DP Curriculum Guide 2025-26

Internaonal School of Paris

DP Curriculum Guide

The Internaonal Baccalaureate Diploma Programme

IB Mission Statement

“The Internaonal Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a beer and more peaceful world through intercultural understanding and respect. [Our] programmes encourage students across the world to become acve, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

The IB Diploma Programme (IB DP) at ISP is purpose built for our high school students It allows them to use big ideas and real-world contexts to develop the skills, knowledge and atudes that are vital for future success in both academic programmes and as global cizens The goal of our programme is to prepare young people for an ever-changing and complex world

The ISP High Quality Learning Definion

High quality learning is a social and experienal pracce It sparks students’ curiosity and smulates their natural creavity. It inspires them to strive for excellence, and to take ownership of their own inquiry and research It shapes the learner and the learning community, nurturing growth and new understanding

Informaon about the Internaonal Baccalaureate Diploma Programme

The Internaonal Baccalaureate Diploma Programme (IB DP) was established in Geneva in 1968 to provide an internaonal, and internaonally recognised, university entrance qualificaon for students studying outside of their home country. The IB’s goal is to provide students with the values and opportunies that will enable them to develop sound judgments, make wise choices and respect others in the global community The IB Programme equips students with the skills and atudes necessary for success in higher educaon and employment; it has the strengths of a tradional liberal arts curriculum, but with three important addional features, shown at the centre of the curriculum model (above)

Today, the IB DP has expanded so that more than half the students opng for it come from state or naonal systems rather than from internaonal schools As the IB DP has grown, so too has its reputaon for excellence; the IB DP is now recognised in almost every country in the world as a one of the pre-eminent pre-university qualificaons.

The Internaonal Baccalaureate Learner Profile

The IB learner profile are ten personal aributes valued by IB World Schools We believe these aributes help our students become responsible members of local, naonal and global communies. The learner profile is what enables ISP to reach its mission, Educang for Complexity. The aributes of the learner profile permeate teaching and learning and provide a framework for our values.

Approaches to Learning (ATLs)

The development of transdisciplinary skills is just as important as learning domain-specific knowledge. The transdisciplinary skills that empower students to be successful in school, educaon and beyond, are known as Approaches to Learning (ATLs). There are five broad categories of skills, which can be broken down into ten more specific categories of ATL skills Throughout the DP, students will learn and pracse different strategies for developing and applying these skills.

Programme of Study

The IB Diploma Programme (DP) at ISP builds on our IB Middle Years Programme (IB MYP), a broad yet demanding course of study in Grades 6-10 and our IB Primary Years Programme (IB PYP) from Early Learners to Grade 5 The DP is a two-year internaonal curriculum, Grades 11 and 12, that allows students to fulfil the requirements for university entrance of their naonal or state educaon systems. Internaonally mobile students are able to transfer into the IB Diploma Programme from other IB World Schools, as well as from other school systems

Entry Requirements

To be eligible for the IB Diploma Programme, ISP students should have successfully completed the IB Middle Years Programme, which includes Personal Project and ISP’s service requirements. In order to ensure access to an IB Diploma Higher Level course, a student must have studied the subject in Grade 10 and gained at least an end-of-year level 5 or equivalent In order to ensure access to an IB Diploma standard level course, a student must have gained at least an end-of-year MYP level 4 (or equivalent) in the last year that they studied the subject. Please note that if a subject is not offered in Grade 9 and 10, such as Economics, a student should have gained a suitable grade in another subject from the same group.

External applicants are assessed individually There are no universal, formal entry requirements; however, in order to have access to instrucon and to the course materials, it is a pre-requisite that a student has competent English skills speaking, listening, reading and wring. If a student does not have sufficient English skills, then we may require that they take a summer English language course before enrolling in the DP

Course Selecon

All the courses at DP are IB courses that last 2 years Students should start the process of choosing their personal programme by consulng the list of subjects offered by ISP. When making course selecons, students should also consider their future educaon and career plans and their personal strengths in individual subjects Students should become familiar with the specific requirements of the universies in the countries to which they intend to apply as different universies in different countries have different entrance requirements It is very important that students are aware that specific subjects or combinaons of subjects could be required (or excluded) by the country or university of choice. Informaon about universies around the world is available from ISP’s university counsellors.

Students are strongly encouraged to take the me to explore their course opons thoroughly by discussing them with a range of people, including parents and teachers. The choices made at this stage can have a significant impact on a student’s future, so it is essenal that decisions are based on careful research and thoughul consultaon.

Once a set of courses has been confirmed, further changes may not be possible We do not recommend making changes aer the courses begin in Grade 11, and changes will not be permied aer November 1st of that year.

To be eligible for the IB Diploma, each student is required to follow six IB courses, with one subject taken from each group in the curriculum model:

● Group 1: Language A (literature and/or language and literature)

● Group 2: Language B (language acquision) or possibly second Language A

● Group 3: Individuals and Sociees

● Group 4: Experimental Sciences

● Group 5: Mathemacs

● Group 6: Arts OR one subject from groups 1-4

Further, all IB Diploma students must choose:

● three courses at higher level (HL); and,

● three courses at standard level (SL).

In addion, all IB Diploma students must complete:

● a course in the Theory of Knowledge (TOK);

● a 4,000-word Extended Essay in a subject of their choice; and,

● the Creavity, Acvity, Service (CAS) programme

Grading

All IB courses, HL and SL, are graded on the IB 7-point scale:

Grade Descriptor

7 Consistent and thorough understanding of the required knowledge and skills and the ability to apply them accurately in a wide variety of situaons. The student consistently demonstrates originality, insight, and crical thinking The student produces work of high quality

6 Consistent and thorough understanding of the required knowledge and skills and the ability to apply them in a wide variety of situaons. The student consistently demonstrates originality, insight, and crical thinking

5 Thorough understanding of the required knowledge and skills and the ability to apply them in a variety of situaons The student occasionally demonstrates originality, insight, and crical thinking.

4 General understanding of the required knowledge and skills and the ability to apply them effecvely in normal situaons There is occasional evidence of crical thinking.

3 Limited achievement against most of the objecves or clear difficules in some areas The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully to normal situaons with support.

2 Very limited achievement in terms of the objecves. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully to normal situaons, even with support

1 Minimal achievement in terms of the objecves

Graduaon

ISP High School Diploma

If a student fulfils the graduaon requirements set out by the school (see below), they will be awarded an ISP High School Diploma This is the equivalent of an American High School Diploma, but may also have equivalency in other countries. The condions for the award of the ISP High School Diploma are determined by the school and are not conngent on any external examinaons. The requirements for the ISP High School Diploma are as follows:

● parcipaon in six courses during grades 11 and 12 (other than TOK);

● an average score of 18 points across all six courses over the two years;

● sasfactory parcipaon in the Service component of CAS to those required for IB Diploma candidates (note: Creavity and Acvity are oponal); and,

● minimum 90% aendance in each course over the two years.

ISP High School Honours Diploma

The requirements for the ISP High School Honours Diploma are as follows:

● parcipaon in six courses, each from a different subject group, during grades 11 and 12 (other than TOK);

● an average score of 21 points across all six courses over the two years;

● no score lower than a 2 in any course in grade 12;

● sasfactory parcipaon in the Service component of CAS to those required for IB Diploma candidates (note: Creavity and Acvity are oponal); and,

● minimum 90% aendance in each course over the two years

IB Course Cerficates

The majority of our students will take examinaons validated by the Internaonal Baccalaureate. There are many subjects available at ISP; we offer an unusually generous and wide variety of courses An IB Course Cerficate will be awarded externally, by the IB, for any IB examinaon taken. IB Course Cerficates are typically used in conjuncon with an ISP High School Diploma to earn advanced standing credit and are oen a requirement in addion to the High School Diploma for university applicaons. University Counsellors will help with idenfying courses and their requirements. The award of IB Course Cerficates is independent of the ISP High School Diploma.

IB Diploma

A student will be eligible for the award of the IB Diploma if they meet the criteria outlined by the IB (below). This will include taking external examinaons, plus compleng the core requirements: Theory of Knowledge (TOK), Creavity, Acvity, Service (CAS) and the Extended Essay (EE). The award of the IB Diploma is independent of the ISP High School Diploma

Each year, the large majority of our students take the IB Diploma, and the pass rate at ISP has been significantly higher than the average rate worldwide However, students are not obliged to take the IB Diploma. Some students may feel that their needs are not best met by the IB Diploma, and may choose to organise their programme in a different way. It may be that the IB Diploma is not required either by a student’s university of choice or in the country where the student would like to study A student may choose fewer than three higher level subjects, or all six subjects at standard level, or even select a combinaon of subjects that does not meet the requirements for the IB Diploma.

To be a successful IB Diploma student, it is necessary to be punctual both to classes and to school, to have an excellent aendance record and to complete work on me and to an appropriate standard. In all courses, students must complete mandatory coursework assignments; typically, this coursework amounts to 25% of the final grade for each course, although in some cases it may be higher or lower. The key to doing this work to an acceptable standard is organisaon, and the importance of keeping to internal deadlines cannot be stressed enough

There is a maximum of seven points available for each of the six subject courses; in addion, there are three points available for the combinaon of TOK and the Extended Essay This makes a maximum total of 45 points A minimum of 24 points is required to pass the diploma

The IB Diploma will be awarded to a candidate who scores 24 points and all the following requirements have been met:

● CAS requirements have been met;

● There is no “N” awarded for TOK, the EE or for a contribung subject;

● There is no grade E awarded for TOK and/or the EE;

● There is no grade 1 awarded in a subject/level;

● There are no more than two grade 2s awarded (SL or HL);

● There are no more than three grade 3s or below awarded (SL or HL);

● The candidate has gained 12 points or more on HL subjects. (For candidates who register for four HL subjects, the three highest grades count);

● The candidate has gained 9 points or more on SL subjects (Candidates who register for two SL subjects must gain at least 5 points at SL); and

● The candidate has not received a penalty for academic misconduct from the Final Award Commiee

Promoon from Grade 11 to Grade 12

To be promoted from Grade 11 to Grade 12 at the end of the first year of the IB Diploma Programme, a student must meet the requirements of the ISP High School Diploma; this includes meeng the required aendance in each course.

University Entrance

The IB Diploma is a rigorous and demanding programme that provides students with a first-class preparaon for their future aer ISP Students follow a course of study with a global reputaon for academic excellence, and universies throughout the world recognise the IB Diploma as an entrance qualificaon to higher educaon degree courses. In some countries, such as the United States and Canada, the IB Diploma qualifies students for advanced placement or academic credits; furthermore, students with the IB Diploma are accepted at a higher rate at selecve US universies than those with other qualificaons. In general, European universies prefer the IB Diploma for entrance over IB cerficates or the High School Diploma Universies may require standardised tests (SAT, ACT), if a student only has the High School Diploma or the High School Diploma with IB cerficates

ISP has a strong record in placing its graduates in universies around the world We employ four counsellors: one for English-speaking universies (North America and the UK), one for European universies, one for Korean universies and one for Japanese universies.

Students have a responsibility to ensure that they have carried out sufficient research on their courses prior to starng their programme. Failure to do so may result in some university courses being unavailable

The Core IB Curriculum

Theory of Knowledge (TOK)

Theory of Knowledge is a course focused on the queson, “How do we know?” Students are taught to seek out knowledge through crical thinking and analysis of real-world situaons By the end of the course, students should be proficient in formulang arguments and analysing knowledge claims The central features of the Theory of Knowledge course in Grade 11 are 35 exhibion prompts which guide students’ thinking, while 6 essay quesons play a similar role in Grade 12

Assessment

Students are officially assessed for their IB Diploma, based solely on two pieces of work:

● Grade 12: The TOK essay on a prescribed tle (1,200–1,600 words) – this is supervised by a teacher in the school, and then graded externally by an IB examiner.

● Grade 11: The TOK Exhibion and wrien raonale – this is supervised and assessed by teachers in the school These grades are then moderated by the IB through samples

The final TOK grade and the final Extended Essay grade are entered into the Diploma points matrix (see below) to award a possible maximum of 3 extra points, which are added to a student’s Diploma

score. Candidates not subming sasfactory work (level E) for either task will fail the Diploma. For more informaon, please see the TOK Student Handbook on ManageBac

The Extended Essay

The Extended Essay is an in-depth study of a specific topic within a subject Its purpose is to provide a student with an opportunity to engage in independent academic research. Emphasis is placed on the process of engaging in personal research, on the communicaon of ideas and informaon in a logical and coherent manner and on the overall presentaon of the Extended Essay in compliance with IB guidelines. Students are required to devote 40 hours to the essay. At ISP the process usually commences in January of Grade 11 and is completed by November of Grade 12. The Extended Essay is limited to 4,000 words and should include an introducon, methodology, conclusion and bibliography, along with the necessary analysis

Subject choice

In choosing a subject, an essenal consideraon should be the personal interests of the student The subject should offer the opportunity for in-depth research but should also be limited in scope. It should present the candidate with the opportunity to collect or generate informaon and/or data for analysis and evaluaon The subject a student chooses for their extended essay will be one of their higher levels, however, they will be expected to go beyond the syllabus when undertaking their research

Assessment

The Extended Essay is externally examined Marks are awarded against a set of published criteria The final Extended Essay grade and the final TOK grade are entered into the Diploma points matrix (see below) to award a possible maximum of three extra points, which are added to a student’s Diploma score. Candidates not subming sasfactory work in either the EE or TOK will fail the Diploma For more informaon, please see the Extended Essay Student Handbook on ManageBac

The Diploma Points Matrix

The Creavity, Acvity, Service (CAS) Programme

The three elements of the Diploma Programme core (TOK, CAS and the Extended Essay) were introduced by the original curriculum designers of the Diploma Programme as a way to educate the whole person.

CAS experiences are an important source of personal knowledge, providing students with the opportunity to gain awareness of the world in a range of diverse and challenging situaons. Shared knowledge extends the idea from how individuals construct knowledge to how communies construct knowledge. In CAS, students might draw on TOK discussions that deepen understanding of different communies and cultures. In both CAS and TOK, students reflect on beliefs and assumpons, leading to more thoughul, responsible and purposeful lives

In the CAS programme, students must:

● engage in crical reflecon, analyse their own thinking, effort and performance;

● learn how to set challenging goals and develop the commitment and perseverance to achieve them;

● develop self-awareness and a sense of identy;

● consider a CAS project that fosters internaonal-mindedness – reflects an issue of global significance, but is explored from a local perspecve;

● develop individual and shared responsibility, and effecve teamwork and collaboraon;

● demonstrate aributes of the IB learner profile in real and praccal ways;

● develop skills, atudes and disposions through a variety of individual and group experiences;

● allocate sufficient me to the CAS programme (weekly basis, 18-month journey); and,

● reflect on CAS experiences and provide evidence in CAS porolios of achieving the 7 learning outcomes.

CAS complements a challenging academic programme in a holisc way, providing opportunies for self-determinaon, collaboraon, accomplishment and enjoyment. A meaningful CAS programme is a journey of discovery of self and others. Each individual student has a different starng point and different needs and goals For more informaon, please see the CAS Student Handbook on ManageBac.

Remarks and Retakes

Occasionally, the grades students receive in their final examinaons do not meet their expectaons. In such cases a student might ask for their externally assessed work to be remarked. The IB refers to such a request as ‘Enquiry upon results’ (EUR) Before proceeding the school will request wrien confirmaon from the student, or parent, that they wish the examined component for a subject to be remarked. It is important to recognise that the remark may raise or lower the final grade. The cost of a remark is 150 euros which covers both the IB and school’s administraon fee Another route is to retake the examinaon(s) The cost of a retake is 300 euros which covers both the IB and school’s administraon fee. Retakes at ISP are only offered in May.

Group 1: Languages A

Language A: Language and Literature (HL and SL)

The Language A: Language and Literature course aims at studying the complex and dynamic nature of language and exploring both its praccal and aesthec dimensions The course will explore the crucial role language plays in communicaon – reflecng experience and shaping the world – and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all affect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretaons, as well as the crical perspecves of others, to explore how such posions are shaped by cultural belief systems and to negoate meanings for texts

The main objecves in this course are for students to:

● engage with a range of texts, in a variety of media and forms, from different periods, styles and cultures;

● develop skills in listening, speaking, reading, wring, viewing, presenng and performing;

● develop skills in interpretaon, analysis and evaluaon; and,

● develop sensivity to the formal and aesthec qualies of texts and an appreciaon of how they contribute to diverse responses and open up mulple meanings.

External assessment

Higher Level Standard Level

Paper 1: Guided textual analysis (2 hours 15 minutes) (35%)

The paper consists of two non-literary passages, from two different text types, each accompanied by a queson

Students write an analysis of each of the passages

Paper 1: Guided textual analysis (1 hour 15 minutes) (35%)

The paper consists of two non-literary passages, from two different text types, each accompanied by a queson

Students choose one passage and write an analysis of it

Paper 2: Comparave essay (1 hour 45 minutes) (HL 25%; SL 35%)

The paper consists of four general quesons. In response to one queson students write a comparave essay based on two literary works studied in the course

HL essay (20%)

Students submit an essay on one non-literary body of work, or a literary work studied during the course. (20 marks) The essay must be 1,200-1,500 words in length

Internal assessment Individual oral (15 minutes) (HL 20%; SL 30%)

Supported by an extract from one non-literary body of work and one from a literary work,students will offer a prepared response of 10 minutes, followed by 5 minutes of quesons by the teacher

Language A: Literature (HL and SL)

The Language A: Literature aims at exploring literature across cultures and throughout history The course aims at developing an understanding of factors that contribute to the producon and recepon of literature the creavity of writers and readers, the nature of their interacon with their respecve contexts and with literary tradion, the ways in which language can give rise to meaning and/or effect and the performave and transformave potenal of literary creaon and response. The main objecves in this course are for students to:

● engage with a range of texts, in a variety of media and forms, from different periods, styles and cultures;

● develop skills in listening, speaking, reading, wring, viewing, presenng and performing;

● develop skills in interpretaon, analysis and evaluaon;

● develop sensivity to the formal and aesthec qualies of texts and an appreciaon of how they contribute to diverse responses and open up mulple meanings;

● develop an understanding of relaonships between texts and a variety of perspecves, cultural contexts, and local and global issues, and an appreciaon of how they contribute to diverse responses and open up mulple meanings;

● develop an understanding of the relaonships between studies in language and literature and other disciplines;

● communicate and collaborate in a confident and creave way; and,

● foster a lifelong interest in and enjoyment of language and literature

External assessment

Internal assessment

Higher Level Standard Level

Paper 1: Guided literary analysis (2 hours 15 minutes) (35%)

The paper consists of two literary passages, from two different literary forms. Students analyse both passages.

Paper 2 Comparave essay (1 hour 45 minutes) (25%)

The paper consists of four general quesons. In response to one queson, students write a comparave essay based on two works studied in the course.

Higher level (HL) essay (20%)

Students submit an essay on one work studied during the course.

Paper 1: Guided literary analysis (1 hour 15 minutes) (35%)

The paper consists of two literary passages, from two different literary forms. Students analyse one passage.

Paper 2 Comparave essay (1 hour 45 minutes) (35%)

The paper consists of four general quesons. In response to one queson, students write a comparave essay based on two works studied in the course.

Individual oral (15 minutes) (HL 20%; SL 30%)

Supported by an extract from one work wrien originally in the language studied and one from a work studied in translaon, students will offer a prepared response of 10 minutes, followed by 5 minutes of quesons by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied.

Group 2: Languages B

Language B: Language Acquision (HL and SL)

Language B is designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts There are five prescribed themes: idenes, experiences, human ingenuity, social organisaon and sharing the planet. Offered at SL only, Language ab inio is a language acquision course designed for students with no previous experience in – or very lile exposure to – the target language Both Language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The disncon between Language B SL and HL can be seen in the level of competency the student is expected to develop in recepve, producve and interacve skills At HL the study of two literary works originally wrien in the target language is required and students are expected to extend the range and complexity of the language they use and understand in order to communicate

The main objecves in this course are for students to:

● develop internaonal-mindedness through the study of languages, cultures, and ideas and issues of global significance;

● enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes;

● encourage, through the study of texts and through social interacon, an awareness and appreciaon of a variety of perspecves of people from diverse cultures;

● develop students’ understanding of the relaonship between the languages and cultures with which they are familiar;

● develop students’ awareness of the importance of language in relaon to other areas of knowledge;

● provide students, through language learning and the process of inquiry, with opportunies for intellectual engagement and the development of crical- and creave-thinking skills;

● provide students with a basis for further study, work and leisure through the use of an addional language; and,

● foster curiosity, creavity and a lifelong enjoyment of language learning.

External assessment

Internal assessment

Higher Level

Paper 1 (1 hour 30 minutes) (25%)

Producve skills wring (30 marks)

One wring task of 450–600 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examinaon instrucons.

Paper 2 (2 hours)

Recepve skills separate secons for listening and reading (50%)

Listening comprehension (1 hour) (25 marks) (25%)

Reading comprehension (1 hour)(25%)

Comprehension exercises on three audio passages and three wrien texts, drawn from all five themes

Standard Level

Paper 1 (1 hour 15 minutes) (25%)

Producve skills wring (30 marks)

One wring task of 250–400 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examinaon instrucons.

Paper 2 (1 hour 45 minutes)

Recepve skills separate secons for listening and reading (50%)

Listening comprehension (45 minutes) (25%)

Reading comprehension (1 hour)(25%)

Comprehension exercises on three audio passages and three wrien texts, drawn from all five themes

Individual oral assessment ( HL 25%; SL 25%)

A conversaon with the teacher, based on a visual smulus, followed by discussion based on an addional theme.

Language ab inio (SL)

Language ab inio students develop their recepve, producve and interacve skills while learning to communicate in the target language in familiar and unfamiliar contexts. Students develop the ability to communicate through the study of language, themes and texts. There are five prescribed themes: idenes, experiences, human ingenuity, social organisaon and sharing the planet While the themes are common to both Language ab inio and Language B, the Language ab inio syllabus addionally prescribes four topics for each of the five themes, for a total of 20 topics that must be addressed over the two years of the course

The main objecves in this course are for students to:

● develop internaonal-mindedness through the study of languages, cultures, and ideas and issues of global significance;

● enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes;

● encourage, through the study of texts and through social interacon, an awareness and appreciaon of a variety of perspecves of people from diverse cultures;

● develop students’ understanding of the relaonship between the languages and cultures with which they are familiar;

● develop students’ awareness of the importance of language in relaon to other areas of knowledge;

● provide students, through language learning and the process of inquiry, with opportunies for intellectual engagement and the development of crical- and creave-thinking skills;

● provide students with a basis for further study, work and leisure through the use of an addional language; and,

● foster curiosity, creavity and a lifelong enjoyment of language learning.

External assessment

Internal assessment

Standard Level

Paper 1 (1 hour) (25%)

Producve skills wring

Two wrien 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 examinaon instrucons

Paper 2 (1 hour 45 minutes)

Recepve skills separate secons for listening and reading (50%)

Listening comprehension (45 minutes) (25%)

Reading comprehension (1 hour) (25%)

Comprehension exercises on three audio passages and three wrien texts, drawn from all five themes

Individual oral assessment (25%)

A conversaon with the teacher, based on a visual smulus and at least one addional course theme

Group 3: Individuals and Sociees

Economics (HL and SL)

Economics is an excing, dynamic subject that allows students to develop an understanding of the complexies and interdependence of economic acvies in a rapidly changing world At the heart of economic theory is the problem of scarcity. Owing to scarcity, choices have to be made. The economics course, at both SL and HL, uses economic theories, models and key concepts to examine the ways in which these choices are made: at the level of producers and consumers in individual markets (microeconomics); at the level of the government and the naonal economy (macroeconomics); and at an internaonal level, where countries are becoming increasingly interdependent (the global economy) The DP economics course allows students to explore these models, theories and key concepts, and apply them, using empirical data, through the examinaon of six real-world issues. Through their own inquiry, students will be able to appreciate both the values and limitaons of economic models in explaining real-world economic behaviour and outcomes By focusing on the six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity, economic wellbeing, sustainability, change, interdependence and intervenon), students of the economics course will develop the knowledge, skills, values and atudes that will encourage them to act responsibly as global cizens

The main objecves in this course are for students to:

● develop a crical understanding of a range of economic theories, models, ideas and tools in the areas of microeconomics, macroeconomics and the global economy;

● apply economic theories, models, ideas and tools, and analyse economic data to understand and engage with real-world economic issues and problems facing individuals and sociees; and,

● develop a conceptual understanding of individuals’ and sociees’ economic choices, interacons, challenges and consequences of economic decision-making

External assessment

Internal assessment

Higher Level

Paper 1 (1 hour and 15 minutes) (20%)

An extended response paper

Standard Level

Paper 1 (1 hour and 15 minutes) (30%)

An extended response paper

Paper 2 (1 hour and 45 minutes) (HL 30%; SL 40%)

A data response paper excluding HL extension material

Paper 3 (1 hour and 45 minutes) (30%)

A policy paper. Includes both quantave and qualitave quesons.

Internal assessment (20 teaching hours) (HL 20%; SL 30%)

Students produce a porolio of three commentaries, based on different units of the syllabus (excluding the introductory unit) and on published extracts from the news media. Maximum 800 words for each commentary

Geography (HL and SL)

Geography is a dynamic subject firmly grounded in the real world, and focuses on the interacons between individuals, sociees and physical processes in both me and space. It seeks to idenfy trends and paerns in these interacons. It also invesgates the way in which people adapt and respond to change, and evaluates actual and possible management strategies associated with such change. Geography describes and helps to explain the similaries and differences between different places, on a variety of scales and from different perspecves. Geography as a subject is disncve in its spaal dimension and occupies a middle ground between social or human sciences and natural sciences. The course integrates physical, environmental and human geography, and students acquire elements of both socio-economic and scienfic methodologies. Geography takes advantage of its posion to examine relevant concepts and ideas from a wide variety of disciplines, helping students develop life skills and have an appreciaon of, and a respect for, alternave approaches, viewpoints and ideas. Students at both SL and HL are presented with a common core and oponal geographic themes HL students also study the HL core extension Although the skills and acvity of studying geography are common to all students, HL students are required to acquire a further body of knowledge, to demonstrate crical evaluaon and to further synthesise the concepts.

The main objecves in this course are for students to:

● develop an understanding of the dynamic interrelaonships between people, places, spaces and the environment at different scales;

● develop a crical awareness and consider complexity thinking in the context of the nexus of geographic issues, including:

o acquiring an in-depth understanding of how geographic issues, or wicked problems, have been shaped by powerful human and physical processes;

o synthesising diverse geographic knowledge in order to form viewpoints about how these issues could be resolved; and,

● understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.

External assessment

Higher Level

Paper 1 (2 hours 15 minutes) (35%)

Structured and extended response quesons

Standard Level

Paper 1 (1 hour 30 minutes) (35%)

Structured and extended response quesons

Paper 2 (1 hour 15 minutes) (HL 25%; SL 40%)

Structured and extended response quesons

Paper 3 (1 hour) (20%)

Extended response quesons.

Internal assessment

Internal assessment (20 hours) (HL 20%; SL 25%)

Fieldwork, leading to one wrien report based on a fieldwork queson, informaon collecon and analysis with evaluaon

History (HL and SL)

The DP History course is a world history course based on a comparave and mul-perspecve approach to history. It involves the study of a variety of types of history, including polical, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasises the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of crical thinking and on developing an understanding of mulple interpretaons of history. In this way, the course involves a challenging and demanding crical exploraon of the past Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer and use of primary sources. There are six key concepts that have parcular prominence throughout the DP history course: change, connuity, causaon, consequence, significance and perspecves

The main objecves in this course are for students to:

● develop an understanding of, and connuing interest in, the past;

● encourage students to engage with mulple perspecves and to appreciate the complex nature of historical concepts, issues, events and developments;

● promote internaonal-mindedness through the study of history from more than one region of the world;

● develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspecves;

● develop key historical skills, including engaging effecvely with sources; and,

● increase students’ understanding of themselves and of contemporary society by encouraging reflecon on the past

External assessment

Internal assessment

Higher Level

Paper 1 (1 hour) (HL 20%; SL 30%)

Standard Level

Source-based paper based on the five prescribed subjects Choose one prescribed subject from a choice of five Answer four structured quesons

Paper 2 (1 hour 30 minutes) (HL 25%; SL 45%)

Essay paper based on the 12 world history topics

Paper 3 (2 hours 30 minutes) (35%)

Separate papers for each of the four regional opons. For the selected region, answer three essay quesons

Internal assessment (20 hours) (HL 20%; SL 25%)

Historical invesgaon Students are required to complete a historical invesgaon into a topic of their choice.

Global Polics (SL)

Global polics is a course for students who want to beer understand how the world works, why it changes, and what might stop it from changing. It explores polical ideas and real-world issues through case studies, drawing from social sciences and humanies. Students learn by analyzing current polical challenges, developing a strong understanding of key concepts like power and how it influences people and systems across the globe.

The main objecves in this course are for students to:

● explore and crically engage with mulple perspecves and ways of thinking;

● invesgate and evaluate the interacons between individuals and sociees;

● think and act as informed and principled individuals in sociees;

● understand and value the variety and diversity of the human experience across me and place;

● explore and evaluate power in contemporary global polics;

● examine how state and non-state actors operate and interact within polical systems;

● invesgate and analyse contemporary polical issues and challenges from mulple perspecves; and,

● develop a lifelong commitment to acve global cizenship through collaboraon and agency

External assessment

Internal assessment

Standard Level

Paper 1 (1 hour 15 minutes)(30%)

Source-based paper that draws from the common SL and HL core topics. Candidates answer four compulsory structured quesons.

Paper 2 (1 hour 45 minutes)(40%)

Extended response paper based on the common SL and HL themac studies. Candidates must answer two quesons: one essay from secon A (comprising quesons from each of the themac studies) and one essay from secon B (comprising integrang quesons)

Engagement project (25 hours)

Engagement with a polical issue chosen by the candidate this requires preparatory research, planning, acve engagement, and complementary research and reflecon. Candidates must submit for assessment a wrien report that includes a jusficaon, discussion of methodology, explanaon of the links between the polical issue and course content, discussion of the engagement acvies carried out, and analysis and synthesis of the polical issue and the perspecves of involved stakeholders

Group 4: Sciences

Biology (HL and SL)

Biology moves forward through new techniques, careful experiments, recognizing paerns, and teamwork among sciensts To help us understand living things, this course focuses on four main themes: Unity and diversity, Form and funcon, Interacon and interdependence, and Connuity and change. Students of biology should not only learn the ideas in the subject but also understand how biologists study and what limits their methods might have

The main objecves in this course are for students to:

● develop conceptual understanding that allows connecons to be made between different areas of the subject, and to other DP sciences subjects;

● acquire and apply a body of knowledge, methods, tools and techniques that characterize science;

● develop the ability to analyse, evaluate and synthesize scienfic informaon and claims;

● develop the ability to approach unfamiliar situaons with creavity and resilience;

● design and model soluons to local and global problems in a scienfic context;

● develop an appreciaon of the possibilies and limitaons of science;

● develop technology skills in a scienfic context;

● develop the ability to communicate and collaborate effecvely; and,

● develop awareness of the ethical, environmental, economic, cultural and social impact of science.

External assessment

Internal assessment

Higher Level

Paper 1 (2 hours) (36%)

Paper 1A Mulple-choice quesons

Paper 1B Data-based quesons (four quesons that are syllabus related, addressing all themes)

Paper 2 (2 hour and 30 minutes)(44%)

Secon A Data-based and short answer quesons

Secon B Extended-response quesons

Standard Level

Paper 1 (1 hour and 30 minutes) (36%)

Paper 1A

Paper 1B

Mulple-choice quesons

Data-based quesons (four quesons that are syllabus related, addressing all themes)

Paper 2 (1 hour and 30 minutes)(44%)

Secon A Data-based and short answer quesons

Secon B Extended-response quesons

Internal assessment (10 hours) (HL 20%; SL 20%)

The internal assessment consists of one task: the scienfic invesgaon.

Chemistry (HL and SL)

Chemistry helps us understand and predict how maer behaves by idenfying paerns at a microscopic level and applying them on a larger scale. It relies on experiments, models, and mathemacal laws to explain observaons, oen using advanced tools like spectroscopy and molecular simulaons While rooted in hands-on invesgaon, chemistry now extends beyond human senses through technology. Its impact goes far beyond labs, influencing areas like energy, medicine, and the environment. Because of this, chemists must communicate their findings clearly and act responsibly, ensuring accuracy and honesty in their work

The main objecves in this course are for students to:

● develop conceptual understanding that allows connecons to be made between different areas of the subject, and to other DP sciences subjects;

● acquire and apply a body of knowledge, methods, tools and techniques that characterize science;

● develop the ability to analyse, evaluate and synthesize scienfic informaon and claims;

● develop the ability to approach unfamiliar situaons with creavity and resilience;

● design and model soluons to local and global problems in a scienfic context;

● develop an appreciaon of the possibilies and limitaons of science;

● develop technology skills in a scienfic context;

● develop the ability to communicate and collaborate effecvely; and,

● develop awareness of the ethical, environmental, economic, cultural and social impact of science.

External assessment

Higher Level

Paper 1 (2 hours) (36%)

Paper 1A Mulple-choice quesons

Paper 1B Data-based quesons

Paper 2 (2 hour and 30 minutes)(44%)

Short-answer and extended-response quesons

Standard Level

Paper 1 (1 hour and 30 minutes) (36%)

Paper 1A Mulple-choice quesons

Paper 1B Data-based quesons

Paper 2 (1 hour and 30 minutes)(44%)

Short-answer and extended-response quesons

Internal assessment Internal assessment (10 hours) (HL 20%; SL 20%)

The internal assessment consists of one task: the scienfic invesgaon.

Design Technology

(HL and SL)(Last assessment in 2026 New guide for 2027)

The Design Technology course aims to develop internaonally-minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a beer world. Inquiry and problem-solving are at the heart. This course requires the use of the design cycle, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible soluons, and the tesng and evaluaon of the soluon defined as a model, prototype, product or system that students have developed independently DP Design Technology enables students to develop crical thinking and design skills, which they can apply in a praccal context. While designing may take various forms, it will involve the selecve applicaon of knowledge within an ethical framework.

The main objecves in this course are for students to:

● build a sense of curiosity as they acquire the skills necessary for independent and lifelong learning and acon through inquiry into the technological world around them;

● explore concepts, ideas and issues with personal, local and global significance to acquire in-depth knowledge and understanding of design and technology;

● apply thinking skills crically and creavely to idenfy and resolve complex social and technological problems through reasoned ethical decision-making;

● understand and express ideas confidently and creavely using a variety of communicaon techniques through collaboraon with others;

● demonstrate a propensity to act with integrity and honesty, and take responsibility for their own acons in designing technological soluons to problems;

● develop an understanding and appreciaon of cultures in terms of global technological development, seeking and evaluang a range of perspecves;

● show a willingness to approach unfamiliar situaons in an informed manner and explore new roles, ideas and strategies to confidently arculate and defend proposals;

● develop an understanding of the contribuon of design and technology to the promoon of intellectual, physical and emoonal balance;

● build empathy, compassion and respect for the needs and feelings of others in order to make a posive difference to the lives of others and to the environment; and,

● increase skills that enable reflecon on the impacts of design and technology on society and the environment.

External assessment

Internal assessment

Higher Level

Paper 1 (1 hours) (20%)

Mulple-choice quesons

Paper 2 1 hour minutes) (20%)

Secon A: one data-based queson and several short-answer quesons on the core material

Secon B: one extended-response queson on the core materials

Paper 3 (1 hour) (20%)

Secon A: two structured quesons on the HL extension material

Secon B: one structured queson on the HL extension material based on a case study

Internal assessment (60 hours) (40%)

The internal assessment consists of one task: Individual design project

Standard Level

Paper 1 (45 minutes) (30%)

Mulple-choice quesons

Paper 2 (1 hour and 30 minutes) (30%)

Secon A: one data-based queson and several short-answer quesons on the core material

Secon B: one extended-response queson on the core materials

Internal assessment (40 hours) (40%)

The internal assessment consists of one task: Individual design project

Environmental Systems and Sociees (HL and SL)

Environmental Systems and Sociees (ESS) is an interdisciplinary course that can fulfil either the Individuals and Sociees or the Sciences requirement. ESS is grounded in scienfic exploraon of environmental systems in their structure and funcon, and in the exploraon of cultural, economic, ethical, polical and social interacons of sociees with the environment As a result of studying ESS, students will become equipped with the ability to recognise and evaluate the impact of our complex system of sociees on the natural world.. The course requires a systems approach to environmental understanding and promotes holisc thinking about environmental issues

The main objecves in this course are for students to:

● develop understanding of their own environmental impact, in the broader context of the impact of humanity on the Earth and its biosphere;

● develop knowledge of diverse perspecves to address issues of sustainability;

● engage and evaluate the tensions around environmental issues using crical thinking;

● develop a systems approach to provide a holisc lens for the exploraon of environmental issues; and,

● be inspired to engage in environmental issues across local and global contexts

External assessment

Higher Level Standard Level

Paper 1 (2 hours) (30%)

Students will be provided with a range of data in a variety of forms relang to a specific, previously unseen case study. Quesons will be based on the analysis and evaluaon of the data in the case study.

Paper 2 (2.5 hours) (50%)

Short-answer, data-based and structured quesons.

Paper 1 (1 hour) (25%)

Students will be provided with a range of data in a variety of forms relang to a specific, previously unseen case study. Quesons will be based on the analysis and evaluaon of the data in the case study.

Paper 2 (2 hours) (50%)

Short-answer and structured essays

Internal assessment

Internal assessment 10 hours (20%)

Internal assessment 10 hours (25%)

Internal assessment (individual invesgaon)

Physics (HL and SL)

Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest parcles to the vast distances between galaxies. Despite the excing and extraordinary development of ideas throughout the history of physics, observaons remain essenal to the very core of the subject Models are developed to try to understand observaons, and these themselves can become theories that aempt to explain the observaons. Besides helping us beer understand the natural world, physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implicaons of the work of physicists. By studying physics, students should become aware of how sciensts work and communicate with each other. While the scienfic method may take on a wide variety of forms, it is the emphasis on a praccal approach through experimental work that characterises the subject Teachers provide students with opportunies to develop manipulave skills, design invesgaons, collect data, analyse results and evaluate and communicate their findings

The main objecves in this course are for students to:

● develop conceptual understanding that allows connecons to be made between different areas of the subject, and to other DP sciences subjects;

● acquire and apply a body of knowledge, methods, tools and techniques that characterize science;

● develop the ability to analyse, evaluate and synthesize scienfic informaon and claims;

● develop the ability to approach unfamiliar situaons with creavity and resilience;

● design and model soluons to local and global problems in a scienfic context;

● develop an appreciaon of the possibilies and limitaons of science;

● develop technology skills in a scienfic context;

● develop the ability to communicate and collaborate effecvely; and,

● develop awareness of the ethical, environmental, economic, cultural and social impact of science.

External assessment

Internal assessment

Higher Level

Paper 1 (2 hours) (36%)

Paper 1A Mulple-choice quesons

Paper 1B Data-based quesons

Paper 2 (2 hour and 30 minutes) (44%)

Short-answer and extended-response quesons

Standard Level

Paper 1 (1 hour and 30 minutes) (36%)

Paper 1A Mulple-choice quesons

Paper 1B Data-based quesons

Paper 2 (1 hour and 30 minutes) (44%)

Short-answer and extended-response quesons

Internal assessment (10 hours) (HL 20%; SL 20%)

The internal assessment consists of one task: the scienfic invesgaon

Group 5: Mathemacs

Mathemacs: Analysis and

Approaches (HL and SL)

The Mathemacs: Analysis and Approaches course recognises the need for analycal experse in a world where innovaon is increasingly dependent on a deep understanding of mathemacs The focus is on developing important mathemacal concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathemacal knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. Mathemacs: Analysis and Approaches has a strong emphasis on the ability to construct, communicate and jusfy correct mathemacal arguments. Students should expect to develop insight into mathemacal form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas Students are also encouraged to develop the skills needed to connue their mathemacal growth in other learning environments. The internally assessed exploraon allows students to develop independence in mathemacal learning Throughout the course students are encouraged to take a considered approach to various mathemacal acvies and to explore different mathemacal ideas.

The main objecves in this course are for students to:

● develop a curiosity and enjoyment of mathemacs, and appreciate its elegance and power;

● develop an understanding of the concepts, principles and nature of mathemacs;

● communicate mathemacs clearly, concisely and confidently in a variety of contexts;

● develop logical and creave thinking, and paence and persistence in problem solving;

● employ and refine their powers of abstracon and generalisaon;

● apply and transfer skills to alternave situaons;

● appreciate the moral, social and ethical quesons arising from mathemacs;

● appreciate the universality of mathemacs and its mulcultural, internaonal and historical perspecves;

● appreciate the contribuon of mathemacs to other disciplines;

● develop the ability to reflect crically upon their own work and the work of others; and,

● independently and collaboravely extend their understanding of mathemacs

External assessment

Higher Level

Paper 1 (120 minutes) (30%)

No technology allowed.

Secon A

Compulsory short-response quesons based on the syllabus.

Secon B

Compulsory extended-response quesons based on the syllabus.

Standard Level

Paper 1 (90 minutes) (40%)

No technology allowed

Secon A

Compulsory short-response quesons based on the syllabus

Secon B

Compulsory extended-response quesons based on the syllabus

Internal assessment

Paper 2 (120 minutes) (30%)

Technology required

Secon A

Compulsory short-response quesons based on the syllabus.

Secon B

Compulsory extended-response quesons based on the syllabus.

Paper 3 (60 minutes) (20%)

Technology required.

Two compulsory extended response problem-solving quesons.

Paper 2 (90 minutes) (40%)

Technology required

Secon A

Compulsory short-response quesons based on the syllabus

Secon B

Compulsory extended-response quesons based on the syllabus

Mathemacal exploraon (HL 20%; SL 20%)

Internal assessment in mathemacs is an individual exploraon. This is a piece of wrien work that involves invesgang an area of mathemacs.

Mathemacs: Applicaons and Interpretaons (SL)

The Mathemacs: Applicaons and Interpretaon course recognises the increasing role that mathemacs and technology play in a diverse range of fields in a data-rich world. As such, it emphasises the meaning of mathemacs in context by focusing on topics that are oen used as applicaons or in mathemacal modelling To give this understanding a firm base, this course includes topics that are tradionally part of a pre-university mathemacs course such as calculus and stascs. Students are encouraged to solve real-world problems, construct and communicate this mathemacally and interpret the conclusions or generalisaons Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theorecal and the praccal concepts in mathemacs. All external assessments involve the use of technology Students are also encouraged to develop the skills needed to connue their mathemacal growth in other learning environments The internally assessed exploraon allows students to develop independence in mathemacal learning. Throughout the course students are encouraged to take a considered approach to various mathemacal acvies and to explore different mathemacal ideas

The main objecves in this course are for students to:

● develop a curiosity and enjoyment of mathemacs, and appreciate its elegance and power;

● develop an understanding of the concepts, principles and nature of mathemacs;

● communicate mathemacs clearly, concisely and confidently in a variety of contexts;

● develop logical and creave thinking, and paence and persistence in problem solving;

● employ and refine their powers of abstracon and generalisaon;

● apply and transfer skills to alternave situaons;

● appreciate the moral, social and ethical quesons arising from mathemacs;

● appreciate the universality of mathemacs and its mulcultural, internaonal and historical perspecves;

● appreciate the contribuon of mathemacs to other disciplines;

● develop the ability to reflect crically upon their own work and the work of others; and,

● independently and collaboravely extend their understanding of mathemacs.

Standard Level

External assessment

Internal assessment

Paper 1 (90 minutes) (40%)

Technology required.

Compulsory short-response quesons based on the syllabus.

Paper 2 (90 minutes) (40%)

Technology required

Compulsory extended-response quesons based on the syllabus.

Mathemacal exploraon (20%)

Internal assessment in mathemacs is an individual exploraon This is a piece of wrien work that involves invesgang an area of mathemacs

Group 6: The Arts

Film (HL and SL)

The Film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of film texts and praccal exercises in film producon, students develop crical abilies and appreciaon of arsc, cultural, historical and global perspecves in film. They examine concepts, theories, pracces and ideas from mulple perspecves, challenging their own views to understand and value those of others Students are challenged to acquire and develop crical thinking, reflecve analysis and the imaginave synthesis through praccal engagement in the art, cra and study of film. Students experiment with film and mulmedia technology, acquiring the skills and creave competencies required to successfully communicate through the language of the medium They develop an arsc voice and learn how to express personal perspecves through film The course emphasises the importance of working collaboravely, internaonal and intercultural dynamics and an appreciaon of the development of film across me and culture The film syllabus allows for greater breadth and depth in teaching and learning at HL through an addional assessment task, requiring HL students to reflect on the core syllabus areas to formulate their own intenons for a completed film They work collaboravely as a core producon team in order to effecvely communicate on screen

The main objecves in this course are for students to:

● explore the various contexts of film and make links to, and between, films, filmmakers and filmmaking techniques (inquiry);

● acquire and apply skills as discerning interpreters of film and as creators of film, working both individually and collaboravely (acon); and,

● develop evaluave and crical perspecves on their own film work and the work of others (reflecon).

External assessment

Higher Level

Textual analysis (HL 20%; SL 30%)

Standard Level

Students demonstrate their knowledge and understanding of how meaning is constructed in film. They do this through a wrien analysis of a prescribed film text based on a chosen extract. Students consider the cultural context of the film and a variety of film elements. Students submit a textual analysis.

Comparave study (HL 20%; SL 30%)

Students research into an area of film focus, idenfying and comparing two films from within that area and presenng their discoveries as a recorded mulmedia comparave study. Students submit a recorded mulmedia comparave study.

Collaborave film project (35%)

Bringing together all they have encountered during the film course, students at HL work collaboravely in a core producon team to plan and create an original completed film. Students submit a completed film.

Internal assessment

Film porolio (HL 25%; SL 40%)

Students at HL undertake a variety of film-making exercises in three film producon roles, led by clearly defined filmmaker intenons. They acquire and develop praccal skills and techniques through parcipaon in film exercises, experiments and the creaon of at least one completed film. Students submit a porolio and a film reel.

Music (HL and SL)

The Diploma Programme Music course has been designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing. The course is grounded in the knowledge, skills and processes associated with the study of music and offers a strengthened approach to student creavity through praccal, informed and purposeful exploraons of diverse musical forms, pracces and contexts. The course also ensures a holisc approach to learning, with the roles of performer, creator and researcher afforded equal importance in all course components The course seeks to be inclusive of students with wide-ranging personal and cultural musical backgrounds. In place of prescribed musical content, students and teachers have the agency to personalise unique approaches to musical forms, genres and pieces. The exploraon of diverse musical material is focused through the lenses of four areas of inquiry: music for sociocultural and polical expression; music for listening and performance; music for dramac impact, movement and entertainment; and, music technology in the digital age.

The main objecves in this course are for students to:

● explore a range of musical contexts and make links to, and between, different musical pracces, convenons and forms of expression;

● acquire, develop and experiment with musical competencies through a range of musical pracces, convenons and forms of expression, both individually and in collaboraon with others; and,

● evaluate and develop crical perspecves on their own music and the work of others

External assessment

Higher Level Standard Level

Presenng music (HL 30%; SL 40%)

Students submit a collecon of works demonstrang engagement with diverse musical material from four areas of inquiry

The submission contains:

● Presenng as a researcher programme notes

● Presenng as a creator composion and/or improvisaon

● Presenng as a performer solo and/or ensemble.

Exploring music in context (HL 20%; SL 30%)

Students select samples of their work for a porolio submission

Students submit a wrien work demonstrang engagement with, and understanding of, diverse musical material and praccal exercises: creang: one creang exercise (score maximum 32 bars and/or audio 1 minute as appropriate to style) performing: one performed adaptaon of music from a local or global context for the student’s own instrument.

Internal assessment

Experimenng with music (HL 20%; SL 30%)

Students submit an experimentaon report with evidence of their musical processes in creang and performing in two areas of inquiry in a local and/or global context.

The report provides a raonale and commentary for each process.

Students submit: a wrien experimentaon report that supports the experimentaon praccal musical evidence of the experimentaon process three related excerpts of creang three related excerpts of performing.

The contemporary music-maker (30%) Students submit a connuous mulmedia presentaon documenng their real-life project. Students submit mulmedia presentaon evidencing:

a. the project proposal

b. the process and evaluaon

c. the realised project, or curated selecons of it.

Theatre (HL and SL)

Theatre is a praccal subject that encourages discovery through experimentaon, risk-taking and the presentaon of ideas. The course is mulfaceted and gives students the opportunity to acvely engage in theatre as creators, designers, directors and performers. It emphasises working both individually and collaboravely as part of an ensemble The teacher’s role is to create opportunies that allow students to explore, learn, discover and collaborate to become autonomous, informed and skilled theatre-makers. Students learn to apply research and theory to inform and to contextualise their work Through researching, creang, preparing, presenng and crically reflecng on theatre, they gain a richer understanding of themselves, their community and the world. Students experience the course from contrasng arsc and cultural perspecves. They learn about theatre from around the world, the importance of making theatre with integrity, and the impact that theatre can have on the world It enables them to discover and engage with different forms of theatre across me, place and culture, promong internaonal mindedness and an appreciaon of the diversity of theatre

The main objecves in this course are for students to:

● explore theatre in a variety of contexts and understand how these contexts inform pracce;

● understand and engage in the processes of transforming ideas into acon;

● develop and apply theatre producon, presentaon and performance skills, working both independently and collaboravely; and,

● understand and appreciate the relaonship between theory and pracce

External assessment

Higher Level Standard Level

Research presentaon (HL 20%; SL 30%)

Students plan, deliver and video record an individual research presentaon in which they provide evidence of their academic and praccal exploraon and learning of a world theatre tradion they have not previously studied Each student submits the following

A video recording of the student’s research presentaon

Collaborave project (HL 25%;SL40%)

Students collaboravely create and perform an original piece of theatre created from a starng point of their choice The piece is presented to an audience as a fully-realised producon

Each student submits the following

A project report and a video recording of the final piece (7–10 minutes maximum).

Solo theatre piece (35%)

Students at HL research a theatre theorist they have not previously studied, idenfy an aspect(s) of theory and create and present a solo theatre piece (lasng 4–7 minutes maximum) that demonstrates the praccal applicaon of this theory to a theatre piece for an audience.

Internal assessment

Each student submits a report and a video of the solo theatre piece

Producon proposal (HL 20%; (SL 30%)

Students choose a published play text they have not previously studied and formulate a vision for the design and theorecal staging of the enre play text for an audience These ideas are presented in the form of a proposal

Visual Arts (HL and SL)(Last assessment 2026. New guide for 2027)

The Visual Arts course encourages students to challenge their own creave and cultural expectaons and boundaries. It is a thought-provoking course in which students develop analycal skills in problem solving and divergent thinking, while working towards technical proficiency and confidence as art makers. In addion to exploring and comparing visual arts from different perspecves and in different contexts, students are expected to engage in, experiment with and crically reflect upon a wide range of contemporary pracces and media The course is designed for students who want to go on to further study of visual arts in higher educaon as well as for those who are seeking lifelong enrichment through visual arts. The role of visual arts teachers is to acvely and carefully organise learning experiences for the students, direcng their study to enable them to reach their potenal and sasfy the demands of the course Students should be empowered to become autonomous, informed and skilled visual arsts.

The main objecves in this course are for students to:

● make artwork that is influenced by personal and cultural contexts;

● become informed and crical observers and makers of visual culture and media; and,

● develop skills, techniques and processes in order to communicate concepts and ideas

External assessment

Higher Level Standard Level

Part 1: Comparave study (20%)

Students analyse and compare different artworks by different arsts This independent crical and contextual invesgaon explores artworks, objects and artefacts from differing cultural contexts

Part 2: Process porolio (40%)

Students at HL submit carefully selected materials which evidence their experimentaon, exploraon, manipulaon and refinement of a variety of visual arts acvies during the two-year course.

Internal assessment

Part 3: Exhibion (40%)

Students at HL submit for assessment a selecon of resolved artworks from their exhibion The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and pracces appropriate to visual communicaon. HL students submit a curatorial raonale that does not exceed 700 words.

Part 3: Exhibion (40%)

Students at SL submit for assessment a selecon of resolved artworks from their exhibion The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and pracces appropriate to visual communicaon. SL students submit a curatorial raonale that does not exceed 400 words.

Homework

Homework is an extension of the regular daily school work and is given in all courses. The funcons of homework are to help students prepare for classes and to develop the skills of organisaon, me management, independent responsibility, self-direcon and self-discipline

Long-range assignments such as reports and projects take careful planning and organisaon on the part of the student Parents are encouraged to assist in monitoring student progress toward the compleon of the assignments, but should not do the students’ work for them. Parents can be most helpful to their children by providing a roune me and a place that is conducive to undisturbed study Students can seek help in developing more effecve study skills from their teachers, counsellors, and the learning support department

The amount of homework assigned for Grades 11 and 12 will vary between ten to twelve hours a week The nature of the homework will change, but it can be assumed that students will always be required to be reading set texts in preparaon for lessons and reading around all of their subjects as a maer of course Geng work done on me requires careful planning, organisaon, determinaon and self-discipline These qualies are important in students’ careers and in their personal lives

To promote the habit of punctuality, while recognising that difficules can arise, our expectaons are:

● All assignments are due by the deadline set by the teacher (Diploma coursework or any other assignment) It is the class teacher’s responsibility to ensure that the due date – for wrien work and oral presentaons – is clearly understood by all of the students in the class IB Diploma deadlines are placed on ManageBac.

● Students who ancipate having difficulty meeng a deadline must see the teacher well before the due date to discuss a possible extension An extension may be granted if the teacher judges that there is an acceptable and legimate reason.

● Students with an absence for the day that an assignment was due should hand in the assignment by email or on their return

Academic Integrity Policy

ISP is commied to academic integrity and will ensure that all students in the IB Diploma Programme are aware of what this entails. While we trust that all students enrolled in the school will submit work of their own that is appropriately referenced, we feel that it is necessary to give guidelines as to what this means and what the consequences will be if any work does not meet this standard.

Academic Dishonesty and Malpracce

Although the following list is not exhausve, academic dishonesty can, in general, take several forms:

● Plagiarism: taking work, words, ideas, pictures, informaon or anything that has been produced by someone else and subming it for assessment as one’s own.

● Copying: taking work of another student, with or without his or her knowledge and subming it as one’s own

● Exam cheang: communicang with another candidate in an exam, bringing unauthorised material into an exam room or consulng such material during an exam in order to gain an unfair advantage; sharing the contents of the examinaon with students outside of your class.

● Duplicaon: subming work that is substanally the same for assessment in different courses without the consent of all teachers involved

● Falsifying data: creang or altering data which have not been collected in an appropriate way

● Collusion: helping another student to be academically dishonest; being helped by another student to be academically dishonest.

Prevenon of Academic Dishonesty

ISP, in line with IB recommendaons and pracce, may submit random or selected pieces of work to external bodies for verificaon and evaluaon of sources. Students should be able to submit electronic copies of any work to either the teacher or the relevant curriculum coordinator for such verificaon at any me. We recommend that students keep all rough notes and dras that they produce in preparing work for submission to teachers or examiners in order to be able to defend themselves against charges of malpracce

Procedure for Invesgang Suspected Cases of Academic Dishonesty

If a teacher, or another member of staff, suspects that a student may have breached the school’s standards of academic honesty, he or she will inform the IB DP coordinator, the Department Leader, the Grade Level Leader, and Homeroom Teacher. The maer will be invesgated, and the student will be informed of the concerns of the teacher, giving the student the chance to reply to the accusaons If it can be shown that inappropriate work has been submied, the IB DP Coordinator will make a recommendaon to the Secondary School Principal as to whether or not the case is one of academic dishonesty, or of an academic infringement Again, in line with the IB’s policy and pracce, the determining difference between these two possibilies will be one of intent. The Principal will decide the outcome of the case.

The Consequences of Academic Dishonesty

Any student who has been found to be academically dishonest in any of the above ways, or otherwise, will have a record of this put into his or her student file, and this will be communicated to the student’s parents. If the work has been submied as an official piece of IB coursework, it will not be accepted; if there is me for him or her to do so, the student will be allowed to resubmit another piece of work in its place. If there is not me for the student to produce new work, he or she will normally not receive a grade for that course and will therefore not receive an IB Diploma. If a student submits work to the IB which is later recognised as having been produced dishonestly, the IB will not award a diploma to that student.

Students should recognise that they are ulmately responsible for their own work and that the consequences of any breaches of the standard of academic honesty will be theirs alone They should speak to teachers regularly about their work and show dras of it at various stages in the producon process They should ask teachers for advice if they are at any me unsure of what they have done in relaon to referencing sources

Student Work

ISP reserves the right to use anonymised student work for educaonal purposes When students’ work is used in this way it will only be used internally and never published externally. A student has the right to retain full permission of his/her work (in accordance with the Internaonal Baccalaureate Organisaon) and withdraw the work at any point

Primary School

96 bis rue du Ranelagh

75016 Paris, France

Middle School

45 rue Cortambert

75116 Paris, France

High School and Main Recepon

6 rue Beethoven

75016 Paris, France

Tel: 01 81 70 44 10