INTERNATIONAL BACCALAUREATE
International Baccalaureate Diploma Programme
The
IB Diploma Programme is a two-year course of study designed to provide all students with a rich curriculum, which offers scope for personal growth and development as well as encouraging intellectual curiosity and a lifelong love of learning.
A PORTFOLIO OF STUDY
The Diploma Programme (DP) consists of a number of strands, all of which work cohesively to develop excellent breadth and depth of knowledge, enabling students to flourish intellectually, emotionally, socially, physically and ethically.
ACADEMIC SUBJECTS
You create your individual portfolio selecting six subjects, one from each of the following groups. This provides breadth and depth of study, enhancing key skills and knowledge. Your three Higher Level subjects enable you to develop expertise in your areas of passion and interest, whilst the three Standard Level subjects provide you with proficiency and broad skills.
Group 1: Studies in Language and Literature: English.
Group 2: Language Acquisition: French, German, Latin, Spanish and ab-initio Italian.
Group 3: Individuals and Societies: Economics, Geography, History, Philosophy.
Group 4: Sciences: Biology, Chemistry, Physics, Computer Science.
Group 5: Mathematics.
Group 6: The Arts: Music, Visual Arts, Theatre Studies, Economics, Chemistry or another Language. If there is another subject you wish to study in Group 6 please discuss with the IB Coordinator.
THE CORE
The Core is often described as the Heart of the IB Diploma. You all complete the following core component. It allows you to put theoretical skills into practice whilst contributing points towards their Diploma qualification. It importantly broadens your understanding of the world, builds independence and encourages self-development.
An Extended Essay
An exciting opportunity to engage in an in-depth study into a question of your choice. This provides you with the opportunity to experience the research process ahead of university within the supportive environment of school. You submit a 4000 word research paper.
Group 4 Science Project
All DP students will undertake the Group 4 project, a collaborative project across the sciences, working together to design, implement, assess and report on an area of independent scientific investigation. This project is held in the Autumn Term of the Lower Sixth. This strengthens research and inquiry skills as well as enhancing scientific reporting skills.
Theory of Knowledge (TOK)
Designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing and different areas of knowledge. Part psychology, part philosophy and part critical-thinking, it is a fascinating course and equips students with the valuable life skills of critical analysis, the ability to appreciate and evaluate other perspectives, and to articulate your views.
Creativity, Activity and Service (CAS)
We want you to develop a global outlook, to be caring individuals who act responsibly towards their communities and wider society. CAS enables students to enhance their personal and interpersonal development by learning through experiences. Both challenging and enjoyable, the programme allows opportunities for self-determination and collaboration through immersive service, physical exercise and creativity. The CAS programme not only provides experiences but also helps you develop the art of reflection, which will provide a backbone to your UCAS personal statements, CVs and interviews.
WHO CAN DO THE IB DIPLOMA PROGRAMME
The IB Diploma Programme is open to all students who have the grades required to enter Sixth Form at BGS (5 grade 9-6 at GCSE). All courses at Standard Level are open to all students, and you do not necessarily need to have studied a subject at GCSE to enjoy it as part of your Diploma portfolio.
There are some subjects where we may recommend specific GCSE grades for Higher Level study, but it is best to talk to the individual Heads of Departments about this, so you can understand the skills needed and find your best fit.
ASSESSMENT AND GRADING
Assessment of different elements of the Diploma is undertaken in different ways, including written examinations, self-reflections, coursework, fieldwork, oral examinations, short answer and multiple choice, artistic performances, portfolios, exhibitions and presentations. This enables you to demonstrate a wider range of skills and develop a range of study skills which all work towards helping you achieve a final mark, rather than being tested by purely end of course assessments.
The nature of a Diploma is that you build towards an overall point score, with marks being awarded for each of your six subjects and the core course components; everything you do in Sixth Form counts towards your diploma score, helping to maintain a balance as you are not solely working towards final examinations. The Diploma is awarded to students who score a minimum of 24 points out of a maximum of 45.
Over the last five years, we have achieved an average score of 37.5 points against a worldwide average of 29 points. Students achieved places at leading universities to study courses such as: Geography; Economics and International Development; French and Russian; International Justice; Law; History; Philosophy and Theology; Art History, Visual Culture and Modern Language; English; Integrated Agricultural Business Management; Natural Sciences; Biology; PPE; Medicine; Veterinary Medicine; Natural Sciences; Mathematics; Psychology; International Business; Computer Sciences and Electronics; Liberal Arts and Science; Nutrition.
The IB Diploma is highly respected by both British and global universities and we see IB students being awarded lower offers to universities compared to equivalent A Level students. In the USA it is now the sought after qualification for the top universities.
Group 1: English Literature
This course aims to stimulate a lifelong interest in the richness of human expression. You will be introduced to a wide variety of texts and grow to appreciate the complexity and subtleties of the written and spoken word. Through the study of English you will enhance your analytical, research, creative and communication skills.
Head of Department:
Mrs Francesca Graves francesca.graves @bedfordgirlsschool.co.uk
“ The UK risks falling behind its global competitors as a result of maintaining a narrow, outdated model of post-16 education. Our narrow education system, which encourages early specialisation, is no longer fit for purpose in an increasingly interdisciplinary world. ”
Professor Sir Venki Ramakrishnan, President of the Royal Society
COURSE CONTENT SUMMARY FOR ENGLISH
The spirit of the IB provides for the study of texts and concepts, though not all are officially examined, opening up the wonders of the world of literature and allowing you to make certain choices about what you want to study in-depth. Lessons involve research, discussion, evaluation and comparison, along with the development of literary analysis skills.
The course will develop skills so that you are able to articulate creative and informed responses to texts both unseen and studied; enabling you to demonstrate critical understanding and explore new connections.
You will be introduced to essays, short stories, novels, poems and plays from authors from around the world, covering a wide range of genres. The breadth of the course means that we can choose our texts and each year you will have a say in the texts selected, in the last few years these have included: Never Let Me Go a dystopian novel from Nobel Prize winning author Ishiguro; Christina Rossetti’s allegorical poem Goblin Market; a Graphic novel Persepolis and more canonical work by Donne and Shakespeare.
HIGHER LEVEL
Students will study texts across a range of literary forms, also covering at least three literary periods and four countries of origin.
At least four texts will be works studied in translation, with others taken from the British literary canon.
Detailed comparison of two texts in an interactive oral, focusing on their presentation of a global issue.
STANDARD LEVEL
Students will study texts across a range of literary forms, also covering at least three literary periods and three countries of origin.
At least three texts will be works studied in translation, with others taken from the British literary canon.
Detailed comparison of two texts in an interactive oral, focusing on their presentation of a global issue.
ASSESSMENTS
Higher Level
• Paper 1: Literary commentary on two unseen texts (35%).
• Paper 2: Comparison of the student’s choice of two studied texts (25%).
• 15-minute interactive oral presentation on two texts chosen by the student (20%).
• Higher Level Essay: a 1,500 word exploration of a specific literary aspect of one text (20%).
Standard Level
• Paper 1: Literary commentary on one unseen text (35%).
• Paper 2: Comparison of the student’s choice of two studied texts (35%).
• 15-minute interactive oral presentation on two texts chosen by the student (30%).
“ I have found that studying such a wide range of subjects in the IB has helped me to understand my first year modules, and the independent learning aspects for the extended essay really helped me to transition towards a more independent way of studying at university. ”
Former student
Language Acquisition
Group 2: Language Acquisition: French, German, Spanish, ab-initio Italian or Latin
Providing you with life-long communication, inquiry and research skills, which can be applied at work and in leisure. Build upon your current language knowledge to develop language fluency for life. You can choose to study at least one language from French, German, Spanish or Latin. We will also offer ab-initio Italian for those of you who wish to explore a new language.
French, German or Spanish
Head of Department: Mrs Aude Helm aude.helm@bedfordgirlsschool.co.uk
IB Diploma graduates move with ease in a diverse and global university that demands intercultural skill and adaptability. “ ” Michigan State University
COURSE CONTENT SUMMARY FOR FRENCH, GERMAN OR SPANISH
Topics are varied and wide to help you develop an insight into societies and culture as well as developing core language skills.
Lessons are immersive and conducted in the chosen language, so you will have plenty of opportunity to practise, contribute and improve. Weekly conversation lessons will reinforce class work in a more informal setting.
Apart from developing your skills in the language, you will also be able to undertake independent research, make group presentations, analyse data, discuss ethical issues and use your imagination.
COURSE CONTENT SUMMARY FOR AB-INITIO ITALIAN
The opportunity to study Italian as a new language at a Standard Level. This course is available to students who have no previous experience of Italian and provides an introduction to the Italian language and culture. You will acquire extensive vocabulary and grammar knowledge and work to develop written, oral and aural skills.
An exciting chance to try something new and build your confidence at communicating across language and culture barriers.
HIGHER LEVEL
Recommended for students with an interest in manipulation of the language, grammar and literary work.
• 5 topics over two years: social organisations, identities, human creativity, experiences and sharing the planet.
• Exploration of a range of target-language countries and cultures.
• Approaches to learning include thinking skills, research, communication, social and self-management skills.
• Learning to adapt the language according to the audience, purpose, meaning and context.
• Study of two literary works.
• Possibility to do the Extended Essay in target language.
STANDARD LEVEL
• 5 topics over two years: social organisations, identities, human creativity, experiences and sharing the planet.
• Exploration of a range of target-language countries and cultures.
• Approaches to learning include thinking skills, research, communication, social and self-management skills.
• Learning to adapt the language according to the audience, purpose, meaning and context.
ASSESSMENTS
Higher Level
• Assessed across all 4 skills: reading, writing, speaking and listening.
• All exams are final, there are no coursework elements.
• The literary component is tested through a presentation of a passage in the oral examination.
Standard Level
• Assessed across all 4 skills: reading, writing, speaking and listening.
• All exams are final, there are no coursework elements.
Group 2. Language Acquisition
Classical LanguageLatin
Head of Department: Miss Claire Brice claire.brice@bedfordgirlsschool.co.uk
COURSE CONTENT SUMMARY
Have you enjoyed delving into Latin and studying ancient literature? This course gives you the opportunity to study the language, literature and culture of ancient Rome, while developing essential skills for your future. Over the course of two years, you will develop your understanding and ability to translate from the original language. We will read a wide variety of texts in Latin and explore their political, historical and cultural context. Studying Latin will help develop your analytical, problem-solving skills, as well as communication and language skills. Latin is highly regarded as excellent training for a huge range of careers.
HIGHER LEVEL
Greater depth of study, understanding and accuracy will be expected at Higher Level.
• Study of Language through the texts of Catullus, Ovid, Pliny and Livy, developing translation skills.
• Study of Literature: a detailed study of literature, including epic poetry from Virgil's The Aeneid (Book II), love poetry from Catullus, Ovid's Amores, and the rhetoric of the orator Cicero's speech Pro Caelio.
• Individual Study: develop a unique and individual research dossier to explore an in-depth aspect of classical language, literature or civilisation. The opportunity to create your own Latin composition.
STANDARD LEVEL
• Study of Language through the texts of Pliny, Livy, Ovid and Catullus, developing translation skills.
• Study of Literature: a detailed study of literature, including epic poetry from Virgil's The Aeneid (Book II), love poetry from Ovid's Amores and the rhetoric of Cicero.
• Individual Study: develop a unique and individual research dossier to explore an in-depth aspect of classical language, literature or civilisation.
ASSESSMENTS
Higher Level
• Translation and comprehension questions from an unseen extract (30%).
• Written critical analysis based on literary texts (30%).
• Coursework: In-depth Research Dossier (20%) and a Latin composition (20%).
Standard Level
• Translation and comprehension questions on an unseen extract (35%).
• Written critical analysis based on the study of literary texts (35%).
• Coursework: Research Dossier (30%).
Group 3: Individuals and Societies
Group 3 provides the the opportunity for you to develop an appreciation of human experience and behaviour as well as fostering your capacity to identify, analyse and evaluate theories and concepts relating to the nature of individuals and societies. You will have a greater understanding of physical, economic and social environments and the history of social, ethical and cultural developments.
Economics
Head of Department: Mrs Sonia Barber sonia.barber@bedfordgirlsschool.co.uk
Students who have come to us with an IB education are among the world’s best and are immediately ready for the rigour and depth of our most demanding courses. “ ” Director of Admissions, Kings College London
COURSE CONTENT SUMMARY
The course focusses on helping you understand the world and the methods and processes by which choices are made in the satisfaction of human wants. It is an analytical subject and involves the application and interpretation of data, helping you develop your analytical and critical thinking skills. You will be introduced to economic theories and study key economic events from different perspectives – both from the view of individuals and nations. Running through the course are nine key concepts that transcend the individual topics and provide connectivity to your learning of economics. The key concepts are scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention.
HIGHER LEVEL
• Unit 1 – Introduction to economics.
• Unit 2 – Microeconomics: competitive markets, elasticity, government intervention, market failure (including market power at HL).
• Unit 3 – Macroeconomics: economic activity, macroeconomic objectives, inequality and poverty, and government intervention (demand management and supply side policies).
• Unit 4 – The global economy: international trade, exchange rates, balance of payments, development.
Units 2, 3 and 4 all have HL extension material.
ASSESSMENTS
Higher Level
• Externally marked extended response paper (20%).
• Externally marked data response paper (30%).
• Externally marked policy paper (30%).
• Internally assessed portfolio (20%).
Standard Level
• Externally marked extended response paper (30%).
• Externally marked data response paper (40%).
• Internally assessed portfolio (30%).
STANDARD LEVEL
• Unit 1 – Introduction to economics
• Unit 2 – Microeconomics: competitive markets, elasticity, government intervention, market failure.
• Unit 3 – Macroeconomics: economic activity, macroeconomic objectives, inequality and poverty, and government intervention (demand management and supply side policies).
• Unit 4 – The global economy: international trade, exchange rates, balance of payments, development.
Geography
Course Teachers:
Mr Matt Gracie matt.gracie@bedfordgirlsschool.co.uk
Mrs Sara McPhail sara.mcphail@bedfordgirlsschool.co.uk
Mr Anthony Thurston anthony.thurston @bedfordgirlsschool.co.uk
COURSE CONTENT SUMMARY
Geography integrates both physical and human aspects and examines relevant global and international awareness in several distinct ways. It will help you understand the interrelationship between people, place, space and the environment. It will help you develop concern for human welfare, the planet and introduce you to planning and sustainability management. You will use analytical skills to investigate contemporary issues and challenges. You will develop critical thinking skills as you consider global perspectives on key issues.
HIGHER LEVEL (CONTINUED)
• Fieldwork.
STANDARD LEVEL
• Geographic Themes: 2 topics selected from: Oceans & Coast; Freshwater; Hazards; Leisure Tourism & Sport; Food & Health, Urban Environments and Extreme Environments.
• Geographical Perspective: Global Change – the study of population distribution and changing populations. Global climate vulnerability and resilience. Global resource consumption and security.
• Fieldwork.
HIGHER LEVEL
• Geographic Themes – 3 topics selected from: Oceans & Coast; Freshwater; Hazards; Leisure Tourism & Sport; Food & Health, Urban Environments and Extreme Environments.
• Geographical Perspective - Global Change – the study of population distribution and changing populations. Global climate vulnerability and resilience. Global resource consumption and security.
• Geographical Perspective: Global interactions – power, places and networks. Human developments and diversity. Global risks and resilience.
ASSESSMENTS
Higher Level
• Structured extended answer questions examination paper (35%).
• Structured extended answer questions, from visual stimulus or infographics (25%).
• Written paper giving choice of three extended answer questions based on HL extension units (20%).
• One written fieldwork report (20%).
Standard Level
• Structured extended answer questions examination paper (35%).
• Structured extended answer questions, from visual stimulus or infographics (40%).
• One written fieldwork report (25%).
History
Head of Department: Mrs Lynda Sadler lynda.sadler@bedfordgirlsschool.co.uk
COURSE CONTENT SUMMARY
This course looks at a broad sweep of 20th century history, focusing on the different political leaderships and the impact on international relations. The IB History course encourages you to examine, consider and analyse the similarities and contrasts between different cultures and societies over time. It will help develop your global outlook and perspectives, providing you with an understanding of events and circumstances which have shaped the modern world.
STANDARD LEVEL
• Global Dimension: A case study on The Move to Global War 1931-41: Japanese, German and Italian expansion.
• Authoritarian States: Castro, Mao, Stalin and Hitler.
• The Cold War: Superpower Tensions.
ASSESSMENTS
Higher Level
• Externally examined sources based paper (20%).
• Externally examined essay based paper on world history topics (25%).
• Externally examined essay paper based on a depth study of one region (35%).
HIGHER LEVEL
• Global Dimension: A case study on The Move to Global War 1931-41: Japanese, German and Italian expansion.
• Authoritarian States: Castro, Mao, Stalin and Hitler.
• The Cold War: Superpower Tensions.
• History of the Americas: The Great Depression, Civil Rights and Social Movements. The Cold War and impact on the Americas (1945-1981).
• An internally assessed historical investigation into a topic of the student’s choice (20%).
Standard Level
• Externally examined sources based paper (30%).
• Externally examined essay based paper on world history topics (45%).
• An internally assessed historical investigation into a topic of the student’s choice (25%).
Philosophy
Head of Department:
Mr Jim Monis jim.monis@bedfordgirlsschool.co.uk
COURSE CONTENT SUMM ARY
IB Philosophy invites the development of perspectives that welcome diversity and awareness in an international context. The course provides an opportunity for you to engage with some of the world’s most interesting and influential thinkers and to explore fundamental questions. It will stimulate your intellectual curiosity and develop highly transferable skills such as the ability to formulate arguments clearly, to make reasoned judgements and to evaluate highly complex and multifaceted issues.
HIGHER LEVEL
• Stimulate intellectual curiosity through the investigation of What Is A Human Being? Including questions as; whether humans have free will? Is the mind distinct from the body? What it means to be a person?
• Develop philosophical knowledge and research skills through the study of moral philosophy including ethical theories exploring issues such as environmental and medical ethics.
• Study great philosophical texts, including Descartes' Meditations.
• Create an independent philosophical analysis of a non-philosophical material.
• Use your skills to create a philosophical response to unseen texts, about a contemporary issue.
STANDARD LEVEL
• Stimulate intellectual curiosity through the investigation of What Is A Human Being? Whether humans have free will? Is the mind distinct from the body? What it means to be a person?
• Develop philosophical knowledge and research skills through the study of moral philosophy including ethical theories exploring issues such as environmental and medical ethics.
• Study great philosophical texts, including Descartes' Meditations.
• Create an independent philosophical analysis of a non-philosophical material.
ASSESSMENTS
Higher Level
• Written paper on core themes and essay questions on optional themes (40%).
• Written paper questions on philosophical texts (20%).
• Written response to previously unseen text (20%).
• Internal assessed philosophical analysis of non-philosophical stimulus (20%).
Standard Level
• Written paper on core themes and essay questions on optional themes (50%).
• Written paper questions on philosophical texts (25%).
• Internal assessed philosophical analysis of non-philosophical stimulus (25%).
Group 4: Sciences
The IB Science courses encourage students to develop scientific knowledge and understanding, whilst building critical thinking, analytical and observational skills. They ensure that you can be actively engaged in future scientific discoveries and decisions. You will become critically aware, as global citizens, of the ethical implications of using science and technology, and develop an appreciation for the possibilities and limitations of science and technology.
Head of Science: Mrs Lynne Gethins Lynne.gethins@bedfordgirlsschool.co.uk
Biology
Head of Department: Mrs Michelle Wathen michelle.wathen@bedfordgirlsschool.co.uk
COURSE CONTENT SUMMARY
Biology is a vital and fast changing area of study in the 21st Century, with growing pressure in human population and the environment. Through the study of Biology, you will become aware of science in a global context. You will acquire a body of knowledge, methods and techniques, which characterise the study of science and technology. The course places an emphasis on practical and investigative approaches to learning.
All IBDP students undertake a collaborative project across the sciences, working together to design, implement, assess and report on an area of scientific investigation. This project is held in the Autumn Term of the Lower Sixth.
HIGHER LEVEL
• In addition to the Standard Level (SL) content most topics have additional Higher Level (HL) content.
• There are an additional six HL specific topics: the Origins of Cells; Viruses; Muscles and Motility; Chemical Signalling; Classification and Cladistics; and Gene Expression.
ASSESSMENTS
Higher Level
• Paper 1: Multiple choice and data based questions (36%).
• Paper 2: Data based questions, short answers and extended response (44%).
• Internal assessment on a short research project of the student’s choice (20%).
Standard Level
• Paper 1: Multiple choice and data based questions (36%).
STANDARD LEVEL
• Study of 34 topics, across the themes of Unit and Diversity; Form and Function; Interaction and Interdependence; and Continuity and Change.
• Topics covered in the specification include cells, biological molecules, biochemical pathways, DNA structure and gene editing, animal and plant anatomy and physiology, ecology and evolution.
• Paper 2: Data based questions, short answers and extended response (44%).
• Internal assessment on a short research project of the student’s choice (20%).
“ They [their daughters] are both academic but that was developed and nurtured to the maximum…via the IB. They learned how to think, how to challenge and develop ideas constructively, how to critique literature etc – all so valuable for their university training and for life. ”
Former BGS parents
Computer Science
Head of Department:
Dr Chris Tansell chris.tansell@bedfordgirlsschool.co.uk
COURSE CONTENT SUMMARY
Computer Science is the field that is transforming almost every other field. Automation, ubiquitous networks, artificial intelligence, and data mining are changing the way we communicate, travel, plan, purchase, design and build our lives. The Computer Science course is designed to connect theory with real-world scenarios and applications through a range of practical activities which aim to develop programming skills and conceptual understanding.
All IBDP student undertake a collaborative project across the sciences, working together to design, implement, assess and report on an area of scientific investigation. This project is held in the Autumn Term of the Lower Sixth.
STANDARD LEVEL
• A core programme studying: system fundamentals; computer organisation; networks; computational thinking, problem-solving and programming.
ASSESSMENTS
Higher Level and Standard Level
• Paper 1: An examination focused on problem solving and combines syllabus content from the systems in theory and systems in practice areas of learning. Section B of Paper 1 requires students to read, understand, interpret and write code using Python.
• Paper 2: An assessment focused on applying theory and practice to real-world contexts and combines syllabus content from systems in theory, systems in practice and systems in context. Section B of Paper 2 is common for SL and HL and is framed by a given technology context.
HIGHER LEVEL
• A core programme studying: system fundamentals; computer organisation; networks; computational thinking, problem-solving and programming.
• The study of abstract data structures; resource management; control case study.
• A non-programming research task to study an emerging technology. Past topics have included: cryptocurrencies; autonomous vehicles; computer aided dispatch systems; remote health & robotic surgery; 3D graphics.
• Internal Investigation: Framed as a report, the student will document their process following the software development life cycle (SDLC) to create a solution that solves a real-world problem. They will need to conduct a user-centred investigation into the needs of the client and users, design, develop, test and evaluate their solution.
Chemistry
Head of Department:
Dr Helen Gates
helen.gates@bedfordgirlsschool.co.uk
COURSE CONTENT SUMMARY
Chemistry bridges the gap between physical and biological science and views matter from an atomic and molecular perspective. The course combines experimental science and academic study with practical and investigational skills.
All IBDP students undertake a collaborative project across the sciences, working together to design, implement, assess and report on an area of scientific investigation. This project is held in the Autumn Term of the Lower Sixth.
STANDARD LEVEL
• A core programme including: quantitative chemistry, atomic structures, periodicity, bonding, energetics, kinetics, equilibriums, acids & bases, oxidations & reduction, organic chemistry, NMR.
ASSESSMENTS
Higher Level
• External multiple choice, data based and questions on experimental work (36%).
• Short and extended response questions (44%).
• Internal assessment of a short research project on a topic of the student's choice (20%).
Standard Level
HIGHER LEVEL
Higher Level course will study areas in greater depth and complexity.
• A core programme including: quantitative chemistry, atomic structures, periodicity, bonding, energetics, kinetics, equilibriums, acids and bases, oxidations and reduction, organic chemistry.
• External multiple choice, data based and questions on experimental work (36%).
• Short and extended response questions (44%).
• Internal assessment of a short research project on a topic of the student's choice (20%).
Physics
Head of Department:
Mr Oliver Bowden oliver.bowden@bedfordgirlsschool.co.uk
COURSE CONTENT SUMMARY
From the smallest part of the human body to the largest machine on earth, Physics helps us understand how our world works. The applications and the career opportunities are extensive.
All IBDP students undertake a collaborative project across the sciences, working together to design, implement, assess and report on an area of scientific investigation. This project is held in the Autumn Term of the Lower Sixth.
STANDARD LEVEL
A core programme for all students covering the following topics:
• Topic A: Space; Time and MotionKinematics; Forces and Momentum; Work, Energy and Power.
• Topic B: The Particulate Nature of Matter - Thermal Energy Transfers; Greenhouse Effect; Gas Laws; Circuits and Currents.
• Topic C: Wave Behaviour - Simple Harmonic Motion; Wave Model; Wave Phenomena; Standing Waves and Resonance; Doppler Effect.
• Topic D: Fields - Gravitational Fields; Electric and Magnetic Fields; Motion in Electromagnetic Fields.
• Topic E: Nuclear and Quantum PhysicsStructure of the Atom; Radioactive Decay; Fission; Fusion and Stars.
HIGHER LEVEL
All students study the Standard Level topics, together with the following additional Higher Level specific topics:
• Topic A: Space, Time and MotionRigid Body Mechanics; Galilean and Special Relativity.
• Topic B: The Particulate Nature of Matter - Thermodynamics.
• Topic D: Fields - Induction.
• Topic E: Nuclear and Quantum PhysicsQuantum Physics.
ASSESSMENTS
Higher Level
• Paper 1: Multiple choice and data analysis questions (36%).
• Paper 2: Short and long synoptic questions (44%).
• Internal Assessment; short research project on a topic of the student's choice (20%).
Standard Level
• Paper 1: Multiple choice and data analysis questions (36%).
• Paper 2: Short and long synoptic questions (44%).
• Internal Assessment; short research project on a topic of the student's choice (20%).
Group 5: Mathematics
Develop independence and confidence in your mathematical ability; develop an appreciation for the elegance and power of numbers. Examine the principles and nature of mathematics and be able to communicate clearly in varied contexts. Through the study of mathematics, you will develop your logical, critical and creative skills as well as your problem solving skills. The curriculums will help you appreciate the influence mathematics has on other subjects as well as the wider implications of mathematics in the world.
Head of Department: Mr Richard Jeffryes richard.jeffryes@bedfordgirlsschool.co.uk
The IB Mathematics course has two pathways to enable students to select a course that suits their interests and aspiration. Both pathways can be studied at either Higher or Standard Level and both are assessed in the same way.
ANALYSIS AND APPROACHES
At a Higher Level this course suits students who have an absolute fascination and love of mathematics, who are fiercely independent learners and think ‘outside the box’. It involves intense critical thinking, conceptual understanding and advanced problemsolving skills and above all, a commitment to hard work. Students who wish to study Mathematics, Computer Science, Physics, Engineering, Economics or other physical sciences at university may well want to choose this option.
APPLICATIONS AND INTERPRETATIONS
This course is focused on mathematics in a practical context and is suited to students who are interested in developing their mathematics for describing our world and solving practical problems. This subject is aimed at students who may be looking to study subjects such as social sciences, humanities, medicine, natural sciences, business, psychology and design.
The syllabus for both pathways covers topics from the following components:
• Number and Algebra.
• Functions.
• Geometry and Trigonometry.
• Statistics and Probability.
• Calculus.
ASSESSMENTS
• Paper 1: No technology allowed: Compulsory short and extended response questions based on syllabus (30%).
• Paper 2: Technology allowed. Compulsory short and extended response questions based on syllabus (30%).
• Paper 3: Technology allowed. Two compulsory extended response problem solving questions (20%).
• Individual investigation (20%).
“ The Standard Level subjects enable students to acquire complementary knowledge that can often be incredibly useful to them when they get to university…When students get to university what they’ll discover is that they are surrounded by people and ideas from all around the world and the international perspective they acquire while studying the IB prepares them really well for that. ”
Christ College, Cambridge
Group 6: The Arts
The Arts places creativity in the context of practical research from different genres. Each subject is designed to foster critical thinking, reflective and informed practices as well as helping you understand the dynamic and changing nature of the Arts. You will explore the diversity of Arts across time, place and culture as well as building the skills to express yourselves through your artistic endeavours with confidence and competence. Alternatively, if your passions lie in the Humanities, Sciences or Languages you can select a second subject from those areas for your Group 6 choice.
Head of Department:
Mr Geoff Page geoff.page@bedfordgirlsschool.co.uk Music
COURSE CONTENT SUMMARY
Through the DP Music course, students will develop to become well-rounded modern musicians through a combination of practical work, theoretic and technical training and the development of creative competencies. This holistic course achieves this by scaffolding and integrated approaches to: deep listening skills performance proficiency compositional craft critical analysis of music the ability to justify creative choices, and the capacity for entrepreneurship in the musical world. Students have flexibility and agency to access unique and personalized content and approaches to engaging with music. Throughout the course, students embody three roles, the researcher, the creator and the performer. Through their work, students inquire, create, perform and reflect on their work in progress, forging deep, life-long connections between students’ passions and the wider world of music-making.
HIGHER LEVEL
• Music at Higher Level (HL) builds on the learning of musical competencies and challenges students to engage with the musical processes in settings of contemporary music-making.
• In addition to following all Standard Level topics, HL students plan and collaboratively create a project that draws on the competencies, skills and processes in all of the musical roles of the music course, and is inspired by real-life practices of music-making.
STANDARD LEVEL
• Music in context: Students will learn how to engage with a diverse range of music that will broaden musical horizons and provide expand their own music-making.
• Experimenting with music: Theoretical studies to practical work and gain a deeper understanding of the music they engage with.
• Presenting music: Focus on practise and preparing pieces that will be performed or presented.
ASSESSMENTS
Higher Level
• Music in Context: Externally marked submission of written work and practical exercises (20%).
• Experimenting with Music: Externally marked experimentation report (20%).
• Presenting Music: Students submit a collection of works demonstrating engagement with diverse musical material (30%).
• Contemporary Music Maker: Students submit a multimedia presentation documenting a project (30%).
Standard Level
• Music in Context: Externally marked submission of written work and practical exercises (30%).
• Experimenting with Music: Externally marked experimentation report (30%).
• Presenting Music: Students submit a collection of works demonstrating engagement with diverse musical material (40%).
Theatre
Head of Department: Mr Craig Stratton
craig.stratton@Bedfordgirlsschool.co.uk
COURSE CONTENT SUMMARY
The Theatre course is multifaceted and gives you the opportunity to engage in theatre, as creators, designers, directors and performers. It encourages the discovery through experimentation, risk-taking and the presentation of ideas. You will work both individually and collaboratively. You will learn how to apply research and theory to inform your own work and engage with different theatre across time, place, and culture to promote an appreciation of the diversity of theatre.
Please note a minimum of two candidates are required for this course to run.
STANDARD LEVEL
• Staging play texts: transformation of play texts into action. Examine the ways in which ideas are articulated in texts by playwrights and the ways in which performance and production elements can be used to fulfill theatre-maker intentions.
• Exploring world theatre traditions: addresses the authentic exploration of world theatre traditions through academic and practical research and exploration.
• Collaboratively creating original theatre: addresses the collaborative development and performance of original theatre as part of an ensemble of theatre-makers.
ASSESSMENTS
Higher Level
HIGHER LEVEL
Follows a similar core to the Standard Level but working at greater breadth and depth.
In addition you will study:
• Performing theatre theory: Research at least one theatre theorist, identify an aspect of their theory and apply this to create and present theatre work that demonstrates this aspect of theory in performance.
• Production proposal (20%).
• Research presentation (20%).
• Collaborative project (25%).
• Solo theatre piece (35%).
Standard Level
• Production proposal (30%).
• Research presentation (30%).
• Collaborative project (40%).
Visual Arts
Head of Department:
Mrs Christina Lugsden
christina.lugsden@bedfordgirlsschool.co.uk
COURSE CONTENT SUMMARY
A course designed to encourage you to challenge your own creative and cultural expectations and boundaries. You will develop analytical skills in problem solving, divergent thinking whilst developing skills and confidence as an art-maker. Through the study of art you will develop, a lifelong appreciation of art and its diversity across cultural, social and geographical backgrounds. You will develop the ability to express your ideas and concepts through different forms and media. Within the IB Visual Arts, students will address the three syllabus areas of Create, Connect and Communicate through exploring a range of art-making forms, investigating work of other times and contexts and developing visual and written dialogues between their own practice and that of other artists.
HIGHER LEVEL AND STANDARD LEVEL
Both courses follow the same core but at Higher Level, there is an expectation of deeper exploration and significantly larger numbers of pieces of art.
• Theoretical practice: examine and compare works from different artists in different cultures and context. Explore personal responses to this and look at different techniques for creating art. Communicate these experiences.
• Art-making practice: create art by experimenting with different media, skills and techniques to create a body of work, which is informed through reflection and evaluation.
• Curatorial practice: develop and deliver a body of work, which is presented in a selfcurated exhibition.
ASSESSMENTS
Higher Level
• Art-making inquiries portfolio, where students will develop a digital portfolio of evidence showing their exploration of a wide variety of art-making forms and creative strategies (30%).
• Arts project, where students will develop a research project that demonstrates connections between one of their own final pieces and that of two other artists pieces, considering in depth the context of each of the pieces; a short video presenting the project work is also developed (30%).
• Selected resolved artworks, where students will select and create a coherent body of work of five final pieces from at least eight pieces which demonstrate their best achievement in communicating their artistic intentions (40%).
Standard Level
• Art-making inquiries portfolio, where students will develop a digital portfolio of evidence showing their exploration of a wide variety of art-making forms and creative strategies (40%).
• Connections study, where students will form connections between one of their resolved outcomes and two from other artists that have been sources of inspiration (20%).
• Resolved artworks, where students will create a coherent body of work of five final pieces which demonstrate their best achievement in communicating their artistic intentions (40%).
There is no qualification more appropriate to the modern age than the International Baccalaureate. “ ”
The Telegraph, 2015
