International Baccalaureate Handbook for Pupils and Parents
The International Baccalaureate Diploma Programme (IBDP) perfectly aligns with our philosophy of guiding pupils to become the best versions of themselves. The IBDP fosters the development of pupils with a rich breadth and depth of knowledge, enabling them to flourish physically, intellectually, emotionally, and ethically.
Our pupils are encouraged to remain curious about a broad range of subjects, building confidence through inquirybased learning alongside the core elements of the IB: Creativity, Activity, Service (CAS), Theory of Knowledge (TOK), and the Extended Essay (EE). These components support the holistic development of our pupils, encouraging them to explore their passions and think critically about their identity, their place in the world, and the impact they can make.
Through the IB learner profile, pupils are nurtured to become knowledgeable, self-reflective, balanced, and open-minded individuals. The emphasis on being caring, with kindness at the core, resonates deeply with the values of Brighton College, further strengthening our commitment to this approach.
Our staff, all of whom have received specialised IBDP training, collaborate regularly to create engaging and rigorous programmes of study. This collaboration ensures that our pupils are supported in their pursuit of the highest possible scores in this internationally recognised qualification, opening doors to the world’s leading universities.
Carly Barber Head of College
Why the International Baccalaureate?
At Brighton College Vietnam, we are proud to offer the International Baccalaureate Diploma Programme-a worldrenowned qualification that develops inquisitive, confident and compassionate young people who are ready to thrive in life beyond school. The IBDP is much more than a set of subjects; it is a transformative educational journey that equips pupils with the knowledge, mindset and resilience needed for success at university and in an increasingly global and dynamic world.
The programme invites pupils to study six subjects-three at Higher Level and three at Standard Level-across languages, humanities, sciences, mathematics and the arts. This balanced approach ensures both depth and breadth, enabling each pupil to pursue their strengths while gaining a truly holistic education. Alongside these subjects, pupils engage in the IB core: Theory of Knowledge (TOK), which sharpens critical thinking; Creativity, Activity, Service (CAS), which encourages engagement beyond the classroom; and the Extended Essay, which fosters independent research and academic writing skills. Together, these experiences nurture thoughtful, well-rounded individuals who are ready to make meaningful contributions to the world around them.
The IBDP is truly a global education movement. As of April 2025, more than 5,900 schools in over 160 countries offer one or more IB programmes, uniting learners through shared values of curiosity, integrity and academic excellence. IBDP pupils develop advanced critical thinking, intercultural understanding and strong organisational skills, making them highly sought after by universities across the world, where they are recognised for their independence, depth of understanding and ability to manage rigorous academic demands. Top universities - including Oxford, Cambridge, Harvard and leading institutions across Europe and Asia - actively welcome IB pupils, recognising the Diploma as excellent preparation for higher education. In 2025, the University of Oxford reported that IB entrants continue to perform strongly, with the number of successful applicants having doubled over recent years
At Brighton College Vietnam, we see every IB pupil as a lifelong learner-someone who not only achieves academically but develops the confidence, kindness and curiosity to navigate the challenges and opportunities of the twenty-first century. The IBDP opens doors to outstanding universities and future pathways, but more importantly, it shapes pupils who think critically, care deeply and act wisely.
Anna Fournier Deputy Head of Senior School (Academic)
Welcome from the Head of IB
We are thrilled to have you join us and look forward to supporting you as you embark on this exciting and transformative journey.
The IB Diploma Programme is renowned for its rigorous academic standards and holistic approach to education, designed to develop inquiring, knowledgeable, and caring young people who are motivated to succeed. You will encounter a diverse and challenging curriculum that will push you to explore a wide range of subjects and perspectives, fostering critical thinking and intercultural understanding.
One of the key aspects of the IB is internal assessments, and with it comes deadlines. You will be expected to complete a variety of essays, projects, and assessments throughout the year. Meeting their respective deadlines is crucial, as it helps you manage your workload effectively and ensures you stay on track with your studies. Developing good time management skills and maintaining a disciplined approach to your studies will be essential for your success in the program.
In addition to your academic responsibilities, the Creativity, Activity, Service (CAS) program is a vital component of the IB experience. CAS encourages you to engage in a range of activities beyond the classroom, promoting personal growth, self-discovery, and community involvement. While it is important to keep track of your reflections on Managebac, the true value of CAS lies in the joy and fulfilment you will find through your involvement. Whether you are participating in a sports team, volunteering for a community project, or exploring a new creative hobby, these experiences will enrich your life and provide you with lasting memories.
The benefits of the IB Diploma Programme extend far beyond the classroom. It prepares you for higher education and equips you with the skills needed to thrive in a global society. You will develop strong analytical abilities, effective communication skills, and a deep understanding of different cultures and perspectives. Moreover, the IBDP fosters a sense of responsibility, ethical awareness, and a commitment to lifelong learning, qualities that will serve you well in whatever path you choose.
We encourage you to take full advantage of all the opportunities the IB Diploma Programme has to offer. Embrace the challenges, stay organised, and most importantly, get involved and have fun. Your journey through the IBDP will be demanding, but it will also be incredibly rewarding. Remember, you are not alone on this path. Your teachers, tutors, and peers are here to support you every step of the way.
We wish you all the best as you begin this exciting chapter of your educational journey. Let's make it a memorable and successful 2 years together!
Freya Odell Head of IB
The IB Philosophy The IB Learner Profile
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment.
This programme encourages pupils across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Our Mission Statement
Our mission at Brighton College Vietnam is to inspire every pupil to achieve academic excellence and to become the very best version of themselves, ready to flourish in a dynamic global landscape. We blend innovative and personalised learning with advanced educational technologies and first-class teaching. We aim to deliver an education that is both pupil-centred and outcome-focused. We strive to equip our pupils with the capabilities needed for lifelong success, anchoring our efforts in our core values of curiosity, confidence, and kindness, whilst ensuring that every young person in our care is ready to contribute positively to society. Our goal is to cultivate critical thinkers and creative problem-solvers who respect diverse perspectives and want to give back to the world of which they are a part.
The Diploma Programme
IB Diploma pupils are required to study:
• six subjects, with one from each group
• three must be taken at Higher Level (HL)
• three must be taken at Standard Level (SL)
The Diploma candidate must also meet three additional requirements, collectively called the core:
• Submission of an Extended Essay research project
• Submission of a Theory of Knowledge essay and exhibition commentary
• Completion of Creativity, Activity and Service (CAS) program
The International Baccalaureate Diploma Programme’s learner profile is a mission statement that describes an enviable list of qualities that pupils will seek to embody through their engagement in the program. It is the aim of the Diploma that pupil's holistic development will transcend academic success, rather focusing on a lifelong commitment to better themselves and the communities in which they live.
Through studying the IB Diploma, Brighton College Vietnam aims to expand on our own values of Kindness, Curiosity and Confidence, to enable pupils to embody the IB learner profile in developing learners who are:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning, and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and are willing to grow from experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and fore-thought and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
The Brighton College schools have a rich culture of innovation, social responsibility, and an impatience for established educational norms. Whether it be our community tradition of “Make a Difference (MAD) week”, our innovative courses (Story of Our Land, Presentation Skills, Our Human Story), or being amongst the first schools to include Mandarin as part of our core curriculum, a Brighton College education prepares pupils to make their next steps into the world as empowered global citizens.
The Core
One of the distinct features of the IB programme is the CORE – a programme that supports our core values of curiosity, confidence and kindness. The service element of the CAS curriculum affords our pupils opportunities to be kind and caring to those in the wider community.
Creativity
CAS: Creativity, Activity, and Service – The Heart of the IB
CAS is a cornerstone of the Diploma Programme, complementing the rigorous academic curriculum with ensuring pupils also develop holistically. It offers pupils the chance to be kind, exercise self-determination, achieve personal goals, and find enjoyment in various activities. Through CAS, pupils are expected to develop essential skills, attitudes, and dispositions by engaging in a range of individual and group experiences that allow them to explore their interests and express their passions, personalities, and perspectives.
The Creativity component of CAS encourages pupils to explore their original thinking and expression. This can stem from their talents, interests, passions, emotional responses, and imagination, with no limits to the form of expression. Creative activities might include visual and performing arts, digital design, writing, film, culinary arts, crafts, and compositions.
Activity
The Activity strand aims to foster lifelong healthy habits and physical well-being. Activities can range from individual and team sports, aerobic exercise, dance, outdoor recreation, and fitness training to any other physical exertion that contributes purposefully to a healthy lifestyle.
Pupils will, of course, have had much experience with the creative and active parts of our curriculum as part of our CCA programme. Opportunities to learn new musical instruments, star in one of our many drama productions, practise new sports and partake in fixtures, and participate in the D of E programme are all just an example of what is currently on offer in our school.
Service
Service in CAS helps pupils realise their potential to make meaningful contributions to their community and society. Through service, they develop and apply personal and social skills in real-life contexts, involving decision-making, problem-solving, initiative, responsibility, and accountability. Service experiences are often transformative, enhancing pupils' self-awareness and providing diverse opportunities for interaction, international-mindedness, and community engagement. The 'community' is defined in its broadest possible terms, it could be the college, local, national, or even the international communities! Service in CAS will allow pupils to engage with global issues from a local perspective.
Our pupils have already had the opportunity to work in houses to raise money for local charities but as part of the IB programme we want to develop this further, creating new leadership opportunities and expanding on our service within the local community.
Through CAS, pupils cultivate attributes vital for future success, including leadership, teamwork, confidence, and resilience. These experiences prepare them not only for academic achievement but also for responsible and impactful lives as global citizens.
Hannah Hasim CAS Co-ordinator
Subject-Related Issues:
Theory of Knowledge – Exploring The Complexities of Knowledge
In Theory of Knowledge (ToK), pupils delve into the complexities and challenges associated with knowledge. The course encourages them to examine what they believe to be true, the reasons behind their beliefs, and whether these reasons are valid. ToK is broad in scope, addressing questions both common to other subjects studied in the Diploma, and those that reach further, beyond a traditional curriculum.
• Is there a definitive scientific method?
• What defines a great piece of art?
• How reliable are history books?
Personal and Contemporary Issues:
• How can I determine what is right?
• To what extent can we trust the media?
• How does my culture influence me?
Perennial Philosophical Problems:
• Can we know if God exists?
• Are humans predictable?
• Do our senses tell us the truth?
ToK goes beyond traditional critical thinking courses by developing rigor and logical analysis while introducing pupils to a wide range of ideas. It encourages them to view their perspectives, beliefs, and opinions in light of those held by others. Unlike the other Diploma Subjects, ToK focuses on the learner's own experiences, teaching pupils to critically approach all subjects.
Through ToK activities and discussions, pupil develop confidence, communicate, and test their ideas in debates, aiming to understand their cultural assumptions. At Brighton College Vietnam, Hanoi, pupils also benefit from ToKspecific lectures and activities. However, they quickly realise that ToK extends beyond the classroom, equipping them with tools to engage critically in an ever-changing world.
The assessment for ToK takes place through two components: the ToK essay and the ToK exhibition. The essay, up to 1600 words, is in response to one of 6 prescribed titles set by the IB each year and affords pupils opportunities to think critically and imaginatively in their responses. The exhibition involves pupils selecting three objects, and writing a brief commentary on them in response to a set of prompts from the IB. Creativity in choosing which objects to include in the exhibition allow pupils to take ownership of the task in an exciting way.
Dr Abigail Connor TOK Co-ordinator
Extended Essay – A Unique Opportunity For Independent Research
The Extended Essay is likely to be the most significant piece of written work pupils will complete during their Diploma – it is also likely to be the most rigorous and thought-provoking. It will provide pupils with the opportunity to explore and satisfy their curiosity about an academic area of their choice whilst being fully supported by our staff team.
The EE offers pupils an opportunity to engage in independent research on a topic of their choosing, culminating in a comprehensive 4,000-word essay. In order to support pupils through the production of this academic writing process, they will receive support and guidance in all areas. This will include how to reference and cite sources; writing comprehensive bibliographies; and reflecting honestly and methodically on their approach to the production of their Extended Essay. Pupils will leave fully prepared for university style dissertations and theses with their skills sharpened in research, writing, and constructing a sustained argument.
Throughout the EE journey, their teachers will provide structured guidance. They will assist pupils in refining their initial ideas; navigating the initial reading and research stages; formulating clear research questions for in-depth exploration; and ultimately producing a well-argued research essay.
This feature of the IB Diploma is highly regarded by universities and further education establishments, who often praise the Extended Essay for its scope, research quality, and logical line of argument.
Some examples of EE essay titles include:
• In Jane Austen’s Emma, how are the heroine’s evolving speech patterns reflective of her character development? (Literature)
• To what extent do the antimicrobial properties of metals, copper, barium and silver aid in inhibiting the growth of bacteria Staphylococcus albus and Micrococcus luteus? (Biology)
• To what extent can random numbers be used in place of pseudorandom numbers? (Computer Science)
• Which fairness criteria are satisfied by an iterative electoral system? (Mathematics)
• What is the relationship between mental health and rurality in South Australia? (Geography)
Catherine Toms EE Co-ordinator
Group Group title
1 Studies in Language and Literature
2 Language Acquisition
Subjects offered
Please note that courses are dependent upon pupil uptake each year and therefore may be subject to change
English A: Language and Literature
Vietnamese A: Language and Literature
English B
French B
Mandarin B
Spanish B
French Ab Initio
Spanish Ab Initio
Mandarin Ab Initio
Vietnamese A: Language and Literature
3 Individuals and Societies
4 Sciences
5 Mathematics
6 Arts and Electives
Technology
Exercise and Health Science
and Approaches Applications and Interpretation
Music
Theatre Studies
Visual Arts
Chemistry
Computer Science
Bilingual diploma
To be awarded the bilingual diploma, a pupil must fulfil one or both of the following criteria:
• Completion of two languages selected from group 1 with the award of a grade 3 or higher in both.
• Completion of one of the subjects in group 3 or group 4 in a language that is not the same as the pupil’s nominated group 1 language. The pupil must attain a grade 3 or higher in both the group 1 language and the subject from group 3 or 4.
MOET Integrated Pathway
Pupils who wish to remain on the MOET integrated pathway will only access the IBDP English B course. The remainder of their courses follow the MOET curriculum, and a full IB diploma is not possible.
Requirements for entry
In selecting IB subjects, pupils are encouraged to consider their interests, future university and career choices, and their strongest IGCSE (or equivalent) results. Each pupil will be guided by the Sixth Form Team and option choices and recommendations will be discussed with pupils prior to joining Year 12. The table below contains requirements for entry based upon prior performance at IGCSE. In circumstances where an IGCSE has not been obtained, we will review subject choices in light of equivalent qualifications from international institutions during the Sixth Form interview.
Subject Required minimum IGCSE Grade for
French Ab Initio, Spanish Ab Initio, Mandarin Ab Initio NA NA
Please remember pupils can opt to do a second Language A within this group too.
Group 1: Studies in Language and Literature
Overview At Brighton College Vietnam, the Language and Literature A courses offered are in English and Vietnamese. Language and Literature is a varied, interesting and academically rigorous course for pupils that are curious about the way meaning is both generated and interpreted. Pupils will explore a wide range of texts, from across the globe, that are both literary and non-literary. In doing so, pupils will enhance their enjoyment of literature and non-fiction from around the world; develop their critical engagement with these texts, exploring them from different lens; develop their ability to write structured academic essays that examine their own personal interpretations and reflect upon how meaning is constructed.
Assessment Although marking criteria and exam papers differ slightly, the method of assessment for both Higher and Standard levels is broadly the same.
External assessment
Paper 1 – SL/HL:
SL: 1 hour 15 minutes (35%)
HL: 2 hour 15 minutes (35%)
Guided textual analysis of one (Standard Level) and two (Higher Level) non-literary passages
Paper 2 – SL/HL
SL: 1 hour 45 minutes (35%)
HL: 1 hour 45 minutes (25%)
Comparative essay based on two works studied
Internal assessment
Individual Oral – SL/HL
Individual oral (15 minutes) of an extract from one non-literary text and one from a literary work (Standard Level 30% and Higher Level 20%).
Higher level essay – HL only
An essay on one non-literary or literary text or work studied during the course (20%)
Future pathways
Studying Language and Literature at Higher level would lead naturally to studying English / Vietnamese at university. However, it is also a very good Higher level subject to offer for those who want to study any subject requiring textual analysis and excellent communication skills (business related subjects, law, medicine, marketing, media etc). The skills of analysis and criticality, which are central to the course are skills that are embodied within a wide range of degree and career options.
English A: Language and Literature
Year 12
Autumn Term Spring Term Summer Term
SL and HL
Literary work:
1. The Poetry of Wisalawa Syzmborska
2. The Poetry of Carol Ann Duffy
Bodies of work:
1. Banksy
2. Political cartoons
3. George Monbiot Articles
4. Benetton Adverts
HL only
Literary work:
1. After the Quake by Haruki Murakami
2. The Thing Around your Neck
Non-literary work:
1. Lost in Translation
2. Robert Capa Photographs
Non-fiction:
1. Cartoons
2. Magazine covers
3. Infographics
4. Instructions
5. Diagrams
6. Maps
7. Adverts
Assessment
Paper 1 response
Paper 2 singular response
Introduction to the IO
Learner Portfolio entries
SL and HL
Literary work:
1. The Merchant of Venice
2. Hedda Gabler
Bodies of work:
1. United Colors of Benetton
HL only
Literary work:
1. The Thing Around Your Neck by Chimamanda Adichie
SL and HL
Literary Work
1. Persepolis
Bodies of work:
1. Beyonce’s Lemonade
2. Liza Donnelly Cartoons
HL only
Literary Work
1. Antigone
2. HLE Initial Planning
Geography
Non-fiction:
1. Appeals
2. Advertisements
3. Websites
4. Manifestos
5. Infographics
Assessment
Paper 1 response
Paper 2 comparison
Individual oral mini practice
Learner Portfolio entries
Non-fiction:
1. Speeches
2. Opinion articles
3. Columns
4. Interviews
5. Scripts
6. Essays
Assessment
Paper 1 response
Paper 2 comparison
Individual Oral Task
Learner Portfolio entries
SL and HL Literary work:
1. Raisin in the Sun by Lorraine Hansberry
2. Chronicle of a Death Foretold by Gabriel Garcia Marquez
HL Non – Literary
1. Speeches
2. HLE First Draft. Hand in Final Draft before Christmas
Non-fiction:
1. Informative articles
2. Guidebooks
3. Brochure
4. Leaflet
5. Encyclopedia entries 6. Reports
Blogs 2. Diaries 3. Letters
4. Biography
5. Autobiography
6. Memoirs
Assessment Revision Paper 1
Paper 2
Higher Level essay submission
English A: Literature
Year 13
SL and HL Literary work: The Great Gatsby
Exam revision Paper 1 revision Paper 2 revision
Non-fiction:
1. Cartoon
2. Magazine cover
3. Infographic
4. Instructions
5. Diagram / map
6. Multi-modal Articles
SL and HL
1. Hamlet by William Shakespeare
2. The Bell Jar by Slyvia Plath
HL only
1. Birthday Letters by Ted Hughes
Assessment Paper 1 response Paper 2 response
Year 12
SL and HL
1. Persepolis by Marjane Satrapi
2. The God of Small Things by Arundhati Roy
HL only
1. Frankenstein by Mary Shelley
Assessment Paper 1 response Paper 2 comparison
SL and HL
1. The Blood Chamber by Angela Carter
Preparation for Higher Level Essay
SL and HL
1. The Poetry of Anna Akhmatov
2. Mouth Full of Blood by Toni Morrison
HL
1. The Years by Annie Ernaux
Assessment Paper 1 response Paper 2 response
Higher Level essay submission
SL and HL
Year 13
Individual Oral IA
Exam revision Paper 1 revision Paper 2 revision
Assessment Paper 1 response Paper 2 comparison
Individual oral mock practice
Vietnamese A: Language and Literature
Year 12
Autumn Term Spring Term Summer Term
SL and HL
Literary work:
1. Poetry of Xuan Dieu (PRL: Vietnam; Poetry: 20th)
2. Tho Moi Poetry (PRL: Vietnam; 20th: Han Mac Tu, Nguyen Binh)
Body of work:
1. Nguyen An Ninh essays
2. Non-fiction: Visual texts of William J. Crawford (Hanoi Streets 1985-2015: In the Years of Forgetting)
HL only
Literary Texts:
Chiec thuyen ngoai xa (The Boat Beyond); Short stories of Nguyen Minh Chau (1980s)
Body of work: Black Live Matter
Assessment
Paper 1 response
Paper 2 response IO practice
SL and HL Literary work:
1. Poetry of Nguyen Binh Khiem (PRL: Vietnam; Poetry: 16th)
2. Complaint of a Palace maid (Cung oan ngam khuc) by Nguyen Gia Thieu (Free: Vietnam; Poetry: 18th)
Assessment
Paper 1 response
Paper 2 response
Higher Level essay submission
SL and HL
Literary Texts:
1. So do (Dumb Luck) by Vu Trong Phung (PRL: Vietnam; Prose: 20th) Body of work: A thousand years of Caps and Robes (Ngan nam ao mu) by Tran Quang Duc
HL only Vang bong mot thoi (Echoes of a Bygone Age) - Nguyen Tuan (PRL: Vietnam: Prose short stories: 20th)
SL and HL
Literary work:
Les Misérables by Victor Hugo (PRL: France; Prose, novel: 19th)
Body of work: Jon Batiste’s We are (2021)
HL only
Chi Pheo; Short stories by Nam Cao (Free; 1940s)
Preparation and proposal for the Higher Level Essay
Group 2: Language Acquisition
Overview The IB English B programme at Brighton College Vietnam, is a language acquisition course designed for pupils with some previous experience of the target language. Pupils are presented with the fabulous opportunity to further develop their ability to communicate through the incorporation of themes and sub-topics related to five prescribed areas: identities, experiences, human ingenuity, social organisation and sharing the planet.
Both language B SL and HL pupils learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the pupil is expected to develop in receptive, productive and interactive skills.
At HL the study of two literary works originally written in the target language is required and pupils are expected to extend the range and complexity of the language they use and understand in order to communicate.
Assessment Studying the IB pupils will be assessed in the following ways
External Assessment
Paper 1 – SL/HL
Productive skills - writing
SL: 1 hour 15 minutes (25%)
HL: 1 hour 30 minutes (25%)
One writing task of 250-499 words (SL) and 450-600 words (HL) from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.
Paper 2 – SL/HL
Receptive skills – reading and listening
SL: 1 hour 45 minutes (50%)
HL: 2 hours (50%)
Year 13
Individual Oral IA
Exam revision Paper 1 revision Paper 2 revision
Comprehension exercises on three audio passages and three written texts, drawn from all five themes.
Internal assessment
Individual Oral – SL/HL (25%)
A conversation with the teacher based on visual stimulus (SL) or an extract from one of the literary works studied in class (HL), followed by discussion based on additional theme.
Future pathways Taking IB English B opens-up a wide range of exciting future pathways, both academically and professionally. By developing strong communication skills, cultural awareness, and critical thinking, pupils become confident global citizens who are ready to thrive in an interconnected world.
English B equips learners with the language proficiency needed for success in international universities, global business environments, and creative industries such as media, journalism, and tourism. It also enhances collaboration, empathy, and adaptability - essential qualities for leadership in today’s diverse societies. Ultimately, studying IB English B empowers pupils to express themselves effectively and pursue opportunities anywhere in the world.
Language B: English
Year 12
Autumn Term Spring Term Summer Term
Topic 1 – Identities
SL themes:
1. In what ways does language shape our identity? (OUP)
2. Social Relationships – English a Global Language?
3. Cultural Diversity – The rise of English in China
4. Education systems around the world
5. Home-schooling
HL themes (in addition):
1. Stereotyping
2. What does your mobile phone say about you?
3. The dependence of computers
4. Robot teachers – the future of school?
5. The internet café refugees (of Korea and Japan)
- Introduce year 1 text for HL –‘Animal Farm’
Assessment
Written assessment – Blog writing task – 60 minutes, SL – 300 wordsHL 450 words)
Internal assessment - speaking - mock practice test
Topic 4 – Human ingenuity
SL themes:
1. Technology
2. Does technology help or hinder civilisation?
3. The greatest inventions
4. Science and technology - Ethics and science
5. Social media – the birth of death of communication?
HL themes (in addition):
1. Risk v reward / triumph over tragedy
2. Space – the last frontier
3. The future of humanity
4. How can art help us understand the world?
Topic 5 – Sharing the Planet
SL themes:
1. ‘The Terminator’ – fact or fiction?
2. Human rights and issues of equality
HL themes (in addition):
1. Conflicts – are they inevitable? Covid-19 – a blessing in disguise?
- Introduce year 2 text (3) for HL –‘The Old Man and the Sea’ or ‘The Picture of Dorian Gray.’ (optional)
Assessment
Written assessment (part 1) - SL / HL past paper
Reading assessment (Part 2) (full) –
SL / HL IB exam questions (3 unseen parts)
Listening assessment (Part 2) (full) –
SL / HL IB exam questions (3 audio parts)
Speaking – Past paper assessment
Year 13
Topic 5 – Sharing the Planet
SL themes:
1. Animal Rights or Animal Wrongs?
2. The Environment – Just stop oil or just stop just stop oil?
HL themes (in addition):
1. The rise of Africa
2. Globalisation
SL and HL
Individual Oral Assessments
Exam Revision
Assessment
Written assessment (part 1) - SL / HL past paper
Reading assessment (Part 2) (full) –
SL / HL IB exam questions (3 unseen parts)
Listening assessment (Part 2) (full) –
SL / HL IB exam questions (3 audio parts
Mandarin B
Overview At Brighton College Vietnam, Mandarin B is a language acquisition course designed for pupils with some previous experience of the target language. In the language B course, pupils further develop their ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works, as appropriate to the level of the course. At both levels of language B (SL and HL), pupils learn to communicate in the target language in familiar and unfamiliar content. They describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content. The study of two literary works originally written in the target language is required only at language B HL. The distinction between B SL and HL can also be seen in the level of competency the pupil is expected to develop in the receptive, productive and interactive skills.
Assessment External assessment
Paper 1 – SL/HL
Productive skills - writing
SL: 1 hour 15 minutes (25%)
HL: 1 hour 30 minutes (25%)
One writing task of 250-499 words (SL) and 450-600 words (HL) from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.
Paper 2 – SL/HL
Receptive skills – reading and listening
SL: 1 hour 45 minutes (50%)
HL: 2 hours (50%)
Comprehension exercises on three audio passages and three written texts, drawn from all five themes.
Internal assessment
Individual Oral – SL/HL (25%)
A conversation with the teacher based on visual stimulus (SL) or an extract from one of the literary works studied in class (HL), followed by discussion based on additional theme.
Future pathways
Engaging in the study of Language B, which encompasses English, French, and Mandarin, provides the opportunity to attend universities in English, French, and Chinese-speaking regions. This program also enhances career prospects in various sectors, including diplomacy, international organisations, non-governmental organisations (NGOs), business and trade, tourism and hospitality, education, communication and media, marketing, linguistics, and literature. Beyond formal educational and professional pathways, mastery of these languages can facilitate personal growth through travel, cultural exchanges, and the establishment of connections across diverse communities. The competencies acquired in IB Language B courses-such as advanced language skills, cultural awareness, and critical thinking-are highly transferable and sought after in numerous industries.
Year 12
Autumn Term Spring Term Summer Term
SL and HL
Identities
1. Language and Identities
2. Health and Wellbeing
3. Lifestyle
4. Literary works (HL only)
Experiences
1. Custom and Traditions
2. Life Stories
3. Leisure Activities
4. Literary works (HL only)
Assessment
Paper 1 Writing
Paper 2 Listening and Reading
SL and HL
Human Ingenuity
1. Communication and Media
2. Technology
3. Scientific Innovation
4. Literary works (HL only)
Literary works (HL only)
Autumn Term
SL and HL
Saving The PlEnets
1. The Environment
2. Globalization
3. Peace and Conflict
4. Literary works (HL only)
Assessment
Paper 1 Writing
Paper 2 Listening and Reading
Literary works submission (HL only)
Assessment
Paper 1 Writing
Paper 2 Listening and Reading
IA
Assessment
Paper 1 Writing
Paper 2 Listening and Reading
Individual Oral Mock Practice
Year 13
Spring Term Summer Term
SL and HL
Individual Oral Assessments
Exam Revision
Mandarin AB Initio
Overview At Brighton College Vietnam, Mandarin Ab Initio is a language acquisition course designed for pupils with no prior experience of the target language, or for those pupils with very limited previous exposure. At the language Ab Initio level, a pupil develops receptive, productive and interactive communicative skills. Pupils learn to communicate in the target language in familiar and unfamiliar contexts.
Assessment External assessment
Paper 1 试卷 Productive skills - writing 1 hour (25%)
Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions.
Paper 2 试卷 二
Receptive skills – separate sections for listening and reading (65 marks)
Total of 1 hour 45 minutes (50%)
Listening comprehension (45 minutes) (25 marks)
Reading comprehension (hour) (40 marks)
Comprehension exercises on three audio passages and three written texts, drawn from all five themes.
Internal assessment 校内评估
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Individual oral assessment 个人口头活动 (25%)
A conversation with the teacher, based on a visual stimulus and at least one additional course theme. (30 marks)
Future pathways The Mandarin IB Ab Initio course serves as a foundational gateway for pupils to explore future pathways in Chinese language and culture. Upon completing this course, pupils can pursue more advanced studies in Mandarin, opening doors to diverse opportunities in higher education, including degrees in international relations, business, and Asian studies. Fluency in Mandarin also enhances career prospects in global industries such as diplomacy, international trade, tourism, and education. Additionally, pupils may choose to immerse themselves in Chinese-speaking environments, further developing their language skills and cultural understanding, which are invaluable in our increasingly interconnected world.
Identities
1. Ab initio background
2. Introduction to the language (Pinyin & Chinese Characters)
3. Identities and Experiences (Self introduction, Family relationship & Appearance)
Introduction to Mandarin & Chinese Culture/ Personal Information
4. Education 1
5. Daily Routine
Assessment
Individual oral assessment Paper 1 Writing
Year 12
Experience and sharing the planet
1. Weather and Seasons
2. Clothing
3. Vocation
Experiences and Social Organization 1. Leisure 2. Work 3. School 4. Traveling
Assessment Paper 1 Writing Paper 2 Listening and Reading Assessment Paper 1 Writing Paper 2 Listening and Reading Individual Oral Mock Practice
Year 13
Autumn Term
Experience
1. IB exams overview
2. Topic Revision of the previous learnt themes.
Human Ingenuity
1. Technology
2. Media
3. Entertainment
Assessment
Paper 1 Writing Paper 2 Listening and Reading Individual Oral Mock Practice
Sharing the planet
1. Environmental Concerns
2. Global Issues
3. Physical Geography
Assessment Exam Revision
Year 12
French B and Spanish B
Overview At Brighton College Vietnam, the IB Language B course is designed for pupils aged 16 to 19, emphasising the development of proficiency in a foreign language and the enhancement of cultural awareness. The curriculum covers vital contemporary themes such as identity, experiences, social organisation, human ingenuity, and our shared planet. These topics allow pupils to explore the influence of language on thought and behaviour across various contexts. The Language B course prioritises practical skills, engaging pupils in activities that strengthen their writing, speaking, listening, and reading abilities, all aimed at fostering effective communication. Through discussions, presentations, and written projects, pupils apply their knowledge to real-world situations. Ultimately, the IB Language B course encourages critical thinking and interdisciplinary connections, preparing pupils for higher education and a range of career opportunities while nurturing global citizenship and appreciation for cultural diversity.
Assessment External assessment
Paper 1 – SL/HL
Productive skills - writing
SL: 1 hour 15 minutes (25%)
HL: 1 hour 30 minutes (25%)
One writing task of 250-499 words (SL) and 450-600 words (HL) from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.
Paper 2 – SL/HL
Receptive skills – reading and listening
SL: 1 hour 45 minutes (50%)
HL: 2 hours (50%)
Comprehension exercises on three audio passages and three written texts, drawn from all five themes.
Internal assessment
Individual Oral - SL/HL (25%)
A conversation with the teacher based on visual stimulus (SL) or an extract from one of the literary works studied in class (HL), followed by discussion based on additional themes.
Future pathways
Studying IB Language B equips pupils with vital language skills and cultural insights, providing a strong foundation for various university programmes and career pathways. Graduates often pursue degrees in international relations, linguistics, education, and cultural studies, leading to careers as translators, interpreters, diplomats, teachers, or international business professionals. The course also prepares pupils for roles in tourism management, marketing, and positions within global non-profit organisations. Additionally, the skills developed-such as effective communication, critical thinking, and cross-cultural understanding-complement other subjects like History, Business, and Environmental Studies, enhancing pupils’ profiles for careers in law, public policy, and cultural diplomacy. This interdisciplinary approach makes IB Language B a valuable asset in an increasingly interconnected world.
Identity:
Autumn Term Spring Term Summer Term
Experiences
Exploring the nature of the self and what it means to be human:
1. Lifestyle
2. Health and wellbeing
3. Beliefs and values
4. Subcultures
5. Language and identity
Exploring and telling the stories of the events, experiences, and journeys that shape our lives:
1. Leisure activities
2. Holidays and travel
3. Life stories
4. Rites of passage
5. Customs and traditions
6. Migration
Internal assessment
Class presentation
Informal Email
Assessment
Paper 1
Paper 2
IA component: Individual Oral
Autumn Term
Social Organisation
Exploring the ways in which groups of people organise themselves, or are organized, through common systems of interest:
1. Social relationships
2. Community
3. Social engagement
4. Education
5. The working world
6. Law and order
Internal assessment
Class presentation
Speech
Assessment Paper 1
Paper 2
IA component
Human Ingenuity
Exploring the ways in which human creativity and innovation affect our world:
1. Entertainment
2. Artistic Expression
3. Communication and Media
4. Technology
5. Scientific Innovation
Internal assessment
Debate
Formal letter
Assessment Paper 1 Paper 2
IA component: Individual Oral
Year 13
Spring Term
Sharing the planet
Exploring the challenges and opportunities faced by individuals and communities in the modern world:
1. The environment
2. Human rights
3. Peace and conflict
4. Equality
5. Globalisation
6. Ethics
7. Urban and rural environments
Exam revision
Assessment Paper 1
Paper 2
IA component
Internal assessment
Research project Essay
Assessment Paper 1 Paper 2 IA component: Individual Oral
Summer Term
French Spanish AB Initio
Overview At Brighton College Vietnam, the IB Language Ab Initio course is tailored for pupils aged 16 to 19, focusing on building foundational skills in a new language while promoting cultural understanding. The curriculum introduces essential themes such as identities, experiences, human ingenuity, social organisation, and our shared planet. These themes enable pupils to examine how language shapes perceptions and interactions in diverse contexts. The Language Ab Initio course emphasises practical language use, engaging pupils in activities designed to enhance their speaking, listening, reading, and writing skills, all aimed at facilitating effective communication. Through collaborative projects, discussions, and presentations, pupils connect their learning to real-life scenarios. Ultimately, the IB Language Ab Initio course fosters critical thinking and encourages interdisciplinary connections, equipping pupils for future educational pursuits and career paths while cultivating a sense of global citizenship and respect for cultural diversity.
Assessment External assessment
Paper 1 – SL
Productive skills - writing 1 hour (25%)
Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions.
Comprehension exercises on three audio passages and three written texts, drawn from all five themes.
Internal assessment
Individual oral assessment (25%)
A conversation with the teacher, based on a visual stimulus and at least one additional course theme. (30 marks)
Future pathways Studying IBDP Language ab Initio provides pupils with essential language skills and cultural awareness, laying a strong foundation for diverse university programs and career pathways. Graduates often pursue degrees in fields such as international studies, linguistics, education, and cultural anthropology, leading to careers as language teachers, cultural consultants, travel coordinators, or roles in international organisations. The course also prepares pupils for opportunities in tourism, hospitality management, and positions within non-profit sectors focused on global issues. Furthermore, the competencies developed - such as effective communication, critical thinking, and intercultural competence - enhance pupils’ profiles in other subjects like Sociology, Environmental Studies, and Business. This interdisciplinary focus makes IB Language Ab Initio a valuable asset in navigating an increasingly globalised world.
Identity
Exploring the nature of the self and how we express who we are
1. Personal attributes
2. Personal relationships
3. Eating and drinking
4. Physical well-being
Year 12
Experiences
Exploring and telling stories of the events, experiences and journeys that shape out lives
1. Daily routine
2. Leisure
3. Holidays
4. Festivals and celebrations
Human Ingenuity
Exploring the ways in which human creativity and innovation affect our world
1. Transport
2. Entertainment
3. Media
4. Technology
Internal assessment
Class presentation
Social Organisation
Exploring the ways in which groups of people organise themselves, or are organized, through common systems or interests.
1. Neighbourhood
2. Education
3. The workplace
Year 13
Sharing the planet
Exploring the challenges and opportunities faced by individuals and communities in the modern world:
1. Climate
2. Physical Geography
3. The environment
4. Global issues
Exam revision
Internal assessment
Class
Group 3: Individuals And Societies Geography
Overview The Diploma Programme geography course integrates both physical and human geography, and ensures that pupils acquire elements of both scientific and socio-economic methodologies.
Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines. This helps pupils develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.
The geography course embodies global and international awareness in several distinct ways. It examines key global issues, such as poverty, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, from local to regional, national and international.
External assessment
Paper 1 – SL/HL
SL: 1 hour 30 mins (35%)
HL: 2 hours 15 mins (35%)
Each option has a structured question and one extended answer question from a choice of two.
Paper 2 – SL/HL
SL: 1 hour 15 minutes (40%)
HL: 1 hour 15 minutes (25%)
Three structured questions, based on each SL/HL core unit. Infographic or visual stimulus, with structured questions. One extended answer question from a choice of two.
Paper 3 – HL only
HL: 1 hour (20%)
Choice of three extended answer questions, with two parts, based on each HL core extension unit.
Internal assessment
Fieldwork
One written report based on a fieldwork question from any suitable syllabus topic, information collection and analysis with evaluation.
Future pathways
The skills developed whilst studying geography will equip pupils with a range of skills. By studying geography an insight into a range of practical, social, economic and environmental issues will be gained. Geography offers the opportunity to tackle some of the most important issues facing modern society, from climate change and natural disasters, to overpopulation and urban expansion.
Jobs requiring geographical skills are often; conservation and environment professionals, architects, chartered architectural technologists, planning officers, surveyors and construction professionals, business associate professionals, sales, marketing and related associate professionals, business, research and administrative professionals, teaching professionals, HR professionals and finance professionals.
Year 12
Autumn Term Spring Term Summer Term
Global climate – vulnerability and resilience (SL and HL)
1. Cause of global climate change
2. Consequences of global climate change
3. Responding to global climate change
Oceans and coastal margins (HL only)
1. Ocean-atmosphere interactions
2. Interaction between oceans and the coastal places
3. Managing coastal margins
4. Ocean management futures
Assessment
Past IB DP Geography Paper 2
Section A and C
Past IB DP Geography Paper 2
Section A and B
Urban environments (SL and HL)
1. The variety of urban environments
2. Changing urban systems
3. Urban environment and social stresses
4. Building sustainable urban systems for the future
Fieldwork (SL and HL):
Study linked to previous topic of urban environments:
‘’How does the environmental quality and quality of life vary from the CBD of Hanoi to the outskirts?’’
Changing population (SL and HL)
1.Population and economic development patterns
2. Changing population and places
3. Challenges and opportunities
Power, places and networks (HL only)
1. Global interactions and global power
2. Global networks and flows
3. Human and physical influences on global interactions
Assessment
Past IB DP Geography Paper 1
(a structured question and one extended answer question from a choice of two.)
Internal assessment
Fieldwork question to be based on any suitable topic from the syllabus
Total 25 marks
Assessment
Past IB DP Geography Paper 1
(a structured question and one extended answer question from a choice of two.)
Past IB DP Geography Paper 3
Choice of three extended answer questions, with two parts, based on each HL core unit
Global resource consumption and security (HL and SL)
1. Global trends in consumption
2. Impacts of changing trends in resource consumption
3. Resources stewardship
Geophysical hazards (HL and SL)
1. Geophysical systems
2. Geophysical hazard risks
3. Hazard risk and vulnerability
4. Future resilience and adaptation
Assessment
Past IB DP Geography Paper 2 Section B and C
Past IB DP Geography Paper 1 (a structured question and one extended answer question from a choice of two.)
Year 13
Human development and diversity (HL only)
1. Development opportunities
2. Changing identities and cultures
3. Local responses to global interactions
Global risks and resilience (HL only)
1. Geopolitical and economic risks
2. Environmental risks
3. Local and global resilience
Past IB DP Geography Paper 3
Choice of three extended answer questions, with two parts, based on each HL core
Past IB DP Geography Paper 3
Choice of three extended answer questions, with two parts, based on each HL core
History
Overview History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance.
History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.
The IB Diploma Programme history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasises the importance of encouraging pupils to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.
Assessment External assessment
Paper 1 – SL/HL
SL: 1 hour (30%)
HL: 1 hour (20%)
Source-based paper based on the five prescribed subjects. Choose one prescribed subject from a choice of five. Answer four structured questions.
Paper 2 – SL/HL
SL: 1 hour 30 minutes (45%)
HL: 1 hour 30 minutes (25%)
Essay paper based on the 12 world history topics. Answer two essay questions on two different topics. (30 marks)
Paper 3 – HL only
HL: 2 hours and 30 mins (35%)
Separate papers for each of the four regional options. For the selected region, answer three essay questions.
Internal assessment – SL/HL
SL: 25% / HL: 20%
Historical investigation
Pupils are required to complete a historical investigation into a topic of their choice.
Future pathways
Whilst engaging in its own right, studying history equips pupils with a variety of broader skills that are appliable to a range of careers. The IB course adequately prepares pupils for studying history at university which can lead to careers in academia, law and politics to name just a few. History is the most popular degree amongst MPs in the United Kingdom. 15 members of the Cabinet studied humanities degrees and four of those studied history. In addition to these careers, it is possible to take combined honours with history such as Liberal Arts, Anthropology & Archaeology and Economic History. Furthermore, the skills of critical thinking, constructing and deconstructing arguments, sustained evaluation, source analysis, cultural awareness and the ability to present information give pupils firm foundations to study a variety of degrees whether that be in humanities or STEM.
Autumn Term
Paper 1: Rights and Protest (SL and HL)
1. Civil rights movement in the United States (1954–1965)
2. Apartheid South Africa (1948–1964)
Year 12
Spring Term
Paper 1: Rights and Protest (SL and HL)
1. Civil rights movement in the United States (1954–1965)
2. Apartheid South Africa (1948–1964)
Assessment Paper 1 Assessment Paper 1 Paper 2
Year 13
Autumn Term Spring Term
Internal Assessment (HL and SL)
• Types of investigation
• Importance of referencing, referencing style
• Selecting appropriate sources
• Writing up their assessment Authoritarian States (20th century)
1. Example 1: Russia under Lenin and Stalin (1917-1953)
2. Example 2: Germany under Hitler (1933-45)
Assessment
Internal Assessment
Past Paper 2
Past Paper 1
Summer Term
Internal Assessment (SL and HL) Linked to an area of pupils’ choosing.
• Initial structure and introduced
• Research areas introduced
• Focus of their project decided i.e. choosing the topic and drafting a question
Assessment
End of year exams (past paper 1 and 2)
Internal assessment
Summer Term
History of Asia and Oceania (HL only)
1. The rise and fall of the Mughal Empire (1526-1712)
2. Colonialism and the development of nationalism in South-East Asia (c1750–1914)
3. Impact of the Second World War on South-East Asia.
Assessment Past Paper 1
Past Paper 2
Past Paper 3
Business Management
Overview Pupils learn to analyse, discuss and evaluate business activities at local, national and international levels.
The course covers the key characteristics of business organisation and environment and the business functions of human resource management, finance and accounts, marketing and operations management. Through the exploration of six underpinning concepts (change, culture, ethics, globalisation, innovation and strategy), the course allows pupils to develop a holistic understanding of today’s complex and dynamic business environment. The conceptual learning is firmly anchored in business management theories, tools and techniques and placed in the context of real-world examples and case studies.
The course encourages the appreciation of ethical concerns at both a local and global level. It aims to develop relevant and transferable skills, including the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation.
Assessment External assessment
Paper 1 – SL/HL
SL: 1 hour 30 minutes (35%)
HL: 1 hour 30 minutes (25%)
Based on pre-released statement that specifies the context and background for the unseen case study.
Paper 2 – SL/HL
SL: 1 hour 30 minutes (35%)
HL: 1 hour 45 minutes (30%)
Based on unseen stimulus material with a quantitative focus.
Paper 3 – HL only
HL: 1 hour and 15 mins (25%)
Based on unseen stimulus material about a social enterprise.
Internal assessment – SL/HL
Business Research Project: SL: 30% / HL: 20%
Pupils produce a research project about a real business issue or problem facing a particular organization using a conceptual lens.
Future pathways In terms of higher education, pupils may choose to study business administration, management, marketing, economics, international relations, or specialised fields such as digital marketing or sustainable business practices.
Pupils will be well-prepared to pursue a range of future careers in areas such as finance, marketing, human resources, consulting and entrepreneurship. The analytical and strategic skills pupils gain enable them to be strong candidates for international business, supply chain management and corporate governance.
Unit 1: Business organization and environment
1. Introduction to business management
2. Types of organisations
3. Organizational objectives
4. Stakeholders
5. External environment
6. Growth and evolution
7. Organisational planning tools (HL only)
Assessment
Internal assessment focusing on building knowledge and understanding (Paper 1 - unseen case study)
Year 12
Unit 2: Human resource management
1. Functions and evolution of human resource management
2. Organisational structure
3. Leadership and management
4. Motivation
5. Organisational (corporate) culture (HL only)
6. Industrial/employee relations (HL only)
Assessment
Internal assessment focusing on building analysis (Paper 1 – unseen case study)
Unit 3: Finance and accounts
1. Sources of finance
2. Costs and revenues
3. Break-even analysis
4. Final accounts (some HL only)
5. Profitability and liquidity ratio analysis
6. Efficiency ratio analysis (HL only)
7. Cash flow
8. Investment appraisal (some HL only)
9. Budgets (HL only)
Assessment
Internal assessment focusing on evaluation (Paper 2 –Quantitative)
Year 13
Unit 4: Marketing
1. The role of marketing
2. Marketing planning (including introduction to the four Ps)
3. Sales forecasting
4. Market research
5. The four Ps (product, price, promotion, place)
6. The extended marketing mix of seven Ps (HL only)
7. International marketing (HL only)
8. E-commerce
Assessment
Internal assessment focusing on building analysis and evaluation
(Paper 1 – SL) (Paper 3 – HL: Social enterprise)
Unit 5: Operations management
1. The role of operations management
2. Production methods
3. Lean production and quality management (HL only)
4. Location
5. Production planning (HL only)
6. Research and development (HL only)
7. Crisis management and contingency planning (HL only)
Assessment
Internal assessment focusing on knowledge, understanding, analysis and evaluation (Paper 2 – SL) (Paper
3 – HL: Social enterprise)
Year 12
Economics
Overview Economics is an exciting, dynamic subject that allows pupils to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world. The economics course allows pupils to develop a critical understanding of a range of economic models, theories, ideas and tools in the areas of macroeconomics, microeconomics and the global economy. It also enables pupils to apply these theories and models as well as analyse economic data, to understand and engage with real world economic issues that impact individuals and societies. By studying economics, pupils will develop a conceptual understanding of the economic choices of individuals and societies, challenges and the consequences of economic decision-making.
Assessment External assessment
Paper 1 – SL/HL
SL: 1 hour 30 minutes (30%)
HL: 1 hour 30 minutes (20%)
Extended response paper based on all units of the syllabus.
Paper 2 – SL/HL
SL: 1 hour 30 minutes (40%)
HL: 1 hour 45 minutes (30%)
Data response paper based on all units of the syllabus.
Paper 3 – HL only
HL: 1 hour and 15 mins (30%)
Policy paper based on all units of the syllabus.
Internal assessment – SL/HL
Business Research Project: SL: 30% / HL: 20%
Three commentaries based on different units of the syllabus (except the introductory unit) and from the published extracts from the news media, analysed using different key concepts
UNIT 1: Introduction to Economics
• What is economics?
• How do economists approach the world?
UNIT 2: Microeconomics
• Demand and Supply (HL only components)
• Competitive Market equilibrium
• Critique of the maximizing behaviour of consumers and producers
• Elasticity of demand
• Elasticity of supply
• Role of government in microeconomics
• Role of government in microeconomics Market failureexternalities and common pool or common access resources
• Market failure-public goods
• Market failure-asymmetric information Market failure-market power
• The market’s inability to achieve equity
Unit 3: Macroeconomics
• Measuring economic activity and illustrating its variations
• Variations in economic activityaggregate demand and aggregate supply
• Macroeconomic objectives Economics of inequality and poverty Demand management (demand-side policies)-monetary policy
Unit 3: Macroeconomics
• Demand management (demand side polices) (contains HL only components)
• Supply Side policies
Future pathways
The IB Economics course equips pupils with a versatile skill set that is highly valued in various fields. It is possible to pursue degrees in Economics, which can lead to careers in economic research, academia, or policymaking. It can also allow pupils to study Business and Management, leading to roles in management, entrepreneurship, or consultancy. Further to this, degrees in Finance are also possible, such as banking or investment, where economic principles are crucial. One other area is Public Policy, where pupils will be able to engage in public administration or policy analysis, focusing on economic policies and their impacts.
Assessment
End of Unit 1 paper
Unit 2 paper
Unit 3 Paper
End of Unit 3 paper
Year 13
Unit 4: The Global Economy
• Benefits of international trade (contains HL only components)
• Types of protection (contains HL only components)
• Arguments for and against trade control/protection
• Economic integration
• Exchange rates (contains HL only components)
• Balance of payments (contains HL only components)
4 Paper
Unit 4: The Global Economy
• Sustainable development (contains HL only components)
• Measuring development
• Barriers to economic growth and development
• Economic growth and/ or economic development strategies
Year 12
Group 4: The Sciences Biology
Overview At Brighton College Vietnam, the IB Biology course is designed for pupils aged 16 to 19 and focuses on developing a deep understanding of biological concepts and scientific inquiry. The curriculum covers core topics such as cell theory, genetics, ecology, evolution, and human physiology, with opportunities throughout to link topics together and explore how connected the field of biology is. Emphasising practical skills, the course requires laboratory work and an internal assessment project. The IB Biology course encourages critical thinking, real-world application, and interdisciplinary connections, aiming to prepare pupils for higher education and careers in science and related fields.
Assessment External assessment
Paper 1 – SL/HL
SL: 1 hour 30 minutes (36%)
HL: 2 hours (36%)
Paper 1A – Multiple-choice questions
Paper 1B – Data-based questions (four questions that are syllabus related, addressing all themes)
Paper 2 – SL/HL
SL: 1 hour 30 minutes (44%)
HL: 2 hour 30 minutes (44%)
Section A – Data based and short answer questions.
Section B – Extended response questions.
Internal assessment – SL/HL
Scientific investigation:
SL: 20% / HL: 20%
Future pathways Studying IBDP Biology provides a strong foundation for university programs in health sciences, environmental science, biochemistry, and biotechnology. Pupils often pursue degrees in medicine, veterinary science, dentistry, pharmacy, and physiotherapy. The course also prepares pupils for careers in research, clinical sciences, conservation, and public health. Skills developed in IBDP Biology, such as analytical thinking, problem-solving, and data interpretation, are valuable in various fields including biotech industries, pharmaceutical companies, and governmental or non-governmental environmental agencies. Additionally, the interdisciplinary approach encourages pursuits in areas like law, education, and policy with a focus on bioethics, sustainability, and global health issues.
Molecular Biology
1. Cell structure
2. Organelles and compartmentalisation
3. Cell specialisation
4. Origins of life (additional HL content)
5. Carbohydrates and lipids
6. Membranes and membrane transport
7. Water
8. Water potential
Proteins and cycles
1. Nucleic acids
2. DNA Replication
3. Protein synthesis
4. Proteins
5. Enzymes and metabolism
6. Cell respiration
7. Photosynthesis
Assessment
Paper 1A & 1B
Paper 2
Assessed IA component: Scientific Investigation
Physiology and regulation
1. Integration of Body systems
2. Neural signalling
3. Chemical signalling (additionally HL content)
4. Gas exchange
5. Transport
6. Movement (additional HL content)
7. Homeostasis
8. Reproduction
9. Defence against disease (SL Only)
10. Viruses (Additional HL Content)
Exam revision
Genetics and inheritance
1. Cell and nuclear division
2. Mutations and gene editing
3. Gene expression (additional HL content)
4. Inheritance
5. Classification and cladistics
(Additional Hl Content)
6. Adaptations to environment
7. Natural selection
Assessment
Paper 1A & 1B
Paper 2
Assessed IA component
Internal assessment
Collaborative sciences project
Assessment
Paper 1A & 1B
Paper 2
Assessed IA component: Scientific
Investigation
Internal assessment
Assessment
Assessed IA components and draft submission
Collaborative sciences project: response to a global issue prompt with reflection.
Year 13
Ecology
1. Populations and communities
2. Transfers of energy and matter
3. Ecological niches
4. Diversity of organisms
5. Evolution and speciation
6. Conservation and biodiversity
7. Stability and change
8. Climate change
Assessment
Paper 1A & 1B
Paper 2
Chemistry
Overview At Brighton College Vietnam, the IB Chemistry course is tailored for pupils aged 16 to 19. It focuses on identifying patterns that explain the nature of matter at the microscopic level. Such an understanding allows for prediction and control of the behaviour of matter at a macroscopic level. The subject therefore places strong emphasis on the construction of representative models and explanatory theories based on both imaginative and logical thinking. The DP Chemistry course also gives pupils the opportunity to discuss up-to-date scientific issues, giving them an opportunity to consider how claims about scientific knowledge are generated within contexts that involve human interests and concerns. It is consideration of the generated scientific knowledge within real-life situations that stimulates interest and develops curiosity in the subject. In studying the subject, pupils acquire various understandings, skills, and techniques helpful in further education and later life. Scientific investigation provides the major vehicle for learning in DP chemistry both within and outside the laboratory.
Assessment External assessment
Paper 1 – SL/HL
SL: 1 hour 30 minutes (36%)
HL: 2 hours (36%)
Paper 1A – Multiple-choice questions
Paper 1B – Data-based questions (four questions that are syllabus related, addressing all themes)
Paper 2 – SL/HL
SL: 1 hour 30 minutes (44%)
HL: 2 hour 30 minutes (44%)
Section A – Data based and short answer questions.
Section B – Extended response questions.
Internal assessment – SL/HL
Scientific investigation:
SL: 20% / HL: 20%
Future pathways Studying IBDP Chemistry is a strong foundation for university courses related to the field, including chemical engineering, medicine, pharmacology, environmental science, and material sciences. Pupils major in medicine, chemistry, biochemistry, veterinary science and environmental chemistry or related sciences. The course encourages candidates in research, pharmaceuticals, forensic sciences, and consulting in the field of environment. These learned skills of analytical thinking, problem-solving, and data analysis in IBDP Chemistry are highly valued across industries such as the chemical industry, institutions of higher learning, and other government and non-government agencies concerned with the environment. Further, the nature of this course offers an integrated approach to law, education, and policy, among many others, through a view of chemical safety, sustainability, and public health concerns.
Year 12
Autumn Term Spring Term Summer Term
S1: Models of the particulate nature of matter
1. Introduction to the particulate nature of matter
2. The nuclear atom
3. Electron configuration (additional HL content)
S3: Classification of matter
1. Introduction to the particulate nature of matter (additional HL content)
S1: Models of the particulate nature of matter
4. Counting particles by mass: The mole
5. Ideal gases
R2: Models of the particulate nature of matter
1. How much? The amount of chemical change
S2: Models of bonding and structure
1. The ionic model
2. The covalent model (additional HL content)
3. The metallic model (additional HL content)
4. From models to materials (Only Alloys)
Internal assessment
Assessment
Paper 1A & 1B
Paper 2
Assessed IA component: Science Investigation
R2: How much, how fast and how far?
2. How fast? The rate of chemical change (additional HL content)
3. Hoe far? the extent of chemical change (additional HL content)
R3: What are the mechanisms of chemical change?
1. Proton transfer reactions (additional HL content)
Internal assessment
Internal assessment
Collaborative sciences project
Assessment
Paper 1A & 1B
Paper 2
Assessed IA component: Science Investigation
Assessment
Assessed IA components: Science Investigation and draft submission
Collaborative sciences project: response to a global issue prompt with reflection.
R1: What drives chemical reactions?
1. Measuring enthalpy changes
2. Energy cycles in reactions (additional HL content)
R3: What are the mechanisms of chemical change?
2. Electron transfer reactions
– Oxidation and reduction, electrochemical cells, inorganic version (additional HL content)
S3: Classification of matter
2. Functional groups: Classification of organic compounds (additional HL content)
R1: What drives chemical reactions?
3. Energy from fuels
R3: What drives chemical reactions?
3. Electron sharing reactions (additional HL content)
Assessment
Paper 1A & 1B Paper 2
Year 13
R3: What are the mechanisms of chemical change?
2. Electron transfer reactions –Oxidation and reduction of organic compounds (additional HL content)
4. From models to materials – the rest (additional HL content)
Exam revision
Assessed IA component: Scientific Investigation Assessment
Physics
Overview As one of the three natural sciences in the IB Diploma Program, physics is concerned with an attempt to understand the natural world; from determining the atom's nature to finding patterns in the universe's structure. It is the search for answers from how the universe exploded into life to the nature of time itself. Observations are essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides leading to a better understanding of the natural world, physics gives us the ability to alter our environments.
DP physics enables pupils to constructively engage with topical scientific issues. Pupils examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond.
Integral to the pupil experience of the DP physics course is the learning that takes place through scientific inquiry both in the classroom and the laboratory.
Assessment External assessment
Paper 1 – SL/HL
SL: 1 hour 30 minutes (36%)
HL: 2 hours (36%)
Paper 1A – Multiple-choice questions
Paper 1B – Data-based questions (four questions that are syllabus related, addressing all themes)
Paper 2 – SL/HL
SL: 1 hour 30 minutes (44%)
HL: 2 hour 30 minutes (44%)
Section A – Data based and short answer questions.
Section B – Extended response questions.
Internal assessment – SL/HL
Scientific investigation:
SL: 20% / HL: 20%
Future pathways IBDP Physics is an excellent course for pupils interested in pursuing further studies in physics, engineering, mathematics, or other related fields. The course is designed to provide a strong foundation in physics principles, as well as develop critical thinking, problem-solving, and analytical skills that are highly transferable.
By studying IB Physics, pupils gain a deep understanding of the fundamental principles that govern the natural world. This knowledge can be applied to various fields of study, including engineering and mathematics. For example, pupils who study IB Physics can develop a strong grasp of mathematical concepts, which can be applied to various fields like statistics, computational science, and more. Additionally, the analytical and problem-solving skills developed in IB Physics are highly applicable in engineering, where pupils need to be able to design and build systems that solve real-world problems.
Year 12
Autumn Term Spring Term Summer Term
A: Space, time and Motion
1. Kinematics
2. Forces and Momentum
3. Work, energy and Power
4. Rigid body Mechanics (HL only)
Skills Topic
B: The particulate nature of matter
1. Thermal energy transfers
Assessment
Paper 1A & 1B
Paper 2
Assessed IA component: Scientific Investigation
D: Fields
1. Gravitational Fields
A: Space, time and Motion
1. Galilean and special relativity
B: The particulate nature of matter
1. Greenhouse effect
2. Gas Laws
3. Thermodynamics
Assessment
Paper 1A & 1B
Paper 2
Assessed IA component: Scientific Investigation
C. Wave Behaviour
1. Simple harmonic motion
2. Wave model
Internal assessment
Collaborative sciences project
Computer Science
Overview The computer science IB course at Brighton College Vietnam provides pupils with an extensive overview of fundamental concepts in the subject area. The curriculum contains a blend of theory and practical topics that work in conjunction with one another. Topics such as computational thinking introduce strategies for logical problem solving and algorithm design, while the module object-oriented programming allows pupils to put these ideas into practice. Both the standard and higher-level options assess pupils both internally and externally, requiring pupils to complete an enquiry-based project and formal examinations. The course introduces pupils to programming languages, ideas, and tools that are used in industry, aiming to prepare them for higher education of careers in related fields.
Assessment External assessment
Paper 1 – SL/HL
Assessment
Assessed IA components (Scientific Investigation) and draft submission Collaborative sciences project: response to a global issue prompt with reflection.
Year 13
Autumn Term Spring Term Summer Term
C: Wave Behaviour
1. Wave Phenomena
2. Standing waves and resonance
3. Doppler effect
B: The particulate nature of matter
1. Current and Circuits
D: Fields
1. Electric and magnetic fields
2. Motion in electromagnetic fields
Assessment
Paper 1A & 1B
Paper 2
D: Fields
1. Induction (additional HL content)
E: Nuclear and quantum physics
1. Structure of the atom
2. Quantum Physics (additional HL content)
3. Radioactive decay
4. Fission
5. Fusion and stars
Exam revision
Assessed IA component: Scientific Investigation Assessment
Paper 1A & 1B
Paper 2
SL: 1 hour 15 minutes (35%)
HL: 2 hours (40%)
Section A: short answer questions
Section B: three compulsory structured questions.
Paper 2 – SL/HL
SL: 1 hour 15 minutes (35%)
HL: 2 hours (40%)
A range of questions for the option chosen relevant to both SL/HL
The HL paper will contain some extension questions.
Internal assessment – SL/HL
Solution
SL: 30% / HL: 20%
Pupils need to develop a solution for a specified client to a specified problem or an unanswered question.
Future pathways There is a broad range of career options for pupils who choose to study computer science, giving pupils plenty of opportunity to find a path that suits their individual aspirations. Examples include software development and engineering, telecommunications, AI, web design, database management, audio engineering, computer networking, and many more. These career options do not have to directly relate to computer science. Some of the skills taught – such as scientific inquiry, problem solving, and data management – provide pupils with traits that are desired by many areas of employment.
Year 12
Autumn Term Spring Term Summer Term
Computational thinking
1. General principles - Teaching techniques for computational thinking and logical problem solving
2. Connecting computational thinking and program designLinking computational thinking skills to solution design
3. Introduction to programming
- Covering the basics of the programming language Python/ Java/C#
Object-oriented programming
1. Objects in a programming concept - Creating virtual objects in C# programs
2. Features of OOP - Introducing classes in Python/Java/C#, and making programs talk to one another
3. Program development - Looking at the bigger picture of program creation; detailing the stages of software development
4. Advanced program development (HL) - Exploring advanced features in Python/Java/C# to create efficient programmers
Abstract data structures (HL)
1. Thinking recursively - Studying the theory of recursion; methods that call themselves
2. Abstract data structuresOutlining the theory behind abstract data structures such as lists and classes then utilising them in Python/ Java/C#
Abstract data structures (HL)
1. Linked lists - Further exploring abstract data structures, thinking how we can use linked lists to solve problems
2. Trees - Looking at the theory of trees and graphs in programming
3. Applications - Applying the ADTs’ that we have covered so far in Python/Java/C# System fundamentals
1. Systems in organizationsDelving deeper into the software development cycle, with a focus on the data mitigation and testing phases
2. System design basicsBeginning with coverage on the basics of computer design (hardware and software), then investigating wider topics in computer science; human computer interaction, ethics, modern computing conversations (AI, emergent technologies) etc.
Computer organization
1. Computer architectureOutlining the basics of CPU architecture and how computers use primary memory
2. Secondary memory - Evaluating long term storage methods and comparing options
3. Operating systems and application systems - Detailing different categories of software, and outlining the roles that each carries out
4. Binary representation - Exploring the language of computers; converting between number systems
Internal assessment
Collaborative sciences project
Assessment
Programming project Assessment Mock paper 1/2 combined (SL/HL) Assessment Collaborative sciences project: response to a global issue prompt with reflection.
Year 13
Autumn Term Spring Term Summer Term
Networks
1. Network fundamentalsDiscovering how computers communicate with one another
2. Data transmission - Dissecting the format of communication on a network
3. Wireless networking - Outlining the characteristics of wireless networks, and evaluating their benefits and drawbacks
Resource management (HL)
1. System resources - Evaluating the resources available in a variety of computer systems
2. Role of the operating system - Exploring how operating systems manage available resources
Control (HL)
1. Centralised control systems - Discussing a range of control systems and how they are used in the real world i.e. heating systems, GPS, domestic robots, and other common devices
2. Distributed systems - Looking at connected technologies that work together to complete a shared goal
Assessment
Mock paper 1 (SL/HL) Mock paper 2 (SL/HL)
Internal assessment
Submission
Preparation for External assessment
Assessment Paper 1 (SL/HL) Paper 2 (SL/HL)
Assessment
Design Technology
Overview The Design & Technology IB program at Brighton College Vietnam offers pupils the opportunity to foster creativity, problem-solving, and innovation by encouraging pupils to develop practical design and technical skills while addressing real-world challenges. This course equips pupils with the knowledge and tools to analyse problems, design solutions, and create prototypes that reflect both functionality and sustainability. Through the study of key topics such as human factors and ergonomics, resource management, materials, and manufacturing, pupils gain a deep understanding of the design process and its implications on society, the environment, and ethics.
Assessment External assessment
SL
Paper 1 – 60minutes (20%)
Paper 2 – 90 Minutes (40%)
Internal assessment - Individual design project ( IA 40% )
50 Hours duration
HL:
Paper 1 – 90 minutes (25%)
Paper 2 - 150 minutes (45%)
Internal assessment – Individual design project ( IA 30% )
50 Hours duration
Assessment Overview
Paper 1 - Content drawn from design in theory, design in practice and design in context. Multiple-choice questions on standard level (SL) and higher level (HL).
Paper 2 - Content drawn from design in theory, design in practice and design in context. Shortanswer and extended-response questions on SL and HL.
The internal assessment consists of one task: the design project (50 hours). This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Future pathways The IB Design and Technology course offers diverse pathways for pupils interested in design, engineering, and innovation. Key pathways include Engineering and Product Design, focusing on problem-solving, materials science, and prototyping; Architecture and Interior Design, emphasising ergonomics, aesthetics, and sustainable design; and Sustainable Design and Environmental Engineering, preparing pupils for green design and ethical production roles. Pupils can also explore Technology and Innovation, gaining skills in digital design and emerging technologies, or pursue Graphic and Digital Design, developing competencies in visual communication and UX/UI design. Additionally, the course provides a solid foundation for those aiming to pursue Mechanical or Civil Engineering, equipping them with essential technical and problem-solving skills. These pathways offer strong preparation for future education and careers in creative, technical, and engineering fields.
Human Factors & Ergonomics (SL & HL)
This topic explores the study of human interaction with products and systems.
1. Human Factors and Ergonomics
Modelling & Prototyping techniques - (SL & HL)
We will explore how physical or digital representations are used to test and refine design concepts before the final production.
This approach emphasises designing products based on users' needs, preferences, and feedback to enhance usability and satisfaction.
1. (UCD)
2. Usability
3. Beyond usability – designing for pleasure and emotion
Responsibility of the designer
4. Beyond usability (HL only)
5. Design for sustainability
6. Life-cycle analysis (HL only)
Year 12
Material Classification, Properties & Selection (SL & HL)
We will look at the processes involved in transforming raw materials into finished products, considering their efficiency and sustainability.
1. Properties of materials
2. Material Theory
3. Scales of production
4. Manufacturing processes,
5. CIM, CAM, CAD
6. Production systems
7. Robots in automated production
Design for manufacture strategies (HL)
This unit will focus on the strategies for scaling up production while ensuring the product's market viability and cost-effectiveness.
1. Just in time (JIT) and just in case (JIC)
2. Lean production
3. Computer-integrated manufacturing (CIM)
4. Quality management
5. Economic viability
HL Only – Content outlined below specifically relates to HL and is advantageous for Pupils considering careers in Design and engineering related fields.
• Manufacturing strategies & production systems
• Introduction to structural, mechanical and electronic systems
• Application and selection of structural, mechanical and electronic systems
IA Main Design Project (SL & HL)
A major independent project where pupils apply their design and technology knowledge to develop a product that meets a specific need or solves a problem.
Introduction & Context generation Research Outline and Gantt chard/ Time management.
IA: Main Design Project
Sports, Exercise and Health Science
Year 13
IA Main design project
1. Analysis of Design Opportunity (A)
2. Research generation - SWOT
3. Interviews, Case Studies, Focus Groups, Market & Material Research.
4. DATA Analysis
5. Industrial, site Visit (HL E & F),
6. Ideation and Development
7. CAD Realisation (B & C)
8. Prototyping and testing. (D)
9. Mat Testing/Stress test – CAD (HL)
10. Commercial viability (E & F HL)
Assessment
Paper 1, 2 (SL&HL)
IA: Main Design Project
IA Main Design Project (SL & HL)
1. Analyse and finalise design.
2. Detailed development of a commercial product
3. Making choices for commercial production (E & F HL)
4. Submission of Draft/ teacher feedback.
5. Finalise/final submission
Assessment
Paper 1, 2 (SL&HL)
IA: Main Design Project
Overview Sports, exercise and health science (SEHS) is an experimental science course combining academic study with practical and investigative skills. SEHS explores the science underpinning physical performance and provides the opportunity to apply these principles. The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Pupils cover a range of core and option topics, and carry out practical (experimental) investigations in both laboratory and field settings.
The course offers a deeper understanding of the issues related to sports, exercise and health in the 21st century and addresses the international dimension and ethics related to both the individual and global context.
Apart from being worthy of study in its own right, SEHS is good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries.
Assessment External assessment
Paper 1 – SL/HL
SL: 1 hour and 30 minutes (36%)
HL: 1 hour and 45 minutes (36%)
Section A: Multiple choice questions
Section B: Data based questions
Paper 2 – SL/HL
SL: 1 hour and 30 minutes (40%)
HL: 2 hour 30 minutes (40%)
A mixture of short answer and extended response questions.
Internal assessment – SL/HL
Scientific Investigation
SL: 24% / HL: 24%
The scientific investigation is an open-ended task in which the pupil gathers and analyses data in order to answer their own formulated research question with the outcome written through the production of a formal report.
Future pathways This course provides a wide range of future academic pursuits and careers, depending on individual interests and further specialisation. These include a focus on sports science, physical therapy and rehabilitation, medicine and health sciences, nutrition and dietetics, sports management and coaching.
Possible careers include sports scientist, fitness instructor or personal trainer, sports coach, physical therapist or sports rehabilitation specialist, nutritionist or dietitian, health educator or public health specialist.
A.1. Communication
1. Inter – system communication
2. Maintaining Homeostasis (additional HL only content)
3. Energy Systems
A.2. Hydration and Nutrition
1. Water and Electrolyte balance
2. Fueling for health and performance (additional HL only content)
3. Energy Systems (additional HL only content)
A.3. Response
1. Qualities of training
2. Benefits to health being active (additional HL only content)
3. Fatigue and Recovery
Assessment Paper 1A
Year 12
B.1. Generating movement in the body
1. Anatomical positions, planes and movement (additional HL only content)
2. Structure and function of connective tissue and joints
3. Muscular Function (additional HL only content)
4. Movement analysis and its application
B.2 Forces, motion and movement
1. Newton’s laws of motion (additional HL only content)
2. Fluid Mechanics (additional HL only content)
3. Movement Analysis and its application
4. Injury
5. Causes of Injury (additional HL only content)
6. Interventions related to Injury
C.1 – Individual Differences
1. Personality (additional HL only content)
2. Mental toughness (additional HL only content)
C.2 – Motor learning
1. Motor learning processes
2. Attentional Control
C.3 – Motivation
1. Achievement motivation (additional HL only content)
2. Self determination (additional HL only content)
3. Motivational climate
Year 13
C.4 – Stress and coping
1. Arousal and Anxiety
2. Coping (additional HL only content)
C.5 – Psychological Skills
1. Goal setting (additional HL only content)
2. Imagery
Assessment Paper 2 Assessment Paper 1 Paper 2
Introduction of the Internal Assessment
Paper 1A Paper 1B
Group 5: Mathematics Mathematics: Applications and Interpretations
Overview Whilst mathematics is compulsory, individual pupils have different needs, abilities, interests and aspirations. For this reason, there are two different DP subjects in mathematics:
• Applications and Interpretation (AI)
• Analysis and Approaches (AA)
Both AI and AA include core topics that are traditionally part of a pre-university mathematics course such as: Number and Algebra; Functions; Geometry and Trigonometry; Statistics and Probability; Calculus.
The AI course recognises the vital and expanding role that mathematics and technology play across an ever-growing range of disciplines in today’s data-driven and interconnected world. This course is designed to help pupils understand not only the procedures of mathematics but also its real-world significance and contextual applications. By focusing on topics that lend themselves to modelling, interpretation, and practical problem solving, the course bridges the gap between abstract mathematical theory, and its tangible uses in everyday life, science, business, and technology. Pupils are encouraged to explore how mathematical ideas can be represented, analysed, and applied through the effective use of digital tools and technological platforms, developing both competence and confidence in mathematical technology. The AI course cultivates the ability to interpret data critically, to construct and evaluate mathematical models, and to appreciate how mathematics informs decisions in diverse contexts from economics and environmental studies to social sciences and design. Ultimately, pupils emerge from the course with a holistic appreciation of mathematics as a living discipline, intellectually equipped to connect theoretical understanding with practical application, and prepared to engage thoughtfully with the mathematical challenges of a complex, data-rich world.
This course requires the use of a graphical-display calculator (GDC) which is the Texam Instrument (tinspire cxii) calculator. All examination papers use the GDC.
Assessment External assessment
Paper 1 – SL/HL
SL: 1 hour and 30 minutes (40%) (80 marks)
HL: 2 hours (30%) (110 marks)
Compulsory short-response questions based on the syllabus.
Paper 2 – SL/HL
SL: 1 hour and 30 minutes (40%) (80 marks)
HL: 2 hours (30%) (110 marks)
Compulsory extended response questions based on the syllabus.
Paper 3 – HL only
HL: 1 hour (20%) (55 marks)
Two compulsory extended-response problem-solving questions.
Internal assessment – SL/HL
Mathematical exploration
SL: 20% / HL: 20%
A piece of written work that requires pupils to conduct an individual mathematical exploration on a topic of personal interest, emphasizing the application of mathematics to real-world contexts. It assesses pupils’ ability to formulate, investigate, and communicate mathematical ideas effectively using appropriate technology and data analysis.
Future pathways
Pupils who take Mathematics: Applications and Interpretation (AI) develop a strong foundation in applying mathematics to real-world contexts while also building essential analytical and communication skills. Studying IB Mathematics fosters the ability to analyse information critically, understand how mathematical models represent the world, and communicate findings effectively- skills that are invaluable across a wide range of degree and career paths. The AI course is particularly suited for pupils who enjoy exploring how mathematics can be used to model, interpret, and solve practical problems. This pathway benefits pupils aiming for degrees that require analytical thinking, problem-solving skills, and data interpretation, such as business, finance, economics, social sciences, environmental studies, design, and health-related sciences. It is also relevant for emerging fields like marketing analytics, sustainability, technology, and education, where data handling and quantitative reasoning are vital. Moreover, taking Mathematics AI at Higher Level provides a stronger foundation for pupils considering university studies in mathematics, finance, economics, commerce, management, statistics, or related disciplines, as it deepens both conceptual understanding and practical application. Overall, Mathematics AI empowers learners to use mathematical thinking confidently and effectively in diverse academic and professional contexts.
Year 12
Assessment
Introduction to Toolkit and
Assessment
Submission for Practice IA
IA Proposal Deadline
IA Writing
Year 13
Autumn Term Spring Term Summer Term
SL HL SL HL
Prior knowledge
Recap:
• GDC use
• Internal Assessment
1.Differential and Integral Calculus
1. Differential Equation
2. Probability
1.Probability
2. Revision for External Assessment
1. Vectors and Graph Theory
2. Revision for External Assessment
Assessment
Paper 1 Calculator
Paper 2 Calculator
Paper 3 Calculator (for HL)
Assessment
Block Tests (Paper 1 and Paper 2)
Block Test (Paper 3 for HL)
Mock Assessments (Paper 1, Paper 2 and Paper 3)
Mathematics: Analysis and Approaches
Overview Whilst mathematics is compulsory, individual pupils have different needs, abilities, interests and aspirations. For this reason, there are two different DP subjects in mathematics:
• Applications and Interpretation (AI)
• Analysis and Approaches (AA)
Each course is designed to meet the needs of a particular group of pupils. Both courses are offered at Standard Level (SL) and Higher Level (HL).
Both AI and AA include core topics that are traditionally part of a pre-university mathematics course such as: Number and Algebra; Functions; Geometry and Trigonometry; Statistics and Probability; Calculus.
The AA course recognises the growing importance of analytical expertise in a world where innovation and technological advancement increasingly rely on a profound understanding of mathematical principles. The course is designed to cultivate a deep and coherent comprehension of mathematical concepts, encouraging pupils to think abstractly, reason logically, and communicate their ideas with precision. Through a carefully balanced approach that blends rigor with clarity, the course nurtures both the theoretical understanding and practical application of mathematics.
Pupils are guided to develop a genuine appreciation for the structure and beauty of mathematics, exploring patterns, relationships, and logical connections across various topic areas such as algebra, calculus, and functions. This integrated perspective enables them to recognise the interdependence between mathematical concepts and to apply these ideas flexibly in both familiar and unfamiliar contexts. Ultimately, the AA course intellectually equips pupils not only with strong analytical and problem-solving skills but also with the capacity to interpret, innovate, and contribute meaningfully in an increasingly data-driven and mathematically oriented world.
This course requires the use of a graphical calculator (ti-nspire cxii). All the examination papers require a calculator except for Paper 1.
Assessment External assessment
Paper 1 – SL/HL
SL: 1 hour and 30 minutes (40%) (80 marks)
HL: 2 hours (30%) (110 marks)
Section A: Compulsory short-response questions based on the syllabus.
Section B: Extended-response questions based on the syllabus.
Paper 2 – SL/HL
SL: 1 hour and 30 minutes (40%) (80 marks)
HL: 2 hours (30%) (110 marks)
Section A: Compulsory short-response questions based on the syllabus.
Section B: Compulsory extended-response questions based on the syllabus.
Paper 3 – HL only
HL: 1 hour (20%) (55 marks)
Two compulsory extended-response problem-solving questions.
Internal assessment – SL/HL
Mathematical exploration
SL: 20% / HL: 20%
A piece of written work that requires pupils to investigate a mathematical topic of personal interest through analytical and theoretical reasoning. It assesses their ability to apply mathematical concepts, construct logical arguments, and communicate findings with clarity and precision.
Future pathways Pupils who take Mathematics: Analysis and Approaches (AA) develop a strong foundation in theoretical and abstract mathematical thinking, while also enhancing their analytical and problem-solving skills. Studying IB Mathematics cultivates the ability to analyse information critically, understand how mathematical models represent the world, and communicate findings effectively - skills that are invaluable across a wide range of degree and career paths. The AA course is particularly suited for pupils who enjoy exploring the structure, logic, and proof-based side of mathematics, as well as applying rigorous methods to complex problems. This pathway benefits pupils aiming for degrees that require advanced mathematical reasoning and quantitative analysis, such as mathematics, engineering, physical sciences, computer science, economics, and technology or medical-related fields. It also provides an excellent foundation for careers in data science, and research, where precision and abstract problemsolving are highly valued.
Moreover, taking Mathematics AA at Higher Level offers a strong preparation for university courses that are mathematically intensive, such as pure mathematics, theoretical physics, and engineering, as it emphasizes depth of understanding, algebraic manipulation, and the use of calculus in modelling real-world phenomena. Overall, Mathematics AA empowers learners to think logically, reason abstractly, and apply mathematical techniques confidently in both academic and professional contexts.
Autumn Term
Year 12
Term
Baseline Assessment January: Introduction to Toolkit and Internal Assessment
March: Submission for Practice IA
1. Numbers and Algebra
2. Geometry and Trigonometry
1. Numbers and Algebra
2. Geometry and Trigonometry
April: IA Proposal Deadline June: IA Writing
Assessment
Baseline/Prior knowledge checks
Block Tests
Paper 1 and Paper 2
Paper 3 (for HL)
Tests
1 Paper 2
Tests Paper 1 and Paper 2
Paper 3 (for HL)
Summative assessment End-of-Year
Year 13
Prior knowledge Recap:
• GDC use
• Internal
1. Integral Calculus
1. Integral Calculus
2. Differential Equation
2. Statistics
Assessment
Paper 1 Calculator
Paper 2 Calculator
Paper 3 Calculator (for HL)
Block Tests (Paper 1 and Paper 2)
Block Test (Paper 3 for HL)
Mock Assessments (Paper 1, Paper 2 and Paper 3)
Group 6: The Arts Music
Overview This course is all about exploring music in different ways - as a researcher, a creator, and a performer/presenter. You’ll investigate a wide range of musical styles and traditions, develop your own creative ideas, and share your work with others. Each role is equally important, and together they help you understand music from every angle.
By the end of the course, you will:
• Explore: discover music from different times, places, and cultures, and make connections between them in personal, local and global contexts
• Create: develop your skills and experiment with new ideas, both on your own and in collaboration with others.
• Research : study and analyse music of your own choosing, developing independent insights alongside learning from the work of others. This balanced approach gives you the tools to understand, research, make, and present music with confidence and creativity.
Assessment External assessment
Exploring music in context – SL (30%) / HL (20%)
Pupils select samples of their work for a portfolio submission to demonstrate an engagement with, and understanding of, diverse musical material and practical exercises, both as researchers, creators and performers.
• Composition – 1 minute (max)
• Performed adaptation – 2 mins (max)
• Research Report – 2400 words (max)
Presenting music – SL (40%) / HL (30%)
Pupils submit a collection of works demonstrating engagement with diverse musical material of their choosing. The submission contains presenting as a researcher, creator and performer.
• Performance – 12 mins (max)
• Compositions – 6 mins (max)
• Programme notes – 600 words (max)
Internal assessment
Experimenting with music – SL (30%) / HL (20%)
Pupils submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry in a local and / or global context.
• 3 related composition experiments – 5 mins (max)
• 3 related performing experiments – 5 mins (max)
• Experimentation report – 1200 words (max) The contemporary music maker – HL only (30%)
Collaboration with other IB music or non-music pupils in a contemporary arts project. Pupils submit a continuous multimedia presentation documenting their real-life project – 15 minutes (max)
• Project plan and process evidence
• Final project – 7 mins (max)
Future pathways Studying IB Music can lead pupils into a wide variety of careers including music performance, music composition and production, music education, music technology and engineering and music business and management.
Year 12
Autumn Term Spring Term
Exploring music in context
1. Music for sociocultural and political expression
2. Music for listening and performance
3. Music for dramatic impact, movement and entertainment
4. Music technology in the electronic and digital age
1. Exploring as a researcher
2. Exploring as a performer
3. Exploring as a creator
Experimenting with music
1. Select musical prompts or stimuli
2. Applying knowledge and conceptual understandings
3. Develop ideas and work as creators
4. Practise
5. Evaluate / reflect critically
1. Experimenting as a research
2. Experimenting as a performer
3. Experimenting as a creator
Contemporary Music Maker (HL only)
1. Developing an artistic vision
2. Planning projects
3. Managing a project
4. Collaboration
5. Presenting the music
Summer Term
Presenting music
1. Communicating musical and artistic intentions
2. Interpreting diverse musical material
3. Expressing the intentions of diverse musical material
4. Demonstrating technical skills
5. Programme notes
1. Presenting as a researcher
2. Presenting as a performer
3. Presenting as a creator
Assessment
Exploring music in context: written work engaging with diverse musical material and practical exercises.
Assessment
Experimenting with music: an experimentation report with evidence of musical processes
Assessment
Presenting music: a collection of works demonstrating engagement with diverse musical material.
Contemporary Music Maker: written evidence of project plan, journal entries, videos of interviews and work in progress
Edit and Refine for Coursework Submission
Exploring music in context
Pupils select samples of their work for a portfolio submission.
Experimenting with music
Pupils submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry in a local and or global context.
Year 13
Edit/Refine Coursework for Submission.
Presenting music
Pupils submit a collection of works demonstrating engagement with diverse musical material from four areas
The contemporary music-maker (HL only)
Pupils submit a continuous multimedia presentation documenting their real-life project
Assessment
The contemporary music maker (HL only)
Pupils submit a continuous multimedia presentation documenting their real-life project.
Assessment
All external and internal assessments due in.
Theatre Studies
Overview The IB Diploma Programme theatre course at Brighton College Vietnam is a multifaceted theatre-making course. It gives pupils the opportunity to make theatre as creators, designers, directors and performers. It emphasises the importance of working both individually and as part of an ensemble. It offers the opportunity to engage actively in the creative process of inquiring, developing, presenting and evaluating. Pupils are encouraged to work as inquisitive and imaginative artists, transforming ideas into action and communicating these to an audience.
Theatre pupils learn to apply research and theory to inform and contextualize their work as they experience the course through practical and physical engagement. They understand that knowledge resides in the body and that research can be conducted physically through both action and practice. In this respect, the theatre course encourages pupils to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre - as participants and spectators - they gain a richer understanding of themselves, their community and the world.
Assessment External Assessment Tasks
Production Proposal – SL (30%) / HL (20%)
Pupils at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience.
Research presentation - SL (30%) / HL (20%)
Pupils at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.
Solo theatre piece – HL only (35%)
Pupils at HL research a theatre theorist they have not previously studied, identify an aspect(s) of their theory and create and present a solo theatre piece (4–8 minutes) based on this aspect(s) of theory.
Internal assessment task
Collaborative project - SL (40%) and HL (25%)
Pupils at SL and HL collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice.
Future pathways IB Theatre opens doors to a variety of future pathways, including further studies in theatre, film, writing, and education. You can pursue university theatre programs, drama schools, or conservatories for advanced training. Your skills are also valuable in film and television, writing, arts administration, law, and public speaking roles.
Beyond technical skills, IB Theatre develops transferable soft skills like communication, collaboration, creativity, problem-solving, and critical thinking, making you a valuable asset in many fields. Research programs, attend performances, network with professionals, and consider internships to explore your options and find the path that aligns with your interests and goals.
Formative Assessment: PPT presentation of Stanislavski and Realism Research
Formative Assessment: Mock production proposal
Formative Assessment: Mock solo theatre performance and reflection External Assessment
A Doll’s House – Henrik Ibsen
Summative Assessment: Section A of Production Proposal June 2025
Year 12
5: Start researching and writing world theatre traditions assignment
7. Creating and documenting original collaborative theatre piece (SL/HL)
6: Symbolism to Post-Modernism & Physical Theatre Devised Piece (SL/HL)
• Research Presentation
• World Theatre Traditions
• Collaborative Project
Assessment External Assessment
World Theatre Traditions Presentation
Summative Assessment: The first 5 minutes will be recorded in June 2025.
The second 5 minutes will be recorded in September 2025. The last 5 minutes will be recorded in December 2025.
Assessment External Assessment
Production proposal
Term
1. Production Proposal
• Proposal and feedback
2. Collaborative project
3. Research presentation
• Role of the actor
Assessment
Internal Assessment
Production proposal
External Assessment
Collaborative project Research presentation
Year 13
4. Solo theatre piece
• Role of director, performer, designer
Assessment
External Assessment
Solo performance evening
Visual Arts
Overview The Visual Arts IB program at Brighton College Vietnam offers pupils a unique opportunity to delve into how art and creativity can effectively communicate ideas, opinions, and personal insights. The curriculum is composed of three interconnected strands, each driven by the pupils' individual interests and passions. With guidance from their teachers, pupils choose a central develop their inquiry questions while working on developing new skills to build a dynamic portfolio of artworks that reflect their perspectives. As all submissions are made electronically, the program also helps pupils refine their IT and photography skills.
Assessment The IB Visual Arts SL assessment consists of three key components: the Resolved Artworks, internally assessed 40% SL, the Connections Study (Comparative Study) externally assessed 20%, analysing artworks, their contexts, and connections to the pupils’ own work, with up to two supporting images per artwork allowed, with rationale. These components are mandatory and form the basis of the pupils’ final assessment in IB Visual Arts SL. Art Inquiries Portfolio Externally assessed 40% that includes at least five artworks (image or video), each with its title and must demonstrate a variety of art-making forms, creative strategies, and include explicit inquiry questions, generative statements, and at least one line of inquiry; visual materials must dominate the presentation.
HL consists of three key components: pupils must submit a comprehensive body of work called Selected Resolved Artworks internally assessed HL 40%. Artist Project (HL) Externally assessed 30%. This includes five image or video files of final artworks, which may include up to two additional supporting images per artwork, containing a Rationale and submitting one video file with accompanying text. The Art Inquiries Portfolio Externally assessed 30% that includes at least five artworks (image or video), each with its title and must demonstrate a variety of artmaking forms, creative strategies, and include explicit inquiry questions, generative statements, and at least one line of inquiry; visual materials must dominate the presentation.
IB Visual Arts pupils are assessed bi-monthly to track their progress and support their development through the creative process. By the end of the course, they must demonstrate the seven key assessment objectives: to curate visual and written materials that communicate their intentions; investigate art forms and cultural contexts; generate ideas and artworks through inquiry; refine their work via reflection and dialogue; resolve artworks that express meaning; situate their work and others’ within relevant contexts and audiences; and synthesise concept and form to effectively communicate and connect with viewers.
Future pathways IB Visual Arts can lead into many further study options and future career pathways. Possible careers include painter, illustrator, designer, interior designer, costume designer and set designer.
The Visual Arts also develops transferable skills such as creativity and expression which are valuable assets in many fields.
Year 12
Autumn Term Spring Term Summer Term
• Art-making inquiries portfolio
• Frequently photograph/record ongoing work, experiments, investigations, and discoveries.
• Scan visual arts journals monthly.
• Regularly type/save the accompanying short texts.
• Selected resolved artworks (HL)
• Pupils will work on digital documentation of work in progress (for the art-making inquiries portfolio).
• Art-making inquiries portfolio
• Frequently photograph/record ongoing work, experimentations, investigations and discoveries.
• Scan visual arts journals monthly.
• Regularly type/save the accompanying short texts.
• Selected resolved artworks (HL)
• Pupils will work on digital documentation of work in progress (for the art-making inquiries portfolio)
• Artist project (HL)
• Pupils will work on digital documentation of mind mapping, initial sketches and ideas, materials from site visits, photos/ videos, studies, and relevant images about context and about other artists’ work (with source references).
• Select, reorganise and refine the final draft of screens. Finalize the curation of the art making inquiries portfolio.
• Resolved Artwork (SL) Complement written and visual evidence for submission curate the selection of resolved artworks while working on the rationale and artwork texts so that visual and written evidence complement each other. Finalise the selection and digital curation of the five selected artworks, and the three non-selected artworks.
Assessment
IB Visual Arts pupils are assessed bi-monthly to track their progress and support their development through the creative process.
Assessment
IB Visual Arts pupils are assessed bi-monthly to track their progress and support their development through the creative process.
Assessment
IB Visual Arts pupils are assessed bi-monthly to track their progress and support their development through the creative process.
Year 13
Autumn Term Spring Term Summer Term
Refine the approach to compiling screens, checking word counts, selecting and cropping.
Resolved HL Initiate the curation of the body of selected resolved artworks, digital documentation of the artworks.
Resolved SL Initiate the curation of the body of resolved artworks, digital documentation of the artworks.
Artists project HL Curate the project proposals, compile and refine the drafts. Document ongoing development, dialogues, refinement, artistic choices and ideas for the future create draft screens.
Connection studies SL Curate evidence of research and connections, create draft screens. Include good reproductions of at least two artworks by different artists, but also other relevant visual references to show understanding of cultural significance.
Artist Project (HL) Document realisation in context makes the artist project video following the guidance. Select, reorganise and refine the final draft of the project screens. Balance visual and written evidence. Curate and finalise the different sections of the task submission.
Connective studies (SL) Refine the final draft of the connections study screens. Curate and finalise the task submission.
Assessment
IB Visual Arts pupils are assessed bi-monthly to track their progress and support their development through the creative process. Assessment
Submission of all assessments:
SL Resolved Artwork, Art making portfolio, connective studies
HL Resolved Artwork, Art making portfolio, Artist project,
Pastoral Support Higher Education Guidance
The Sixth Form pastoral approach is centred on creating a culture of authenticity, wellbeing, and academic balance. Each pupil is supported through the tutor system, with regular check-ins and structured sessions that address personal development, resilience, and preparation for life beyond school. The RSHE programme plays an important role, providing pupils with the tools to manage stress, maintain healthy relationships, and navigate the challenges of late adolescence with confidence and self-awareness. Pastoral care in the Sixth Form also emphasises the importance of daily routines and habits that foster independence. Through the super curriculum and futures guidance, pupils are encouraged to extend their learning beyond the classroom and make informed choices about their next steps. Parent engagement is also a key element, ensuring families are closely involved in their child’s journey, with workshops and regular communication supporting a strong partnership between home and school.
A significant new feature of the pastoral structure is the introduction of the prefect system. Prefects serve as role models for the Sixth Form and wider school community, demonstrating responsibility, maturity, and commitment to the values of Brighton College Vietnam. They support school life by assisting at events, offering guidance to younger pupils, and representing the College with pride. The system not only benefits the school but also provides prefects with meaningful opportunities to grow in confidence and develop the interpersonal skills needed for university and adult life.
In the Sixth Form, pupils benefit from exceptional levels of personalised support, ensuring that their wellbeing, academic progress, and future aspirations are carefully guided at every stage. The breadth and depth of the International Baccalaureate programme allows them to explore a wide range of subjects and perspectives, developing both intellectual curiosity and practical skills. Combined with strong pastoral care and enrichment opportunities, this holistic approach enables pupils to grow into confident, balanced, and well-rounded young adults who are fully prepared for life beyond school.
Sannegadu Head of Sixth Form
Pupils in the Sixth form will be supported by the Director of Futures as well as by the Head of Sixth Form, the Head of IB, and their form tutors, as they research and prepare for university applications.
During Year 11, pupils receive dedicated Higher Education (HE) lessons with the Director of Futures, covering careers vs degrees, entry requirements for university courses they may consider applying to, and specific subject combinations that universities require. As each country can be different in this aspect, our dedicated lessons will incorporate ‘Required vs recommended vs helpful’ IB subjects’ in addition to offering guidance on whether IB packages matter for the main markets of Australia, Canada, UK, USA, Asia, and Europe. This comprehensive approach includes Year 11 pupils meeting initially with the Director of Futures to discuss their ideas of possible countries and degree fields of interest in relation to their strengths, interests and talents. Later, a dedicated meeting with the Head of IB and the Director of Futures will discuss final IB subject choices considering their goals, potential pathways and academics.
A number of events will also run to support pupils with this process, including IB specific subject talks by Heads of Department, the IB Fair, and university workshops by experts from a range of universities and Faculty Professors. Throughout all these events, pupils will be able to learn more about the IBDP programme and receive further guidance on how to build their best IBDP package to suit the country and degree field of their potential future pathway.
With a range of specialised resources on offer, pupils will be encouraged to explore information on the specialised HE platform, Unifrog, as well as other HE websites, to familiarise themselves with the entry requirements. Furthermore, universities offer virtual tours and open days, and university events will be advertised on a regular basis through a variety of communication channels.
During Year 12, our Director of Futures will support pupils further by providing weekly detailed, informed guidance, combined with numerous 1:1 individual and family meetings, as pupils embark on their HE programme with the IB. With a focus on making the best possible applications, this is further supported by the wide range of extension opportunities via university fairs, guest lecture series, individual university rep visits to Brighton College Vietnam and the host of opportunities on offer through the super and supra-curricular, and IB CAS engagements. We are confident that the pupils will flourish in this programme and feel empowered, informed, and confident with their decisionmaking in the IBDP process.
Rachel Duce Director of Futures
University Subject Requirements
University subject Typical IB requirements
Accountancy Any Mathematics HL required for the majority of competitive course. Economics HL helpful.
Ancient History History HL can be advantageous.
Architecture Design Technology HL or Visual Art HL recommended. Portfolio usually required. Mathematics AA SL helpful. Physics SL helpful.
Art & Design / Fine Art Visual Arts HL strongly recommended. Portfolio essential.
Biochemistry Biology HL and Chemistry HL and Mathematics HL required.
Biological Sciences Biology HL and Chemistry HL required. Mathematics SL AA recommended.
Chemical Engineering Mathematics AA HL and Chemistry HL required. Physics HL recommended and advantageous.
Chemistry Chemistry HL required. Mathematics AA HL required.
Commerce Mathematics AA SL recommended. Business Management may be helpful.
Chinese studies Chinese B HL required.
Classical Civilizations No specific subject requirements. History HL helpful.
Computer Science Mathematics HL usually required. Computer science HLL advantageous.
Dentistry Chemistry HL and Biology HL required. Mathematics AA SL recommended.
Drama / Theatre Theatre HL strongly recommended. Audition usually required.
Earth Sciences Biology HL or Chemistry HL or Geography HL or Physics HL. Mathematics AA or AI HL required.
Economics Any HL Mathematics required for top universities. Economics HL helpful.
Engineering Mathematics AA HL and Physics HL required. Chemistry HL may be required for certain engineering disciplines. Geography HL / SL advantageous for certain engineering disciplines.
English English Literature HL or English Language and Literature HL required.
