IBDP Booklet

IB Diploma Programme Information Guide

Proudly All-Girls | Proudly IB | Proudly Catholic | Proudly Marymount

The IBDP and Marymount Marymount International School London is an International Baccalaureate World School with a strong academic tradition, providing a holistic education based on Christian values.

Authorized as an IB school in 1979, Marymount was the first allgirls school in the UK to adopt the IB Diploma Programme. This internationally acclaimed programme is recognised globally by universities and employers as a quality benchmark in education.

With over 40 years’ experience teaching the IB Diploma, an exceptional faculty of qualified and experienced teachers, many of whom are examiners for the IBO, and a dedicated team of pastoral and support staff, Marymount London is ideally positioned to provide its students with an unrivalled IB Diploma programme experience. Small classes and a stimulating teaching environment, ensure that students are appropriately challenged and encouraged to develop their intellectual faculties and grow in confidence as independent, critical thinkers.

The very nature of our School gives every girl the optimal environment to succeed academically. Our pedagogy is tailored to both the specific requirements of the IB and our international, allgirls demography, a model in place since Marymount was founded over sixty years ago. Furthermore, the school provides a bespoke approach to course selection, allowing students to engage with a programme of studies that matches their strengths and interests and prepares them perfectly for university and beyond.

The synthesis of the IB’s pedagogical approach and the values enshrined in the mission of the RSHM make for a uniquely powerful education, the results of which can be seen not only in the consistently outstanding results our graduates achieve but also in the people they become; intellectual and compassionate, global citizens who challenge and contribute meaningfully to the world in which they live.

What is the IB Diploma Programme ?

Founded in Geneva in 1968 A broad and balanced future-ready programme that promotes inquiry, deepens conceptual understanding, and develops the skills attitudes and attributes required to successfully navigate life in the 21st century.

Two-year pre-university course Offers flexibility in either IB Diploma or Course Certificates International education encourages students to understand and appreciate other cultures, languages, and points of view.

A gold standard university entrance qualification, recognised and welcomed globally IB Diploma candidates must be examined in six subjects (three at Higher Level and three at Standard Level) plus the Core (Theory of Knowledge, Extended Essay and Creativity, Activity, Service [CAS], a programme of voluntary extra-curricular activities).

All students, if appropriately qualified, may follow the full IB Diploma Programme, but a student may, if she prefers, take one or more IB examinations in individual subjects, in which case a COURSE CERTIFICATE is awarded for the IB examinations passed.

Certificates can also be taken in Theory of Knowledge (TOK), and the Extended Essay. Higher Level examinations are valued as equivalent to/or higher than Advanced Placement by most colleges and universities in the United States and can earn credit.

In some cases, full IB Diploma holders may obtain sophomore standing. In the UK, UCAS considers a Higher Level course equivalent to a full A Level, with the highest mark in the IB (7) being equivalent to an A* at A Level.

Through engagement in the IB Diploma Programme, students: Develop an excellent breadth and depth of knowledge Master a range of approaches to learning skills and personal attributes (see IB Learner Profile on back page) Flourish physically, intellectually, emotionally, and ethically Study at least two languages Excel in traditional academic subjects Explore the nature of knowledge through the programme’s unique Theory of Knowledge course.

Marymount High School Diploma All Grade 12 students who satisfactorily complete the School’s graduation requirements (these include non-IB subjects: Religious Studies, PE and PSHEE as well) are awarded a High School Diploma.

IB Diploma Programme

Subject Categories The curriculum comprises six subject groups and the Core.

The six subject groups are: Language and Literature Language Acquisition Individuals and Societies Sciences Mathematics The Arts There are different courses within each subject group.

Made up of three required components, the Core aims to broaden students’ educational experience and challenge them to apply their knowledge and skills.

The three core elements are: Theory of Knowledge, in which students reflect on the nature of knowledge and how we know what we claim to know.

The Extended Essay is an independent, self-directed piece of research, culminating in a 4,000-word essay.

Creativity, Activity, Service (CAS), in which students plan, engage in, and reflect on various experiences that help nurture and develop critical skills, attitudes, and attributes and establish positive life habits.

Group One: Language & Literature Students must take at least one subject from Language and Literature, a subject area that offers students the opportunity to explore a broad range of texts and other media in the target language (usually the student’s mother tongue) and to broaden their understanding of the power and subtlety of the written and spoken word.

G1 language courses offered at Marymount

Additional G1 language courses (private tutors)

English French German Japanese Korean Mandarin Spanish

Arabic Russian Norwegian Czech Slovene Polish Italian

All languages offered at Higher Level and Standard Level.

Group One: Language & Literature You will find language specific information at the Group One table. Make your preference notes below:

Language

First Choice

Second Choice

Optional

Notes

Group Two: Language Acquisition IB Diploma students are required to study at least two languages, with the majority taking one subject from Group One and the other from Group Two*. Language learning in Group Two focuses on acquiring and using the target language, and the development of related cultures and traditions. Students with previous experience in or exposure to the target language will be expected to study their Language Acquisition course at Standard Level or Higher Level. For absolute beginners, some ‘Ab Initio’ courses are available.

G2 language courses offered at Marymount

Additional G2 language courses (private tutors)

English French Spanish German Mandarin

Arabic Dutch Italian Japanese

*Students may opt to study two Group One language courses instead of a language from Group One and a language from Group Two. All languages offered at Higher Level and Standard Level.

Please note - Ab Initio languages courses are only offered at SL.

Group Two: Language Acquisition You will find language specific information at the Group Two table. Make your preference notes below:

Language

First Choice

Second Choice

Optional

Notes

Group Three: Individuals and Societies By studying one or more subjects from this group, students explore and deepen their understanding of human experience and behaviour, the various environments that human societies inhabit, and the history of social and cultural institutions. In so doing, they develop their ability to identify, research, evaluate and analyse various theories and concepts.

I & S courses offered at Marymount

Transdisciplinary subject (Group 3 and 4)

Economics Geography History Psychology

Environmental Systems and Societies (E.S.S) (Standard Level only)

All subjects offered at Higher Level and Standard Level unless otherwise stated.

Group Three: Individuals and Societies You will find subject specific information at the Group Three table. Make your preference notes below:

Subject

First Choice

Second Choice

Optional

Notes

Group Four: Sciences The focus of Group four subjects is to develop the skills, attitudes and understanding associated with the scientific method, through the exploration of the theories and concepts that underpin each discrete science.

Science courses offered at Marymount

Transdisciplinary Subject (Group 3 or Group 4)

Biology Chemistry Physics Sports, Exercise & Health Science*

Environmental Systems and Societies (E.S.S) (Standard Level only)

All subjects offered at Higher Level and Standard Level unless otherwise stated. *Standard Level only and only if sufficient number of students select to create a class.

Group Four: Sciences You will find subject specific information at the Group Four table.

Make your preference notes below:

Subject

First Choice

Second Choice

Optional

Notes

Group Five: Mathematics All IB Diploma Mathematics courses aim to deepen understanding of mathematical knowledge, concepts, and principles so as to enhance critical and creative thinking and to develop an appreciation of the place of mathematics and mathematical thinking at the heart of human advancement in the 21st century.

Mathematics courses offered at Marymount Analysis & Approaches Application & Interpretation

Both Mathematics courses are offered at Higher Level and Standard Level.

Group Five: Mathematics You will find subject specific information at the Group Five table.

Make your preference notes below:

Subject

First Choice

Second Choice

Optional

Notes

Group Six: Arts Although students may opt to take an additional language, science or humanities course for their sixth subject, Marymount encourages students to study a subject from the Arts, to develop a deeper understanding of human creativity and expression across time, place, and space, ensuring a truly balanced educational experience.

Arts courses offered at Marymount Dance Music Theatre Visual Arts

All subjects offered at Higher Level and Standard Level.

Group Six: Arts You will find subject specific information at the Group Six table.

Make your preference notes below:

Subject

First Choice

Second Choice

Optional

Notes

Theory of Knowledge (TOK) The TOK course is assessed through an Exhibition curated in Grade 11 and a 1600-word essay written in Grade 12. It asks students to think about knowledge and how they truly ‘know’ what they claim to know.

As a result, the TOK course is built almost entirely out of questions based on different ways of knowing. Through discussion, debate, critical thinking, and reflection, students explore what they know, how they know it, and what evidence they might present to support their knowledge claims.

TOK encourages students to reflect on and test their personal and ideological assumptions and develop a greater awareness of and appreciation for the myriad cultural perspectives that exist in our world today.

The Extended Essay The Extended Essay is an in-depth and evaluative study of a focused topic chosen from the available Diploma Programme subjects for the session.

Students usually choose a topic from one of their six chosen subjects or a subject in which they have a background. This project promotes academic research and writing skills, allowing students to engage in personal research on a topic of their own choice under the guidance of a supervisor (an appropriately qualified staff member within the school).

The student will formally present a structured essay of 4,000 words, in which ideas and findings are communicated rationally and coherently appropriate to the chosen subject. Students undertake three mandatory reflection sessions with their supervisor, which include a short, concluding interview or ‘viva voce’ following the completion of the Extended Essay.

Subject First Choice Second Choice

Possible Research Question

Creativity, Activity and Service (CAS) CAS is at the heart of the Diploma Programme. With its holistic approach, it is designed to strengthen and extend students’ personal and interpersonal learning from the MYP. CAS is organized around the three strands of creativity, activity, and service, defined as follows.

Creativity: exploring and extending ideas leading to an original or interpretive product or performance Activity: physical exertion contributing to a healthy lifestyle Service: collaborative and reciprocal engagement with the community in response to an authentic need The CAS programme formally begins at the start of the Diploma Programme. It continues regularly, ideally weekly, for at least 18 months with a reasonable balance between creativity, activity, and service experiences.

Students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio contains evidence of a wide variety of experiences alongside reflections aligned to the seven CAS learning outcomes.

Recent University Destinations UK: Imperial College Cambridge University University of Warwick Durham University Oxford University University of Edinburgh University of St Andrews London School of Economics City, University of London University of Surrey Hult Business School University College London SOAS KLC School of Design Royal Holloway King’s College Queen Mary University University of Bath Lancaster University University of Glasgow

USA: Boston University Wake Forest Parsons School of Design Catholic University of America Bentley Brandeis Purdue University Drexel Franklin & Marshall Fordham FIT (NYC) Carleton College

Canada: McGill University University of Toronto

Japan: Waseda University Keio University Sophia University

Spain: I.E. Business School ESADE France: ESCP Business School ESSEC Business School

Hong Kong: Hong Kong University Proudly All-Girls | Proudly IB | Proudly Catholic | Proudly Marymount

As IB learners we strive to be: Inquirers

We nurture our curiosity, developing skills for inquiry and research.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a wide range of disciplines.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems.

express ourselves confidently and creatively in more than Communicators We one language and in many ways.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere.

Open-Minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others.

Caring

We show empathy, compassion and respect.

Risk-takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies.

Balanced

We understand the importance of balancing different aspects of our lives-intellectual, physical, and emotional-to achieve well-being for ourselves and others.

Reflective

We thoughtfully consider the world and our own ideas and experience.

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