ixth orm SSV Curriculum
International Baccalaureate Diploma and Career-related Programmes 2024 | 2026
Sixt For
International Baccalaureate
Diploma and Career-related Programmes International Baccalaureate Diploma Programme (IBDP) Group 1 Language and Literature English and Dutch Literature: English
Group 2
Group 4 Biology Chemistry Design Technology Physics
Group 5 Mathematics
Language Acquisition
Group 6
Dutch
Music
French
Visual Arts
German
Theatre
Spanish
Group 3 Economics Geography History Psychology
International Baccalaureate Career-related Programme (IBCP) The IB Career-related Programme Pearson BTEC International Level 3 Diploma in Business
The IB Diploma Programme The IB Diploma Programme (IBDP) is a balanced two-year programme with final examinations in May of Year 13. The IB is a well-respected and widely recognised programme of study which aims to combine a breadth of knowledge with in-depth learning. The IB Diploma is built around a core which consists of three compulsory elements: the Extended Essay; Theory of Knowledge (TOK); and Creativity, Activity, Service (CAS) which are central to the philosophy of the Diploma Programme. IB Diploma students are required to study six subjects – one from each of the six groups – although the Arts, Group 6 subject choice may be replaced by an extra subject from Groups 1 to 5. Of the six subjects, at least three must be taken at Higher
The IBDP aims to develop students who are: ● Inquirers
Level (HL) and three at Standard Level (SL).
● Knowledgeable
● Group 1: Studies in Language and Literature
● Communicators
● Group 2: Language Acquistion ● Group 3: Individuals and Societies ● Group 4: Sciences ● Group 5: Mathematics ● Group 6: The Arts
The IBDP is well received by many universities and provides a strong foundation for an application into higher education.
● Thinkers ● Principled ● Open-Minded ● Caring ● Risk-Takers ● Balanced ● Reflective
International Baccalaureate Career-related Programme
The IBCP enables students to: ● follow their chosen education and career pathways in life; ● combine academic subjects with their personal and professional interests and skills; ● engage in learning that makes a positive difference to their community; ● think critically and creatively;
The International Baccalaureate Career-related Programme (IBCP) is a challenging two-year course for students aged 16-19. The Career-related Programme is a framework of international education that
● communicate clearly and effectively in a variety of situations; ● effectively work independently and in collaboration with others;
incorporates the vision and educational principles of
● consider new perspectives and other points of view;
the IB into a unique programme specifically developed
● develop greater self-confidence and self-awareness;
for students who wish to engage in career-related
● demonstrate high levels of resilience, flexibility and
learning. Considered holistically, many universities value
agility of mind;
the combination of academic rigour and career-related
● be internationally-minded and globally aware; and
focus which the IBCP offers. Developing valuable
● apply their knowledge to real-world scenarios
transferable skills, students graduate from this course of study well-placed to thrive at university and in the workplace.
and situations. IBCP requires the study of two IB Diploma Programme courses (IB Individual Subject Certificates) alongside the unique Career-related Programme Core and a careerrelated study component – the BTEC Level 3 Diploma in Business. For CP students, Diploma Programme courses provide the theoretical underpinning and academic rigour of the programme; the career-related study further supports the programme’s academic strength and provide practical, real-world approaches to learning; and the CP Core helps them to develop skills and competencies required for lifelong learning. At our Sixth Form, the BTEC Level 3 Diploma in Business is the course we follow to meet the careerrelated study requirement of the IBCP. This is an international qualification, based on those studied in the UK. They are administered by the Edexcel examination board. Level 3 BTEC qualifications are very popular professional and career-related qualifications – one in four UK university students hold a BTEC qualification. BTECs are continually assessed via coursework and practical projects. Some assessments are taken under controlled conditions. This career-related study prepares students for higher education, internships or an apprenticeship, or future employment.
IB Subject Entry Requirements 2024 Here are our minimum and recommended grade requirements for each subject and level. Post 16 subjects are challenging, demanding a deeper level of content knowledge and critical thinking. Based on our experience and together with departments, families and students, we will advise on the curriculum we feel best suits each individual student, based on grade profile, good record of attendance, work habits and behaviour. Subject Group 1 - Language A
GCSE Requirements Standard Level
Can I do this course without a GCSE in the subject?**
Higher Level
Language & Literature: English
5 in English
Only available at SL
No
Literature: English
5 in English literature
6 in English Literature (recommended)
No
Language & Literature: Dutch
5 in Dutch
6 in Dutch (recommended)
Yes. Students must demonstrate linguistic competence equivalent to 6 at GCSE
Language Acquisition: Dutch, French, German, Spanish
5 in the language concerned
6 in the language concerned (recommended)
Yes. Students must demonstrate linguistic competence equivalent to 6 at GCSE
Language Acquisition: Italian Ab initio
No GCSE required
Only available at SL
Yes
Economics
5 in English
6 in English (recommended)
Yes.
Geography
5 in Geography
6 in Geography (recommended)
Yes. Must be negotiated with the Head of Geography
History
5 in History
6 in History (recommended)
Yes. Must be negotiated with the Head of History
Psychology
5 in English
6 in English (recommended)
Yes.
Biology
5 in Biology/Trilogy*
6 in Biology/Trilogy * (recommended)
No
Chemistry
5 in Chemistry/Trilogy*
6 in Chemistry/Trilogy * (recommended)
No
Design Technology
5 in Design Technology
6 in Design Technology (recommended)
Yes. Must be negotiated with the Head of DT
Physics
5 in Physics/Trilogy*
6 in Physics/Trilogy* (recommended)
No
Mathematics: Analysis & Approaches
5 in Mathematics
7 in Mathematics
No
Mathematics: Applications & Interpretations
5 in Mathematics
Only available at SL
No
Music
5 in Music
6 in Music (recommended)
Yes. Must be negotiated with the Head of Music.
Visual Arts
5 in Art and Design
6 in Art and Design (recommended)
Yes. Must be negotiated with the Head of Art.
Theatre
5 in Drama
6 in Drama (recommended)
Yes. Must be negotiated with the Head of Drama.
Group 2 - Language B
Group 3
Group 4
Group 5
Group 6
* Where necessary, we will consider the breakdown of results by science when determining course entry. ** Please note that departments may require students to successfully complete additional work prior to being accepted on to a course in which they do not have a GCSE qualification.
IB Group 1 2024 | 2026
Language and Literature The language A: Language and Literature course introduces the critical study and interpretation of
Language and Literature Higher Level (HL) students must study at least six works of which: ● a minimum of two must be written originally in the language studied, by authors on the Prescribed reading list ● a minimum of two must be works in translation
written and spoken texts from a wide range of literary
written by authors on the Prescribed reading list two
forms and non literary text-types. The formal analysis
can be chosen freely—from the Prescribed reading list
of texts is supplemented by awareness that meaning
or elsewhere—and may be in translation
is not fixed but can change in respect to contexts of production and consumption. This course is available for students at the BSN in Dutch (Standard and Higher Level) and English (Standard Level only). If you are interested in studying Language A in a language other than these, please speak to the Sixth Form Team.
What will I study? In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to study in the course are meant to be wide ranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis among others.
Selection of literary works SL students must study at least four works of which: ● a minimum of one must be written originally in the language studied, by an author on the Prescribed reading list ● a minimum of one must be a work in translation written by an author on the Prescribed reading list ● two can be chosen freely—from the prescribed reading list or elsewhere—and may be in translation. There must be a minimum of one work for each area of exploration. Works must be selected to cover two literary forms, two periods and two places as defined on the prescribed reading list covering at least two continents.
There must be a minimum of two works for each of the areas of exploration. Works must be selected to cover three literary forms, three periods and three places as defined on the Prescribed reading list covering at least two continents.
How will I be assessed? Standard Level ● Paper 1 – Guided textual analysis. This paper consists of two non-literary passages, from two different text types, each accompanied by a question. (35%) ● Paper 2 – Comparative essay. Students write a comparative essay based on two works studied in the course. (35% ) ● Internal assessment – Individual oral. This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course. (30%)
IB Group 1 2024 | 2026
Language and Literature
Higher Level ● Paper 1 – Guided textual analysis. The paper consists
Languages can be frequently studied in combination
of two non-literary passages, from two different text
with another subject as a Joint Honours degree course
types, each accompanied by a question. (35%)
(for example, Law with French, Engineering with German,
● Paper 2 – Comparative essay. Students write a
Business Studies or Economics with Spanish, European
comparative essay based on two works studied in
Union Studies with Dutch), or students may wish to
the course. (25%)
choose a pure language, translation or interpreting
● Higher Level essay – Students submit an essay on one non-literary text or a collection of non-literary texts by one same author, or a literary text or work studied during the course. The essay must be 1,2001,500 words in length. (20%) ● Internal assessment – Individual oral (15 minutes)
qualification. University courses taught in Dutch or in a combination of English and Dutch ask for a high standard of Dutch and accept the Language 1 group either HL or SL as an entry requirement.
This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course. (20%)
Where will this course lead me? The main purpose of this course is to develop critical literacy. As a result, it would support students wishing to continue further studies in Linguistics but, given the nature of the communication and analysis skills developed would also support preparation for any course of further studies, particularly in Humanities and Social Sciences.
Who should I ask for more information? Mr Dekker Head of Dutch Mrs Monk Head of English Ms Aguado Head of Languages Faculty
IB Group 1 2024 | 2026
Literature: English
Literature Standard Level
Standard and Higher Level
Internal assessment (30%)
What will I study?
Individual Oral
The English A: Literature course is based on the study of literary texts including prose, poetry and drama from past to present. The texts are a combination of English and works in translation from the prescribed reading list, which have been translated into English. The syllabus outline covers three key areas of exploration: ‘Readers, writers and texts’, ‘Time and space’ and ‘Intertextuality: Connecting texts’ over the twoyear course. During this time, Higher Level candidates will study 13 texts and Standard Level candidates will study 9 texts. Students will be expected to read these predominately in their own time so that lessons can be devoted to analysis, discussion and debate.
How will I be assessed? There are internally and externally assessed elements for this course. In addition, student will complete a portfolio which, although not officially assessed, is an important tool for helping students prepare for paper 1. It provides a place for students to practise and develop ideas as they study the works provided on the course and beyond.
This consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course. Supported by an extract from on work written in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes followed by 5 minutes of questions by the teacher: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works you have studied. External assessment This is comprised of external examinations. While there are the same number of exams at Higher and Standard Levels, the HL exams are longer and more challenging. Examinations (70%) ● Paper 1 – Guided literary analysis. Candidates write a commentary on one of the two unseen passages. (35%) ● Paper 2 – Comparative essay paper. This paper consists of four general questions. In response to one question, candidates will write a comparative essay on two of the works studied in the course. (35%)
IB Group 1 2024 | 2026
Literature
Higher Level
Where will this course lead me?
Portfolio (not assessed)
English Literature can be studied as a single subject in
Each candidate will create a portfolio which, although not officially assessed, is an important tool for helping students prepare for paper 1. It provides a place for students to practise and develop ideas as they study the works provided on the course and beyond. Internal Assessment Individual Oral (20%) ● This consists of an individual oral that is internally assessment by the teacher and externally moderated by the IB at the end of the course. ● Supported by an extract from on work written in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes followed by 5 minutes of questions by the teacher: ● Examine the ways in which the global issue of your choice is presented through the content and form of two of the works you have studied. External Assessment Examinations (80%) ● Paper 1 – Guided literary analysis. Candidates write a commentary on both of the two unseen passages. (35%) ● Paper 2 – Comparative essay paper. This paper consists of four general questions. In response to one question, candidates will write a comparative essay on two of the works studied in the course. (25%) Coursework (20%) Higher Level Essay – Candidates submit a 1200 to 1500-word analytical literary essay on a topic generated by the candidate, based on a work explored in their portfolio. This can be on any of the works studied, except for those used in their individual oral and those they intend to use for paper 2.
higher education or can be combined with a wide variety of other subjects. It forms a good basis for study in any arts-based subject in combination with, for example, History, Media Studies, Philosophy, Law, Politics and Languages.
Who should I ask for more information? Mrs Monk Head of English
IB Group 2 2024 | 2026
Language Acquisition At the BSN, we offer Group 2 Language Acquisition in Dutch, French, German and Spanish. We also offer Italian ab initio.
What will I study? Dutch, French, German and Spanish
Language Acquisition
initio is offered at SL only. The course is based around five prescribed themes; Identities, Experiences, Human Ingenuity, Social Organisation and Sharing the Planet. At the language ab initio level, a student develops receptive, productive and interactive communicative skills. Students learn to communicate in the target language in familiar and unfamiliar contexts.
How will I be assessed?
The Higher and Standard Level courses are based around
Standard Level
five prescribed themes; Identities, Experiences, Human
● Paper 1 – This paper tests students’ writing skills.
Ingenuity, Social Organisation and Sharing the Planet. Students will continue to improve their ability to use and understand the language through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts and will be related to the cultures concerned in order to enable students to develop mastery of language skills and intercultural understanding. Alongside the quality of the language used, more importance is accorded to the style and content of communication, in particular, the use of different text types. At Higher Level, students will study literature and delve into the language in greater depth.
Ab Initio – Standard Level (Italian only) Language ab initio is a a language acquisition course designed for students with no prior experience of the target language, or for those students with very limited previous exposure. It should be noted that language ab
They will produce 250-400 words in response to a choice of questions based on the five prescribed themes. (25%) ● Paper 2 – Listening and Reading comprehension. (50%) ● Internal assessment – Individual oral. This is a conversation with the teacher, based on a visual stimulus and at least one course theme. (25%)
IB Group 2 2024 | 2026 Higher Level ● Paper 1 – This paper tests students’ writing skills. They will produce 450-600 words in response to a choice of questions based on the five prescribed themes. (25%) ● Paper 2 – Listening and Reading comprehension. (50%) ● Internal assessment – Individual oral. This is a conversation with the teacher, based on a literary extract and at least one course theme. (25%)
Italian ab initio (Standard Level only) ● Paper 1 – Two written tasks of 70-150 words each from a choice of three. (25%) ● Paper 2 – Listening and Reading comprehension. (50%) ● Internal assessment – Individual oral. This is a conversation with the teacher, based on a visual stimulus and at least one course theme. (25%)
Where will this course lead me? Languages can open doors for the future. Possible degree courses and future careers when students have an IB Diploma including a Modern Foreign Language are diverse and languages are regarded by universities as demanding subjects. Languages are frequently studied in combination with another subject as a Joint Honours degree course (for example, Law with French, Engineering with German, Business Studies or Economics with Italian, European Union Studies with Spanish), or students may wish to choose a pure language, translation or interpreting qualification. The UK in particular is suffering from an acute shortage of linguists and as the world is becoming global, the demand for professionals who can communicate bilingually or multi-lingually is growing. A Languages component within an IB qualification can only be of benefit for any future career linked with travel, communications or with a global aspect.
Language Acquisition Who should I ask for more information? Mr Dekker Head of Dutch Ms Legname Head of French Ms Aguado Head of Modern Languages Faculty Ms Mack Head of German Mrs Bou Soler Head of Spanish
IB Group 3 2024 | 2026
Economics Standard and Higher Level
What will I study? All students will study microeconomics and macroeconomics in year 12, followed by international and development economics in year 13. Key topics in microeconomics include supply and demand, market failure and government intervention. Macroeconomics focuses on the economy as a whole and issues such
Economics How will I be assessed? Standard Level ● Paper 1 - Essay question on all aspects of Economics (30%) ● Paper 2 – Data response question on all aspects of Economics (40%) ● Internal assessment – This comprises three written commentaries (30%)
as inflation, economic growth and unemployment. In international economics students will investigate reasons for trade, factors affecting exchange rate and the balance of payments. Development economics gives students the opportunity to investigate developing economies of their choice and find out about some of the drivers for development as well as the restrictions on development.
Higher Level In addition to the standard level topics, higher level students will also study theory of the firm. This involves
Higher Level ● Paper 1 – Essay question on all aspects of Economics (20%) ● Paper 2 – Data response question on all aspects of Economics (30%) ● Paper 3 – Policy reponse questions using qualitative and quantitive skills (30%) ● Internal Assessment – This comprises three written commentaries (20%)
looking at different types of market structures such as perfect competition and monopoly. Higher level students will need to be able to represent a number of economic concepts using equations (their ability to do this will be tested in Paper 3, there is no Paper 3 for standard level students).
Where will this course lead me? Economics enables students to develop skills of evaluation, independent research and critical thinking which can lead to a very wide variety of university courses and careers.
Who should I ask for more information? Miss Kay Head of Economics and Business
IB Group 3 2024 | 2026
Geography Standard and Higher Level
What will I study? All students will study the content below. Geographical Themes (two of the following) ● Oceans and their coastal margins ● Extreme environments
Geography How will I be assessed? Standard Level ● Paper 1 – Written paper covering the optional Geographical themes. (35%) ● Paper 2 – Short answer and essay questions covering the core themes. (40%) ● Internal Assessment – a written report based on the fieldwork. (25%)
● Geophysical hazards
Higher Level
Core Theme: Geographic perspectives – global change
● Paper 1 – Written paper covering the optional
● Population distribution – change and possibilities ● Global climate – vulnerability and resilience ● Global change in resource consumption, security and stewardship Fieldwork (Internal Assessment) ● A written report based on a fieldwork question, information collection and analysis with evaluation. This is undertaken based on work carried out at a residential fieldtrip (not included in school fees) course to the Jurassic Coast of South Dorset, UK in Year 12. ● Higher Level students will cover everything that the Standard Level students cover and the additional content listed below. ● One additional Geographical Theme (from the list above). Higher Level Extension – Global Interactions ● Places, power and networks ● Development and diversity ● Global risks and resilience
Geographical themes. (25%) ● Paper 2 – Short answer and essay questions covering the core themes. (35%) ● Paper 3 – Essay questions on the extension topics (20%) ● Internal Assessment – a written report based on the fieldwork (20%)
Where will this course lead me? As well as Geography itself and other related courses such as Environmental Science, Meteorology, Geology, Sociology, Urban Planning and Oceanography, past students have gone on to study areas as diverse as Law, Accounting, and a wide range of Management and Business subjects.
Who should I ask for more information? Ms E Pooler Head of Geography
IB Group 3 2024 | 2026
History
Standard and Higher Level
What will I study? All students (Standard and Higher Level) will study the themes below. ● Prescribed Subjects – The move to global war. The focus is military expansion from 1931 to 1941. Two case studies are prescribed, from different regions of the world, and both of these case studies
History How will I be assessed? Standard Level ● Paper 1 – This is a source-based paper on the Prescribed Subjects. (30%) ● Paper 2 – This is an essay paper covering the World History Topics. (45%) ● Internal Assessment – This comprises a Historical Investigation of 2200 words. Students choose their own theme for this. (25%)
must be studied. The first case study explores
Higher Level
Japanese expansionism from 1931 to 1941, and
● Paper 1 – This is a source-based paper on the
the second case study explores German and Italian expansionism from 1933 to 1940. The focus of this prescribed subject is on the causes of expansion, key events, and international responses to that expansion. ● World History Topics. Causes of Effects of 20th Century Wars – Possible wars to be considered: The First World War, Russian revolutions and Civil War, Chinese Civil War, Korean War, Vietnam War, Algerian War.
Prescribed Subjects. (20%) ● Paper 2 – This is an essay paper covering the World History Topics. (25%) ● Paper 3 – This is an essay paper, based on the additional Higher Level content studied. (35%) ● Internal Assessment – This comprises a Historical Investigation of 2200 words. Students choose their own theme for this. (20%)
The Cold War – This includes: Origins, nature,
Where will this course lead me?
the Arms Race, US-Chinese relations, Germany
A qualification in History is an excellent foundation for
(especially Berlin (1945-61), Congo (1960-64), Afghanistan (1979-88), Korea , Cuba , Vietnam , Middle East. ● Historical Investigation – Students have freedom to choose any Historical areas.
Higher Level In addition, Higher Level students will study three options from the list of IB topics. The content covered
careers in Law, Journalism, Banking, the Civil Service, Diplomatic Service and accountancy because of specific skills honed from evaluating and analysing evidence and reaching supported judgements. It is popular with Science and Engineering courses as History allows these students to demonstrate a wider and attractive portfolio of skills and qualifications. There are also, of course, specifically related History careers such as Museum work or Archaeology.
is dependent on staff specialisms. In previous years the options below have been delivered. ● History of the Americas ● History of Europe
Who should I ask for more information? Mrs Archer and Mrs English Heads of History and Politics
IB Group 3 2024 | 2026
Psychology Standard and Higher Level
What will I study? Standard Level All students will study three different perspectives in psychology. These are the biological approach, the cognitive approach and the socio-cultural approach. For each of these approaches relevant research will be reviewed and analysed and evidence supporting theories will be evaluated. You will also study one option topic and a conduct a simple experimental study (Internal Assessment).
Higher Level
Psychology Higher Level ● Paper 1 – This comprises short answer questions on each of the three core approaches to Psychology. Students also choose an essay question covering the core approaches to Psychology. (40%) ● Paper 2 – Students choose two essay questions on the option topics. (20%) ● Paper 3 – Short answer questions on approaches to research. (20%) ● Internal Assessment – experimental study. (20%)
Where will this course lead me? Psychology is an extremely popular subject at degree level and as such university places can be highly competitive. As a fairly modern discipline, its reputation as an academic subject is growing. Students can use
Higher Level students will study three different
their knowledge of Psychology to help them understand
approaches to an understanding of behaviour: the
human behaviour relevant for a wide range of university
biological approach, the cognitive approach and the
courses as well as the more general skills learned in
sociocultural approach alongside the standard level
Psychology.
students. You will also be studying additional Higher Level extensions for each of these approaches in which you will be expected to address the role of animal research in understanding human behaviour (biological), cognitive processing in the digital world (cognitive) and the influence of globalisation on attitudes, identities and behaviour (sociocultural). In addition, you will study two option topics, conduct a simple experimental study and study a unit on research methods.
How will I be assessed? Standard Level ● Paper 1 – This comprises short answer questions on each of the three core approaches to Psychology. Students also choose an essay question covering the core approaches to Psychology. (50%) ● Paper 2 – Students write one essay on the option topic. (25%) ● Internal Assessment – experimental study. (25%)
Who should I ask for more information? Mrs Napper Head of Psychology
IB Group 4 2024 | 2026
Biology
Standard and Higher Level
Biology Higher Level ● Paper 1 – – A. Multiple choice questions covering the core
What will I study?
and topics.
The Biology curriculum is built on four broad organizing
experimental work. (36%)
themes. Within each theme there will be a variety of biological understandings taught that underpin how organisms survive and interact in the living world. The four themes are:
- B. Data-based questions and questions on ● Paper 2 – Written paper covering the core topics. (44%) ● Scientific Investigation – individual investigation. (20%)
A. Unity and Diversity
All students must also complete the Collaborative
B. Form and Function
other Group 4 subjects.
C. Interaction and Interdependence D. Continuity and Change All of the themes contain elements of standard and higher level teaching. While studying IB Biology students will develop a range
Sciences Project which is undertaken jointly with the
Where will this course lead me? To any course relating to medicine, sport and food sciences, biotechnology and environmental sciences. A useful guide to careers relating to Biology can be found at the following website: www.rsb.org.uk/students
of skills and techniques will ranging from thinking skills, research skills, experimental techniques, selfmanagement skills Practical work continues to be a central aspect of the DP biology course. It will range from closed to open inquiry, and from hands-on experimentation through the use of simulations and modelling, incorporating technology where appropriate.
How will I be assessed? Standard Level ● Paper 1 – - A. Multiple choice questions covering the core topics. - B. Data-based questions and questions on experimental work. (36%) ● Paper 2 – Written paper covering the core topics. (44%) ● Scientific Investigation – individual investigation. (20%)
Who should I ask for more information? Ms van Doninck Head of Biology
IB Group 4 2024 | 2026
Chemistry Standard and Higher Level
What will I study? IB Chemistry gives you the opportunity to study a core of key concepts of Chemistry in greater detail than at GCSE. The course offers Standard and Higher Level Chemistry, where Higher Level Chemistry is a more indepth study of the subject, compared to Standard Level. Many of the ideas first covered at GCSE will be revisited but with a greater emphasis on explaining rather than simply describing the behaviour of molecules. The
Chemistry How will I be assessed? Standard Level ● Paper 1 – - A. Multiple choice questions covering the core topics. - B. Data-based questions and questions on experimental work. (36%) ● Paper 2 – Written paper covering the core topics. (44%) ● Scientific Investigation – individual investigation. (20%)
course will be delivered through the following topics:
Higher Level
Structure:
● Paper 1 –
1. Models of the particulate nature of matter 2. Models of bonding and structure 3. Classification of matter Reactivity: 1. What drives chemical reactions? 2. How much, how fast and how far? 3. What are the mechanisms of chemical change?
- A. Multiple choice questions covering the core and higher level topics.. - B. Data-based questions and questions on experimental work. (36%) ● Paper 2 – Written paper covering the core topics. (44%) ● Scientific Investigation – individual investigation. (20%) All students must also complete the Collaborative Sciences Project which is undertaken jointly with the other Group 4 subjects.
While studying IB Chemistry you will develop practical skills that include designing investigations, collecting data, analysing data, formulating conclusions and
Where will this course lead me?
evaluating experimental methods. You will also gain an
Whilst many job opportunities specifically using
appreciation of how scientific models are developed and
Chemistry require higher qualifications, most laboratory-
evolve, the applications and implications of science, the
based jobs benefit from a Chemistry qualification,
benefits and risks that science brings and the ways in
for instance dental assistant or veterinary assistant.
which society uses science to make decisions.
Many employers view success at IB DP Chemistry as a clear indication of sound academic ability. Examples of Chemistry-related areas of employment include: Medicine, Dentistry, Forensic Science and Toxicology, Pharmacology, Chemical Engineering.
Who should I ask for more information? Mr Whittell Head of Chemistry
IB Group 4 2024 | 2026
Design and Technology
Design and Technology Standard and Higher Level
What will I study? The Standard Level course includes Human Factors and Ergonomics, Resource Management and Sustainable Production, Modelling, Raw Material to Final Product, Innovation and Design and Classic Design. The Higher Level course incorporates the Standard Level topics and looks at the wider impact of Design and Technology on User-Centred Design, Sustainability, Innovation, and Markets and Commercial Production.
How will I be assessed? Standard Level ● Paper 1 – This paper tests the students on the
● Paper 3 – This tests students on the content of the theory work by focusing on two structured questions on the Higher Level extension material and one structured question based upon on a case study. (20%) ● Internal Assessment – Final design project. This design project allows students to demonstrate their
content of the core theory work using multiple
investigative, analytical, design thinking, design
choice questions as a framework. (30%)
development, prototyping, testing and evaluation
● Paper 2 – This paper tests the students on the
skills and mirrors the design processes used across
content of the theory work using data-based
the various industries that integrate design practice.
questioning and several short-answer questions as
(40%).
well as an extended response question, all questions are based on the core material. (30%) ● Internal Assessment – Final design project. This design project allows students to demonstrate their investigative, analytical, design thinking, design development, prototyping, testing and evaluation skills and mirrors the design processes used across the various industries that integrate design practice. (40%).
Higher Level
All students must also complete the Collaborative Sciences Project which is undertaken jointly with the other Group 4 subjects.
Where will this course lead me? This course will lead students into a range of designbased opportunities, including product, industrial, fashion and interior design. It will also provide students with the key skills required for careers in architecture, engineering, marketing and business.
● Paper 1 – This paper tests the students on the content of the core theory work using multiple choice questions as a framework. (20%) ● Paper 2 – This paper tests the students on the content of the theory work using data-based questioning and several short-answer questions as well as an extended response question, all questions are based on the core material. (20%)
Who should I ask for more information? Mr Gent Head of Design and Technology
IB Group 4 2024 | 2026
Physics
Standard and Higher Level
What will I study? The Physics course contains five main areas of Physics taught via a concept approach, using connections to link the different topics. All students will study the topics:
Physics How will I be assessed? Standard Level ● Paper 1 – - A. Multiple choice questions covering the core topics. - B. Data-based questions and questions on experimental work. (36%)
A. Space, time and motion
● Paper 2 – Written paper covering the core topics.
B. The particulate nature of matter
● Scientific Investigation – individual investigation.
C. Wave behaviour
(44%) (20%)
D. Fields
Higher Level
E. Nuclear and quantum physics
● Paper 1 –
Higher level students will also study additional topics in each topic such as: ● Rigid body mechanics and Galilean and special relativity. ● Thermodynamics ● Further wave phenomena ● Electromagnetic Induction ● An introduction to Quantum Physics and mathematical models of radioactive decay. Whilst studying IB Physics students will develop a range of experimental skills and techniques ranging from working safely and academic integrity, experimental
- A. Multiple choice questions covering the core and higher level topics.. - B. Data-based questions and questions on experimental work. (36%) ● Paper 2 – Written paper covering the core topics and higher level topics. (44%) ● Scientific Investigation – individual investigation. (20%) All students must also complete the Collaborative Sciences Project which is undertaken jointly with the other Group 4 subjects.
techniques, and mathematical skills such as graphing,
Where will this course lead me?
vectors and dealing with uncertainties.
Having IB Physics as part of your IB programme will
Students will also complete the Science collaborative
support your applications for all subjects at universities.
project between all science courses. The aim of the
This is because it shows that you have problem solving
project is to apply their collective knowledge and skills to develop solution focussed strategies to address complex issues. The outcome will be to strengthen their teambuilding, negotiation and leadership.
skills, mathematical skills and communication skills. It can directly lead you to courses in Engineering, Mathematics, Physics and Astrophysics, Architecture and the other sciences.
Who should I ask for more information? Mr van Setten Head of Physics
IB Group 5 2024 | 2026
Mathematics Standard and Higher Level
Mathematics Standard Level Application and Interpretation ● Paper 1 – Short response questions based on the syllabus. Technology is allowed. (40%)
What will I study?
● Paper 2 – Extended response questions based on the
There are 3 courses offered by the Mathematics Faculty.
● Internal Assessment – an extended piece of work
● Higher Level Analysis and Approaches ● Standard Level Analysis and Approaches
syllabus. Technology is allowed. (40%) based on an area of individual interest. (20%)
● Standard Level Application and Interpretation All of the courses cover a broad change of topics, including: Trigonometry, Algebra, Calculus, Statistics, Probability, Functions and more. The Analysis and Approaches courses offer a more analytical approach to the subject and are more mathematically complex in terms of material covered. The Application and Interpretation course offers the students the opportunity to use their Mathematical skills to model problems and subsequently seek solutions.
How will I be assessed? Higher Level Analysis and Approaches ● Paper 1 – Short and extended response questions based on the syllabus. No technology is allowed for this paper. (30%) ● Paper 2 – Short and extended response questions based on the syllabus. Technology is allowed. (30%) ● Paper 3 – This paper comprises two compulsory extended-response problem-solving questions. (20%) ● Internal Assessment – an extended piece of work based on an area of individual interest. (20%)
Standard Level Analysis and Approaches ● Paper 1 – Short and extended response questions based on the syllabus. No technology is allowed for this paper. (40%) ● Paper 2 – Short and extended response questions based on the syllabus. Technology is allowed. (40%) ● Internal Assessment – an extended piece of work based on an area of individual interest. (20%)
Where will this course lead me? Mathematics is a useful subject for many different areas of study and future work. When choosing an IB Math course, students should ensure that the selected course will help them in their future study; whilst fully appreciating the varying degree of complexity of the 3 available options.
Who should I ask for more information? Mr McGee Head of Mathematics
IB Group 6 2024 | 2026
Music
Standard and Higher Level
What will I study? The IB Music curriculum is holistic and integrated. Throughout the course, students embody three roles: the researcher, the creator and the performer. In these roles, they inquire, create, perform and reflect on the
Music musical processes in creating and performing focused through at least two areas of inquiry in a local and/or global context. This is assessed internally. (30%) ● Presenting music – Students submit a collection of works which demonstrate engagement with diverse musical material from the four areas of inquiry. This is assessed externally. (40%)
Higher Level
course’s three musical processes.
There are four areas of assessment.
● Exploring music in context
● Exploring music in context (20%)
● Experimenting with music
● Experimenting with music (20%)
● Presenting music
● Presenting music (30%)
This means students and teachers now have the agency to personalise unique approaches to musical forms, genres and pieces. A framework of Areas of Inquiry and Contexts (as detailed below) has been devised to ensure that musical engagement during the course has
● The contemporary music-maker – Students submit a continuous multimedia presentation documenting their real-life project. This is assessed internally. (30%)
sufficient diversity and breadth.
Where will this course lead me?
● Music for sociocultural and political expression –
The IB Diploma Programme, for students aged 16 to 19,
Examples may include protest songs, liturgical music,
is an academically challenging and balanced programme
national anthems.
of education that prepares students for success at
● Music for listening and performance – Examples may
university and life beyond.
include chamber music of the Western art tradition, cool jazz, experimental music. ● Music for dramatic impact, movement and entertainment – Examples may include music for film, ballet or musical theatre. ● Music technology in the electronic and digital age – Examples may include electronic dance music, technology in popular music production.
How will I be assessed? Standard Level There are three areas of assessment. ● Exploring music in context – Students submit a portfolio of work, based on their own research, and including some composition and performance. This is assessed externally. (30%) ● Experimenting with music – Students submit an experimentation report with evidence of their
Who should I ask for more information? Miss Love Head of Music
IB Group 6 2024 | 2026
Visual Arts Standard and Higher Level
Visual Arts ● Exhibition – You will need to submit a selection of resolved artworks for an exhibition. The selected pieces should show evidence of your technical
What will I study?
accomplishment during the visual arts course and
Your studies over the two years allow you to explore
and practices to realize your intentions. You must
very individual and personal topics. Choices of topic leads to the development of outcomes during the course that are exhibited as a cohesive body of work. You can select areas that interest you and that could lead on to future study Post 18. These can range from decorative arts, design and architecture, to socio-political analysis
an understanding of the use of materials, ideas also evidence the decision-making process which underpins the selection of this connected and cohesive body of work for an audience in the form of a curatorial rationale. The work Is produced over the two years of the course, giving opportunity to reflect and refine much of what you do. (40%)
and self-reflection. The IB Visual Arts course encourages you to challenge your own creative and cultural expectations and boundaries. It is a thought-provoking course in which you develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, you are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through Visual Arts.
Where will this course lead me?
How will I be assessed?
The IB course helps to support you moving into Post
There are 3 areas of assessment. The components
studies to suit any further study beyond Y13. This
comprise the same elements but Higher Level students have to produce a greater volume of work. ● Comparative Study – You are required to analyse and compare artworks, objects or artifacts by different artists, presented in both visual and written form. (20%) ● Process Portfolio – You are required to submit a portfolio of work that shows how you have explored and worked with a variety of techniques, effects and
18 studies. You can tailor the practical nature of your supports any application that needs a portfolio of work. The course also helps those moving on to any future area of study where key skills are enhanced, including Creativity, Critical Thinking and Problem Solving. Many of our students go on to study Creative Arts related subjects including Architecture, Animation, Graphic Design, Fashion Design, Illustration, Interior Designer, and 3D Design amongst others.
processes. This will include focused, experimental, developmental, observational, skill-based, reflective, imaginative and creative experiments which may have led to refined outcomes. (40%)
Who should I ask for more information? Mr Rogerson Head of Art
IB Group 6 2024 | 2026
Theatre
Standard and Higher Level
What will I study? IB Diploma Theatre is a practical, theatre making course. It gives students the opportunity to make theatre as creators, designers, directors and performers, working both individually and as part of an ensemble. Students get to engage actively in the creative process
Theatre their own choice. (30%) This is externally assessed. ● Collaborative Project – students collaboratively create and perform a piece of theatre created from a starting point of their choice. They must complete a project report to accompany a video recording of the final piece. (40%) This is externally assessed.
Higher Level There are four areas of assessment:
of inquiring, developing, presenting and evaluating.
● Production Proposal (20%)
Students work imaginatively to transform ideas into
● Research Presentation (20%)
action and communicate these to an audience. The
● Collaborative Project (25%)
Theatre course is composed of four syllabus areas. Three
● Solo Theatre Piece – student research a theatre
of these are for both standard level and higher level
theorist, identify an aspect of theory and create
students, and one is for HL students only.
and present a solo theatre piece for an audience,
● Staging Play Texts ● Exploring World Theatre Traditions ● Collaboratively creating original theatre
demonstrating the practical application of this theory. They also submit a report. (35%). This is externally assessed.
● Performing theatre theory (HL) Students are offered a broad depth of experience by exploring plays and productions from different time periods, theatre traditions and genres. They are given examples of world theatre traditions and undertake workshops introducing them to different forms and conventions. Students are also introduced to theatre theorists through practical workshops and individual research. They keep a Theatre Journal in which they chart their two year journey of discovery, and are encouraged to explore, investigate and cultivate their theatre interests throughout the course.
How will I be assessed? Standard Level There are three areas of assessment:
Where will this course lead me? This academically rigorous course prepares students for success at university in a number of fields, as well as providing a stepping stone for those who wish to follow a path in the performing arts.
● Production Proposal – students present a vision for the design and theoretical staging of an entire published play of their own choice. (30%) This is internally assessed. ● Research Presentation – students deliver and video record a presentation of their own academic and practical exploration of a world theatre tradition of
Who should I ask for more information? Ms Ball Head of Drama
BTEC 2024 | 2026
Business (BTEC)
Business How will I be assessed? BTEC courses are based on continuous assessment
The BTEC Business qualification is designed to provide
rather than the traditional external examination style
a high specialist, work related qualification. It gives
of assessment. There are no final exams, however some
learners the knowledge, understand and skills that they
assessments are to be completed under controlled
need to prepare for Higher Education and employment.
conditions. These assessments vary from written
Students may complete a number of other units on
assignments to presentations and practical activities.
topics such as Accounting, Marketing, Business Law, Retail, Human Resources, Management, Business Administration, and Ethics. The qualification can be taken as: ● BTEC International Level 3 Diploma - this is the equivalent to 2 A levels and can be taken as part of the IBCP Pathway or with one other A level.
What will I study? During the two-year course students will study a variety of Business topics. There are five compulsory units that all students must study, which include investigation on the Business Environment, Marketing, Finance, Event Management and Business Decision Making. The units are supported by a number of optional units that cover a range of topics including Law, Promotion, International Business and Business Ethics. In total, Diploma students will need to complete nine units. We aim to work closely with a range of businesses to support the content of these units, and over the past few years we have enjoyed collaborations with a range of organisations, including Jamie’s Italian, Asics, Van der Valk and IKEA.
All assignments receive a summative grade of Pass, Merit or Distinction, which are then collated into an overall grade for the qualification at the end of the course.
Where will this course lead me? Widely recognised within the Higher Education system across many countries, there is a vast array of Business courses supporting further study. Business is often combined with other subjects, such as Languages and Sport, presenting an ideal foundation for business careers. Alternatively, students may choose to follow a different career path in areas such as Law, Accountancy, Hospitality or Sports Management. It is important to investigate the specific requirements of the intended destination and programme of study. In recent years, the destinations for our graduating BTEC students have included, for example The Hague University of Applied Sciences, Dublin Institute, Swansea University, Exeter University, University of East Anglia, Amsterdam Fashion Institute, Rotterdam Business School.
Who should I ask for more information? Miss Kay Head of Economics and Business