Displays comprehensive knowledge of factual information in the syllabus and a thorough command of

concepts and principles. Selects and applies relevant information, concepts and principles in a wide

variety of contexts. Analyses and evaluates quantitative and/or qualitative data thoroughly. Constructs

detailed explanations of complex phenomena and makes appropriate predictions. Solves most

quantitative and/or qualitative problems proficiently. Communicates logically and concisely using

appropriate terminology and conventions. Shows insight or originality.

Academic Honesty

Academic honesty must be instilled in the students, ensuring the work they submit for assessment is their

own. When information is sourced and used in assessments, students must credit the owner, through

footnotes and bibliographies. Staff must be confident that the work is the student’s own and should spend

time discussing plagiarism with the students and how to ensure there is academic honesty in their work.

Useful Websites

http://www.ibo.org/

This is the main IB website, here staff will find detail on all IB programmes, the learner profile, the IB

handbook etc.

https://hazeley.managebac.com/login

managebac is used to set homework and assignments, including giving specific deadline dates. Staff will be

able to see all deadline dates from all subject areas.

https://ibis.ibo.org/

ibis is where any internal assessment marks will be completed by staff, Lorraine Skinner will check these are

all completed correctly.

http://occ.ibo.org/ibis/occ/guest/home.cfm

On the online curriculum centre staff with find information directly related to specific subjects including

subject specifications, exemplar work and exam papers, assessment forms as well as a teaching staff forum,

which is extremely useful for sharing of resources and gaining help from other schools who deliver the IBDP.

The IB co-ordinator will be able to assist staff with their login details.

http://www.ibsca.org.uk/

Training and workshops for IBDP can be found here.

University Applications

The IB is well known by nearly all University Admissions Tutors and students can access the same courses as

they could with A levels. Students will need to look at individual university course requirements in order to

identify what overall score and points for individual subjects they may need. Many Russell Group universities

identify the overall score required in addition to points required for Higher subjects. Oxbridge points range

is between 38-41 with an added expectation of 6s and 7s achieved in the student’s Higher subjects.

UCAS Point Tariff

IB Diploma

points UCAS Tariff

45 720

44 698

43 676

42 654

41 632

40 611

39 589

38 567

37 545

36 523

35 501

34 479

33 457

32 435

31 413

30 392

29 370

28 348

27 326

26 304

25 282

24 260

Useful IB Terminology

SL – Standard level, a bit like AS level.

HL – Higher level, can go up to 1st yr degree but certainly A2 level.

Option topics – 2 of the options must be studied.

IA – coursework, consists of design, data collection and processing, conclusion and evaluation.

4PSOW – practical record

Group 4 project – science project (10hrs) done by all students in yr 12

TOK – Theory of Knowledge – should reference this in the course, but don’t have to teach it

EE – Extended Essay

CAS – Creativity, Action, Service – hours/diary the students have to keep

OCC – Online Curriculum Centre – IB forums and some resources: syllabus etc

IB Command terms

Learning aims can never be examined higher than stipulated in the specification. If the learning aim is an

objective 1 it can only be examined using objective 1 commands, however aims can be examined using a

lower command word i.e. objective 3 learning aims can use objective 1 and 2 commands

Objective 1

Define Give the precise meaning of a word, phrase or physical quantity.

Draw Represent by means of pencil lines.

Label Add labels to a diagram.

List Give a sequence of names or other brief answers with no explanation.

Measure Find a value for a quantity.

State Give a specific name, value or other brief answer without explanation or calculation.

Objective 2

Annotate Add brief notes to a diagram or graph.

Apply Use an idea, equation, principle, theory or law in a new situation.

Calculate Find a numerical answer showing the relevant stages in the working (unless instructed

not to do so).

Describe Give a detailed account.

Distinguish Give the differences between two or more different items.

Estimate Find an approximate value for an unknown quantity.

Identify Find an answer from a given number of possibilities.

Outline Give a brief account or summary.

Objective 3

Analyse Interpret data to reach conclusions.

Comment Give a judgment based on a given statement or result of a calculation.

Compare Give an account of similarities and differences between two (or more) items, referring

to both (all) of them throughout.

Construct Represent or develop in graphical form.

Deduce Reach a conclusion from the information given.

Derive Manipulate a mathematical relationship(s) to give a new equation or relationship.

Design Produce a plan, simulation or model.

Determine Find the only possible answer.

Discuss Give an account including, where possible, a range of arguments for and against the

relative importance of various factors, or comparisons of alternative hypotheses.

Evaluate Assess the implications and limitations.

Explain Give a detailed account of causes, reasons or mechanisms.

Predict Give an expected result.

Show Give the steps in a calculation or derivation.

Sketch Represent by means of a graph showing a line and labelled but unscaled axes but with

important features (for example, intercept) clearly indicated.

Solve Obtain an answer using algebraic and/or numerical methods.

Suggest Propose a hypothesis or other possible answer.

Individual Subject Information

To help you see where cross curricular links can be made

Group 1

Exam Paper One

A two hour exam. Unseen texts – discussing features of the genre, comparing two texts in order to acknowledge similarities and differences. Isolating a theme: gender, relationships, power, maturity, youth, oppression, inequality.

Part 1: Works in Translation. A written assessment. A reflective piece on each text studied (300-400 words) A final essay of 1200-1500 words on one of the texts.

Woman at Point Zero – Nawal El Saadawi Examining themes including: Feminism, Prostitution, Relationships, Religion in Egypt, Gender differences.

A Doll’s House – Henrik Ibsen Examining themes including: Marriage, Victorian values, Gender inequality, Motherhood, Oppression, Debt, Money and Capitalism.

Death and the Maiden – Ariel Dorfmann (HIGHER ONLY) Examining themes including: Revenge, Justice, Vengeance, The Past, Memory, Dictatorship, Pinochet and Chile, Recovery and Freedom.

Part 2: Detailed Study/Individual Oral Commentary and Discussion. (20 minutes)

Cat on a Hot Tin Roof – Tennessee Williams Examining: Linguistic and staging techniques. Themes: Female identity, Male identity, Family relationships, Appearance VS. Reality, Hierarchy and dynamics, Wealth, Addiction, Weakness.

Wuthering Heights – Emily Bronte Examining: Gothic techniques. Themes: Love, Isolation, Loneliness, Regret, Hierarchy, Death.

War Poetry of Wilfred Owen (HIGHER ONLY) Examining: Poetic techniques. Themes: War, Patriotism, Propaganda, WW1, Soldiers, Identity, Youth, Innocence.

Part 3: Literary Genres Exam. Comparative question. (1hr 30 mins) (2 hours for HIGHER)

On Chesil Beach – Ian McEwan Examining themes: Relationships, Marriage, Gender, Sexuality, Youth, Education, Identity.

The Handmaid’s Tale – Margaret Atwood Examining themes: Identity, Dystopia, Women, Political tools, Oppression, Feminist ideologies, Rape, Power.

The Great Gatsby – F. Scott Fitzgerald Examining themes: Wealth, Education, Life Experience, Identity, Love, Violence, Marriage, Flaws, Fatal flaws, Weakness.

Animal Farm – George Orwell (HIGHER) Examining themes: Dictatorship, Power, Allegory, Imbalance, Equality, Violence, Punishment, Revenge.

Part 4: Options. Individual Oral Presentation. (10-15 minutes)

The Kite Runner – Khaled Hosseini Examining Themes: Friendship, Loyalty, Betrayal, Islam, Values, Family, War, Afghanistan, Extremism, Peace.

A Beautiful Thing – Jonathan Harvey Examining Themes: Sexuality, Identity, Love, Relationships, Poverty, Aspirations, Confidence.

Macbeth – William Shakespeare Examining Themes: Power, Fate, Madness, Psychological Disturbance, Grief, Murder, Death, Guilt, Symbols.

IB English Literature

Students have the opportunity to study a broad range of texts from a spectrum of cultures and time periods. Students build analysis, presentation and examination skills across poetry, drama and prose and develop as: enthusiasts, critics, thinkers and writers.

Group 2

Language Ab initio SL Spanish and Italian

The course is organised around three themes.

Individual and society

Leisure and work

Urban and rural environment

Each theme has a list of topics that provide students with opportunities to practise and explore the language

as well as to develop intercultural competence. Through the development of receptive, productive, and

interactive skills, students acquire the ability to respond and interact appropriately in a defined range of

everyday situations.

Syllabus

Individual and Society Leisure and Work Urban and Rural Environment

Appearance and character Employment Emergencies

Daily routines Entertainment Environmental concerns

Education Holidays Neighbourhood

Food and drink Media Physical geography

Physical health Transport Town and services

Relationships Technology Weather

Shopping Sport

Language B SL French, German & Spanish

Syllabus

The core syllabus is made up of three topics and is a required area of study. In addition, teachers select two

options from a choice of five.

Core Topics Option Topics

Social Relationships Health

Communication and media Customs and Traditions

Global Issues Leisure

Cultural Diversity

Science and Technology

Language B HL French

The core syllabus is made up of three topics and is a required area of study. In addition, teachers select two

options from a choice of five.

Core Topics Option Topics

Social Relationships Health

Communication and media Customs and Traditions

Global Issues Leisure

Cultural Diversity

Science and Technology

Students also study two works of literature.

Group 3

IB Economics

The IB Diploma Programme economics course aims to provide students with a core knowledge of economics, encourage students to think critically about economics, promote an awareness and understanding of internationalism in economics and encourage students’ development as independent learners. Alongside the empirical observations of positive economics, students of the subject are asked to formulate normative questions and to recognize their own tendencies for bias.

Paper 1 (Essay) Paper 2 (Data Response) Paper 3

SL /HL SL / HL HL

90 min 90 min 60 min

Section A Section B Section A Section B

1. Microeconomics

2. Macroeconomics

3. International Economics

4. Development Economics

Quantitative Skills on sections

1,2,3 These topics explore the ways in which

different countries deal with common economic issues such as government intervention, market failure, sustainability, and achieving macroeconomic objectives.

Global and international awareness in several distinct ways that contribute to international awareness and understanding.

1 out of 2 questions

1 out of 2 questions

1 out of 2 questions

1 out of 2 questions

2 out of 3 questions

25 marks 25 marks 20 marks 20 marks 50 marks

Weighting Weighting Weighting

SL 25% HL 20% SL 50% HL 20% HL 40%

Internal Assessment Students must be able to demonstrate an understanding of both basic facts and complex concepts related

to the full economics syllabus.

SL HL

A portfolio of four commentaries —each 650 to 750 words—based on a news media extract that links economic theory to a real-world situation.

25% weighting of final grade

A portfolio of four commentaries —each 650 to 750 words—based on a news media extract that links economic theory to a real-world situation.

20% weighting of final grade

IB History

We will be studying Route 2 which is the C20th World History option.

HIGHER LEVEL TOPIC: Imperial Russia – 1853-1924

Alexander II – emancipation of the Serfs.

Alexander III and Nicholas II

1905 revolution

WW1 and its impact upon Russia

1917 revolutions

Lenin’s Russia

HIGHER LEVEL TOPIC: European Diplomacy and World War One, 1880-1923.

Changing balance of power in Europe

Germany foreign policy to 1914

Importance of the Alliance system, decline of the Ottoman Empire, Austria-Hungary and Balkan nationalism, arms race and international crises

Effects on civilian population

Factors leading to the defeat of the Central Powers

Post-war peace treaties - Versailles, St Germain, Neuilly, Sevres and Lausanne

HIGHER LEVEL TOPIC: Inter-war years: Conflict and Co-operation, 1919-39

Germany 1919-1933, Weimar Germany – politically, constitutionally, financially and socially

Italy 1919-39, Mussolini’s domestic and foreign policies

Impact of the Great Depression upon Germany

Spanish Civil War

Hitler’s domestic and foreign policy

Search for collective security, appeasement and the failure of diplomacy

STANDARD LEVEL TOPIC: Causes, practices and effects of war.

World War One

World War Two

Chinese Civil War

Spanish Civil War

Falklands War

STANDARD LEVEL TOPIC: Origins and development of authoritarian and Single Party States

Stalin

Mao

Hitler

STANDARD LEVEL TOPIC: Peacemaking, peacekeeping – international relations 1918-1936.

Aims of the Big Three (Britain, France and America) at Versailles

Terms of the Peace Treaties – Versailles, St Germain, Neuilly, Sevres and Lausanne

Enforcement of the treaties

The League of Nations

The Ruhr Crisis

The Great Depression

IB Psychology

During the course students examine both the explanations and causes of a range of human behaviours. Through the study of psychological theories and research students develop analytical and critical thinking skills and learn to apply their knowledge to new situations.

Psychology SL Syllabus

Topic What does it involve How is it assessed

Core Psychology (Paper 1)

Students study 3 key factors on human behaviour. These are split into:

Cognitive level of analysis

Biological level of analysis

Sociocultural level of analysis

2 hour exam Includes : 3 x 8 marks questions 1 x 22 mark question

Abnormal Psychology (Paper 2)

Students study explanations and causes of psychological illnesses drawing on the information they have learnt from the Core psychology.

1 hour exam where students answer one 22 mark essay (have a choice of 3)

Internal assessment Students design, carry out and analyse a replication of a psychological study.

1,500 word report

Psychology HL Syllabus

Topic What does it involve How is it assessed

Core Psychology (Paper 1)

Students study 3 key factors on human behaviour. These are split into:

Cognitive level of analysis

Biological level of analysis

Sociocultural level of analysis

2 hour exam Includes : 3 x 8 marks questions 1 x 22 mark question

Abnormal Psychology (Paper 2)

Students study explanations and causes of psychological illnesses drawing on the information they have learnt from the Core psychology.

2 hour exam where students answer two 22 mark questions. They choose one from the abnormal psychology section and one from the human relationship section.

Human Relationships (Paper 2)

Students look at violence, interpersonal relationships and pro social behaviour.

Qualitative Research Methods (Paper 3)

Students learn how psychologists carry out qualitative research with a particular focus on case studies, observations and interviews.

1 hour exam which includes 3 short answer questions.

Internal assessment Students design, carry out and analyse a replication or modification of a psychological study.

2,000 word report

Group 4

IB Biology

During the course students examine a wide variety of Biological topics including plant biology, molecular and cell biology, genetics, cell respiration, animal physiology, ecology and evolution and biodiversity. Through the study of different organisms and biological processes, and through the practical skills aspects of the subject, students develop knowledge of methodologies and techniques, learn to apply this knowledge and ways of communicating scientifically to support analysis and evaluation of primary and secondary data and scientific explanations.

IB Environmental Systems.

The aims of the environmental systems and societies course are to:

1. Promote understanding of environmental processes at a variety of scales, from local to global 2. Provide a body of knowledge, methodologies and skills that can be used in the analysis of

environmental issues at local and global levels 3. Enable students to apply the knowledge, methodologies and skills gained 4. Promote critical awareness of a diversity of cultural perspectives 5. Recognize the extent to which technology plays a role in both causing and solving environmental

problems 6. Appreciate the value of local as well as international collaboration in resolving environmental

problems 7. Appreciate that environmental issues may be controversial, and may provoke a variety of responses 8. Appreciate that human society is both directly and indirectly linked to the environment at a number

of levels and at a variety of scales.

IB Standard level topics: Topic 1. Cell biology Topic 2. Molecular biology Topic 3. Genetics Topic 4. Ecology Topic 5. Evolution and biodiversity Topic 6. Human Physiology

IB Additional Higher level topics: Topic 7. Nucleic Acids Topic 8. Metabolism, cell respiration and photosynthesis Topic 9. Plant biology Topic 10. Genetics and evolution Topic 11. Animal Physiology

Option topic: (1 of the following, studied by both SL and HL) A. Neurobiology and behaviour B. Biotechnology and bioinformatics C. Ecology and conservation D. Human physiology

Practical scheme of work: 1. Practical activities (SL – 40 hours / HL – 60 hours) 2. Individual investigation (internal assessment—IA) – 10 hours 3. Group 4 project - 10 hours

Assessment objectives.

The objectives reflect those parts of the aims that will be assessed. It is the intention of the environmental systems and societies course that students should achieve the following objectives.

Demonstrate an understanding of information, terminology, concepts, methodologies and skills with regard to environmental issues.

Apply and use information, terminology, concepts, methodologies and skills with regard to environmental issues.

Synthesize, analyse and evaluate research questions, hypotheses, methods and scientific explanations with regard to environmental issues.

Use a holistic approach, make reasoned and balanced judgments using appropriate economic, historical, cultural, socio-political and scientific sources.

Articulate and justify a personal viewpoint on environmental issues with reasoned argument while appreciating alternative viewpoints, including the perceptions of different cultures.

Demonstrate the personal skills of cooperation and responsibility appropriate for effective investigation and problem solving.

Select and demonstrate the appropriate practical and research skills necessary to carry out investigations with due regard to precision.

Outline

Topic 1: Systems and models 5

Topic 2: The ecosystem

Topic 3: Human population, carrying capacity and resource use

Topic 4: Conservation and biodiversity

Topic 5: Pollution management

Topic 6: The issue of global warming

Topic 7: Environmental value systems

Group 5

Mathematical studies

IB Mathematics Studies involves pure mathematics and statistics. Paper 1: 15 compulsory short-response questions based on whole syllabus (40%) Paper 2: 6 compulsory extended-response questions based on the whole syllabus.(40%) The use of a graphical calculator is compulsory for these papers. Internal Assessment: Project. This 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. (20%)

Year 12: Syllabus references Cross subject links

Term 1 Autumn

Topic 1 Number and Algebra (7 weeks)

1.1 to 1.9 Appl: Physics 1.1 (range of magnitudes). Appl: Biology 2.1.5 (microscopic measurement). Appl: Very large and very small numbers, eg astronomical distances, sub-atomic particles; Physics 1.1; global financial figures. Appl: Chemistry 1.1 (Avogadro’s number). Appl: Physics 1.2 (scientific notation). Appl: Chemistry and biology (scientific notation). Appl: Earth science (earthquake measurement scale). Appl: Speed, acceleration, force; Physics 2.1, Physics 2.2; concentration of a solution; Chemistry 1.5. Appl: Economics 3.2 (exchange rates).

Term 2 Autumn

Topic 1 Number and Algebra to complete (1 week ) Topic 2 Descriptive Statistics (5 weeks) Topic 3 Logic, sets and probability (1 week)

2.1 to 2.6 3.1 to 3.7

Appl: Psychology 3 (research methodology). Appl: Biology 1 (statistical analysis). Appl: Geography (geographical analyses).

Term 3 Spring

Topic 3 Logic, sets and probability (6 weeks)

3.1 to 3.7 Physics HL 14.1; Physics SL C1. Appl: Biology 4.3 (theoretical genetics); Biology 4.3.2 (Punnett squares). Appl: Physics HL13.1 (determining the position of an electron); Physics SL B1.

Term 4 Spring

Topic 3 Logic, sets and probability (1 week) Topic 4 Statistical Applications (5 weeks)

3.1 to 3.7 4.1 to 4.4

Appl: Examples of measurements, ranging from psychological to physical phenomena, that can be approximated, to varying degrees, by the normal distribution. Appl: Biology 1 (statistical analysis).

Term 5 Summer

Topic 4 Statistical Applications (2 weeks) Topic 5 Geometry and Trigonometry (3 weeks)

4.1 to 4.4 5.1 to 5.5

Appl: Examples of measurements, ranging from psychological to physical phenomena, that can be approximated, to varying degrees, by the normal distribution. Appl: Biology 1 (statistical analysis). Appl: Physics 3.2 (kinetic molecular theory). Appl: Chemistry 11.3 (graphical techniques). Appl: Biology (internal assessment); Psychology; Geography.

Term 6 Summer

Topic 5 Geometry and Trigonometry (4 weeks) Yr 12 Mock on Topics 1 to 5. Introduction of Internal assessment.(1 week)

5.1 to 5.5 (25 hours of recommended lesson time hours for whole project)

Appl: Economics 1.2 (elasticity). Appl: Vectors; Physics 1.3; bearings.

Year 13: Syllabus references Cross subject links

Term 1 Autumn

Topic 6 Mathematical Models (4 weeks) Project (3 weeks)

6.1 to 6.7 Appl: Conversion graphs, eg temperature or currency conversion; Physics 3.1; Economics 3.2. Appl: Cost functions; projectile motion; Physics 9.1; area functions

Term 2 Autumn

Topic 6 Mathematical Models(4 weeks) Project (3 weeks) Draft project handed in Revision for mock

6.1 to 6.7

Appl: Biology 5.3 (populations). Appl: Biology 5.3.2 (population growth); Physics 13.2 (radioactive decay); Physics I2 (X-ray attenuation); cooling of a liquid; spread of a virus; depreciation.

Term 3 Spring

Mock in January Final project handed in before February half-term. (1 week lesson time) Topic 7 Introduction to differential calculus (4 weeks)

7.1 to 7.6

Appl: Rates of change in economics, kinematics and medicine. Appl: Physics 2.1 (kinematics).

Term 4 Spring

Topic 7 Introduction to differential calculus (3 weeks) Revision until exam

7.1 to 7.6

Term 5 Summer

IB exams (early May)

Standard mathematics

Standard IB Mathematics involves pure mathematics and statistics. Paper 1: Non calculator paper on core and statistics (40%) Paper 2: Calculator paper on core and statistics. The use of a graphical calculator is compulsory for this paper. (40%) Internal Assessment: Mathematical exploration. (20%)

Year 12: Syllabus references Cross subject links

Term 1 Autumn

Statistical charts and calculations. Sequences and Series

5.1, 5.2, 5.3. 1.1

Appl: Psychology: descriptive statistics, random sample (various places in the guide). Appl: Psychology: descriptive statistics (various places in the guide). Appl: Statistical calculations to show patterns and changes; geographic skills; statistical graphs. Appl: Biology 1.1.2 (calculating mean and standard deviation ); Biology 1.1.4 (comparing means and spreads between two or more samples).

Term 2 Autumn

Logarithms and Exponentials Binomial Theorem and Binomial Expansion

1.2 1.3

Appl: Chemistry 18.1 (Calculation of pH ).

Term 3 Spring

Quadratic expressions, equations and graphs. Radians and The Circle Sine and cosine rule

2.4 and 2.7 (quadratic parts) 3.1, 3.6

Term 4 Spring Trigonometric equations and identities Normal Distribution

3.2, 3.3, 3.5, 5.9

Appl: Biology 1.1.3 (links to normal distribution). Appl: Psychology: descriptive statistics (various places in the guide).

Term 5 Summer

Introduction to Calculus: Differentiation and Integration of polynomials

Polynomial parts of: 6.1, 6.2,6.3, 6.4,6.5, 6.6, 6.7

Appl: Economics 1.5 (marginal cost, marginal revenue, marginal profit). Appl: Chemistry 11.3.4 (interpreting the gradient of a curve). Appl: Physics 2.1 (kinematics).

Term 6 Summer

Bivariate data, correlation and regression lines Introduction to exploration.

5.4 Appl: Chemistry 11.3.3 (curves of best fit). Appl: Geography (geographic skills). Measures of correlation; geographic skills. Appl: Biology 1.1.6 (correlation does not imply causation).

Year 13: Syllabus references Cross subject links

Term 1 Autumn

Functions Transformations of graphs Probability and the concept of a Discrete random variable Binomial theorem

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 and 3.4. 5.5, 5.6, 5.7, 5.8

Appl: Chemistry 11.3.1 (sketching and interpreting graphs); geographic skills. Appl: Economics 1.1 (shifting of supply and demand curves). Appl: Chemistry 17.2 (equilibrium law). Appl: Physics 2.1 (kinematics). Appl: Physics 4.2 (simple harmonic motion). Appl: Physics 9.1 (HL only) (projectile motion). Appl: Compound interest, growth and decay; projectile motion; braking distance; electrical circuits. Appl: Physics 7.2.7–7.2.9, 13.2.5, 13.2.6, 13.2.8 (radioactive decay and half-life) Appl: Physics 4.2 (simple harmonic motion).

Term 2 Autumn

Vectors Further Calculus Draft exploration handed in Revision for mock

4.1, 4.2, 4.3, 4.4 Appl: Physics 1.3.2 (vector sums and differences) Physics 2.2.2, 2.2.3 (vector resultants).

Term 3 Spring Calculus Final exploration handed in

Rest of 6.1 to 6.7.

Term 4 Spring Review and revision until exam

Term 5 Summer

IB exams (early May)

Higher Mathematics

Higher IB Mathematics involves pure mathematics and statistics. Paper 1: Non calculator paper on core and statistics (30%) Paper 2: Calculator paper on core and statistics. The use of a graphic calculator is compulsory for this paper. (30%) Paper 3: Option paper (20%) Internal Assessment: Mathematical exploration. (20%)

Year 12: Syllabus references

Cross subject link

Term 1 Autumn

Arithmetic and Geometric series and sums. Sigma notation. (6 lessons)

1.1

Appl: Physics 7.2, 13.2 (radioactive decay and nuclear physics).

Statistics (6 lessons) 5.1 Appl: Psychology SL/HL (descriptive statistics); Geography SL/HL (geographic skills); Biology SL/HL 1.1.2 (statistical analysis).

Exponentials and logarithms. (5 lessons)

1.2

Appl: Chemistry 18.1, 18.2 (calculation of pH and buffer solutions).

Binomial expansion and theorem (9 lessons)

1.3

Quadratic equations (4 lessons) Part of 2.6

Term 2 Autumn

Transformation of graphs (5 lessons)

2.2, 2.3, 2.4

Appl: Sketching and interpreting graphs; Geography SL/HL (geographic skills); Chemistry 11.3.1. Appl: Economics SL/HL 1.1 (shift in demand and supply curves). Appl: Geography SL/HL (geographic skills); Physics SL/HL 7.2 (radioactive decay); Chemistry SL/HL 16.3 (activation energy); Economics SL/HL 3.2 (exchange rates).

Normal Distribution (9 lessons) 5.7 Appl: Chemistry SL/HL 6.2 (collision theory); Psychology HL (descriptive statistics); Biology SL/HL 1.1.3 (statistical analysis).

Polynomial functions including Viete formulae (sum and product) (12 lessons)

2.5, 2.6, 2.7

Appl: Chemistry 17.2 (equilibrium law). Appl: Physics 2.1 (kinematics). Appl: Physics 4.2 (energy changes in simple harmonic motion). Appl: Physics (HL only) 9.1 (projectile motion).

Term 3 Spring

Functions and further graphs (12 lessons)

2.1, 2.2

Differentiation 1(14 lessons)

6.1,.6.2, 6.3 (except trig part)

Appl: Economics HL 1.5 (theory of the firm); Chemistry SL/HL 11.3.4 (graphical techniques); Physics SL/HL 2.1 (kinematics). Appl: Physics HL 2.4 (uniform circular motion); Physics 12.1 (induced electromotive force (emf)).

Term 4 Spring

Trigonometry 1 (13 lessons) 3.1, 3.2, 3.7

Appl: Physics SL/HL 2.2 (forces and dynamics). Appl: Physics SL/HL 1.3 (vectors and scalars); Physics SL/HL 2.2 (forces and dynamics).

Integration 1 (8 lessons) 6.4, 6.5 (except trig part)

Proof by induction ( 4 lessons) 1.4

Probability (5 lessons) 5.2, 5.3, 5.4

Term 5 Summer

Trigonometry 2 (9 lessons) Differentiation 2 and kinematics (13 lessons)

3.3,.3.4, 3.5, 3.6 Rest of 6.2 and differentiation part of 6.6

Appl: Physics SL/HL 4.1 (kinematics of simple harmonic motion).

Term 6 Summer

Integration 2 Introduction to exploration. (3 lessons)

6.4, 6.6 and 6.7 After mock exams

Appl: Physics HL 2.1 (kinematics).

Year 13: Syllabus references

Cross subject links

Term 1 Autumn

Complex numbers ( 18 lessons) 1.5, 1.6, 1.7, 1.8

Exploration (2 lessons)

Solution to system of linear equations ( 2 lessons)

1.9

Discrete and continuous random variables (4 lessons)

5.5

Binomial distribution (3 lessons) Part of 5.6

Term 2 Autumn

Vectors 1 (12 lessons) 4.1, 4.2, 4.3, 4.4, 4.5

Appl: Physics SL/HL 1.3 (vectors and scalars); Appl: Physics SL/HL 2.2 (forces and dynamics). Appl: Physics SL/HL 6.3 (magnetic force and field).

Poisson distribution (4 lessons)

Rest of 5.6

Vectors 2 (12 lessons) Draft exploration handed in (4 lessons)

4.6 and 4.7

Revision for mock

Term 3 Spring Final exploration handed in Option topic (currently Discrete mathematics)

10.1 to 10.6

Term 4 Spring Option topic and revision until exam

Term 5 Summer

IB exams

Group 6

IB Visual Arts

This course combines the practical production of art with the reflective elements of responding to visual images. The course is designed to allow each student to develop an independent and individual approach to both Studio Work and Investigation. Both elements are required of all students and there is a closely integrated, reciprocally informative relationship between the two components. Investigation informs Studio Work and Studio Work formulates further investigation.

The course is based around these two complementary and interdependent elements: Investigation and Studio Work.

Studio Work involves practical exploration and artistic production. It is the making of artwork.

Investigation work involves independent contextual, visual and critical investigation and reflection, both written and visual. It is the research and reflection that underpins the studio work and helps it to develop, giving it context and self-awareness.

An integrated relationship between the two is the backbone of the course structure. They should be seen as supporting and informing each other throughout the course.

Options

Students may chose from Option A with a focus on the Studio work, or Option B with a focus on Investigation. While previous art experience is not required, it is certainly helpful at higher level. Although the course is designed for students who wish to go on to study art at a higher education it is also open for any student who is genuinely interested in artistic expression.

IB Art may be taken at Higher Level (HL) 240 hours or Standard Level (SL) 150 hours, depending on skill and interest. HL students are expected to produce more developed work and are allocated more hours for coursework. However there are no set number of works that must be produced and work is assessed according to quality not quantity.

Most students choose option A, which is assessed at 60% for Studio work and 40% for Investigation Work Books.

Option B appeals to the student with a strong interest in art history and critical thinking and writing. It is assessed at 60% for Investigation Work Books and 40% for Studio work.

Assessment Criteria Overview

The understanding of ideas and techniques that underpin artistic production.

The production of personally relevant artworks.

An exploration of ideas and strategies for expression.

The development of technical competence and sensitivity to materials.

Self directed, inventive approaches to art making.

IB Chemistry

IB: Standard level topics:

Topic 1. Stoichiometric relationships

Topic 2. Atomic structure

Topic 3. Periodicity

Topic 4. Chemical bonding and structure

Topic 5. Energetics/thermochemistry

Topic 6. Chemical kinetics

Topic 7. Equilibrium

Topic 8. Acids and bases

Topic 9. Redox processes

Topic 10. Organic chemistry

Topic 11. Measurement and data processing

IB Higher level topics:

Topic 12. Atomic structure

Topic 13. The periodic table—the transition metals

Topic 14. Chemical bonding and structure

Topic 15. Energetics/thermochemistry

Topic 16. Chemical kinetics

Topic 17. Equilibrium

Topic 18. Acids and bases

Topic 19. Redox processes

Topic 20. Organic chemistry

Topic 21. Measurement and analysis

Option topics: (1 of the following)

A. Materials

B. Biochemistry

C. Energy

D. Medicinal chemistry

IB Theatre HL

During the course students study theatre from around the world from different styles to political theatre that has shaped opinions and decisions around the world. The course aims to open the learners mind on the power of Theatre. Through the study of practical theatre, theories and research students develop analytical and critical thinking skills and learn to apply the knowledge to their own theatre.

Course components

Theatre in the making Study two different stimuli and, from these, develop two action plans for performance.

Theatre in Performance Participate in at least three performances in three different roles/capacities.

Theatre around the word Study at least two contrasting theatrical practices

Independent project Option A: Devising practice—alternative ways of realizing, and practical demonstration of, the elements of production. Or Option B: Exploring practice—examination and practical critical comparison of theories and the work of one or more forms/practitioners/theorists/genres.

Assessment Requirements

Internal:

Research Investigation 2,000–2,500 words with supporting visuals

Practical Performance Proposal 250-word written presentation with visual materials and a 1,000–1,250-word rationale

External:

Theatre performance and production presentation

30-minute oral presentation with 7–10 images

Independent project portfolio 3,000 words from core syllabus and option A or B

IB Geography

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives.

Geography SL Syllabus

Topic What does it involve How is it assessed

Core (Paper 1)

Disparities in wealth and development

Population in transition

Resources consumption

Environmental sustainability

1 exam paper (1hr 30 mins) Answer all questions on section A and 1 on section B

Options (SL/HL)ma (Paper 2)

Students study Natural Disasters and risk (studied in higher level lessons) as well as Freshwater and food and health.

1 exam paper (2 hours) Answer the questions based on the optional themes.

Internal assessment Students design, carry out fieldwork to investigate how the River Chess fits the Bradshaw model (freshwater topic).

1,500 word report

Geography HL Syllabus

Topic What does it involve How is it assessed

Global Interactions (Paper 3)

Changing Space

Measuring Interactions

Economic Interactions

Environmental Change

Socio-cultural interactions

Political outcomes

1 exam paper (1 hour) Answer 1 question (25 marks)

SL Sport, Exercise and Health Science

This course allows the students to develop an understanding of how the body works and the health implications of unsuccessful function at the same time as understanding the impact on sport performance. It helps students to understand and investigate how knowledge of the human body and science can increase performance levels in different sports as well as improving health.

The Course is divided into two components.

Core

The students take two papers based on the following subject areas

Musculosketal Anatomy The skeleton Joints, Muscles and Movement Muscle Structure

Cardio-Respiratory Exercise Ventilatory System Gas Exchange Blood Cells Circulatory System Factors affecting VO2Max

Nutrition and Energy Systems Macro and Micronutrients Structures of glucose, tricyglycerol and protein molecules, fatty acids and amino acids Balanced diet Insulin, glucagon and adrenaline Metabolic Pathways EPOC

Movement Analysis Motoneurons Sliding filament theory Muscle Contractions Levers Newton’s Laws of Motion Centre of Mass Projectile motion

Skill in Sport Types of skills Information Processing models Memory Types of Practice Mental Rehearsal and Imagery Teaching Styles Motivation

Measurement and Evaluation of Human Performance

Statistics- SD, V, T-tests PAR-Q Fitness Testing Principles of Training

Optional

For paper three the students study two optional units including the following:

Training to Optimize Performance Over and under training Methods of training Periodization

Environmental Factors and Performance Effects of temperature on the body and performance, both hot and cold Acclimatisation

Non-Nutritional Ergogenic Aids Examples of ergogenic aids Placebos Cheating in sport Health risks

Individual Differences in Sport Personality

Motivation in Sport and Exercise Intrinsic and Extrinsic Motivation Theory of achievement motivation- McClelland-Atkinson Attribution Theory Task and Ego Orientation

Arousal, Anxiety and Performance Stress and Arousal Psycho-physiological Responses Somatic and Cognitive anxiety Theories of Anxiety Attention Memory

Psychological Skills Training Types of Goals Goal Setting Mental Imagery PMR and relaxation techniques Self- talk techniques