Senior Curriculum Handbook

Introduction

This booklet is intended to give students and parents some background information on subjects in the IB Diploma programme offered at AIS in the next academic year.

The IB Diploma Programme is a highly regarded, academically rigorous comprehensive programme. It enables AIS students to enter and succeed at universities around the world, thoroughly prepared for the next stage of life.

Some of the documentation contained in this booklet may be challenging for students and parents to understand. Further information and details regarding subject selection can be obtained by scheduling an appointment with the IB Diploma Coordinator through our Reception.

The Diploma Programme: Overview

The aims of the Diploma Programme

The Diploma Programme is a challenging, broad and balanced two-year programme of international education for students aged 16 to 19. The programme aims to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically.

Universities are keen to accept IB Diploma graduates because:

• they have self-confidence with university level material

• they are prepared to accept new educational challenges

• they have developed the capacity for independent and cooperative research and study

• they think in global terms, have cultural sensitivity and an international orientation

• they have cultivated creative and critical thinking abilities with effective communication skills.

The IB learner profile

The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The attributes and descriptors of the learner profile define the type of learner the IB hopes to develop through its programmes:

• Inquirers

• Knowledgeable

• Thinkers

• Communicators

• Principled

• Open-minded

• Caring

• Risk-takers

• Balanced

• Reflective.

The Academic Programme

6 Required Subjects

• 3 at Higher Level (HL): 240 class hours

• 3 at Standard Level (SL): 150 class hours

3 Core Requirements

• Creativity, Activity, Service (CAS)

• Theory of Knowledge (TOK)

• Extended Essay (EE)

Distinction between Standard Level (SL) and Higher Level (HL) classes

The exact difference in terms of content, standards, and requirements of class taken at the SL or HL varies between subjects. In some subjects, HL and SL vary substantially in degree of difficulty and material covered. However, for most subjects, the levels differ primarily in the amount of material covered rather than the degree of difficulty.

SL courses require approximately 150 class hours while HL courses require approximately 240 class hours. In practice, SL students have additional in-class study time, cover fewer units, and/or have fewer demands with regard to their Internal Assessment (IA).

Students who pursue any course at HL should do so because they have a particular aptitude or high-level of motivation in this class. In making the final decision about the level of coursework, students need to carefully balance their interests and abilities with projected university entrance requirements.

Assessment

All DP subjects are assessed through a mix of externally assessed components (usually exams) and Internal Assessments (coursework or IAs).

Internal Assessment (20 - 30%): throughout Year 1 and Year 2

• a major project or assignment in each subject

• assessed internally by AIS subject teachers

• moderated externally by IB examiners

External Assessment (70 - 80%): in May of Year 2

• exams and coursework are externally assessed by IB examiners

Each subject is graded on a 1 – 7 scale

• 7 points for each of the 6 subjects (7 X 6) = 42 points maximum

• 3 TOK + EE matrix points = 42 + 3 = 45 points maximum IBDP score

• As a guide, 24 points minimum is required to receive the full IB Diploma

The AIS DP Admission Policy

Students will automatically be eligible to enter the IB Diploma Programme at AIS if they are awarded a total of five ‘C’ grades or higher from their IGCSEs and/or their first language course (Vietnamese, Korean or Chinese).

In addition, Year 11 EAL students will need to have achieved the EAL exit benchmarks in the Semester 2 EAL examinations.

Students who do not achieve five ‘C’ grades or higher and/or have not achieved the EAL exit benchmarks will be treated on a case-by-case basis based on the profile of their results. The options will be

Either provisional entry to the IB Diploma Programme

Or entry to IB Courses.

Eligibility for IB subjects

In general, students should achieve:

• at least an IGCSE ‘B’ grade in order to study the equivalent subject at IB Higher Level

• at least an IGCSE ‘C’ grade in order to study the subject at IB Standard Level.

For Mathematics:

• students who wish to study Maths AA or Maths AI at Higher Level should gain a grade ‘B’ or higher for IGCSE Extended or Additional Mathematics.

• Anyone scoring lower than a grade ‘B’ in IGCSE Extended or Additional Mathematics should choose AA or AI Standard Level.

Students may study English A Language and Literature if their mother tongue is English or they have studied IGCSE First Language English and/or IGCSE Literature in English:

• Students who wish to study English A at Higher Level should gain a grade ‘B’ or higher for IGCSE First Language English or Literature in English.

• Anyone scoring lower than a grade ‘B’ in IGCSE First Language English or Literature in English should choose English A Standard Level.

Students who studied IGCSE English as a Second Language will study English B:

• Students who wish to study English B at Higher Level should gain a grade ‘B’ or higher for IGCSE English as a Second Language.

• Anyone scoring lower than a grade ‘B’ in IGCSE English as a Second Language should choose English B Standard Level.

Students who have passed IGCSE French, Spanish or Chinese may not take the equivalent subject at Ab Initio; they may choose to study it as Language B.

Students who wish to study Art & Design, Design Technology or Digital Society at either HL or SL level should have studied these subjects (Art & Design, Design Technology or ICT) at IGCSE level. Students who have not completed the IGCSE course in these subjects will need to seek special permission from the appropriate Head of Department.

Maintaining a place in the IB Diploma Programme

Students and parents sign a ‘Behaviour and Academic Performance Contract’ at the start of Year 12. This confirms that:

• Overall IB grades* will be assessed throughout the two-year Diploma programme. To maintain a place in the Diploma Programme students must maintain an overall grade of 25 points or higher.

• If by the end of Semester 1 in Year 12:

1. A student’s overall grade is 25 or lower, they will be moved to IB Courses.

2. A student’s overall grade is 26 or 28 they will be placed on probation and if by the end of Semester 2 their overall grade remains below 26 points, they will be moved to IB Courses.

• If during Year 13 a student’s overall grades are assessed at 26 points or lower, a meeting will be held with the IB Coordinator with a view to moving to IB Courses.

* The overall grade is the total of the grades achieved in a student’s six IB subjects and does not include any predicted bonus points.

Admission for new students is recommendation based and will consider aspects of personality, levels of English, potential and performance such as:

• The student’s academic ability to meet the demands of the IB program. Supporting evidence may come from IGCSE grades, school report cards or teacher recommendations.

• The potential of the student to benefit from the course(s) offered.

• An appropriate level of academic English as determined by the school. For students new to AIS a score of 61% in the Oxford Online Placement Test administered during the admission process is the guideline for entry to the full IB Diploma Programme and a score above 40% for entry into the IB Course programme (‘certificate’). Students scoring below these absolute minimum levels may not have yet developed the academic English to fully access the program and so their acceptance will be determined at interview.

AIS offers Language A in five main languages: English, Vietnamese, Korean, Japanese and Chinese. All students must study English as either language A or language B.

Special Education Needs (SEN) and Inclusion

AIS is an inclusive School community which seeks to engage all students in diverse, challenging, purposeful and appropriate learning experiences, regardless of their level of ability. AIS recognises that our community benefits from including students from diverse backgrounds and strengths and works wherever possible to provide the best quality individual support and tailored learning experiences to meet the needs of each student within the mainstream teaching and learning programme.

During the Diploma Programme, students who have identified (and where appropriate supported by independent and current documentation) needs receive accommodations in all assessments in line with the IB Guidelines.

These may include additional time, readers, use of technology, rest breaks etc and will reflect the accommodations available to the student in the final IB examinations at the end of their program.

The IBDP Coordinator will inform the IB of any student requiring exam accommodations. They will ensure that all documentation is current and meets the requirements set by the IB and inform parents in advance if this is not the case. Confirmation of accommodations will be communicated in writing to the student and parent.

Frequently Asked Questions

What are the benefits of the IB Diploma Programme?

Most importantly, perhaps, the IBDP fosters the spirit of learning through questioning and discovery – the finding out of the ‘why’, not just the learning of the ‘what’. Its balanced combination of Arts and Science subjects avoids premature specialization, while its international perspective encourages students to learn about their own culture and those of others. Universities and employers thus know that the successful IBDP student is intelligent, well organized, hard-working, internationally aware and capable of the critical and creative thinking that tomorrow’s world demands.

Do I have to be a brilliant all-rounder to undertake the IB Diploma Programme?

No. The IB Diploma Programme is accessible to a wide range of students. It requires a willingness to persevere with a range of subjects, but this gives the breadth of education that universities appreciate. It is important to select your best subjects for HL: these should be chosen on the basis of what you are good at, what you enjoy most and what you may need for your future career, e.g. Mathematics and Physics are essential for aspirant engineers. Your SL subjects may also be those that you enjoy and in which you are succeeding, but may be the ones in which you are less confident –we are not all brilliant mathematicians or linguists!

How does the IB grade a student’s work?

The candidates are graded on a scale of 1 (lowest) to 7 (highest) points in each of their subjects: HL and SL. There are no passing grades for each course, although to earn the IB Diploma you should aim to score a 4 (satisfactory) or better.

3 more points may be awarded for the Extended Essay and work in the Theory of Knowledge course. Thus, the maximum score possible is 45. Subject to satisfactory marks in all parts of the Diploma, it may be awarded for a minimum of 24 points.

Is the IBDP recognised by universities worldwide?

Yes, it is recognised and welcomed. It is, of course, sensible to check with universities before applying, but the list of countries recognising the IB Diploma is long. Check the IB website: www.ibo.org

Do IBDP graduates earn transfer credits at overseas universities?

Yes. Many universities award transfer credits to IBDP graduates. Students who have scored very high grades (grade 5 or above) in HL courses stand a good chance of earning such university credits, resulting in saving six months to one year. However, such credits vary from university to university.

The Six Groups

Students must take one subject from each group below. Students who do not choose Visual Arts or Music in Group 6 choose an additional subject from group 3 or 4.

All subjects are available at Higher (HL) and Standard (SL) level unless stated otherwise.

Group 1 Studies in Language & Literature (Language A)

• Chinese A Literature

• English A Language & Literature

• Japanese A Literature

• Korean A Language & Literature

• Vietnamese A Language & Literature

• School-Supported Self-Taught Literature (SL only)

Group 2 Language Acquisition (Language B or ab initio)

• English B

• Chinese B

• French ab initio (SL only)

• Spanish ab initio / Spanish B / Mandarin ab initio (online through Pamoja)

• A second group 1 language

Group 3 Individuals and Societies

• Business Management

• Economics

• Environmental Systems and Society (SL only)*

• Geography

• Digital Society

• Psychology

Group 4 Sciences

• Biology

• Chemistry

• Environmental Systems and Society (SL only)*

• Design Technology

• Physics

* Environmental Systems and Society may be taken as a Group 3 or Group 4 subject, or to cover the requirements of both Groups.

Group 5 Mathematics

• Mathematics: Applications and Interpretation

• Mathematics: Analysis and Approaches

Group 6 The Arts

• Visual Arts

• Music

• Another subject from group 3 or 4

The Core (compulsory for all students)

• Creativity Activity Service (CAS)

• Extended Essay (EE)

• Theory of Knowledge (TOK)

Group 1 Studies in Language and Literature

Group 1 subjects are literature courses and are designed for students who have experienc e of using the language in an academic context. The choice made for this subject is therefore usually the student’s ‘best’ languag e. Some of our students choose to study two Group 1 subjects, instead of one each of Group 1 and 2.

At AIS we offer the following Group 1 subjects:

• English A: Language & Literature

• Chinese A / Korean A / Vietnamese A: Language & Literature

• Japanese A: Literature

• School-supported Self-taught Language A: Literature (SL only)

English A: Language & Literature

Prerequisite knowledge and prior learning

English should be the student’s first or ‘best’ language as the course is designed for students who have experience of using the language in an academic context.

Course description

The course aims to develop students’ textual analysis and understanding of how meaning is created through language. It also supports future academic study in the subject by developing a high social, aesthetic and cultural literacy, as well as effective communication skills.

Course content

The Language A program aims to promote an appreciation of the wealth and subtleties of language and also lead to an awareness of linguistic structures. It encourages the development of an appreciation of language and literature and knowledge of other cultures and societies.

In the Language part of the course, students study how meaning is created by looking at real-life texts, including newspapers, advertisements and political propaganda. In Literature, students study a range of classic and modern plays, poems and novels from around the world.

At Higher Level, the students will cover six literary works. At Standard Level, students will cover four literary works.

Assessment SL

External assessment 70%

• Paper 1 Textual Analysis: The paper consists of two unseen language texts. Students write an analysis of one of these texts (35%)

• Paper 2 Essay: In response to one of four questions students write an essay based on two literary texts studied (35%)

Internal assessment (30%)

• Individual Oral (30%): Using one non-literary text and one literary text, students will discuss the ways in which a global issue of their choice is presented through the two chosen texts)

Assessment HL

External assessment 80%

• Paper 1 Textual Analysis: students write an analysis of two unseen texts (35%)

• Paper 2 Essay: in response to one of four questions students write an essay based on at least two of the literary texts studied (25%)

• HL Essay: Students submit an essay of 1,200-1,500 words on one non-literary text or a collection of non-literary texts (20%)

Internal assessment 20%

• Individual Oral (20%): Using one non-literary text and one literary text, students will discuss the ways in which a global issue of their choice is presented through the two chosen texts.

Korean A / Vietnamese A: Language & Literature

Prerequisite knowledge and prior learning

Korean or Vietnames e should be the student’s first or ‘best’ language as the course is designed for students who have experience of using the language in an academi c context.

Course description

The Language A program aims to promote an appreci ati on of the wealth and subtleti es of language and also lead to an awarenes s of linguistic structur es . It encour ages the developm ent of an appreci ati on of language and literature and knowledge of other cultures and societies.

In the Language part of the course, students study how meani ng is created by looking at real-life texts, including newspaper s, advertis em ents and propaganda. In Literature, students study a range of classic and modern plays, poems and novels from around the world.

At Higher Level, the students will cover six literary works. At Standar d Level, students will cover four literary works.

Course content

• Same as for English A: Language & Literature

Assessment SL & HL

• Same as for English A: Language & Literature

Chinese A / Japanese A: Literature

Prerequisite knowledge and prior learning

Japanese should be the student’s first or ‘best’ language as these courses are designe d for students who have experience of using the language in an academic context.

Course description

Japanese A literature are aimed at students who intend to pursue literature, or related studies, at university, as well as students whose formal study of literature will not extend beyond this point. The program encourages students to see literary works as products of art and their authors as crafts men whose methods of production can be analysed in a variety of ways, and on a number of levels. This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied.

Course content

Readers, writers and texts: Works are chosen from a variety of literary forms. The study of the works could focus on the relationshi ps between literary texts, readers and writers as well as the nature of literature and its study. This study includes the investigati on of the respons e of readers and the ways in which literary texts gener ate meaning. The focus is on the developm ent of personal and critical respons es to the particular s of literary texts.

Time and space: Works are chosen to reflect a range of historical and/or cultural perspectiv es . Their study focuses on the contexts of literary texts and the variety of ways literary texts might both reflect and shape society at large. The focus is on the consider ati on of personal and cultural perspec tiv es , the develop me nt of broader perspectives, and an awareness of the ways in which context is tied to meaning.

Intertextuality: Connec ti ng texts Works are chosen so as to provide students with an opportunity to extend their study and make fruitful comparis ons. Their study focuses on intertextual relationshi ps between literary texts with possibilities to explore various topics, thematic concerns, generic conventi ons , literary forms or literary traditions that

have been introduced throughout the course. The focus is on the developm ent of critical respons e grounded in an unders tandi ng of the complex relationshi ps among literary texts.

Assessment SL

External Assessment 70%

• Paper 1 Guided Literary Analysis: The paper consists of two passages from two different literary forms. Students write an analysis of one of these texts (35%)

• Paper 2 Essay: In respons e to one of four questi ons students write an essay based on two of the texts studied (35%)

Internal assessment 30%

• Individual Oral (30%): Using one text originally written in the language studied, and one work in translation, students discuss the ways in which a global issue of their choice is presented through the two chosen texts.

Assessment HL

External assessment 80%

• Paper 1 Guided Literary Analysis: students write an analysis of two unseen literary forms (35%)

• Paper 2 Essay: in respons e to one of four questions students write an essay based on at least two of the texts studied (25%)

• HL Essay: Students submit an essay of 1,200-1,500 words on one literary text or work studied (20%) Internal Internal assessment 20%

• Individual Oral: Using one text originally written in the language studied, and one work in translati on, students discuss the ways in which a global issue of their choice is presented through the two chosen texts (20%)

School-supported

Self-taught Lang. A: Literature (SL only)

Prerequisite knowledge and prior learning

Maintaining and developing the mother tongue of all learners is especially important at AIS and so we offer the schoolsupported self-taught literature course. This is intended for native speakers of the particular language of study where no teacher of the language is available. We have had students studying French, Portuguese, Russian, Malay, Thai and we are happy to support other language options.

It is a requirement that students find a tutor outside of school. The cost of the tutor is not covered by school fees: this is standard practice in IB World schools. The school will help the tutor by providing the appropriate IB materials, such as the syllabus, past papers, literature-in-translation lists etc. The ideal tutor will be familiar with the IB program and preferably in country. However, students have had success working with online tutors from another country who are experienced IB teachers

Course description

Self-taught Language A literature is aimed at students who intend to pursue literature, or related studies, at university, as well as students whose formal study of literature will not extend beyond this point. The program encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analysed in a variety of ways, and on a number of levels. This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied.

Course content

• Same as for Vietnamese A: Literature

Assessment (SL only)

• Same as for Vietnamese A: Literature

Group 2: Language Acquisition

Group 2 subjects are modern language courses that involve learning the language as well as promoting an understanding of another culture through the study of its language.

Many factors determine the Group 2 course that a student should take:

• the student’s best language

• the language(s) spoken at home and at school

• any previous knowledge of the language and the degree to which students are already competent in the language

The course must be a challenging educational experience for the student.

At AIS we offer the following Group 2 subjects:

• English B

• French ab initio (SL only)

• Chinese B

English B

Prerequisite knowledge and prior learning

The English B course is intended for students who have had some previous experience of learning the language.

Course description

The foci of the course is language acquisition, intercultural understanding, and development of language skills. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and are related to the culture(s) concerned.

Course content

The syllabus is delivered through the use of five prescribed themes:

• Identities

• Experiences

• Human ingenuity

• Social organization

• Sharing the planet

Assessment SL & HL

External Assessment (75%)

• Paper 1: writing (25%)

• Paper 2: receptive skills: listening & reading comprehension (50%)

Internal Assessment (25%)

• Individual Oral

French ab initio (SL only)

Prerequisite knowledge and prior learning

Language ab initio courses are for beginners (that is, students who have little or no previous experience of learning the language they have chosen). These courses are only available at standard level.

Course content

The syllabus is delivered through the use of five prescribed themes:

• Identities

• Experiences

• Human ingenuity

• Social organization

• Sharing the planet

Course description

Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.

Assessment SL only

External Assessment (75%)

• Paper 1: writing (25%)

• Paper 2: receptive skills: listening & reading comprehension (50%)

Internal Assessment (25%)

• Individual Oral

Chinese B

Prerequisite knowledge and prior learning

The Chinese B course is intended for students who have had some previous experience of learning Chinese.

Course description

The foci of the course are language acquisition, intercultural understanding, and development of language skills. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and are related to the culture(s) concerned.

Course content

The syllabus is delivered through the use of five prescribed themes:

• Identities

• Experiences

• Human ingenuity

• Social organization

• Sharing the planet Assessment SL & HL

External Assessment (75%)

• Paper 1: writing (25%)

• Paper 2: receptive skills: listening & reading comprehension (50%)

Internal Assessment (25%)

• Individual Oral

Spanish ab initio / Spanish B & Mandarin ab initio

Other languages, such as Spanish and Mandarin are available through online tutors. The content and assessment are the same as French ab initio and English B.

Group 3 Individuals & Societies

Group 3 subjects are more commonly known as the ‘Social Sciences’, ‘Human Sciences’ or the ‘Humanities’. These courses explore the interactions between people and their environment in a cultural and social context.

At the Australian International School we offer the following group 3 subjects:

• Business Management

• Economics

• Environmental Systems and Societies (ESS)

• Geography

• Digital Society

• Psychology

Business Management

Prerequisite knowledge and prior learning

The Business Management course requires no specific prior learning. No particular background in terms of specific subjects studied for national or international qualifications is expected or required. Business Management is less theoretical and more practical than DP Economics.

Course description

The Business Management course covers the key characteristics of business organization and environment and the business functions of human resource management, finance and accounts, marketing and operations management

Course content

• Unit 1: Introduction to Business Management

• Unit 2: Human Resource Management

• Unit 3: Finance and Accounts

• Unit 4: Marketing

• Unit 5: Operations Management

Assessment SL & HL

External assessment (70% SL and 80% HL)

• Paper one (35% SL and 25% HL) is based on a case study issued in advance

• Paper two (35% SL and 30% HL) consists of structured questions based on stimulus material and an extended response question that assesses students’ understanding of the key concepts of the course.

• Paper three (25% HL Only) based on unseen stimulus material about a social enterprise.

Internal assessment (30% SL and 20% HL)

• Students provide a research project ablut a real business issue or problem facing a particular organization using a conceptual lens. Maximum of 1800 words.

Economics

Prerequisite knowledge and prior learning

The Economics course requires no specific prior learning, although those who have taken IGCSE Economics will have an advantage in the first semester. The ability to understand and explain abstract concepts in a logically structured manner are distinct advantages in Economics. For the HL option, a good ability to work with basic mathematical concepts, graphs and calculations in context is important.

Course description

The study of Economics is essentially about how markets work to allocate scarce resources and some of the ways in which governments may attempt to correct market failures on local, national, and international levels. The Economics course encourages students to develop international perspectives, foster a concern for global issues and have a better awareness and understanding of current events.

Course content

Section 1: Introduction: What is Economics? How Economists approach the world.

Section 2: Microeconomics: Demand, Supply and Equilibrium, Elasticity, Government Intervention, Market Failure, Environmental Sustainability (HL)

Section 3: Macroeconomics: Measuring Economic Activity, Aggregate Demand and Aggregate Supply, Price Level, Growth, Unemployment, Fiscal, Monetary and Supply-side Policies

Section 4: The Global Economy: International Trade, Exchange Rates, The Balance of Payments, Economic Integration, Measuring Economic Development, Sustainable Development, Growth and Development Strategies

Assessment SL

External Assessment:

• Paper 1 (30%): Students answer one out of three extended-response questions. Each question has a part (a) worth 10 marks and a part (b) worth 15 marks.

• Paper 2 (40%): Data-response paper; answer one out of two structured questions.

Internal Assessment (20%):

• Students are required to produce a portfolio of three commentaries, each 700-800 words linking economic theory to a news article.

Assessment HL

External Assessment:

• Paper 1 (20%): Students answer one out of three extended-response questions. Each question has a part (a) worth 10 marks and a part (b) worth 15 marks.

• Paper 2 (30%): data-response paper; answer two out of four structured questions.

• Paper 3 (30%): calculation paper, answer two out of three structured calculation questions.

Internal Assessment (20%):

• Students are required to produce a portfolio of three commentaries, each 700 –800 words linking economic theory to a news article.

Environmental Systems and Societies (ESS)

Prerequisite knowledge and prior learning

Students will be able to study this course successfully with no specific previous knowledge of Science or Geography. However, before choosing ESS, some students are under the misapprehension that it is an ‘easy science’ – it is not – students who struggle with Science will struggle with ESS. Also, as ESS aims to foster an international perspective, awareness of local and global environmental concerns and an understanding of the scientific method, a course that shares these aims would be good preparation.

An interdisciplinary subject: group 3 or 4 (SL only)

ESS is both a Group 3 and a Group 4 subject.

Course description

The Environmental systems and societies course places great emphasis on human attitudes to the environment and on an understanding of the interrelationship between the environment and human societies. It also places great emphasis on the concepts of sustainability and is studied using the scientific method.

Course content

The course is divided into eight compulsory topics:

• Foundations of environmental systems and societies

• Ecosystems and ecology

• Biodiversity and conservation

• Water and aquatic food production systems and societies

• Soil systems and terrestrial food production systems and societies

• Atmospheric systems and societies

• Climate change and energy production

• Human systems and resource use

In addition, students are required to take part in a practical programme of work that accounts for 20 hours of lesson time in addition to the 10 hours prescribed for the internal assessment task.

Assessment (SL only)

External assessment

• Paper 1 (25%): analysis and evaluation of data in an unseen case study

• Paper 2 (50%): short answers and structured essay questions

Internal assessment (25%)

• One practical investigation (fieldwork or lab-based) planned, carried out, analysed and evaluated by the student. The purpose of the internal assessment investigation is to focus on a particular aspect of an ESS issue and to apply the results to a broader environmental and/or societal context. The investigation is recorded as a written report of 1,500 to 2,250 words.

Geography

Prerequisite knowledge and prior learning

Geography requires no specific prior learning. No particular background in terms of specific subjects studied for national or international qualifications is expected or required. While the skills needed for Geography are developed within the context of the course itself however, Geography taken at IGCSE and/ or a familiarity with geographical concepts would be an advantage.

Course description

Geography 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.

Course content

Part 1: Geographic themes – seven options (two at SL, three at HL).

• Freshwater—drainage basins

• Oceans and coastal margins

• Extreme environments

• Geophysical hazards

• Leisure, tourism and sport

• Food and health

• Urban environments

Part 2: Geographic perspectives – global change (SL and HL core).

• Population distribution—changing population

• Global climate—vulnerability and resilience

• Global resource consumption and security

Part 2 extension: Geographic perspectives – global interactions (HL only).

• Power, places and networks

• Human development and diversity

• Global risks and resilience

Assessment HL

External assessment

• Paper 1 (35%) on part 1, 45 minutes per option question. Each option has a structured question and one extended answer question from a choice of two.

• Paper 2 (25%) on part 2, Section A three structured questions, based on each SL/HL core unit; Section B visual stimulus with structured questions; Section C one extended answer question from a choice of two

• Paper 3 (20%) Syllabus content: Higher level extension. Students answer one of three essay questions on HL extension topics.

Internal assessment (20%)

• Students complete a written report based on fieldwork.

Assessment SL

External assessment

• Paper 1 (35%) on part 1, 45 minutes per option question. Each option has a structured question and one extended answer question from a choice of two.

• Paper 2 (40%) on part 2, Section A three structured questions, based on each SL/HL core unit; Section B visual stimulus with structured questions; Section C one extended answer question from a choice of two

Internal assessment (25%)

• Students complete a written report based on fieldwork.

Digital Society

Prerequisite knowledge and prior learning

No specialised prior learning in the subject area is required for students to undertake the digital society course. However, it would be beneficial for students to have some knowledge and understanding of basic IT terminology, concepts and how digital systems are changing our world and transform how we think, communicate, and collaborate.

Course description

This course allows students to better understand this changing world and to imagine where we might go next as technology continues to evolve. Students explore the impacts and implications of digital systems for people and communities in diverse real-world contexts. Based on the interdisciplinary perspectives and skills of the social sciences and humanities, the course encompasses attributes of the IB learner profile while preparing students for further study in a variety of fields and professions. The passions, interests and experiences of students are key to the course, which aims to empower them to become citizens who not only participate in digital society but lead it as well.

Course content

The course integrates concepts, content, and contexts through inquiry.

Concepts

Concepts invite young people to “think like a practitioner” by considering, for instance, how a geographer, sociologist, anthropologist or ethicist might approach the impact and implications of different digital systems in the world.

The starting concept is the one that is most applicable to the context and content of the inquiry. Also, when starting an inquiry with a content focus, such as databases or artificial intelligence, or a context focus, such as care for elderly people or education, the concepts will provide different ways to explore impacts and implications, and where to go next with future developments and interventions.

Content

When studying digital society, it is important to have an understanding of the underlying technologies and terms associated with the digital system being used in society today. It is important that students must gain a more precise understanding of the terms and technologies used by digital systems in the content section.

Content aids inquiries with details related to digital systems. Each content topic must be addressed. Students are not expected to develop an in-depth knowledge of every aspect related to digital systems. It is not possible, for instance, to fully explore every digital system relevant to the course.

Contexts

When studying digital society, it is important to have an understanding of a range of real-world contexts and how they relate to the content and contribute to our overall understanding of the major concepts. By the end of this section, students must be able to understand, analyse and evaluate unseen real-world examples as well as the impacts and implications of digital systems relevant to each context.

HL Challenges and Interventions

In the HL extension, students conduct extended inquiries to address challenge topics and interventions in a digital society. Steps taken to complete the HL extension challenges:

1. Students create an extended inquiry focus that integrates a prescribed area for inquiry from one of the challenge topics – Global well-being, governance and human rights and sustainable development.

2. Students explore sources and investigate their extended inquiry focus.

3. Students must identify at least one intervention for each prescribed area for inquiry. Interventions studied in the HL extension must involve digital systems, but they do not need to always refer to discrete devices, services, apps or platforms. A policy or rule change, for example, may also be considered as an intervention that involves digital systems.

4. Students must evaluate at least one intervention for prescribed area for inquiry and consider recommended steps for future action.

Assessment HL

External assessment

• Paper 1 (35%)

• Paper 2 (20%)

• Paper 3 (25%)

• Internal assessment (20%):

Assessment SL

External assessment

• Paper 1 (40%)

• Paper 2 (30%)

• Internal assessment (30%):

Internal assessment – Inquiry project

Students conduct an inquiry into impacts and implications of digital systems for people and communities. The requirements for the project include:

• an inquiry process document not to exceed 1500 words

• a recorded multimedia presentation that does not exceed 10 minutes

• a list of references.

Psychology

Prerequisite and prior learning

No prior study of Psychology is expected. While the skills needed for the Psychology course are developed during the course itself, the ability to understand and explain abstract concepts, the interest to read a considerable amount of text and do research, and the ability to write in a logically structured manner are distinct advantages in Psychology.

Course description

Psychology is the systematic study of behaviour and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society.

IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behavior.

Course content

Part 1: Core

Biological approach to understanding behavior, Cognitive approach to understanding behavior, Sociocultural approach to understanding behavior, Approaches to researching behavior.

Part 2: Options

Abnormal psychology, Developmental psychology, Health psychology, Psychology of human relationships.

Part 3: Experimental study

Assessment HL

External assessment

• Paper 1 (40%)

• Paper 2 (20%)

• Paper 3 (20%)

Internal assessment (20%)

• A report of an experimental study conducted by the student.

Assessment SL

External assessment SL

• Paper 1 (50%)

• Paper 2 (25%)

Internal assessment (25%)

• A report of an experimental study conducted by the student.

Group 4 Sciences

All Group 4 subjects include theoretical study and learning scientific investigative skills. The Nature of Science is an overarching theme in the Biology, Chemistry and Physics courses. At the Australian International School we offer the following group 4 subjects:

• Biology

• Chemistry

• Design Technology (DT)

• Environmental Systems and Societies (ESS)

• Physics

Biology

Prerequisite knowledge and prior learning

Past experience shows that students will be challenged to achieve a high degree of success in Biology at SL with no background in, or previous knowledge of, science. For students considering the study of Biology at HL, achieving excellent grades in Biology in the previous year would be necessary.

Course description

Biology literally means "the study of life". Biology is such a broad field, covering the minute workings of chemical nanomachines inside our cells, to broad scale concepts such as ecosystems and global climate change.

In Biology you will study not only the science of living organisms but also develop a broad understanding of the overarching principles of the subject.

Course content

Core (HL & SL):

• Unity and diversity

• Form and function

• Interaction and interdependence

• Continuity and change

Additional HL topics:

• Origins of cells

• Viruses

• Classification and cladistics

• Muscle and motility

• Chemical signalling

• Gene expression

Assessment SL

External Assessment:

• Paper 1 (36%): A) Multiple-choice questions - B) Data-based questions

• Paper 2 (44%): short-answer and extended-response questions

Internal Assessment (20%):

• One practical investigation planned, carried out, analysed and evaluated by the student.

Assessment HL

External Assessment:

• Paper 1 (36%): A) Multiple-choice questions - B) Data-based questions

• Paper 2 (44%): short-answer and extended-response questions

Internal Assessment (20%):

• One practical investigation planned, carried out, analysed and evaluated by the student.

Chemistry

Prerequisite knowledge and prior learning

Past experience shows that students will be challenged to achieve a high degree of success in Chemistry at SL with no background in, or previous knowledge of, science. For students considering the study of Chemistry at HL, achieving excellent grades in Chemistry in the previous year would be necessary.

Course description

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemistry is often referred to as the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, Chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

Course content

Core (HL & SL):

• Structure 1 - Models of the particulate nature of matter

• Structure 2 - Models of bonding and structure

• Structure 3 - Classification of matter

• Reactivity 1 - What drives chemical reactions?

• Reactivity 2 - How much, how fast and how far?

• Reactivity 3 - What are the mechanisms of chemical change?

Additional HL topics:

• Entropy and spontaneity

Assessment SL & HL

• Same as for Biology

Design Technology (DT)

Prerequisite knowledge and prior learning

Students who have not studied Design Technology before could possibly study DT but will find it very challenging. An interview with the teacher will be necessary. Generally, all DT students will need to have had prior exposure to Design Technology.

Course description

Design consists of gathering information about the problem or opportunity, processing that information, and planning for some kind of intervention either by modifying what is already there or by introducing something new. The designer is interested not just in the material environment but also in the social, technological, economic, environmental, political, legislative and ethical considerations that affect people’s priorities.

The DP Design Technology course combines technological theory with a significant amount of design-based practical work.

Course content

Core (HL & SL):

• Topic 1: Human factors and ergonomics

• Topic 2: Resource management and sustainable production

• Topic 3: Modelling

• Topic 4: Final Production

• Topic 5: Innovation and design

• Topic 6: Classic design

Additional HL topics:

• Topic: 7 User-centred design

• Topic 8: Sustainability

• Topic 9: Innovation and markets

• Topic 10: Commercial Production

Assessment HL

External Assessment:

• Paper 1: multiple-choice questions (20%)

• Paper 2: data-based, short answer and extended response questions (20%)

• Paper 3: Structured questions on HL extension material and a case study (20%)

Internal assessment (40%)

• Individual Design Project: an area of particular interest to the individual can be studied in some depth.

Assessment SL

External Assessment:

• Paper 1: multiple-choice questions (30%)

• Paper 2: data-based, short answer and extended response questions (30%)

Internal assessment (40%)

• Individual Design Project

Environmental Systems and Societies (ESS)

ESS is both a group 3 and a group 4 subject – details can be found under Group 3.

Physics

Prerequisite knowledge and prior learning

Past experience shows that students will be challenged to achieve a high degree of success in Physics at SL with no background in, or previous knowledge of, science. For most students considering the study of Physics at HL, achieving excellent grades in Physics in the previous year would be necessary.

Course description

The Diploma Programme physics course allows students to develop traditional practical skills and techniques and increase their abilities in the use of mathematics, which is the language of physics.

It also allows students to develop interpersonal and digital communication skills which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right.

Course content

Core (HL & SL):

• Space, time and motion

• The particulate nature of matter

• Wave behaviour

• Fields

• Nuclear and quantum physics

Additional HL topics:

• Rigid body mechanics

• Galilean and special relativity

• Thermodynamics

• Induction

• Quantum physics

Assessment SL & HL

• Same as for Biology

Group 5 Mathematics

Students need to be challenged and perform well while also being comfortable and confident with the level of Mathematics they are learning. As a compulsory element of the DP, it is important that all students feel confident in the type of Mathematics and level they choose and that all achievements are celebrated.

There are four different courses in Mathematics. These courses are designed for:

• those who wish to study Mathematics in depth, either as a subject in its own right or to pursue their interests in areas related to Mathematics;

• those who wish to gain a degree of understanding and competence to understand better their approach to other subjects;

• those who may not as yet be aware how Mathematics may be relevant to their studies and in their daily lives. Great care should be taken to select the course that is most appropriate for an individual student. In making this selection, students are advised to take account of the following factors:

• their abilities in Mathematics and the type of Mathematics in which they can be successful

• their other choices of subjects within the framework of the Diploma Programme

• their academic plans, in particular the subjects they wish to study in future

• their choice of career

At the Australian International School we offer the following group 5 subjects:

• Mathematics: Applications and Interpretation (SL)

• Mathematics: Applications and Interpretation (HL)

• Mathematics: Analysis and Approaches (SL)

• Mathematics: Analysis and Approaches (HL)

Mathematics: Applications and Interpretation

Course description

Applications and interpretation SL and HL is appropriate for students who are interested in developing their mathematics for describing our world and solving practical problems. They will also be interested in harnessing the power of technology alongside exploring mathematical models. Students who take Mathematics: Applications and interpretation will be those who enjoy mathematics best when seen in a practical context. This subject is aimed at students who will go on to study subjects such as social sciences, natural sciences, statistics, business, some economics, psychology, and design, for example.

Prerequisite knowledge and prior learning (SL)

The SL course is accessible to students with almost any mathematical background. Students with a grade C at IGCSE (or equivalent) should be able to aim for high grades in this course.

Prerequisite knowledge and prior learning (HL)

Students who have studied IGCSE should have or be expecting to obtain a grade A/A* and be confident in algebraic manipulation. The key aspect is that students need to be comfortable and confident working with algebra (solving linear and quadratic equations, rearranging formulae), numbers (fractions, and decimals) and have a good level of mathematical knowledge.

Course content

• Number and algebra

• Functions

• Geometry and trigonometry

• Statistics and probability

• Calculus

Mathematics: Applications and Interpretation assessment:

External assessment (80%)

Mathematics: Applications and Interpretation will be assessed with two written papers both of which will require the use of the technology in the form of a graphical calculator. Paper 1 will consist of short questions and paper 2 will consist of longer questions. HL will also feature a paper 3 exam.

Internal assessment (IA – 20%)

The internal assessment task will be the same for both HL and SL and is based on a piece of research, which interests the student and models the type of mathematical activity undertaken in the modern world.

Mathematics: Analysis and Approaches

Course description

Analysis and approaches at SL and HL is appropriate for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will also be fascinated by exploring real and abstract applications of these ideas, with and without the use of technology. Students who take Mathematics: Analysis and approaches will be those who enjoy the thrill of mathematical problem solving and generalization. This subject is aimed at students who will go on to study subjects with substantial mathematics content such as mathematics itself, engineering, physical sciences, or economics for example.

Prerequisite knowledge and prior learning (SL)

Students who have studied IGCSE should have or be expecting to get at least a grade B and be reasonably confident with Algebra (solving equations, rearranging formulae), Numbers (fractions and decimals) and Trigonometry. Students who have studied Core level IGCSE will not have the required mathematical background for this course.

Prerequisite knowledge and prior learning (HL)

Students who have studied IGCSE should have or be expecting to obtain a grade A/A* and be confident in algebraic manipulation. The key aspect is that students need to be comfortable and confident working with algebra (solving linear and quadratic equations, rearranging formulae), numbers (fractions, and decimals) and have a good level of mathematical knowledge.

Course content

• Number and algebra

• Functions

• Geometry and trigonometry

• Statistics and probability

• Calculus

Mathematics: Analysis and Approaches assessment:

External assessment (80%)

Mathematics: Analysis and Approaches will be assessed with two written papers. Each paper will consist of a section A (short questions) and a section B (long questions). Paper 1 will be without the use technology and paper 2 will allow the use of a graphical calculator. HL will also feature a paper 3 exam.

Internal assessment (IA – 20%)

The internal assessment task will be the same for both HL and SL and will be based on a piece of research which interests the student and models the type of mathematical activity undertaken in the modern world.

Group 6: The Arts (and electives)

The subjects in the arts allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres

In group 6, students may opt to study an additional group 4 (Sciences) or group 3 (Individuals and Societies) subject instead of a course in the arts.

At the Australian International School we offer the following Arts subjects:

• Music

• Visual Arts

Music

Course description

The new DP music course, for the 21st century music learner, prepares musicians for a world in which global musical cultures and industries are rapidly changing. Students will approach creativity through practical, informed and purposeful explorations of diverse musical forms. This will equip them with strongly-developed creative thinking skills, holistic mindsets and flexible design and project-based skills, all of which are highly valued by universities and employers.

Prerequisites and prior learning:

This course is designed to give creative individuals the chance to explore and develop their musical skills. Whilst not a requirement, achieving a ‘C’ or above in IGCSE Music is desirable. If a student has not taken IGCSE then their ability in performance, creation and discussion of music will need to assessed by a teacher before acceptance onto the course. Ideally, students need to play an instrument and be familiar with a Digital Audio Workstation (DAW) in order to access the creating and performance aspects of the course.

Course content

The course allows students to embody three roles: the researcher, the creator and the performer. In these roles, they inquire, create, perform and reflect on the course’s three musical processes:

• Exploring music in context

• Experimenting with music

• Presenting music

Students will complete work based on different Areas of Inquiry (AOI).

Areas of Inquiry (AOI)

1. Music for sociocultural and political expression

• Examples may include protest songs, liturgical music, national anthems

2. Music for listening and performance

• Examples may include chamber music of the Western art tradition, cool jazz, experimental music

3. Music for dramatic impact, movement and entertainment

• Examples may include music for film, ballet or musical theatre

4. Music technology in the electronic and digital age

• Examples may include electronic dance music, technology in popular music production

Engagement with these AoIs takes place across three contexts:

• Personal Context – music that has significance to the student, and that they are most familiar with.

• Local Context – music that has local significance, but that might be unfamiliar to the student.

• Global Context – unfamiliar music from a variety of places, societies and cultures.

Assessment

These assessments take place across the two years of the course. It is important to note that all work takes the form of producing a portfolio of work. There are no examinations for IB Music.

External: Exploring Music in Context: Students select samples of their work for a portfolio submission (maximum 2,400 words)

a. Exploring as a researcher

• written work demonstrating engagement with, and understanding of, diverse musical material from at least two areas of inquiry

b. Exploring as a creator and as a performer

• one practical creating exercise (score maximum 32 bars and/or audio 1 minute as appropriate to style)

• one performed adaptation of music from a local or global context for the student’s own instrument (maximum 2 minutes)

c. supporting audio reference material, (not assessed).

External: Presenting Music: Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry.

a. Presenting as a researcher

• programme notes (maximum 600 words)

b. Presenting as a creator

• composition and/or improvisation (maximum 6 minutes)

c. Presenting as a performer

• solo and/or ensemble (maximum 12 minutes)

• excerpts, where applicable (maximum 2 minutes)

Internal: Experimenting with Music: Students submit an experimentation report with evidence of their musical processes in creating and performing focused through at least two areas of inquiry in a local and/or global context.

a. Experimenting as a researcher

• a written experimentation report that supports the experimentation (maximum 1,500 words)

b. Experimenting as a creator and as a performer

• Practical musical evidence of the experimentation process in the form of - three related excerpts of creating (total maximum 5 minutes)

- three related excerpts of performing (total maximum 5 minutes)

Internal: The Contemporary Music-Maker: Students submit a continuous multimedia presentation documenting their real-life project.

Multimedia presentation (maximum 15 minutes), evidencing:

a. the project proposal

b. the process and evaluation

c. the realized project, or curated selections of it.

SL: 30% HL: 20%

SL: 40% HL: 30%

SL: 30% HL: 20%

HL only: 30%

Visual Arts

Course description

The DP Visual Arts course is designed to offer students the opportunity to build on prior experience while encouraging them to develop and use new skills, techniques and ideas.

Prerequisites and prior learning

While it is possible to take the course without previous experience, it is helpful to have had some, particularly for HL. Recommendations:

• At least a C at the IGCSE Art & Design examinations or 5 in MYP Visual Art

For students with no previous experience in art:

• A portfolio from their previous school

• An interview with the teacher who may want to give a small assignment to assess dedication, commitment, interest, attitude, aptitude, and the ability to reflect verbally and in writing about art.

Course content

The visual arts core syllabus at SL and HL consists of three equal interrelated areas:

• Visual arts in context

• Visual arts methods

• Communicating visual arts

Students are required to investigate the core syllabus areas through exploration of the following practices:

• theoretical practice

• art-making practice

• curatorial practice.

Visual arts assessment:

External assessment (60%)

• Part 1: Comparative study (20%)

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

SL and HL 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).

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

• Part 2: Process portfolio (40%)

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

SL students submit 9–18 (HL 13-25) 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 artmaking forms (HL three), each from separate columns of the art-making forms table.

Internal assessment (40%)

• Part 3: Exhibition (40%)

Students at SL and 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.

¡ SL students submit a curatorial rationale that does not exceed 400 words (HL 700 words)

¡ SL students submit 4–7 (HL 8-11) artworks.

¡ Students submit exhibition text (stating the title, medium, size and intention) for each selected artwork

The Core

The DP Core is a compulsory part of the IB Diploma Programme and aims to broaden students’ educational experience and challenge them to apply their knowledge and skills. It is an important part of preparing students for university and is what sets the DP above other post-16 programmes when university admissions officers look at applications from AIS students.

There are three required components of the Core:

• Creativity, Activity, Sercvice (CAS)

• Extended Essay (EE)

• Theory of Knowledge (TOK)

Creativity, Activity and Service (CAS)

CAS involves students in a range of activities alongside their academic studies. The three strands of CAS are as follows:

• Creativity – arts, and other experiences that involve creative thinking.

• Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.

• Service – an unpaid and voluntary exchange that has a learning benefit for the student.

CAS enables students to enhance their personal and interpersonal development by learning through experience. It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.

In order to demonstrate these concepts, students are also required to undertake a CAS Project. The project challenges students to:

• show initiative

• demonstrate perseverance

• develop skills such as collaboration, problem solving and decision making. Each student’s CAS programme should last for 18 consecutive months, with a balanced time distribution between creativity, activity and service. Students must be engaged in CAS on a weekly basis. All CAS experiences must meet the approval of the CAS Coordinator and should be both challenging and enjoyable – a personal journey of self discovery.

Assessment

CAS is not formally assessed, however, students must reflect on all their CAS experiences and also provide evidence of achieving the seven learning outcomes for CAS. If a student fails to complete their CAS programme properly, they fail to pass the Diploma Programme.

Extended Essay (EE)

The Extended Essay (EE) is an independent, self-directed piece of research, finishing with a 4,000-word paper.

The EE is:

• All EEs are based on a subject offered on the IB curriculum except for “World Studies”, which brings together ideas from two subjects offered on the IB curriculum.

• All EEs are written in English unless the EE written about another Language A subject (Vietnamese, Korean, Japanese or Chinese).

• If an EE is written in Japanese, the word count is 8,000 characters.

• If an EE is written in Chinese, the word count is 4,800 characters.

• Vietnamese and Korean essays have the same word count as essays written in English. Each IB Diploma student has the opportunity to investigate a topic of interest as an in-depth study. The EE acquaints students with the type of independent research and writing skills expected by universities. Students are supported and encouraged throughout the research and writing with advice and guidance from a supervisor.

Assessment

All EEs are externally assessed by examiners appointed by the IB and are marked according to set criteria. Together with TOK, the EE contributes up to three bonus points to DP students’ final points total.

Theory of Knowledge (ToK)

Theory of knowledge (TOK) asks students to reflect on the nature of knowledge, and on how we know what we claim to know. TOK is a compulsory subject in the IB Diploma: Year 12 students study four TOK periods per week, Year 13 have two periods of TOK.

Students learn about five Areas of Knowledge and various themes to consider their own personal philosophy and values, as well as developing a discerning reflective attitude to philosophy, ethics and knowledge. The course teaches students to be critical thinkers.

Assessment

External Assessment: TOK Essay

• Students are given the choice of six prescribed essay titles. They must choose one and complete a 1600-word essay.

Internal Assessment: Exhibition

• Students deliver an exhibition and a 900 word commentors based around 3 objects that shows how TOK presents itself in the real world. This is assessed by the teacher and is then moderated by the IB. Together with the Extended Essay, TOK contributes up to three bonus points to DP students’ final points total.

IBDP option choices for 2023-24

Students must choose one subject from each of the groups listed below. ESS can count as a group 3 or group 4 subject.

Students must study three subjects at HL and three subjects at SL. For group 6, students can opt for an additional group 3 or group 4 subject (an ‘elective’).

It is not possible to choose Business Management and Economics.

Students may not be able to study their first choice of subject option combination due to timetabling and other issues. Counselling sessions with Year 11 students and families will take place in March to finalise option choices.

Selecting an IB Diploma Programme Course of Study

AIS offers a generous range of subject choices within the IBDP curriculum which allows students to select the best possible individual programme suited to their needs, personal interests and academic strengths. Any questions should be directed to the IB Diploma Coordinator.

Higher Level versus Standard Level

Most IBDP subjects can be studied at two levels:

Higher Level (HL) or Standard Level (SL). Students normally choose three subjects (no more than four) at HL and three at SL (two, if four HL’s taken), for a total of SIX subjects. This allows for breadth and depth in studies.

Higher Level

HL subjects require intensive, in depth study over two years, with 240 recommended teaching hours. These generally reflect the student’s areas of interest and academic strength. They are similar in scope to and depth in British GCE ‘A’ levels, French Baccalaureate, or U.S. Advanced Placement.

Standard Level

SL subjects are less demanding, require a lesser degree of specialised knowledge and understanding, and take a minimum of 150 hours teaching time. They are considered sufficient to satisfy most prerequisite requirements for first year university courses.

Choosing a Language course

Language A Literature or Language & Literature SL is for a fluent language user, who has experience using the target language in an academic context. Students who take this course will often have varied language profiles and may be multilingual but prefer to take other subjects as their Higher Levels.

Language A Literature or Language & Literature HL is for a fluent language user, it is primarily a pre-university course aimed at students who intend to pursue literature, or related studies (arts, social sciences, law, history, and humanities) at university where a strong foundation in the target language is required

Ab initio SL is for a beginner who has little or no previous experience of the language

Language B SL is for a language learner who has 2 to 5 years of experience in the target language

Language B HL is for a language learner has 4 or more years of experience in the target languages

Bilingual Diploma

A Bilingual Diploma is awarded to students who:

• have taken examinations in at least one of the subjects from Group 3 or Group 4 in another language other than their A language

• or who have selected two A languages

Many of the students at AIS take Vietnamese A or Korean A, and as they study the Group 3 and 4 subjects in English, are awarded a bilingual diploma.

Other points

• Students may not take the same subject at both HL and SL

• Students cannot select the same language as both Group 1 and Group 2

• Languages do not have to be studied at Higher Level

Making IB Diploma Subject Choices

Before making his or her choices, a student should ask the following questions:

• Which subjects have I enjoyed in the past, irrespective of grades? Why do I enjoy them?

• Which subjects have I previously studied most successfully?

• Which subjects, at which levels, do teachers/parents and counselors recommend?

• What careers am I considering? What do I want to study at university?

• Which countries am I considering for university study?

• Are there certain subjects required for entry to particular courses of further study in the country concerned?

• What relationship is there between my academic success and my future plans?

The table below is only meant as a guide. It may be used to help put together all your considerations regarding possible IB subject choices. Rate each of the subjects you have chosen on a 1 to 7 scale as indicated. Add the totals. Higher totals indicate likely subject choices which match your preferences, abilities and career options.

Thinking about university

The following provides subject selection guidance in terms of what might be prerequisites for university course entry. While these suggestions aim to assist, you should consult with the IBDP Coordinator, Principal, ATS or other careers advisor or intended university for definitive information regarding course requirements.

/ = alternatives

Medicine, Veterinary Sciences, Biology

Group Subject

1 Any language course

2 Any language course (English B if not taken in Group 1)

3 Any

4 Chemistry must be taken, with possibly one of Biology or Physics as well

5 Any / HL might be preferred

6 Any

For medicine and related degrees, 2 HL Sciences is necessary and Maths SL is good. Only take Maths HL if your math is very goods. Some medical schools prefer a Group 3 HL as well to show that you can write essays. You can select any other SL subjects to show your breadth of interests.

Engineering, Architecture, Physics, Maths

Group Subject

1 Any

2 Any language course (English B if not taken in Group 1)

3 Any

4 Physics, Chemistry/ DT

5 Mathematics: Analysis + Approaches HL May be preferred

6 Any

These degrees normally expect Physics and Mathematics: Analysis + Approaches. Visual Arts may help in some schools with Architecture applications.

Economics, Business, or Fields of Management

Group Subject

1 Any language course

2 Any language course (English B if not taken in Group 1)

3 Economics / Psychology

4 Any

5 Any / Mathematics: Analysis & Approaches may be preferred for Economics

6 Any

For some universities you do NOT have to take Economics but it is obviously an advantage to apply for a related degree. These are popular subjects as they are relevant to the field of work.

Geography, Social Sciences (Law, Politics, Anthropology etc.)

Group Subject

1 ENGLISH (or another first language at HL)

2 Any language course (English B if not taken in Group 1)

3 Geography/Psychology/Economics or any subject relevant to degree studies

4 Any

5 Any

6 Any

Arts (History of Art, Music, Philosophy, Classics etc.)

Group Subject

1 English (or another first language at HL)

2 Any language course (English B if not taken in Group 1)

3 Any

4 Any

5 Any

6 Visual Art, Music

Computing/Computer Science

Group Subject

1 Any language course

2 Any language course (English B if not taken in Group 1)

3 ITGS HL or any group 3 subject

4 Physics / Any science

5 Mathematics: Analysis & Approaches probably preferred

6 Any

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